Teaching Approaches

1. Group Members:-
1) Paul Vosko Anak Ranged (D20121059016)
2) Nor Azila Binti Razak (D20112052105)
3) Dg Norhayati Binti Mahamad (D20112052103)
Lecturer : Dr.Faizal Nizam Lee Bin Abdullah

3.  According to Slavin (1982), refers to
cooperative teaching methods that require the
students of a variety of abilities work together
in small groups to achieve a common goal.
 Cooperative learning is a name used to
describe a large group of instructional
strategies in which students collaborate in
order to reach a common goal.
 Students work together in small groups to
complete a structured task or goal. It is more
than just working in a group, as group work
alone does not guarantee cooperative learning

4. 1) Positive interdependence
2) Face-to-face interaction
3) Individual accountability
4) Collaborative skills
5) Group processing

5.  Positive interdependence indicates that
group members can reach their goals only by
working together.
 Positive interdependence can also be
promoted through group rewards, assigning
specific group roles, or sharing materials and
resources.

6.  This doesn't mean that each time students
are having a discussion that they are involved
in a cooperative activity, but rather they
cannot be collaborating without face-to-face
interaction.
 This face-to-face interaction permits true
teamwork--the give and take of a number of
minds attempting to complete a task.

7.  Individual accountability might be promoted
by having students take separate tests.
 Students might also collaborate and produce
their own work for an individual grade rather
than produce a product for a group grade.
 Group grades can also be individualized by
giving students a certain percentage for
group work and a certain percentage for
individual work.

8.  The group members must be able to work
together, but the ability to do so doesn't
always come naturally; sometimes these
skills need to be taught.
 Refers to the fact that the group needs to
monitor itself to ensure that the group, as a
whole, is working together effectively.

9. 1) STAD ( Student achievement division)
 Steps in STAD:-
1. Teachers are convey the lessons.
2. Students work in groups to learn the
material given in class.
3. Students take the quiz individually.
4. Group received recognition by individual
score in quiz

10. Step 1 :
 Teacher shows a few examples form of quadratic
equations and calculations.
 Teacher demonstrate a simple method of
calculation to be completed.
 Teachers are giving a few questions that students
must be solved in group.
Step 2 :
 Students answered a few questions in group.
 Students shared the calculation with others
friend in group.

11. Step 4 :
 Students take a quiz that given by teacher
based on the topics are taught individually.
Step 5 :
 Teacher gave recognition to group with the
highest score on a individual quiz.
MAIN TOPIC

12. MacDonald and Isaac (2001) explained
that the characteristic that distinguishes
Problem Based Learning (PBL) from other
learning methods is the problem comes
before the knowledge needed to solve or
resolve it. In PBL, the problem steers the
learning and is posed so that the students
discover that they need to learn some
new knowledge before they can solve the
problem (Woods, 1995).

13. PBL is also depicted as a curriculum
development and instructional system
that simultaneously develops both
problem solving strategies and
disciplinary knowledge bases and skills
by placing students in the active role
of problem solvers confronted with non
routine problems that reflects the real
world.

14.  In Set chapter, teacher give a situation to
student to solve it by using Venn Diagram
method so they can divide and analyzed the
quantity of person or thing that involve in
the situation.
 In Statistic chapter, teacher also can used
PBL method to student to solve mathematical
problems. After the student read or observed
the situation they will draw graph to
analyzed the problem and solve it.

15.  Case study approach is one way in which
such active learning strategies
 Students can learn more effectively when
actively involved in the learning process,
(Bonwell and Eison, 1991; Sivan et al, 2001)
 Case studies as complex examples which give
an insight into the context of a problem as
well as illustrating the main point, (Fry et al
(1999))

16.  Allow the application of theoretical concepts
to be demonstrated, thus bridging the gap
between theory and practice.
 Encourage active learning.
 Provide an opportunity for the development
of key skills such as communication, group
working and problem solving.
 Increase the students' enjoyment of the topic
and hence their desire to learn

17.  Teacher will divide the students into groups,
then give each group a topic with specific
objectives based on the problem.
 Each group will examine and record their
observations on a chart based on the topic
they are given (Collect Data)
 Each group will make a complete analysis of
the data
 Each group will come with their own
conclusions and validate their findings.
 Finally, each group will present their finding
report

18.  From teaching approaches that we have found
and learn, we find that there is multiple method
to teach in schools to make students understand
what we try to teach them.
 If students show doubt, the teacher will explain
step lessons again to ensure that students have
mastered the skills. In the end of any lecture,
teacher should conclude what they have learn
today and give some homework to practice
their skill in answering questions.