PIE

MODEL
PIRAMILA D/O GOPAL
M20182002006

MALARKODI D/O RADAKRISHNAN

M20182001831
 PLAN

PIE IMPLEMENT

EVALUATE
 PLAN
Preparation process of the content. This
content should be prepared appropriately
for the purpose of the learning and
teaching process.
Planning consists of three sub-phases:
• Editing the Content
• Selecting the Teaching Method
• Selecting the Suitable ICT

PIE IMPLEMENT
Implementing the organized content and
the planned learning and teaching process
is in three stages: o Before Class o During
Class o After Class

EVALUATE
It comprises evaluation of both the
planning and implementation processes.
• Evaluating the Planning Phase
• Evaluating the Implementation Phase
FIGURE 1 : PIE INTEGRATION MODEL
 FIRST PHASE : PLANNING
• The planning process can be defined as a 5W1H
(what, when, where, why, by whom and how)
steps related to a process to be carried out.
• In the advance road map, preparation of materials
and other equipment to be used can be
determined within the existing situation and
possibilities.
• The PIE Integration Model realizes the planning of
5W1H steps in three stages.
• These stages can be listed as:
• editing the content,
• selecting the teaching method
• selecting the suitable ICT.
• Each phase consists of more detailed sub-steps.
1. Editing the Content
• The content has an important place in the learning and
teaching process, and it needs to be structured to the
level of the learners in order to be able to achieve the
goal of "contributing to learning."
• Variables dealt with in the influence of content editing
process:
• learner prior knowledge,
• teacher prior knowledge,
• selecting achievements,
• curriculum recommendations.
• In this configuration process, it is aimed to transform
the contents into the most appropriate learning
condition of the learners.
• For this purpose, the content is organized according to
the students' prior knowledge in the light of the
FIGURE 2 : EDITING THE CONTENT
 The following example shows what can be done for
the content editing step summarized in Figure 2.

• Selecting the Achievement(s): Achievements are

associated with the grade level, the learning domain
and the sub-learning domain. For this reason, all
information should be included when selecting the
achievement.
• Grade:6
• Learning domain: Numbers
• Sub-learning domain: Ratio and Proportion
• Achievement: Explains the relations between proportions
and proportional quantities
• Prior knowledge that learners need to have in order to
understand the subject
• Operating with fractions,
• To know the rate meaning of the fraction,
• To know the concept of rate and to be able to operate
raterelated operations.
• Possible misconceptions that learners may encounter in the
course:
• Learners think of the rate as the actual amount and act on
this mistake.
• Learners find the numbers on the side separately but can
not set a rate
• Recommendations about the achievements from the
mathematics curriculum:
• It is emphasized that equations of two ratios are called
proportions. o Patterns are examined in the proportion table
and relations of direct proportion are discovered.
2. Selecting the Teaching Method

• The shaping of the learning and teaching process

with a theoretical basis .
• the use of appropriate teaching methods on this
basis will increase the quality of the process.
• A design-based research model was used during
the development of the model.
FIGURE 3 : SELECTING THE TEACHING
METHOD (5E CYCLE)
 Engagement, Exploration, Explaining, Elaboration,
Evaluation stages.

A] Engagement Stage:

• This stage aims to reveal the learners' prior knowledge

and to withdraw the new topic.
• For this purpose, the teacher is expected
• to reveal the problem,
• to create interest,
• to feel the need for learning
• to reveal the current knowledge of the learners.
• At the same time, teachers are not required to explain the
concepts, conclusions or results.
B] Exploration Stage:

• Prospective learners need information that will enable

them to structure their own knowledge of the new
learning subject.
• For this reason, the teacher puts out activities to help
learners to be able to identify concepts and features from
their prior knowledge, recognize associations, and set up
hypothesis tests.
• At this stage, the teacher observes, guides, and
encourages learners, and keeps them mostly active.
• At the end of the process, it is expected that each learner
has an idea about the new subject.
• At this stage, the teacher needs to avoid behaviors such
as directing the case, telling them that they are doing
things wrong, or explaining the answers.
C] Explaining Stage:

• The process begins with learners revealing their

experiences and ideas they have acquired in the
exploration stage with their own words.
• In revealing, it is expected from learners to provide
evidence of their own findings, critically listen and
evaluate other learners’ explanations.
• In this process, the teacher listens to the learners and
gives feedback.
• In the following step, the teacher explains the subject and
gives the content formally.
• When making explanations, the teacher takes care to use
the findings revealed by the students and their prior
knowledge.
D] Elaboration Stage:

• At this stage, it is aimed that learners will be able to use

the knowledge, skills and experiences they have acquired
in the stages of exploration and explanation in new
problem situations.
• For this purpose, non-routine problems should be put
forward instead of problems which learners can solve
without effort with existing knowledge, skills and
experiences.
• Moreover, learners should be encouraged to be able to
find solutions.
E] Evaluation Stage:

• The evaluation stage needs to be addressed with two basic

components.
• Traditional evaluation approaches focus more on product at the
end of the process.
• New approaches emphasize process evaluation.
• The evaluation step in the 5E learning cycle can serve both
approaches.
• When we evaluate this in the PIE Integration Model context,
evaluation stage includes two components.
• In other words, in addition to evaluating the learners' current
situation and the products they produce, another evaluation that
provides an interactive and effective feedback throughout the
stages of engagement, exploration, explanation and elaboration
is required.
• It is also important to provide opportunities for learners to
evaluate themselves and their peers during the evaluation stage.
3. Selecting the Suitable ICT

• One of the important steps of the PIE Integration

Model is to decide on the appropriate ICT
[which must be suitable for many variables ? ]
• The ICT, which was basically selected to be
suitable for four sub-components (see figure 5),
will contribute to the effectiveness of teaching.
FIGURE 4 : SELECTING THE SUITABLE ICT
A] Suitability for infrastructure:

• The ICT to be selected should be suitable with the

existing infrastructure.
• ICT selection that is incompatible with existing
hardware, software and facilities will not provide
the expected yield due to the problems with use.

B] Easy access:
• Similarly, to the infrastructure, the ICT to be
selected needs to be easily accessible to everyone
who will use it.
• One of the basic approaches of the PIE Integration
Model is to make effective use of existing facilities.
C] Suitability for content and level:

• Content and class level are anticipated as important variables.

• it is very important that the ICT to be selected is appropriate to the
content and level.
• The use of higher-level ICTs will prevent understanding the content,
and the use of lower-level ICTs will cause learners to get bored and
drift away from the learning process.

D] Suitability for ability:

• The ability to use an ICT must be taken into account by those who
will use the ICT to be selected. For this reason, the ICT to be
selected must be suitable for the learners’ and the teacher’s ICT
skill levels.
• Due to the basic philosophy of the PIE Integration Model, it should
be preferred to provide a more efficient ICT for everyone's use
instead of less efficient use of an ICT that has a lot of features but
is not easy to use
SECOND PHASE : IMPLEMENT

FIGURE 5 : IMPLEMENTATION
• The implementation phase addresses the whole learning
and teaching process.
• In this approach, the learning and teaching process is
handled in a more holistic manner, not just about the
elapsed time in class, but before, during and after the
course.

Before Class
• As it is understood from the name before class, this is
the stage to prepare for the class process taking part in
the classroom. For this purpose, the teacher makes
preparations for the course. He then passes on the
activities he wants the learners to do before they come
to class.
Ex: teacher giving a story to the learners before they
come to class, sending a text, or sending a game link
to play, giving a paper cutting-folding activity to develop
psychomotor skills for the topic.
During Class
• This is the formal class process, held in the classroom
and mostly face to face. All activities to be carried out
at this stage are decided and applied in accordance
with the teaching method after selection of this
method.

After Class
• This is the process that takes place after the completion
of the class in the classroom. The main purpose in this
process is not to break the relationship between
learners and content.
• For this purpose, homework can be given after the
class, learners can write about their reflections about
the classes, and discussions can be held with both
teachers and peers through discussion boards. Thus,
extracurricular learning will continue.
 THIRD PHASE : EVALUATE
• The evaluation phase is an essential component of every
process.
• Efficient evaluation may provide information about the
outputs at the end of the process, meet anticipations,
provide the desired gains, reveal experienced problems and
places where intervention needs to be done.
• For this reason, the model has an evaluation phase covering
all the steps of planning and implementation.
• The data obtained by the process evaluation give an
opportunity to instantly provide feedback and correct the
problems that occur during the flow. The outcome evaluation
allows evaluation of the process, outputs and achievements.
• In order to increase the reliability of evaluation various
evaluation approaches should be used for this purpose.
• For example, peer review forms can be used with reflections
or portfolios that learners evaluate themselves.