modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pdf
- 1. Concepts: Information Processing Model Behavioural Model Social Model Personal Model
- 2. What is Teaching Model? A model of teaching is a plan or pattern that can be used to shape curriculums (long-term courses of studies), to design instructional materials, and to guide instruction in the classroom and other settings based on Joyce and Weil (1980).
- 3. • Aim of TM: To produce effective teaching. Figure 1.1: Glaser’s Teaching Model
- 4. Function of Teaching Model Formulate a complete & perfect teaching scheme. As basic guidance for teachers for reflection during feedback session. Enable teachers to analyse & evaluate its strengths & weaknesses so as to plan & implement appropriate follow-up actions Provide guidance to planners & teachers to enable them to plan & carry out the teaching process effectively.
- 7. Types of Information Processing Model Information- Processing Model of Memory Gagne’s Information Processing Model The Expository Teaching Model Inquiry Teaching Model Scientific Inquiry Model Social Inquiry Model Juris-Prudential Inquiry Model Suchman’s Inquiry Model
- 8. What do OUR MEMORY HAVE? Sensory Memory Compartment Hold a large amount of information in a duration just enough for a small portion to be selected for longer storage. Short-term Memory Capacity is limited. Storage duration is brief (unless assisted with rehearsal) Long-term Memory A very large storage capacity (unlimited). Stored longer.
- 9. Information-Processing Model of Memory Figure 1.2: Atkinson & Shiffrin’s Model of Memory Storage (1971)
- 10. Information-Processing Model of Memory Incoming information (sensory input) pass through: Sensory Short-term memory Long-term memory Sensory memory Retains information for only a fraction of a second but enough to select the portion of information that arrests one’s attention. (The information that caught one’s attention is selected for longer storage) Short-term Can hold unrehearsed information for about 20 – 30 seconds. Information can be stored longer if it is engaged under rehearsal. (Repetition of memorizing). Long-term Information encoded may last for weeks, months or even years.
- 11. Figure 1.3: Gagne’s Theory of Learning Process Gagne’s Information Processing Model
- 12. Gagne’s 8 stages of Learning Process PHASE ACTION RELATED Motivation Phase Expectancy Apprehension Phase Observation – Perception Selection Acquisition Phase Encoding – Prestoring Retention Phase Memory Retention Recall Phase Recall – searching Generalisation Phase Transfer Performance Phase Response Feedback Phase Reinforcement
- 13. Important Aspects in Gagne’s 8 Phases • Learning readiness • Motivation • Perception • Conceptualization • Memorizing • Forgetting • Learning transfer
- 14. How it works? • Process begins from extrinsic @ intrinsic motivation to perceive stimuli from environment. • New information recorded in short-term memory. • Information will be processed by relating stored information in long-term memory. • New information is reinforced, retained & applied when required.
- 15. Expository Teaching Model • Referred as explicit explanation in details of certain facts. • A way of presentation of information @ learning contents to pupils directly. • Presenting learning materials by explanation, narration or demonstration. • Suitably use to teach certain concept and skill during the beginning of the lesson.
- 16. ..continue.. • Principle and concept are explained verbally, as all the facts are written on the board, showed on the screen. • Time saving: Enables teacher to finish all related concepts in a shorter period & pupils merely listen quietly. • More to a lecturing method. (Less effective for primary schools).
- 17. Inquiry Teaching Model • Scientific Inquiry Model: –Used to study principles, phenomena & characteristics of scientific knowledge. –Research process based on 5 stages: • Identify the problem. • Ascertain relevant information. • Determine hypothesis. • Testing hypothesis. • Evaluate, interpret, infer & conclude.
- 18. • Social Inquiry Model: – Used to study topics related to social & humanity aspects. – Based on activities such as observation, interview, @ questionnaire. – Emphasizes on social interaction process. – 6 steps: • Formulation of problem by teacher. • Formulation of hypothesis by pupils. • Define hypothesis. • Discuss & confirm validity of the hypothesis. • Collect & analyse evidences for the hypothesis. • Interpret & derive inference @ conclusion.
- 19. • Juris-prudential Inquiry Model: –Used to look for reality & accuracy in current issues (learning science is more useful than learning arts). –Concerns with science & philosophy of human law. –Based on activities, discussions and debates. –Two types: • Guided inquiry: Teacher guides pupils to carry out the whole discussion process. • Open Inquiry: No guidelines given. Students have to do the discussion themselves.
- 20. • Suchman’s Inquiry Model: – Based on assumption that strategies used by scientists can be used as a teaching model especially in the study of science. – Procedures: • Teacher determines & indicates the problem. • Teacher explains the inquiry process to solve the previous problem. • Students are guided to form hypothesis, follows by the collection of relevant data. • Students use collected data to test hypothesis, aim to formulate theorem, law, principle or theory. • Discussion & making inferences. • Teacher & students discuss together and analyse.
- 21. The Importance of Information Processing Model • Students are prepared with better equipments and information for learning. • Students are enforced with good mental exercises through different methods and approaches. • Students are informed of the objectives and learning outcomes that should be achieved. • Help students to remember the information for a longer period of time.
- 24. Direct Instruction Model • Demonstration: – A teaching technique involves the use of a teacher’s skill to demonstrate @ perform a certain activity in the class. – Teacher has a strong control over what is learnt in the classroom, provides feedback, monitoring students, grading work and strict classroom rules & regulations. (Teacher- centered).
- 25. Mastery learning • Refers to a theory & practice of using remedial teaching based on feedback of pupil’s performance to assist them to achieve the learning objectives. • Procedures: – Determine learning outcomes by planning explicit learning objective (based on students’ performance). – Teach pupils with effective teaching method & technique (use of suitable learning materials to suit different learning styles) – Evaluate learning result by diagnostic test & summative test (level of mastering & achievement) – Carry out remedial activities for pupils who have not fully mastered certain skills & provide enrichment activities for pupils who have mastered the lesson.
- 26. Programmed Instruction Model • Computer Assisted Instruction (CIA) – The application of technology & computer system in teaching. – Pupils follow designed learning materials in software without teacher’s help. – Teacher has to facilitate the pupils to have interest in manipulating computer.
- 27. Personal Model
- 28. Personal Model • Non-directive Teaching Model • Developing Positive Self-concepts • Project Model – Research Project – Handicraft Project – Educational Visit
- 29. Non-directive Teaching Model • Based on Carl Rogers’ work, he believes that positive human relationships enable people to grow. • Therefore instruction should be based on concepts of human relations.
- 30. Action Outside the Interview Student initiates positive actions. Phase 5: Integration Student gains further insight and develops more positive actions. Teacher is supportive. Phase 4: Planning and Decision Making Student plans initial decision making. Teacher clarifies possible decision. Phase 3: Developing Insight Student discusses problem. Teacher supports student. Phase 2: Exploring the Problem Student is encouraged to define problem. Teacher accepts and clarifies feelings. Phase 1 : Defining the Helping Situation Teacher encourages free expression of feelings. Phases in Non-directive Model
- 31. The Importance of Non-directive Teaching Model • Teacher helps students to explore new ideas. • Students have freedom to making decisions and choices. • Teacher and students are partners in learning. • Nurtures and moulds students to be the way they are. • Encourages students to think and reflect their uncertain feelings and become better and be positive.
- 32. Developing Positive Self-concepts • Appreciate the abilities and talents one possesses. • Positive self-concepts evolves with the moral values that should be emphasised among students. • Activities that help: Group/Individual Presentation, musical performances, stage performances.
- 33. The Importance of Positive Self-concepts • Gain knowledge and experiences by enhancing their interests in learning through self-concepts. • Teacher shows positive approaches and optimistic reinforcements. • Boost their confidence. • Provide opportunities for students to express their ideas and listen to other’s opinions.
- 34. Project Model • Based on the belief that learning would be effective if pupils are interested and ready to carry out learning activities. • Examples of Project Model: – Research Project. – Handicraft Project. – Educational Visit.
- 35. 1. Research Project (Principles) • Teacher determines suitable research topic in accordance to the pupils’ experience, ability and interest. • Aims and procedures must be determined first and pupils are informed about this. • Teacher prepares relevant materials (check list, questions to be answered, etc.) to facilitate pupils.
- 36. Continued… • Research should be carried out safely & every pupil should actively involve in group activities. • Teacher supervises and provides guidance to pupils. • Teacher discusses the outcomes of research & evaluation should be conducted after research is completed.
- 37. 2. Handicraft Project (Principles) • Planning of the project is based on pupils’ interest and ability. • Prepare sufficient materials. • Explain procedure precisely. • Show examples of correct ways to do the project. • Time period is required! • Discussion is carried out to assess the work when it is done. • Display good quality work to the other students.
- 38. 3. Educational Visit (Principles) • Before the Visit: – Identify the place of visit. – Obtain permission. – Arrange for transport. – Conduct briefing session regarding safety, precautions, behaviours, aims of visit and regulations. – Prepare sufficient equipments.
- 39. ….continued • During the Visit: – Divide pupils into several small groups. – Every pupil should actively involve. – Watch out for pupils’ safety. – Give appropriate response to pupils’ inquiry. • After the Visit: – Hold discussion session with pupils regarding their observations. – Plan follow-up activity (making model, draw plan or model, display things)
- 40. The Importance of Project Model • Students able to relate their previous experiences to what they are studying. • Able to understand objectives of the projects before and after lesson. • Fun activities that attract students’ interests in learning more & apply what they have learnt. • Moral values are applied. • Theories, facts & hypotheses are brought into practices (I do, I remember & understand). • Co-operations among students. • Direct experiences & additional knowledge.
- 41. Social Model
- 42. Social Model • Model of Group Teaching & Co-operative Learning • Simulation Model –Sociodrama –Role play
- 43. SOCIAL MODEL Encourages assimilation and understanding of the learners Relies on the students’ personal and social values Uses group inquiry and problem-solving strategies
- 44. Ways of Teaching GROUP TEACHING AND CO-OPERATIVE LEARNING INFORMAL LEARNING GROUP FORMAL LEARNING GROUP STUDY TEAMS SIMULATION ROLE-PLAY SOCIODRAMA
- 45. ROLE-PLAY Emphasize the social nature of learning stimulate students both socially and intellectually Role-playing is a teaching strategy that fits within the social family models -Joyce and Weil, 2000- Improves interpersonal skills and enhances communication
- 46. ROLE-PLAY FOUR STAGES 1. Preparation and explanation of the activity by the teacher 2. Student preparation of the activity 3. The role-playing 4. The discussion after the role-playing activities
- 47. SOCIODRAMA More like an acting activity Based on a story which reflects a certain situation involving conflicting issue, for example, Hang Tuah and Hang Jebat Script should be prepared earlier Next
- 48. ADVANTAGES Helps them to become aware of the typical ways they solve problems Increases both social and personal awareness Promote acceptance, cooperation in classroom Back
- 49. Informal learning group Basically temporary within a single class session
- 50. Formal learning group Being formed to complete a specific tasks, such as to carry a project, performing a lab experiment, etc
- 51. Study Teams Long-term groups with a stable membership
- 52. ELEMENTS Positive Interdependence Face-to-face Interaction Individual & Group Accountability Interpersonal & Small- group Skills Group Processing
- 53. The Importance of Social Model Emphasize the worth of cooperative learning Incorporate the collective energy of the group Promote social skills including self-discipline, negotiation, democracy, etc.
- 56. Inductive Approach Collecting Analysing Interpreting Making generalisation Concept Conclusion
- 57. Example of Inductive Approach
- 59. Examples of Deductive Approach