CLASSROOM ORIENTATION ID MODELGoh Wah Thye               1111600042Seyyed                     111Ahmad Nazreen Kanaruddin ...
Classroom Orientation ID Model   Interest primarily to professional teachers - teacher accept the role to teach and    st...
Gerlach ModelSpecification of Content and Specification of Objectives   First task identifies instructional content and s...
Gerlach ModelAssessment of Entering Behaviors   Rreflects the need that every student who wants to enter the class should...
Gerlach Model   Evaluation of Performance - provides instructional designers / teacher important    assessment of the stu...
Heinich – ASSURE Model       Analyze          Analysis on learner’s general characteristics, learner skills competence   ...
Heinich – ASSURE ModelSelect 3M   Method – selecting appropriate method for learning task for to perform. Example: How to...
Jerrold Model                   Three different elements:                •   Instruction from teacher perspective        ...
Jerrold Model•   Task Analysis – identify subject content and analyze subject contents related to goals•   Instructional O...
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CLASS ORIENTATION ID MODEL

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CLASS ORIENTATION ID MODEL

  1. 1. CLASSROOM ORIENTATION ID MODELGoh Wah Thye 1111600042Seyyed 111Ahmad Nazreen Kanaruddin 1111600041
  2. 2. Classroom Orientation ID Model Interest primarily to professional teachers - teacher accept the role to teach and student or learner will accept the instruction given by teacher The ID model is the roadmap or guideline for teaching to follow during the teaching and learning process Three model:• Gerlach• Heinich• Jerrord
  3. 3. Gerlach ModelSpecification of Content and Specification of Objectives First task identifies instructional content and specifies objectives simultaneously The content and objectives of instruction interact with each other – between teacher and student
  4. 4. Gerlach ModelAssessment of Entering Behaviors Rreflects the need that every student who wants to enter the class should answer to what extent he/she has learned the terms, concepts, and skills prior to formal instruction5 activities that performed simultaneously Determination of Strategy – Teacher need to select one or more strategies along the continuum Organization of Groups – Students are organized into configurations ranging from self-study to whole-class activities Allocation of Time – Duration of classes Allocation of Space – Space for teaching and learning to take place – classroom Selection of Resources – Instruction/ teaching material used by teacher
  5. 5. Gerlach Model Evaluation of Performance - provides instructional designers / teacher important assessment of the students’ achievement and students’ attitude toward the content and instruction Analysis of Feedback -  It focuses on reviewing all earlier steps, with special emphasis on re-examining decisions regarding the objectives and strategies selected
  6. 6. Heinich – ASSURE Model Analyze  Analysis on learner’s general characteristics, learner skills competence or evaluate learner’s learning styles State Objectives  Stating the objectives of instruction  It can be consider as stating the purpose of the whole class
  7. 7. Heinich – ASSURE ModelSelect 3M Method – selecting appropriate method for learning task for to perform. Example: How to play guitar Media – selecting media format that is suitable for applying the method. Example: Video file Material – designing or modifying specific material based on selected media.Utilize Utilize methods, media and materials—implement the lessonRequire Require learner participation for each sessionsEvaluate and Revise Evaluate learner outcomes with objectives and revise as necessary
  8. 8. Jerrold Model  Three different elements: • Instruction from teacher perspective • Model are presented in full continuous cycle • Focus on what learner must master or learn.  9 elements of instructional: • Instructional Problem - identify problems and specific goals for designing instructional programs • Leaner’s Characteristics – highlight learner characteristics that may influence the instruction decisions
  9. 9. Jerrold Model• Task Analysis – identify subject content and analyze subject contents related to goals• Instructional Objectives – the objective of instructional programs, what learner need to learn• Content Sequencing – Combining content with instructional units for logical learning• Instructional Strategies – Design instructional strategies or activities so that learner can master the content• Designing and Message – Plan the instruction message and convert them into instruction• Instructional Delivery – Deliver the instruction to learner• Evaluation Instruments – Develop evaluation strategies to evaluate student performance

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