LHL/BTSL/09 Models, approaches, strategies & methods of teaching Models Approaches Strategies Methods
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Models, approaches, strategies & methods of teaching
ModelsApproachesStrategiesMethods
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Models
Strategies
Approaches
Methods/Technique
TEACHING
4 types
4 types
4 types
6 types
MODELSLHL
Inquiry
Information processing Expository
Project
ApproachJO
Inductive
Integrative Thematic
Deductive
Eclectic
StrategiesSS
Teacher centered
Resources-based Task-based
Student centered
MethodsLHL
Brain-storming
Story-telling
Discussion
Thematic
Demonstration Mastery learning
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Models of Teaching & Its Implications on T-L
ScopeInquiryInformation-processingExpositoryProjectConstructivist (5E)**
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Models of Teaching Prescriptive system of procedures for
planners & teachers Goal: Effective process of teaching to
achieve instructional goals Functions: Provide guidance in planning materials,
interactions, environment & feedback “Blueprint for instruction Provides a scheme for research to use
as reference.
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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)
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INQUIRYActivity: “ Story of the Mormon” or “The
Battle Ship”o Discrepant evento Group work: hypothesizingo Plenary: Collecting further informationo Plenary testing the hypotheses & theorizingo Reflection
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INQUIRY : Richard Suchman
INQUIRY is the active pursuit of meaning involving thought processes that change experiences to bits of knowledge. When we see a strange object, for example, we may be puzzled about what it is made of, what it is used for, To find answers to questions such as these we might examine the object closely, subject it to certain tests, compare it…..All these activities – observing,
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theorizing, experimenting, theory testing – are part of inquiry. The purpose is to gather enough information to put together theories that will make new experiences less strange and more meaningful (Suchman, 1968)
Cont…
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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”
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Suchman Inquiry1. Choose a problem2. Explain the process3. Built hypothesis & collect data 4. Test hypothesis & form theory5. Explain theory6. Reflection – analysis inquiry process
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Suchman InquiryStep 1: Presenting the problem Teacher chooses a situation/ issue and present
the problem Problem chosen must be interesting and
challenging
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Suchman InquiryStep 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 InquiryStep 3: Build hypothesis & collect data
Students discuss & make references Students can ask teacher questions but
with only “Yes”, “No” and “Maybe” answers
Students will then build the hypothesis
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Suchman InquiryStep 4: Testing hypothesis & form theory
Students use data to test out hypothesis If hypothesis is correct, students will form
theory If hypothesis is incorrect, students will
build another new hypothesis and test it out again
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Suchman InquiryStep 5: Explaining the theory
Students are required to explain their theory used to solve the problems given
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Suchman InquiryStep 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
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Many types of Inquiry ModelBesides Suchman inquiry model:
Scientific Inquiry Model Social Inquiry Model Juris-Prudential Model
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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
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Social Inquiry Model Used to study topics related to society and
humanity Research process based on observations,
interviews or questionnaires Emphasizes social interaction process
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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
What are the implications of inquiry model
to teaching & learning ?
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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.
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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
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Information-Processing Model:Concept
IP theorists: learning is information-processing
Investigation: How are stimuli from the environment… Perceived? Transformed? Stored? Recalled?
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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
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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
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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
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Information Processing Model
Stimulus
Sensory Register
Forg
ettin
g
Processing
Long-term memory
Short-term memory
RehearsalR
etrie
val
Forg
ettin
g
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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
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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
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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
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Applying IP; Guidelines
Help students remember
EXAMPLES Help students develop images Help students develop verbal cues for
remembering important ideas Have meaningful lessons
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Exercise on Remembering
Look at each line for a second & write down all the letters you remember
1. KYBVODUWGPJMSQTXNOGMCTRSOG Very few letters remembered Makes no sense No way to organize at a glance
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Exercise on Remembering
2. READY JUMPS WHEAT POOR BUT SEEK
More letters remembered More meaningful Don’t have to see each word because of
knowledge of vocabulary & spelling
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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
What arethe implications to
teaching & learning ?
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EXPOSITORY MODEL
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Discussion:EXPOSITORY Procedures used by
presenter (checklist)
Did the lesson begin with introductory statements about the information that will follow?
Were examples given such as analogies, diagrams & exercises?
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Discussion
Was the approach deductive in nature?
Was the instruction presented in an organized fashion?
Was there a focus on explanation & narration?
Was it relatively teacher centered?
YES
YES
YES
YES
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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)
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Main ideasPeople 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
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Main ideas ( cont…)
Learning should progress deductively (general to specific) and not inductively
Meaningful NOT rote learningLessons should start with advanced
organizersOnly applies to learning in school settings
(Info-Processing – human learning in general)
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Advanced organizer (AO)
Definition: AO is information that is presented prior to learning and that can be used by learner to organize and interpret new incoming information
Overviews & summaries – presented at a higher level of abstraction & generality
Integrated & interrelated lesson content even before the lesson
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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
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Types of AO
1. ExpositoryUsed 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. Comparativeused when new material is somewhat familiar; also it activates already existing knowledge
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E.g. of a Graphic AO
Global organizer
Drama Poetry Novel Short story
Essay
Comedy
Tragedy
King Lear
Satire
Hamlet
Romance
Greek Shakespearean
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Expository stages of lesson presentation
Stage 1: Presentation of AO Relates new info to student’s existing
schemasStage 2: Presentation of the learning task &
materials Step by step progression from general to
specific informationStage 3: Strengthening cognitive organization Reminding students how each specific
detail is tied to the big picture. Assessment.
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Principles of expository teaching
The most general ideas of a subject should be presented first & then progressively differentiated in terms of detail and specifics
Instructional materials should attempt to integrate new materials with previously presented info through comparisons and cross-referencing of new and old ideas
Implications to teaching & learning
• Inputs to learning are important• Learning materials (inputs) should be well organized• New ideas & concepts must be organized meaningful to learner• anchoring new concepts into the learner’s already existing cognitive structure as it’ll make new concepts recallable
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PROJECT MODELPROJECT MODEL An in-dept investigation of a real world An in-dept investigation of a real world
topic worthy of children’s effort & topic worthy of children’s effort & attentionattention
For all age groupsFor all age groups Opportunities to do 1Opportunities to do 1stst. hand research, . hand research,
present their findings, apply basic math, present their findings, apply basic math, language skills & knowledgelanguage skills & knowledge
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Project modelProject model
Any form of teaching strategy that allows Any form of teaching strategy that allows students to study in-depth about a problem / students to study in-depth about a problem / issue/ topic that related to real world or real issue/ topic that related to real world or real situation.situation.
Types of projectTypes of project:: SurveySurvey PracticalPractical VisitsVisits ResearchResearch
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Aims of projectsAims of projects::
To enrich / develop further the skills, To enrich / develop further the skills, knowledge, experience and potential of knowledge, experience and potential of students.students.
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Main characteristics:Main characteristics:
After certain skills/knowledge acquiredAfter certain skills/knowledge acquired StructuredStructured Students very motivatedStudents very motivated Suitable for all age groupSuitable for all age group EnrichmentEnrichment Hands-onHands-on
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Criteria when choosing project topicsCriteria when choosing project topics::The topic chosen must enable students to:The topic chosen must enable students to: built on the knowledge of the studentsbuilt on the knowledge of the students understand the world betterunderstand the world better better understanding of others ( interpersonal better understanding of others ( interpersonal
relationship)relationship) realize the importance of language & mathematical realize the importance of language & mathematical
skills in the context of the real worldskills in the context of the real world source for information outside the text book /school source for information outside the text book /school
contextcontext motivate themselves in their search for motivate themselves in their search for
knowledge/solve problems etc.knowledge/solve problems etc. solve problems in a systematic waysolve problems in a systematic way
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Phases of a project modelPhases of a project model
Phase IPhase I ( Introduction) ( Introduction) Students to recall previous experienceStudents to recall previous experience
Phase IIPhase II ( Development)( Development) Students will experience new learning, explore, Students will experience new learning, explore,
investigate, observe, build, record, experiment, investigate, observe, build, record, experiment, discuss and innovate, inventdiscuss and innovate, invent
Phase IIIPhase III ( Conclusion) ( Conclusion) Analyze & conclude /sum-up, to reinvent or redesign Analyze & conclude /sum-up, to reinvent or redesign
new things/method/ideas.new things/method/ideas.
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Can you give some implications to teaching & learning ?
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Constructivist Constructivist ModelModel
5E5E
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DiscussionDiscussion
Choosing the activityChoosing the activity Creating opportunities to thinkCreating opportunities to think Allowing opportunities to give opinionsAllowing opportunities to give opinions Debate/discussionDebate/discussion Learning to thinkLearning to think
Procedure is Procedure is constructivist model of constructivist model of teaching teaching
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5 E Constructivist 5 E Constructivist ModelModel
Based on the constructivist theory of Based on the constructivist theory of learninglearning
Teaching strategy that draws on learners’ Teaching strategy that draws on learners’ existing knowledge, beliefs & skillsexisting knowledge, beliefs & skills
Learners synthesize new understanding Learners synthesize new understanding from prior learning & new informationfrom prior learning & new information
Teacher sets up problem & uses 5 E’sTeacher sets up problem & uses 5 E’s Suitable for all agesSuitable for all ages
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Model Constructivism 5 Model Constructivism 5 EE
5 phases5 phases
1.1. EngageEngage
2.2. ExploreExplore
3.3. ExplainExplain
4.4. ElaborateElaborate
5.5. EvaluateEvaluate
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5 E’s Lesson Components5 E’s Lesson ComponentsI. ENGAGEMENTI. ENGAGEMENT
Beginning Beginning activities capture activities capture the learners’ the learners’ attention, attention, stimulate their stimulate their thinking & help thinking & help them access prior them access prior knowledgeknowledge
Aktiviti LatAktiviti Lat
YES/NOYES/NO
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5 E’s Lesson Components5 E’s Lesson ComponentsII. EXPLORATIONII. EXPLORATION
Learners are Learners are given time to given time to think, plan, think, plan, investigate and investigate and organize organize informationinformation
Aktiviti LatAktiviti Lat
YES/NOYES/NO
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5 E’s Lesson Components5 E’s Lesson ComponentsIII. EXPLANATIONIII. EXPLANATION
Learners are Learners are involved in an involved in an analysis of their analysis of their explorationexploration
Their Their understanding is understanding is clarified or clarified or modified because of modified because of dialogue or dialogue or reflective activitiesreflective activities
Aktiviti LatAktiviti Lat
YES/NOYES/NO
YES/NOYES/NO
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5 E’s Lesson Components5 E’s Lesson ComponentsIV. ELABORATIONIV. ELABORATION
Learners are Learners are given the given the opportunity to opportunity to expand and expand and solidify their solidify their understanding of understanding of the concept ( e.g., the concept ( e.g., of “right” & of “right” & “wrong”)“wrong”)
Aktiviti LatAktiviti Lat
YES/NOYES/NO
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5 E’s Lesson Components5 E’s Lesson ComponentsV. EVALUATIONV. EVALUATION
Learners assess their Learners assess their understanding and understanding and abilitiesabilities
Teacher evaluates Teacher evaluates learners’ learners’ understanding of key understanding of key concept (s) & skillconcept (s) & skill
Aktiviti LatAktiviti Lat
YES/NOYES/NO
YES/NOYES/NO
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Ciri-ciri UtamaCiri-ciri Utama
Pelajar berpeluang mengemukakan Pelajar berpeluang mengemukakan pandangannya tentang sesuatu pandangannya tentang sesuatu konsepkonsep
Pelajar berpeluang berkongsi Pelajar berpeluang berkongsi persepsi antara satu sama lainpersepsi antara satu sama lain
Pelajar menghormati pandangan Pelajar menghormati pandangan alternatif rakan-rakan sebayaalternatif rakan-rakan sebaya
Aktiviti berpusatkan pelajarAktiviti berpusatkan pelajar
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Ciri-ciri UtamaCiri-ciri Utama
Pelajar mengaplikasikan kemahiran Pelajar mengaplikasikan kemahiran berfikir, berkomunikasi, membuat berfikir, berkomunikasi, membuat refleksi, menilairefleksi, menilai
Pelajar berpeluang berubah idea Pelajar berpeluang berubah idea asal, sikapasal, sikap
Pelajar mengaplikasikan Pelajar mengaplikasikan pembelajaran baru dalam kehidupan pembelajaran baru dalam kehidupan seharianseharian
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Model 5 Fasa Model 5 Fasa KonstruktivismeKonstruktivisme
OrientasiOrientasi Pencetusan ideaPencetusan idea Penstrukturan semula ideaPenstrukturan semula idea Penggunaan ideaPenggunaan idea RefleksiRefleksi
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Social ConstructivismSocial Constructivism
Lev VygotskyLev Vygotsky Zone of Proximal Development (ZPD)Zone of Proximal Development (ZPD) Social learning theorySocial learning theory ScaffoldingScaffolding
Implications to teaching & learning ?