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LHL/BTSL/09 Models, approaches, strategies & methods of teaching Models Approaches Strategies Methods
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Page 1: Models of Teaching

LHL/BTSL/09

Models, approaches, strategies & methods of teaching

ModelsApproachesStrategiesMethods

Page 2: Models of Teaching

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Models

Strategies

Approaches

Methods/Technique

TEACHING

4 types

4 types

4 types

6 types

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MODELSLHL

Inquiry

Information processing Expository

Project

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ApproachJO

Inductive

Integrative Thematic

Deductive

Eclectic

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StrategiesSS

Teacher centered

Resources-based Task-based

Student centered

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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

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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

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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

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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

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Implications to teaching & learning ?