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Models
Approaches
Strategies
Methods
LHL/BTSL/09
TEACHING
Models
4 types
Approaches
4 types
Strategies
4 types
Methods/Technique
LHL/BTSL/09 6 types
Inquiry Project
MODELS
LHL
Approach
JO
Integrative Thematic
Eclectic
Teacher centered Student centered
Strategies
SS
Resources-based Task-based
Brain-storming Thematic
Methods Discussion
LHL
Story-telling
LHL/BTSL/09
4 Families/Groups of
Models of Teaching (Bruce
Joyce)
1. The social family
partners in learning, role play, inquiry, etc.
2. The information-processing family
Teaching students the skills of learning
through thinking (inductive/deductive
thinking)
3. The personal family
Non directive, learner centered
4. The behavioral systems family
Human beings ability to modify behavior
(Skinner, Mastery learning)
LHL/BTSL/09
INQUIRY
Activity: “ Story of the Mormon” or “The
Battle Ship”
o Discrepant event
o Group work: hypothesizing
o Plenary: Collecting further information
o Plenary testing the hypotheses & theorizing
o Reflection
LHL/BTSL/09
INQUIRY : Richard Suchman
LHL/BTSL/09
Inquiry
Natural process
Autonomous, self-directed learners
For all disciplines/subjects
Presenting a puzzling problem
Learners ask questions
Teacher answer with “yes”, “no’ or “maybe”
LHL/BTSL/09
Suchman Inquiry
1. Choose a problem
2. Explain the process
3. Built hypothesis & collect data
4. Test hypothesis & form theory
5. Explain theory
6. Reflection – analysis inquiry process
LHL/BTSL/09
Suchman Inquiry
Step 1: Presenting the problem
Teacher chooses a situation/ issue and present
the problem
Problem chosen must be interesting and
challenging
LHL/BTSL/09
Suchman Inquiry
Step 2: Explain the process
Teacher explains the process how to go about
it so as to ensure no one is left out
The problem given is then read, distributed as
work sheets
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Suchman Inquiry
Step 3: Build hypothesis & collect data
LHL/BTSL/09
Suchman Inquiry
Step 4: Testing hypothesis & form theory
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Suchman Inquiry
Step 5: Explaining the theory
Students are required to explain their
theory used to solve the problems given
LHL/BTSL/09
Suchman Inquiry
Step 6: Analyze the inquiry process
Students are asked to reflect on the
processes they used to build the theory and
solve the problem
The aim of this analysis of the process is
to ensure a more effective and faster way
of solving the problem in future
LHL/BTSL/09
Many types of Inquiry Model
Besides Suchman inquiry model:
LHL/BTSL/09
Scientific Inquiry Model
Used to study principles, phenomena &
characteristics of science elements.
Research model with 5 investigation stages:
Identify problem
Look for relevant information
Design hypothesis
Test hypothesis
Evaluate, interpret, infer & conclude
LHL/BTSL/09
Social Inquiry Model
Used to study topics related to society and
humanity
Research process based on observations,
interviews or questionnaires
Emphasizes social interaction process
LHL/BTSL/09
Juris-Prudential Inquiry Model
Used to look at current issues, e.g. Greater
focus should be places on the learning of
science than arts
Particularly concerned with science,
philosophy, law
Inquiry process based on debate
LHL/BTSL/09
What are the implications
of inquiry model
to teaching & learning ?
Information Processing Model
Focus:
view of memory (Gagne)
Key words:
Sensory register, short-term memory, long-
term memory
R’s:
receptors; repetition; rehearsal; remembering;
retrieval; recall.
LHL/BTSL/09
Information-Processing (IP) Model:
Outline of Session
Intended learning outcomes/objectives:
1) Awareness of IP theorists’ view of learning
& teaching
2) Application of IP in the classroom
3) Description of expository procedures used
by presenter
LHL/BTSL/09
Information-Processing Model:
Concept
IP theorists: learning is information-
processing
Investigation: How are stimuli from the
environment…
Perceived?
Transformed?
Stored?
Recalled?
LHL/BTSL/09
Information-Processing:
Basic Assumptions
People have mental structure for
processing information
The structures carry out processes like
perceiving, coding information,
remembering
Past knowledge influences what we will
learn & remember in a new situation.
What is already known is stored in memory
Learning & memory are closely related
LHL/BTSL/09
IP: The Human Computer Analogy
Human being: very sophisticated computer
Uses different transformations to process
input & generate output
Built-in problem-solving strategies to deal with
new information
Difficulty processing if programmers are not in
storage to act on information
LHL/BTSL/09
IP: View of Memory (Gagne)
Stimuli & environment
Receptors (eyes, ears, 5 senses)
Sensory register ( sensory input held for ¼
second; pattern recognition)
Short-term memory ( 20 seconds)
Rehearsal/repetition – semantic coding
(information organized according to meaning)
Long-term memory
LHL/BTSL/09
Information Processing Model
Retrieval
Long-term memory
Sensory Rehearsal
Processing
Stimulus Register
Short-term memory
Forgetting
Forgetting
LHL/BTSL/09
Applying IP: Guidelines
Make sure you have the students’ attention
EXAMPLES
Novelty in presenting materials ( don’t
overuse)
Move around the room, use gestures, avoid
monotone
LHL/BTSL/09
Applying IP: Guidelines
Help students focus on the most important
information
EXAMPLES
Highlight important points with pauses, writing
on the board, or review important points
Ask students to summarize the important
points in a presentation
LHL/BTSL/09
Applying IP: Guidelines
Help students combine new information with
old information
EXAMPLES
Use outlines, diagrams, analogies, examples
or advance organizers
Give assignments that specifically call for the
use of new information along with information
already learned
LHL/BTSL/09
Applying IP; Guidelines
Help students remember
EXAMPLES
Help students develop images
Help students develop verbal cues for
remembering important ideas
Have meaningful lessons
LHL/BTSL/09
Exercise on Remembering
LHL/BTSL/09
Exercise on Remembering
2. READY JUMPS WHEAT POOR BUT SEEK
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Exercise on Remembering
3. SOLDIERS RODE HORSES INTO WAR
Most meaningful
Prior knowledge of vocabulary & spelling
Prior knowledge of structure & history of war
Teachers can help learners remember
through meaningful lessons: make learning
more like line 3 & less of line 1
LHL/BTSL/09
What are
the implications to
teaching & learning ?
EXPOSITORY MODEL
LHL/BTSL/09
Discussion:
EXPOSITORY Procedures used by
presenter (checklist)
LHL/BTSL/09
Discussion
Was the approach
deductive in nature? YES
Was the instruction
presented in an organized YES
fashion?
Was there a focus on YES
explanation & narration?
Was it relatively teacher
centered?
YES
LHL/BTSL/09
Expository Model
Ausubel was influenced by Piaget cognitive
development theory
Focus is meaningful learning of large amounts of
materials
“the most important single factor influencing
learning is what the learner already knows”
(Ausubel, 1968)
The incorporation of new information into
existing ones by making the connections
(subsumption theory)
LHL/BTSL/09
Main ideas
People acquire knowledge primarily through
reception rather than through discovery. Concepts,
principles & ideas are presented and understood
The more organized, sequenced and focused the
presentation, the more thoroughly the individual will
learn
Meaningful learning can only occur id connections
are made between new & existing knowledge
LHL/BTSL/09
Main ideas ( cont…)
Learning should progress deductively (general
to specific) and not inductively
Meaningful NOT rote learning
Lessons should start with advanced
organizers
Only applies to learning in school settings
(Info-Processing – human learning in general)
LHL/BTSL/09
Advanced organizer (AO)
LHL/BTSL/09
Advanced organizer ( cont…)
Builds external connections with existing
relevant knowledge ( act as a subsuming
bridge)
Enhances assimilation of to-be-learned
information into existing schemas
Provides scaffolding ( support new info)
Directs attention to what is important in the
coming material
LHL/BTSL/09
Types of AO
1. Expository
Used when new materials is completely
novel; also it provides new knowledge that
students will need to understand before they
can follow the new lesson
2. Comparative
used when new material is somewhat
familiar; also it activates already existing
knowledge
LHL/BTSL/09
E.g. of a Graphic AO
Global organizer
Greek Shakespearean
LHL/BTSL/09
Implications to teaching & learning
LHL/BTSL/09
Project model
Any form of teaching strategy that allows students to
study in-depth about a problem / issue/ topic that
related to real world or real situation.
Types of project:
Survey
Practical
Visits
Research
LHL/BTSL/09
Aims of projects:
To enrich / develop further the skills,
knowledge, experience and potential of
students.
LHL/BTSL/09
Main characteristics:
After certain skills/knowledge acquired
Structured
Students very motivated
Suitable for all age group
Enrichment
Hands-on
LHL/BTSL/09
Criteria when choosing project topics:
The topic chosen must enable students to:
built on the knowledge of the students
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Phases of a project model
Phase I ( Introduction)
Students to recall previous experience
Phase II ( Development)
Students will experience new learning, explore,
new things/method/ideas.
LHL/BTSL/09
Can you give some
implications to teaching & learning ?
LHL/BTSL/09
Constructivist
Model
5E
LHL/BTSL/09
Discussion
Choosing the activity
Creating opportunities to think
Allowing opportunities to give opinions
Debate/discussion
Learning to think
LHL/BTSL/09
5 E Constructivist
Model
Based on the constructivist theory of learning
Teaching strategy that draws on learners’
existing knowledge, beliefs & skills
Learners synthesize new understanding from
prior learning & new information
Teacher sets up problem & uses 5 E’s
Suitable for all ages
LHL/BTSL/09
Model Constructivism 5 E
5 phases
1. Engage
2. Explore
3. Explain
4. Elaborate
5. Evaluate
LHL/BTSL/09
5 E’s Lesson Components
I. ENGAGEMENT
Aktiviti Lat
Beginning
activities capture
YES/NO
the learners’
attention,
stimulate their
thinking & help
them access prior
knowledge
LHL/BTSL/09
5 E’s Lesson Components
II. EXPLORATION
Aktiviti Lat
Learners are
given time to
YES/NO
think, plan,
investigate and
organize
information
LHL/BTSL/09
5 E’s Lesson Components
III. EXPLANATION
Aktiviti Lat
Learners are
involved in an
YES/NO
analysis of their
exploration YES/NO
Their understanding
is clarified or
modified because of
dialogue or
reflective activities
LHL/BTSL/09
5 E’s Lesson Components
IV. ELABORATION
Aktiviti Lat
Learners are
given the
YES/NO
opportunity to
expand and
solidify their
understanding of
the concept ( e.g.,
of “right” &
“wrong”) LHL/BTSL/09
5 E’s Lesson Components
V. EVALUATION
Aktiviti Lat
Learners assess their
understanding and
YES/NO
abilities
Teacher evaluates YES/NO
learners’
understanding of key
concept (s) & skill
LHL/BTSL/09
Ciri-ciri Utama
Pelajar berpeluang mengemukakan
pandangannya tentang sesuatu
konsep
Pelajar berpeluang berkongsi
persepsi antara satu sama lain
Pelajar menghormati pandangan
alternatif rakan-rakan sebaya
Aktiviti berpusatkan pelajar
LHL/BTSL/09
Ciri-ciri Utama
Pelajar mengaplikasikan kemahiran
berfikir, berkomunikasi, membuat
refleksi, menilai
Pelajar berpeluang berubah idea
asal, sikap
Pelajar mengaplikasikan
pembelajaran baru dalam kehidupan
seharian
LHL/BTSL/09
Model 5 Fasa
Konstruktivisme
Orientasi
Pencetusan idea
Penstrukturan semula idea
Penggunaan idea
Refleksi
LHL/BTSL/09
Social Constructivism
Lev Vygotsky
Zone of Proximal Development (ZPD)
Social learning theory
Scaffolding
LHL/BTSL/09
Implications to teaching & learning ?