ACTIVITY-BASED STRATEGIES NURSING STRAT --- GROUP 2

ACTIVITY-BASED STRATEGIES  Each group member has a unique contribution to make to the joint effort because of
Activity-based teaching implies an active learning on the part of the learner. All of his or her resources and/or role and task responsibilities
the strategies require the learner to do more than listen and study. Learners engaged in these
strategies are involved in creating and storing up knowledge for themselves. There is a great 2. Face-to-Face Interaction (promote each other's success)
deal of research pointing to greater knowledge retention and a high level of performance  Orally explaining how to solve problems
when these types of active learning strategies are used (Prince, 2004).  Teaching one's knowledge to other
 Checking for understanding
COOPERATIVE LEARNING  Discussing concepts being learned
Cooperative learning is the instructional use of small groups so that students work  Connecting present with past learning
together to maximize their own and each other's learning. It is a successful teaching strategy
in which small teams, each with students of different levels of ability, use a variety of learning 3. Individual & Group Accountability (no hitchhiking! no social loafing)
activities to improve their understanding of a subject. Each member of a team is responsible  Keeping the size of the group small. The smaller the size of the group, the greater the
not only for learning what is taught but also for helping teammates learn, thus creating an individual accountability may be.
atmosphere of achievement. Students work through the assignment until all group members  Giving an individual test to each student.
successfully understand and complete it.   Randomly examining students orally by calling on one student to present his or her
It is based on the premise that learners work together and are responsible for not group's work to the teacher (in the presence of the group) or to the entire class.
only their own learning but also for the learning of other group members (Lindauer & Petrie,  Observing each group and recording the frequency with which each member-
1997).It involves structuring small groups of learners (usually groups of four or five) who work contributes to the group's work.
together toward achieving shared learning goals.  Assigning one student in each group the role of checker. The checker asks other group
members to explain the reasoning and rationale underlying group answers.
Cooperative efforts result in participants striving for mutual benefit so that all group Having students teach what they learned to someone else.
members:
 gain from each other's efforts (Your success benefits me and my success benefits 4. Interpersonal & Small-Group Skills
you.)  Social skills must be taught:
 recognize that all group members share a common fate (We all sink or swim o Leadership
together here.) o Decision-making
 know that one's performance is mutually caused by oneself and one's team o Trust-building
members (We cannot do it without you.) o Communication
 feel proud and jointly celebrate when a group member is recognized for o Conflict-management skills
achievement (We all congratulate you on your accomplishment!)
5. Group Processing
Advantages of Cooperative Learning  Group members discuss how well they are achieving their goals and maintaining
 group members learn to function as part of a team effective working relationships
 working in a group for any length of time can teach or enhance social and communication  Describe what member actions are helpful and not helpful
skills Make decisions about what behaviors to continue or change
 it can help to address individual learning needs and learning styles (Huff, 1997)
 critical thinking is promoted (Zafuto, 1997) Types of Cooperative Learning Groups:

Disadvantages of Cooperative Learning Formal Groups Informal Groups Base Groups

 if it is used in class time, you won’t be able to cover all the content
 some learners would prefer working individually rather than in groups (King & Behnke, Purpose To complete a To enhance To provide
2005) specific learning understanding of a encouragement and to
task consisting of specific unit of monitor progress
5 Elements of Cooperative Learning concepts or skills information; to make throughout the
1. Positive Interdependence (sink or swim together) connections to prior learning experience
 Each group member's efforts are required and indispensable for group success learning
ACTIVITY-BASED STRATEGIES NURSING STRAT --- GROUP 2
Length of existence One class to many No more than one The length of the
weeks class, and perhaps for learning experience,
only a few minutes usually long term
during a class
Grading in Cooperative Learning
Goal: To maximize learning while minimizing unfairness.
1. Provide opportunities for self and peer evaluations. Students can be given rating forms
for themselves and their peers. Each student’s effort and performance can be rated and
then averaged.
2. Contract with each group as to which portions of the work will be done by each
individual. An individual grade can then be assigned to each portion of the project.
3. Assign a group grade for the project. The amount of weight given to the group grade can
vary depending on the other grade components.
4. Give bonus points to each group member if each person’s individual grade surpasses their
grades on previous projects or exams.
Research on Cooperative Learning
1. It produces higher achievement levels than do individualistic or competitive learning
approaches.
2. Outcome measures of achievement are knowledge gain and retention, problem solving,
reading, mathematics, and procedural tasks.
3. Other outcomes found are increased self-esteem, improved attitude toward learning,
social competence, and decreased anxiety in learning.
4. Cooperative learning has been found to be a cost-effective strategy.
5. Its effectiveness has been found in all ages and levels of education, both sexes, all
nationalities studied, and all economic groups.
6. Effects have been equally good for learners at all ability levels.
Why is Cooperative Learning so effective?
(Nastasi & Clements, 1991; Stockdale & Williams, 2004)
 An effective way to learn something is to try to teach it to someone else.
 As learners listen to each other, they work to make sense of what each is saying and then
they build on these ideas, thus adding to their cognitive schemata.
 As learners within a group disagree with each other, they seek to reduce cognitive
dissonance and therefore end up synthesizing divergent ideas.
 Behavioral theory would support the fact that there is group reinforcement present when
rewards are available for students assisting each other to achieve learning outcomes.
SIMULATIONS
Simulations are controlled representations of reality. They are exercises that learners engage
into learn about the real world without the risks of the real world. They also can be a lot of
fun.
Four types of simulations:
 Simulation exercise: A controlled representation of a piece of reality that learners
can manipulate to better understand the corresponding real simulation.
- Are categorized by their degree of fidelity. Fidelity is the degree
to which the simulation accurately mimics the real world
situation that is supposed to represent
(Role playing: return demo on bed bath on a manikin or cardio
pulmonary resuscitation)
 Simulation game: A game that represents real-life situations in which learners
compete according to a set of rules in order to win or achieve an objective.
- Focus either on content or on process learning. Content games
focus on teaching or reinforcing factual information
- An advantage of using simulation games to teach facts and
application of information is that gaming is, for most people, fun;
it increases also interaction among learners and allows even
quiet and reserved class members to participate in a relatively
low risk situation
(Crossword puzzle: review for growth and development)
 Role-playing: a form of drama in which learners spontaneously act out roles in an
interaction involving problems or challenges in human relations.
- This teaching method is effective in helping people gain in
interpersonal and therapeutic relationships and in teaching them
how to handle interpersonal conflicts it enables them to step
into the shoes of others and gain some insight into the
perspective of other people.
(Ms. Holden is a 62 year old women who has been hospitalized
for a week with gastrointestinal bleeding. Surgery is being
considered, but Ms. Holden is reluctant to undergo surgery
because she is concerned about the care of 87-year-old mother,
who is at home. Ms. Holden says “ i just can’t seem to make a
decision about this operation”)
 Case study: An analysis of an incident or situation in which characters and
relationships are described, factual or hypothetical events transpire, and problems
need to be resolved or solved.
- Case studies can be used successfully to apply principles
discussed in class, to encourage independent study and critical
thinking, and to safely exposed learners to real world situations
they will encounter in the future
Simulations have been a teaching strategy for centuries. War games were used in ancient
China and India and more recently in eighteenth-century Germany. Chess a simulation game is
thought to have been developed about 800 B.C. (Wildman and Reeves, 1997). The more
ACTIVITY-BASED STRATEGIES NURSING STRAT --- GROUP 2
recent use of simulations in education began in the 1960s when business, law, educational
administration, and medicine all began to use various simulation formats.
Purpose and uses of simulations:
1. Are intended to help learners practice decision-making and problem-solving skills
2. To develop human interaction abilities
3. Learn psychomotor skills in safe and controlled setting apply principles and theories
they have heard or read about and to see how and when these principles and
theories work.
 Learners get a chance to apply principles and theories they have heard or
read about and to see how and when principles and theories work. For
example, a person with a mental health problem may have been receiving
counselling on how to handle interpersonal conflicts and may be making
progress in understanding interpersonal theory.
4. It can bring that understanding to life as situations are acted out
5. Are usually worked out by groups of learners.
6. Can be used to achieve many learning objectives.
7. It is also an avenue for attitude change.
 People who work through a simulation exercise or game or role playing
situation may discover factors about certain people and situations that
they never before realized and will change their attitude in the future.
Constructive attitude can lead to more productive and acceptable
behaviour.
8. Decision –making skills can be fostered by simulation.
 Nurses or nursing student learn to make decisions by making decisions,
not just by learning the theory of decision making.
9. It can be applied to the teaching of psychomotor skills.
10. Can be used to evaluate learning and competence.
 Written simulations can be developed in a simulation format to test the
application of knowledge.
Role of the Educator
Three Facets:
1. Planning- begins with choosing or developing an appropriate
simulation that will meet learning objectives.
2. Facilitating- during the actual progress of simulation.
- After introducing the activity, you should take a
backseat and talk relatively little
3. Debriefing- it is also called the final discussion
- Should occur immediately following the
simulation when the information is fresh in
everyone’s mind.
Description
Problem-based Learning (PBL) is a student-centered instructional strategy that is
used to promote active learning, while learners investigate authentic problems. PBL
is characterized by the use of real world and ill-structured problems, those that are
complex and sometimes have multiple responses, requiring the learner to acquire
critical knowledge, problem solving skills, self-directed strategies, and team
participation skills. Instead of the teacher simply assigning readings, providing
lectures or walking students through a solution, the learners are presented with or
identify their own problem that drives their inquiry and learning process.
Key components in Problem-Based Learning
The Problem-based Learning model involves the use of real problems to create an
active, student-centered learning environment. The key components of the process
are:
 Problem formulation
 Data collection
 Brainstorming solutions
 Evaluating and selecting solutions
 Implementing the solution
These components give the students direction and provide them with a format for
completing the written part of the final product (Seifert & Simmons, 1997).
Problem Formulation is a strategy composed of three questions that give students a
format for beginning the problem-solving process.
 What do we know?
 What do we need to know?
 What should we do? (Stepien and Gallagher, 1993)
The data collection component is designed around the answers to the “What do we
know?” questions and involves different methods of research. For example, it might
involve, interviewing strategies, survey techniques, library research, and Internet
research techniques. In the data collection component students are encouraged to
use their imagination as they collect data by searching in places they would not
normally search, view problems from many perspectives, listen carefully and be
open to new ideas. The brainstorming solutions component involves the students
immersing themselves in the problem by reviewing as many things as possible about
the ideas. It may also require the students to rearrange the order of the parts, keep
a list of ideas, and share ideas. Then there is the evaluating and selecting of the
solution component. This is where students need to access the selected solution
based on the data that they have gathered. It is important that the whole group
come to a consensus before choosing a final solution. Implementing the solution is
vital and reflects the cohesiveness of the group, because it is at this point that the
group must defend their solution based on their data. The final component is
product assessment. This is left up to the discretion of the teacher/tutor. Many
times the tutors will decide to let the students develop their own assessment.
History of Problem-Based Learning
It could be that problem-based learning stems all the way back to Socrates and the
question-and-answer dialectical approach. As John Cavanaugh, vice-provost for
academic Programs and Planning at Delaware University puts it: “It’s like discovery-
based learning in the 1960’s. We knew about it; we didn’t do it. Dewey talked about
it when he talked about ‘engagement’. Dewey had it right on the abstract level. We
do the details better now, that’s all, and because of advances in cognitive science
and technology.The modern history of problem-based learning begins in the early
ACTIVITY-BASED STRATEGIES NURSING STRAT --- GROUP 2
1970s at the medical school at McMaster University in Canada (Rhem, 1998). Since
the implementation of PBL in the 1970s it has been used in various undergraduate
and graduate programs around the world. Additionally, elementary and secondary
schools have adopted PBL.
Application in and effects on classrooms and similar settings
A problem-based learning environment provides learners with an instructional
mechanism that can increase their higher-order thinking skills while exploring
authentic and ill-structured problems, participating in social interactions, and
receiving coaching from peers and teachers. However, PBL also brings cognitive
challenges. For example, students must be challenged to clarify the causes of the
problem, to decide important facts in problem situations, and to generate
hypotheses for the solutions. To appropriately solve a problem in a PBL
environment, it is important that students reflect on their understanding of an issue,
new knowledge to develop a solution, and how their new knowledge can be used to
address the situation. Reflecting on the problem helps learners to generate concepts
and abstractions and enhance the transfer of learning to new problems.
Research suggests that various elements in the learning environment can prompt
reflective thinking. Ill-structured, authentic, and complex tasks in a PBL environment,
for instance are known to promote reflective thinking. These features of the task
help students think reflectively because students have to investigate the problem in
order to gather appropriate information to solve the problem. Another important
element prompting reflective thinking is the type of instructional method used.
Virtanen et al. (1999) found that both an inquiry-oriented and an explanation-
oriented instructional method were effective in PBL environment. The inquiry-
oriented method facilitates reflective thinking by asking reflective questions while
the explanation-oriented method directs learners to reflect on important concepts.
Creating flexible and active learning environments is also important in prompting
reflective thinking during PBL. The elements that make the learning environment
active and student-centered include allowing students to have enough wait-time to
think before answering, providing a leaner-controlled instruction, and promoting
cooperative and collaborative learning. Finally, scaffolding tools are important in
prompting reflective thinking during PBL. Andrusyszyn & Daive (1997) and Kinchin &
Hay (2000) reported on the effectiveness of journal writing. Research also suggested
that question prompts or concept maps could be used as aids to prompt reflective
learning. Therefore, key factors that encourage students to reflect upon learning in a
PBL environment seem to focus on the use of ill-structured and authentic tasks, the
type of instructional methods, supportive and active learning environments, and
scaffolding tools. Problem-based Learning provides the instructional mechanisms for
prompting learner reflective thinking. One of the major features of project-based
learning is the all important community of inquiry. Inquiry is at the heart of PBL.
Community, however, may be a more difficult task to grasp. Diane McGraw is an
associate professor of educational computing, design and online learning at Kansas
State University. She has found through research that there was a program called
Fostering a Community of Learners (FCL) in which learners collaborate, research,
share and reflect on topics that involve them in “deep disciplinary content. This
program consisted of five critical pieces that work together, these same five pieces
can be found in problem-based learning, and they are:
 Active, purposeful learning
 A learning setting that pays attention to multiple zones of proximal
development
 The legitimization of difference
 A community of discourse
 A community of practice (McGraw, 2003)
Problem-based learning fosters a community of learning through collaborative and
engaging group interaction. In PBL learners depend on each other to accomplish
their tasks. This means that members be responsible to each other and the group,
be mutually respectful, and identify as part of the group. All members of the learning
community must take responsibility for their accomplishments in PBL.
Distinctive Features of PBL
Learning through Problem Solving:
PBL introduces the student to the topic or course content through the process of problem
solving as opposed to the traditional method where the student is introduced to the content
first and is then supposed to apply it for problem solving. This kind of approach has been
adopted to support researches, saying that learning is enhanced when it is introduced through
an experience in an appropriate context.
Presenting Complex/Real-Life Situations:
The problems used for PBL are often real-life situations where the students need to analyze
them critically through reference/case studies and research work. These problems may not
have simple or straight forward solutions; neither they might have one possible solution and
can be solved through different strategies and approaches. Finding these strategies would
require a thinking of higher order which would involve evaluation, analysis and synthesis to
create new knowledge and learning.
Using Prior Learning:
PBL allows students to use their prior learning for analyzing and finding solution for the
problem placed before them. By recalling what they have already learnt, the students can
make assumptions and develop strategies for problem solving. According to researches a
conflict between new information and previous learning may enhance the learning process.
Collaborative Approach:
While solving a problem, it is not mandatory for the students to get the correct answer as
there may not be one concrete answer or solution to the problem. Instead, the focus lies on
the process of finding the solution by working in a group and exploring various possibilities
through analytical research work.
Role of the Instructor:
In PBL the instructor steps back from his/her traditional role of feeding information about the
new content to the students. Instead, he/she becomes a facilitator or guide in the process of
finding solutions to the research problem. However, that does not mean that the instructor
ACTIVITY-BASED STRATEGIES NURSING STRAT --- GROUP 2
has any less importance as compared to his/her conventional role. It requires a lot of
preparation to guide the students properly by providing information resources,
reading/reference list, suggesting research and analysis strategies etc. The instructor might
also need to make himself/herself available in person or through email/telephone whenever
the students require him/her during the research period. However, it is not mandatory for the
instructor to be with the students always.
Advantages of Problem Based Learning
 Being more students centric, PBL is more likely to motivate and excite the students
to learn, wherein they need to play an active role in analyzing things for a given
assignment.
 By presenting the students with real-life situations, PBL enhances the problem
solving skills of the students as opposed to providing only theoretical knowledge.
Learning, therefore, goes beyond bookish knowledge and helps the students face
and see through practical problems.
 Allowing the students to use prior knowledge to solve a new problem, PBL ensures
deeper understanding. According to researches, learning is enhanced when new
information is presented through a meaningful context and comes in conflict with
the existing knowledge.
 PBL demands a collaborative approach towards problem solving, thus, creating an
environment in which the students learn to see various approaches to solve one
problem through group interactions. This makes the team responsible for each other
and not just for one’s own self.
 Redefining the role of the tutor/instructor, PBL demands a unique relation between
the students and the teacher. This, in turn, allows the students to partially
determine their course of action with the help of the tutor, making learning more
interesting, engaging and activity based.
Disadvantages of Problem Based Learning
 While getting introduced to a new topic or course content, the students might not
be in the best position to determine what is important for them and what is not. It
might be too much to expect from them to decide their course of action, especially
for subjects in which they do not have any prior exposure.
 Students are habituated to classroom sessions with the instructors taking the center
stage and transferring knowledge through lectures and notes. All of a sudden, if they
are told to analyze a given topic and determine their learning objectives all by
themselves, they might get confused or lost.
 Tutors/Instructors are expected to change their conventional modes of classroom
teaching and prepare himself/herself to become a guide/facilitator of the students
by providing them research and analysis guidance. Some teachers might not find this
change of role very comfortable.
 As PBL deals with researching and solving problems, it is essential to generate a
proper problem/situation/question, without which the proper learning objectives
cannot be determined. If an appropriate problem is not raised it is likely that the
students would go out of track and completely miss the actual objective behind the
entire course.
 Although PBL tends to hone the analytical skills of the students through presenting
them with real-life situations, it is also found that often, they do not have sound
theoretical knowledge on the subject matter.
SELF-LEARNING MODULES
Self-Learning Modules
• Also called self-directed modules, self-paced learning modules, self learning packets,
and individualized learning activity packages
• The idea of using SLMs began in the 1960s
• A self-contained unit or package materials for use by an individual
• For learners who are motivated to learn on their own – usually adults
• Examples of SLMs include the use of hard copies(hand outs), online(e-:earning) or
CD-ROMs
• Adult learners are motivated on their own, so most probably the target learners are
adults
• Self-directed learning is based on the following principles:
1. Adults are motivated to learn material for which they see relevance
2. Adults’ prior experience is a resource for further learning.
3. Adults are problem focused and readily learn material they can use to
solve problems (Herrick, Jenkins, & Carlson 1998; VanAtta, 1986) 
Uses
• Used to teach entire courses in academic settings and in graduate as well as
undergraduate learners
• Used as bridge courses for LPNs and RNs returning to school for higher degrees
Plans in developing a module
• It takes weeks to months
• More time is allotted for making SLMs that are on CD-ROMs
Components of Self-Learning Modules:
1. Introduction and instructions
• I have left first until the last
• The introduction and instructions would of course come first in the
module, but it is found out to be helpful if this part is written after all
the instructional materials for the module has already been designed
• This portion includes instructions for the learner on how to work
through the module, how is use the pretest, the self-evaluation
guides, where to locate the resources, what procedures to use in
handling in assignments or scheduling skill test and what the roles of
the educator and the learner are
• This is the part where the educator is selling the module
• Capturing the interest of the learners
• The use of humor and a lively conversational tone is used at this part
ACTIVITY-BASED STRATEGIES NURSING STRAT --- GROUP 2
2. Behavioral objectives
• This is the first step in the developmental process is writing the
objectives or what are the goals that you want for the learner to
attain or the primary purpose of the said module
3. Pretest
• At this part of the module the educator has already identified the
basic contents that he wants to include
• This includes some questions that assess knowledge or the content of
the module itself
• If the pretest reveals mastery of certain units by the learner, he
should be informed that he might be skipping that part of the module
• If the educator wants the learner to do self-evaluation and receive
instant feedback, the educator includes the answers at the end of the
module
• Learners need to know what level of performance constitutes
mastery of the content (80-100%)
4. Learning activities
• At this stage the educator has a really good idea on where he wants
the learner to go but the educator still has to decide how is he going
to help the learner to get there
• Adding various learning styles may help
• Activities may include:
1. Reading textbook chapters, articles or pamphlets
2. Reviewing diagrams, handouts, charts or pictures
3. Attending short lectures, speeches, symposiums
and forums or even demonstrations
4. Answering study questions and getting feed back
5. Watching a video or slide presentations
6. Using a computer program
7. Practicing psychomotor skills in a laboratory
8. Participating in group discussions
5. Self evaluations
• This should accompany every unit
• These guides are short quizzes based on the objective that enable
learners to check their progress
• The answer to the self-evaluation guides should be at the end of the
module for faster feedback
• Performance of less than mastery level means that the learner must
go back into the unit and repeat the appropriate learning activities
6. Post test
• This is done while making self-evaluation tests questions
• This is usually at the last part of the module
• This is a written examination
• May consists of
1. Multiple choices
2. Matching type
3. Essay questions
4. Case analysis questions
• In the academic setting the learner usually receives a grade
• If the learner has not achieve mastery in the posttest he is subjected
to repeat portions of the module and the learner must repeat the
posttest
• A second post test is should always be ready
Pilot testing
• At this portion the module is already complete ready for use but before use for large
scale or for the intended purposes it is first subjected to pilot testing
• 1-2 people test the module first to over go flaws and snags of the module as well as
to determine the amount of time the learner will complete the module
• After the pilot testing the module is further improved and used for it’s said purposes
Advantages:
• Ability to learn independently at one’s own pace and time
• Promote active learning
• Provide immediate feedback on performances
• Educators are freed from the repetition of the same material every year
• Educators are given opportunities for creativity
• Modules make it possible for a curriculum to be standardized
• Reduces travel time
• Reduce the cost of in-service education
Disadvantages:
• Some learners may miss learning with other people
• Some learners may miss the interactions
• May further lead to procrastination
• Learners may be less honest
• Modules take many hours to design and test
Examples of Self-Learning Modules:
• SRA Books (Skills and Reading Activity Books)
• School Manuals (e.g. RS1 Manual, Computer Manual, etc.)
• CD ROMs – Interactive CDs with instructions, pretest and evaluations
• E-learning websites
FLIP CHART
A flip chart is a stationary item resembling a whiteboard, typically supported on
a tripod paper sheets is typically fixed to the upper edge. Such charts are commonly used for
presentations. or four-legged easel. A pad of
Although most commonly supported on a tripod, flip charts come in various forms. Some of
these are:
 stand-alone flip chart: resembles a big isosceles triangle box that usually sits on a
table. Imagine a book that you would open at 270° angle and then lay on a table.
The paper is flipped from one side of the top of the triangle box to the other.
ACTIVITY-BASED STRATEGIES NURSING STRAT --- GROUP 2
 metallic tripod (or easel) stand: usually has 3 or 4 metallic legs that are linked
together at one extremity. A support board is attached to two of these legs to
support the large paper pad. This is the most common type of flip chart stand.
 metallic mount on wheels: usually has a flat base to support the paper pad and is
mounted on one or two legs that then have a set of wheels. The advantage of these
more recent forms of stands is that it is easier to transport the flip chart from one
location to another.
Recently, scientists have developed a digital self writing flip chart which writes word for word
everything it is instructed to record. The disability action group "Armless" has stated that this
is a significant step forward for disabilities groups to have conferences like normal people.
Also being released into public sale is a flipchart which is self heighteneing. This system is
known as the POGO system, named after the childrens bouncy toy madeb famous in the
1970's.
Text is usually hand written with marker pens and may include figures or charts(recently
scientists have developed a self writting system). A sheet can be flipped over by the presenter
to continue to a new page.
Some flip charts may have a reduced version of the page that faces the audience printed on
the back of the preceding page, making it possible for the presenter to see the same thing the
audience is seeing. Others have teaching notes printed on the back.
 They are word-oriented (unless the presenter can draw).
 It's difficult to use color effectively.
 They shouldn't be used in groups larger than 50 people.
Tips for Using Flipcharts
 The larger the group, the larger you need to write--and, consequently, the less
information you can cram onto a single page.
 Avoid long lists. They can be difficult to read from a distance.
 Make sure you have fresh markers.
 Some markers will bleed through the paper and mark the next sheet. One solution is
to staple two pages together at the bottom so you actually write on two pages at
once. When you flip up a page, you actually flip up two pages.
 People tend to write too much information on a page. Avoid that.
 Use black or blue markers, which contrast strongly on the white background. Red
seems bright, but it's harder to read. Definitely avoid yellow.
 Write only on the top two-thirds. People have more trouble seeing the bottom.
 

Flip charts are used in many different settings such as:

 in any type of presentation where the papers pads are pre-filled with information on
a given topic
 for capturing information in meetings and brainstorming sessions
 in classrooms and teaching institutions of any kind
 to record relevant information in manufacturing plants
 a creative drawing board for Art students
 a palette for artists in “life-drawing” classes
 for strategy coaching for sports teams
 for teaching

Advantages of Flipcharts
A flipchart is just a big notepad set on an easel. A flipchart can be very effective when used in
the right way. Some advantages:
 You can develop charts and lists as you go.
 Flipcharts work great when you're soliciting ideas and feedback from the audience.
 Flipcharts work great in small groups (less than 50 people).
 You can set up a flipchart just about anywhere.
 You don't need an electrical outlet or a screen.
 Flipcharts are low-tech--no bulbs, no on-off switch. They always work right.
 You can write on the chart as you speak.

Disadvantages of Flipcharts
 They can't be reused.