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modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pptx
- 2. WHAT IS TEACHING MODEL? Amodel of teachingisaplanor patternthat canbeusedto shapecurriculums(long-term coursesof studies), todesign instructional materials, andto guideinstructioninthe classroomandother settings basedonJoyceandW eil (1980).
- 4. Function of Teaching Model Formulatea complete& perfectteaching scheme. A s basic guidancefor teachers for reflectionduring feedbacksession. Enableteachersto analyse&evaluateits strengths& w eaknessessoasto plan&im plem ent appropriatefollow - up actions Provideguidanceto planners&teachers toenablethemto plan&carryoutthe teachingprocess effectively .
- 7. TypesofInformationProcessingModel Information- Processing Model of Memory Gagne’s Information Processing Model TheExpository T eaching Model InquiryT eaching Model Scientific Inquiry Model Social Inquiry Model Juris-Prudential InquiryModel Suchman’s Inquiry Model
- 8. What do OURMEMORY HA VE? 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 Figure1 . 2 :Atkinson& Shiffrin’sModelofMemory Storage(1971)
- 10. Information-Processing Model of Memory Incoming information (sensory input) passthrough: Sensory Short-termmemory Long-termmemory Sensorymemory Retainsinformation for onlyafractionof asecondbut enoughtoselect the portionof informationthat arrestsone’s attention. (The informationthat caught one’s attentionisselected for longer storage) Short-term Canhold unrehearsed informationfor about 20–30seconds. Informationcanbe storedlonger if it is engagedunder rehearsal. (Repetitionof memorizing). Long-term Informationencoded maylast for weeks, months or even years.
- 12. Gagne’s8stagesofLearningProcess 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. ImportantAspectsinGagne’s8Phases • Learningreadiness • Motivation • Perception • Conceptualization • Memorizing • Forgetting • Learningtransfer
- 14. Howit works? • Processbeginsfromextrinsic@intrinsicmotivationto perceivestim ulifromenvironm ent. • N e winformationrecordedinshort-termmemory . • Informationwillbeprocessedbyrelatingstored informationinlong-termm emory . • N e winformationisreinforced,retained& appliedwhen required.
- 15. ExpositoryT eachingModel • Referredasexplicitexplanationindetailsofcertain facts. • Aw ayofpresentationofinformation@learning contentstopupilsdirectly . • Presentinglearningmaterialsbyexplanation, narrationordemonstration. • Suitablyusetoteachcertainconceptandskillduring thebeginningofthelesson.
- 16. ..continue.. • Principleandconceptareexplained verbally ,asallthefacts arewrittenon theboard,showedonthescreen. • T im esaving:Enablesteachertofinishall relatedconceptsinashorterperiod& pupilsm erelylistenquietly . • Moretoalecturingmethod. (Less effectiveforprimary schools).
- 17. InquiryT eachingModel • ScientificInquiryModel: –Usedtostudyprinciples,phenomena& characteristicsofscientificknowledge. –Researchprocessbasedon5stages: • Identifytheproblem . • Ascertainrelevantinformation. • Determinehypothesis. • T estinghypothesis. • Evaluate,interpret,infer& conclude.
- 18. • SocialInquiryM odel: – Usedtostudytopicsrelatedtosocial&humanityaspects. – Basedonactivitiessuchasobservation,interview ,@ questionnaire. – Emphasizesonsocialinteractionprocess. – 6steps: • Form ulationofproblembyteacher. • Form ulationofhypothesisbypupils. • Definehypothesis. • Discuss& confirmvalidityofthehypothesis. • Collect& analyseevidencesforthehypothesis. • Interpret& deriveinference@conclusion.
- 19. • Juris-prudentialInquiryModel: –Usedtolookforreality&accuracyincurrent issues (learningscienceismoreusefulthan learningarts). –Concernswithscience& philosophyofhumanlaw . –Basedonactivities,discussionsanddebates. –T w otypes: • Guidedinquiry:T eacherguidespupilstocarryoutthewhole discussionprocess. • OpenInquiry:Noguidelinesgiven.Studentshavetodothe discussionthemselves.
- 20. • Suchm an’ sInquiryModel: – Basedonassumptionthatstrategiesusedbyscientistscanbe usedasateachingmodelespeciallyinthestudyofscience. – Procedures: • T eacherdetermines& indicatestheproblem. • T eacherexplainstheinquiryprocesstosolvethepreviousproblem. • Studentsareguidedtoformhypothesis,followsbythecollectionof relevantdata. • Studentsusecollecteddatatotesthypothesis,aimtoformulate theorem,law ,principleortheory . • Discussion&m akinginferences. • T eacher&students discusstogetherandanalyse.
- 21. TheImportanceofInformation ProcessingModel • Studentsarepreparedwithbetterequipm ents and informationforlearning. • Studentsareenforcedw ithgoodm entalexercises through differentm ethodsandapproaches. • Studentsareinformedoftheobjectivesandlearning outco m esthatshouldbeachieved. • Helpstudentstoremembertheinformationforalonger periodoftim e.
- 24. DirectInstructionModel • Demonstration: – Ateachingtechniqueinvolvestheuseofateacher’ sskillto demonstrate@performacertainactivityintheclass. – T eacherhasastrongcontroloverw hatislearntinthe classroom,providesfeedback,monitoringstudents,grading w orkandstrictclassroomrules®ulations.(T eacher- centered).
- 25. Masterylearning • Referstoatheory& practiceofusingremedialteachingbasedon feedbackofpupil’ sperformancetoassistthemtoachievethelearning objectives. • Procedures: – Determinelearningoutcomesbyplanningexplicitlearningobjective(based onstudents’performance). – T eachpupilswitheffectiveteachingmethod& technique(useofsuitable learningmaterialstosuitdifferentlearningstyles) – Evaluatelearningresultbydiagnostictest& summativetest(levelof m astering&achievem ent) – Carryoutremedialactivitiesforpupilswhohavenotfullymasteredcertain skills& provideenrichmentactivitiesforpupilswhohavemasteredthe lesson.
- 26. ProgrammedInstructionModel • ComputerAssistedInstruction(CIA) – Theapplication oftechnology&computersystemin teaching. – Pupils follow designedlearning materials in software without teacher’shelp. – T eacherhasto facilitate thepupils tohaveinterest in manipulatingcomputer.
- 27. Per sonal Model
- 28. Personal Model • Non-directiveT eachingModel • DevelopingPositiveSelf-concepts • Project Model – ResearchProject – Handicraft Project – Educational Visit
- 29. Non-directive Teaching Model • BasedonCarlRogers’work, he believesthat positivehuman relationshipsenablepeopleto grow. • Thereforeinstructionshouldbe basedonconceptsof 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. Phasesin Non- directive Model
- 31. The Importance of Non-directive Teaching Model • T eacherhelpsstudentstoexplorenewideas. • Studentshavefreedomtomakingdecisionsandchoices. • T eacherandstudentsarepartners inlearning. • Nurturesandmouldsstudentstobethewaytheyare. • Encourages studentstothinkandreflecttheir uncertain feelingsandbecom ebetterandbepositive.
- 32. Developing Positive Self-concepts • Appreciatetheabilitiesandtalents one possesses. • Positiveself-concepts evolveswiththe moralvaluesthatshouldbe e m phasised amongstudents. • Activitiesthathelp:Group/Individual Presentation,musicalperformances, stageperformances.
- 33. The Importance of Positive Self-concepts • Gainknowledgeandexperiences by enhancingtheirinterestsinlearning throughself-concepts. • T eachershowspositiveapproaches andoptim isticreinforcem ents. • Boosttheirconfidence. • Provideopportunitiesforstudentsto expresstheirideasandlistento other’sopinions.
- 34. Project Model • Basedonthebeliefthatlearningwouldbe effective if pupils are interested and ready tocarryoutlearningactivities. • ExamplesofProjectM odel: – ResearchProject. – HandicraftProject. – EducationalVisit.
- 35. 1. Research Project (Principles) • T eacherdeterm ines suitableresearch topicinaccordancetothepupils’ experience,abilityandinterest. • Aim sandproceduresmustbe determ ined firstandpupilsareinformed aboutthis. • T eacherprepares relevantm aterials (checklist,questionstobeanswered,etc.) tofacilitatepupils.
- 36. Continued… • Researchshouldbecarriedoutsafely &everypupilshouldactivelyinvolvein groupactivities. • T eachersupervisesandprovides guidancetopupils. • T eacherdiscussestheoutcom esof research&evaluationshouldbe conductedafterresearchis completed.
- 37. 2. Handicraft Project (Principles) • Planningofthepro jectisbasedonpupils’ interestandability . • Preparesufficientmaterials. • Explainprocedureprecisely . • Sho wexam ples ofcorrectw aystodothe project. • T imeperiodisrequired! • Discussioniscarriedouttoassessthework w henitisdone. • Displaygoodqualityw orktotheother students.
- 38. 3. Educational Visit (Principles) • BeforetheVisit: – Identifytheplaceofvisit. – O btainpermission. – Arrangefortransport. – Conductbriefingsession regardingsafety , precautions,behaviours,aimsofvisitand regulations. – Preparesufficientequipments.
- 39. ….continued • DuringtheVisit: – Dividepupilsintoseveralsmallgroups. – Everypupilshouldactivelyinvolve. – W atchoutforpupils’safety . – G iveappropriateresponsetopupils’inquiry . • AftertheVisit: – Holddiscussionsessionwithpupilsregardingtheir observations. – Planfollow-upactivity(makingmodel,drawplan orm odel,displaythings)
- 40. The Importance of Project Model • Studentsabletorelatetheir previousexperiencestowhat theyarestudying. • Ableto understandobjectivesof theprojectsbefore andafter lesson. • Funactivities that attract students’interests in learningmore &applywhat theyhavelearnt. • Moral valuesareapplied. • Theories,facts&hypothesesarebrought intopractices (I do, I remember &understand). • Co-operations amongstudents. • Directexperiences&additional knowledge.
- 41. Social Model
- 42. Social Model • ModelofGroupT eaching&Co-operative Learning • SimulationModel –Sociodrama –Roleplay
- 44. W ays of Teaching GROUP TEACHING AND CO-OPERATIVE LEARNING I N F O R M A L L E A R N IN GG R O U P F O R M A L L E A R N IN GG R O U P S TU D Y T E A M S SIMULATION R O L E -P LA Y S O C I O D R A M A
- 45. ROLE-PLA Y E m p h a sizeth esocia l n a tu reoflea rnin g stim u la testu d e n tsb o th socia llya n din tellectu a lly R o le-p la yin gisatea chin g strateg yth a tfitsw ith inth e socia lf a m ilym o d e ls -Joycea n dW e il,2000- I m p ro vesin terpersonal skillsa n d en h a n cesc o m m u n icatio n
- 50. Formal learning group Beingform e dto complete aspecific tasks,suchas tocarrya project,performingalab experim e n t,etc
- 52. ELEM ENTS Positive Interdependence Face-to-face Interaction Individual & Group Accountability Interpersonal & Small- group Skills Group Processing
- 53. The Importanceof Social M odel E m p h asizeth ew orth of cooperative learn in g I n corporateth e collectivee n ergyof th e group Promotesocialskills in cludin g self-disciplin e, n egotiatio n , democracy,etc.
- 56. Inductive Approach Collecting Analysing Interpreting Making generalisation Concept Conclusion
- 57. Example of Inductive Approach
- 59. Examples of Deductive Approach