Assignment HMEF 5123

ASSIGNMENT HMEF5123

MODEL OF TEACHING AND LEARNING 1

PART A

SUMMARY : TOWARDS LEARNER AUTONOMY IN TEACHING ENGLISH IN

MALAYSIA

The article is about the importance autonomy in learning English and also discussing

the method to be use in implementing to teach English in Malaysia especially for autonomous

learner. Furthermore, the authors describes that the Autonomous Learner Model (ALM) is the

best method to be use which is included five (5) parts; orientation, individual development,

enrichment, seminars, and in-depth study. This model also concern on the role of the teacher

that need the teachers to encourage the students to take part in the learning process. This can

be done by letting the students have their own opportunities to construct through their own

experiences like handling teaching aids to grab the ideas and knowledge by their own. From

the article page 3 the authors mention that teaching is showing someone how something is

learnt and learning is discovering what is being thought. The rationale for promoting the

autonomy learner and its implications for teaching and learning is it improves the quality of

language learning, promotes democratic societies, prepares individuals for life-long learning,

that it is a human right, and that it allows learners to make best use of learning opportunities

in and out of the classroom. In the role of the teacher, the researchers listed down few

suggestions as strategies that teachers can help their students employ to become autonomous

learners; 1) help students change the meaning and shape of traditional role of a student, 2)

help students accept responsibility for their learning process, 3) accept a new working

framework, 4) accept a new relationship with the tutor, 5) accept a new relationship with the

subject matter, and 6) become aware of your own learning. In this situation involving

autonomous model to teach reading skills, teacher as facilitator should design the activities

that flexible that can cater the students needs and also can counter the goal of the task to

improve the students reading skills. Also teacher must guide the learners to develop their

own knowledge from the activities. The studies also encounter the use of autonomous model

to teach writing skills which are teacher as advisor could help students to expand their ideas

in writing through class discussion. Processes are done in cycles involving composition, pre-

writing, brainstorming, first draft, rewriting, second draft, editing and final draft that

classified as material for the autonomous model. Those processes would become constructive

and get the students individual achievement in a whole class enterprise. The results from the

process are the autonomy learner would increase their capabilities to learn more easily and

effectively in the future.

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PART B

HMEF 5123 : MODELS OF TEACHING AND LEARNING

1.0 Introduction

What are models of teaching and learning? Model of teaching can be defined as

instructional design which describes the process of specifying and producing particular

environmental situations which cause the students to interact in such a way that a specific

change occurs in their behaviour. Model of learning consist of long term outcome of

instruction which is students increased capabilities to learn more easily and effectively in the

future. Models of teaching are based on theories of learning. Models of teaching support

different teaching and learning strategies and are often discipline-specific. Most teachers

teach in the same way they were taught. Teaching is not just to sit on an armchair with a cup

of tea in hand to sip. It is an art and skill to be learnt. It requires the knowledge of subject

content, method, techniques and teaching aids to be used for making teaching interesting and

effective. This is the main objective of education. For this purpose, the teachers need a

variety of approaches. Models of teaching have been developed to help a teacher to improve

his capacity to reach more children and create a richer and more diverse environment for

them. Model of teaching consists of guidelines for designing educational activities and

environments. It is meant for creating suitable learning environments. In other words,

Models of teaching describe teaching, as it ought to be. Models of teaching, therefore, have

been developed to help a teacher to improve his/her capacity to reach more children and

create a richer and more diverse environment for them.

Teaching and learning models prescribe tested steps and procedures to effectively

generate desired outcomes. The numbers of emerging models and the ones that have emerged

is uncountable. Each emerging new model either explores a new approach of attempts a

modification of the conventional ones as to cater the uniqueness of individuals. Most

importantly, any teaching model should optimize learning experiences to the need of each

learner by carefully exploring the learning problems and offering tailored assistance. Bruce

Joyce and Marsha Weil (2009) identified, collected, edited, structured and published the

efforts of teachers in several parts of the world under the title Models of Teaching and

describe it as four families; 1) The Information-processing family, 2) The Social Learning

family, 3) The Personal family and, 4) The Behaviourist family.

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1.1 Learner Autonomy

Learner Autonomy described as 'the ability to take charge of one's learning' which is

learners study entirely on their own, learned and applied their own skills in self-directed

learning. It also comes for the exercise of learners' responsibility for their own learning for

them to get the right of learners to determine the direction of their own learning. Autonomous

learners are those who explicitly accept responsibility for their own learning. The

autonomous learner shows initiative regarding learning, and shares in monitoring progress

and evaluating the extent to which learning is achieved (Schunk, 2005). Autonomous learners

willingly partner with faculty and peers in learning, and are reflective about their own

learning. Autonomous learners are intrinsically motivated to learn and evidence life-long

learning. The term stems from self-regulated or self-directed learning. It is also theorized that

student achievement motivation expectancies regarding academic confidence, achievement

goals, and learning strategies forecasts learner autonomy (Eccles & Roeser, 2003;

Thanasoulas, 2000).

In the past decades, learner autonomy has become a buzzword and central

concern in foreign language education to promote life-long learning, and attracted growing

attention in language learning, especially when language teaching shifted to more

communicative and learner-centred approaches. Therefore, the educational intelligentsia

should adopt a new teaching model which should be built on modern information technology,

particularly network technology, so that English language teaching and learning will be, to a

certain extent, free from the constraints of time or place and geared towards students

individualized and autonomous learning. The centrality of the students role in the

implementation of learner autonomy initiatives is apparent, but what roles should teachers

play in this context? Therefore the models that introduced will be very helpful.

1.2 Autonomy in Formal Learning

In formal educational contexts, learner autonomy entails reflective involvement in

planning, implementing, monitoring and evaluating learning. But note that language learning

depends crucially on language use: we can learn to speak only by speaking, to read only by

reading, and so on. Thus in formal language learning, the scope of learner autonomy is

always constrained by what the learner can do in the target language; in other words, the

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scope of our autonomy as language learners is partly a function of the scope of our autonomy

as target language users. The development of autonomy in language learning is governed by

three basic pedagogical principles; learner involvement engaging learners to share

responsibility for the learning process (the affective and the metacognitive dimensions),

learner reflection helping learners to think critically when they plan, monitor and evaluate

their learning (the metacognitive dimensions) and, appropriate target language use using the

target language as the principal medium of language learning (the communicative and the

metacognitive dimensions).

2.0 Model

There are many models can be implement to promote the learner autonomy and all of

these models are grouped into four families (Figure 1). Models in the information-processing

family will enhance making sense of new information and also help students learn how to

construct knowledge. The social family consist the models that uses group inquiry and

problem-solving strategies, encourages assimilation and understanding and relies on students

personal and social values. In the personal family models emphasizes self-actualizing, self-

awareness, directing destinies and also the exploration and reflection about goals or future

careers. Lastly the behaviors system family model enhance the develop mastery in subject

matter or skills acquisition, seeks specific behavioral changes and measurable outcomes.

For this learning process, model that been choose are the inductive model which is

one of the information-processing family model. This model is suite to promote the learner

autonomy because it gives the authority to the students to develop their own knowledge and

they will be in constructive and active situation. This model would put the student in listen

and speak situation and let them having inductive thinking that built in their brains to

classifying and sorting out. Beside that they also by themselves seek meaning in the

activities. Also this model let the student do some interaction with adults or peers-

socialization. This model also helps pupil build structure of phonetic analysis in the event of

the activities which is connected with the reading and writing. Furthermore it would be

scaffolds students to the complex tasks. Eventually, the teacher here as a facilitator not just

sitting down but helping the students by encourage them to find the answers and also guide

them if they strayed far away from the given topic. As good as founded by Calhoun (2004),

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this inductive model continued integrated with a picture which is better that called Picture

Word Inductive Model (PWIM). Its a practical guide to teaching beginning language learners

of all ages.

The Information-processing family Inductive thinking (Taba)

Concept attainment (Bruner)

The picture-word inductive model (Calhoun)

Scientific inquiry (Schwab)

Inquiry training (Jones)

Mnemonics (Pressley, Anderson, Levin)

Synectics (Ausubel)

Advance organizers

The social family Partners in learning (positive interdependence)

Structured inquiry

Group investigation

Role playing

Jurisprudential inquiry

The personal family Nondirective teaching (Rogers)

Enhancing self-esteem (Maslow)

The behavioral systems family Mastery learning (Bloom & Block)

Direct instruction (Good)

Simulation (Carl Smith)

Social learning (Bandura)

Programmed schedule (Skinner)

Figure 1 : Four families that groups all the models to promote the learner autonomy.

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2.1 Picture Words Inductive Model (PWIM)

My belief in the power of reading well and widely led me into teaching and

into the English language arts. Twenty-seven years later I still believe that

reading can open windows on the world and provide possibilities in life far

different and far better than what you might experience daily. Reading allows

interaction with persons and cultures like and unlike your own family and

surroundings; reading is an avenue for becoming highly educated and is

available to almost everyone. Reading can help you see choices you did not

see beforechoices that can make you who you are.

(Emily F. Calhoun, 2004)

As stated above, Calhoun mentions that reading is important but most of the student

having problems in reading especially the second language. A picture is worth a thousand

words Emily Calhoun, the originator of the Picture Words Inductive Model (PWIM)

describe this approach as an inquiry-oriented language arts strategy that uses pictures

containing familiar objects and actions to elicit words from children's listening and speaking

vocabularies. Teachers can use the PWIM with classes, small groups, and individuals to lead

them into inquiring about words, adding words to their sight-reading and writing

vocabularies, discovering phonetic and structural principles, and using observation and

analysis in their study of reading, writing, comprehending, and composing. PWIM is

designed to capitalize on children's ability to think inductively. There is no differ for the ages

which is the PWIM is design to; 1) build sight vocabulary as a basis for reading, learning

phonics and spelling generalizations, 2) gain confidence in one's ability to learn, 3) learn how

to inquire into language and use knowledge and skills to read, write and participate fully in

education. The PWIM model also used to build language development, stimulate reading and

writing skills, and strengthen the reading and writing connection, thus creating the foundation

for strong language and communication skills.

3.0 Strategies

PWIM is a practical guide to teaching beginning language learners of all ages are

begins with what the students already know and respects their ability to think, allows students

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to hear the words pronounced correctly many times and develops sight-word vocabulary and

designed to enable students to be immediately successful as language learners. After reading

a book, beginning a new science or social studies lesson, or learning new math concepts

follow the steps from the previous slide. This strategy can be used with the whole class, in

small groups, pairs, or individually to lead students into inquiring about words and adding

them to their vocabularies, discovering phonetic and structural principles, and engaging in

other reading and writing activities. While some skills can be taught explicitly, PWIM is

designed to capitalize on a students ability to think inductively.

The strategy of PWIM emphasizes phonics, grammar, mechanics, and usage of

Standard English. The pictures provide concrete referents for the learning of new words,

phrases, and sentences. The students are using pictures related to content material under

study; they feel a part of the classroom community and can participate in class activities. The

picture word chart serves as an immediate reference to enable students to add these words to

their sight vocabulary. The teacher can choose to emphasize almost any sound and symbol

relationship (introduced or taken to mastery). Students are assisted in seeing the patterns and

relationships of the English language, enabling them to apply this learning to newly

encountered words. Students hear and see words spelled correctly and participate in the

correct spelling and writing. Learners benefit from the teacher modelling of the key words

and concepts. With extensive practice, they can begin to learn how to create sentences and

paragraphs related to the subject under study.

This strategy can essentially be used in any content area; however, it is most

commonly used in reading and language arts. Teacher or students can demonstrate

understanding of spoken words, syllables, and sounds (phonemes). The student can determine

or clarify the meaning of unknown and multiple-meaning words and phrases based previous

reading and content, choosing flexibly from an array of strategies. Also with guidance and

support from adults, students can demonstrate understanding of figurative language, word

relationships and nuances in word meanings. They also can use words and phrases acquired

through conversations, reading and being read to, and responding to texts, including using

frequently occurring conjunctions to signal simple relationships.

The PWIM is design to teach reading, writing, and language system. It is design to

help students develop and independent learner and as independent readers and to foster

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confidence based on knowledge that they secure for themselves as learners. Within each

class, students language development will vary as will their confidence in participating.

Given time, many experiences with the model, and a nurturing and joyous learning

environment, most students not just the quickest or most language agile students make

good progress as readers and writers.

4.0 Description of Students

How does the PWIM and children's development of language relate to the current

emphasis on teaching and learning? The instructional environment created by the teacher

through the PWIM is probably closest to the position articulated by Ramey and Ramey

(1998). These professors and researchers offer six "developmental priming mechanisms"

repeatedly associated with "positive cognitive, social, and emotional outcomes of children"

(and probably also with the continuing development of adults):

Encouragement of exploration

Mentoring in basic cognitive and social skills

Celebrating new skills

Guided rehearsal and extension of new skills

Protection from inappropriate punishment or ridicule for developmental advances, and

Stimulation in language and symbolic communication.

A major principle of the picture word inductive model is to build on children's

growing storehouse of spoken and understood words and syntactic forms and facilitate the

transition to writing and reading. Most children want to make sense of the language around

them and they eagerly engage in unlocking its mysteries. A corollary principle of the PWIM

is that the approach respects the children's language developmenttheir words are used and

their ability to make connections is central to the learning process and the model.

Reading and writing are naturally connected, can be learned simultaneously, and can

be used together too rapidly and effectively advance growth in language use (Stotsky, 1983;

Tierney & Pearson, 1985; Hillocks, 1987; Shanahan, 1988, 1990; and Heller, 1991). How is

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the reading and writing connection used in the PWIM? As the students search a picture for

items and objects they can identify with words or phrases, the teacher writes their words on

the picture word chart, which launches the students into the early stages of formal writing.

Later, the students make up short sentences about the picture and begin to write longer

sentences and then paragraphs with the help of the teacher. Through repetition, the words in

the sentences are added to their storehouse of knowledge.

Gradually, as the students read more trade books, they learn to analyse how others

write and they begin to use the conventional writing devices to enhance their ability to

express themselves. Essentially, they come to use the library of the world as models for

sharing and communicating ideas through writing. As they read picture storybooks and short

informative books, they discuss them by making up sentences about the book. Many students

begin to feel that their reading is not complete until they have said something about the book

in their own words, completing the loop of the language system.

Students and teachers work together to build words, sentences and paragraphs in

books. As they build paragraphs, they select and discuss titles. The teacher leads

metacognitive discussions on choosing titles and talks to the students about which title is

most comprehensive, which title might be most interesting to one audience or another, which

sentences go with one title, which with another. When writing a paragraph or creating a title,

the teacher helps students to focus on the essence of communication: What do we want to say

to our readers? The reading and writing connection culminates as the class evaluates their

effectiveness in sharing what they wished to share.

5.0 Teaching Learning Activities

PWIM is a young teaching strategy that still made the cut for inclusion in Model of

Teaching (Joyce, Weil, & Calhoun, 2009) because it is well-based in literacy research and

has wide applications. It is successful because this model works upon the natural ways

(informational process) that children learn language. As designed, PWIM is intended as a

major component of language arts programs. As the strategy demonstrated today, PWIM

would be used throughout the school year to increase vocabulary, improve sentence and

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paragraph construction and spelling. The specific lesson presented id one part of the on-going

strategy.

The instructional sequence of the model cycles and recycles through the following activities:

Students study a picture selected by the teacher

Identify what they see in the picture for the teacher to label

Read and review the words generated

Use the picture word chart to read their own sets of words

Classify words according to properties they can identify

Develop titles, sentences, and paragraphs about their picture.

It would be presented in parts, over days or weeks. First, Teachers select a picture for

the students to study and the picture is displayed and the teacher facilitates, asking students to

take turns identifying items and actions (Picture 1). The children identify what they see in

the picture for the teacher to label. As each word is said, the teacher writes it on the paper,

spells it, and draws a line to the item or action (Picture 2). He or she has the students say the

word and spell it. This process is known as shaking the words out of the picture. The children

read and review the words generated. Each child receives their own copy of the words

generated from the picture. The children are invited to classify the words according to

properties or attributes they can identify.

Picture 1 : Student are provided with picture in a big size.

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Picture 2 : Teacher label the item or action in the picture to be read by the students

Over time, students are encouraged to read the words, trace the lines from words to

items or actions. They spell the words and learn how to use the chart as a picture dictionary.

The words are then input into a computer and are printed out on card stock. These cards are

given to the students to use as the lesson continues. The students then sort the words into

categories, while the teacher asks and guides the students. Students continue to find more

words in the picture, and place them into categories as before. After the children become very

familiar with their new words they create a title for the picture. After that the teacher assesses

the students' knowledge of the words out of context. Then the class moves on to sentence

construction. First the teacher models making sentences out of the words and then the

students dictate their own sentences. This steps include building sentences both together as a

group and individually, and then onto creating paragraphs. Word recognition out of context is

again tested before the teacher moves the students into paragraph construction.

The PWIM approaches the development of sight vocabulary directly. The students

read and spell the words that are shaken out of the picture. Then, these words are placed on

large word cards that they can look at and the teacher can use for group instruction. Students

also get their own set of word cards. They sort these words and consult the picture dictionary

to check their understanding and refresh the meaning of the words. The students keep word

cards in envelopes, word banks, or word boxes, consulting them as they wish and eventually

using the cards and words to compose sentences. Children must build concepts about the

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conventions used in language to connect sounds and structures to print forms. The repeated

instructional pattern as words are added to the chart and reviewed see the item, say the

word, listen as the teacher spells the word, read the word as a group, spell it together, read the

word again teaches and reinforces letter recognition, as well as the pronunciation of the

words, while repeated attention to the words and spelling helps to build students' reading and

writing vocabularies.

The wonderful thing about the PWIM is that students generate part of the curriculum:

Its their words, their phrases, their sentences, and their paragraph that form the content of

picture words inductive lesson. PWIM also allows us to apply good learning theories from

variety of prospective:

Repetition and presentation of words on the picture chart convert the words into sight

words for most students.

Repetition, presentation, and discussion of the formation of letters and the sounds they

represent result in language tools for students' reading and writing (and spelling).

Analysis and application of phonetic and structural generalizations help students to

acquire those patterns that have regular use.

Continuous opportunities exist for explicit instruction in reading comprehension and

in composing, including modelling of the metacognitive processes involved in skill

areas (e.g., spelling and pronunciation) and modelling the more comprehensive

language processes (e.g., organizing an informative paragraph for a designated

audience).

Individual, small-group, and large-group activities are part of the PWIM structure.

Opportunities are available for using the social setting to develop understanding and

use of multiple perspectives, to apply listening and discussion skills, and to gather

information from multiple sources.

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Multiple opportunities are available for students to apply the language concepts they

are learning.

5.1 Step of Activities

The basic steps of the PWIM stress component of phonic, grammar, mechanics, and

usage. Students hear the word pronounces correctly many times and the picture word chart

is an immediate reference as they add these words to their sight vocabulary. The teacher

can choose to emphasize almost any sound and symbol relationship (introduced or taken to

mastery). They also hear and see letters identified and written correctly many times.

Otherwise the students hear the words spelled correctly many times and participate in

spelling them correctly.

Meanwhile, in writing the sentences, the teacher uses Standard English (transforming

student sentences if necessary) and uses correct punctuation and mechanics (e.g., commas,

capital letters). As different mechanical and grammatical devices are used, the teacher

describes why the device is used. After several lessons and experience with the teacher

modelling the devices, the students learn how to use them, too. Steps to be done in PWIM:

1. Select a picture;

Select pictures and photographs that are familiar, tangible, concrete and

attractive. For older students choose pictures that also relate to other content

areas. The picture can open an area of study or serve as a focal point for

discussion

2. Ask students to identify what they see in the picture;

Students visually read the picture and then shake out the words to generate a

list of words that identify items or actions found in the picture. Teacher

records the words as students generate them

3. Label the picture parts identified;

Teacher draws a line from the identified object or area and then says the word

and writes the word.

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4. Read and review the picture word chart aloud;

Students asked to spell the word aloud and then to pronounce it.

5. Classifying the words;

Students asked to read the words (using the lines on the chart if necessary) and

to classify the words into a variety of groups. Identify common concepts (e.g.

beginning consonants, rhyming words) to emphasize with the whole class.

6. Read and review the picture word chart (say the word, spell it, and say it again);

After generating the word list, begin all following PWIM lessons by reading

and reviewing the chart together. With older students try to move the class

toward silent practice and individual reading. Select certain words for reading

or spelling emphasis.

7. Adding words;

Students add words, if desired, to the picture word chart and to the word

banks.

8. Lead students into creating a title for the picture word chart;

Ask students to think about the information on the chart and what they want to

say about it.

9. Generating sentences and paragraph;

Ask students to generate a sentence, sentences, or a paragraph about the

picture word chart. Ask students to classify sentences; model putting the

sentences into a good paragraph.

10. Read and review the sentences and paragraphs;

Students read and review the sentences and paragraphs generated by them.

Allow students the opportunity to do independent writing in their journals and

create new sentences related to the chart. Use opportunities to create multiple

paragraph works that are related to other content areas like science or social

studies.

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6.0 Mode of Assessment

Group and individual diagnosis being continuous when using the PWIM, teacher may

also use formal assessment measures for additional diagnostic data. Each lesson loop (day)

provides data for a range of options in that lesson or for the next day's lesson. Keeping a

notebook handy for notes on common needs, future steps, and particular aspects of language

confusion by individual students, is useful. Teachers may use general assessment instruments

like the Names Test by Patricia Cunningham and F.A. Dufflemeyer, 1990 (Appendix 1), any

general phonics assessment instrument that provides results by sound and symbol, thus

providing additional data for making decisions about which phonics elements to focus on for

whole class or small group instruction.

The primary material consists of two vocabulary tests embracing a pre-test and an

immediate post-test for each group, a picture selected by the teacher, 10 new English words

and 16 second language learners of English. The picture used in teaching was downloaded

from the internet (see Appendix 2), and the new words were carefully chosen according to the

content of the picture. In addition to the illustrated dictionary (picture-word dictionary),

participant received their own copies of the listed words on flashcards which is they need to

reviewed it independently, reading each word and referring to the illustrated dictionary. If the

student struggled to read a word, they took that flashcard to the picture, found the matching

word which was written on the chart paper outside the picture, traced the line to the picture,

recalled the item, and read the word. Student that finished reviewing words were asked to

repeat the process until teacher observed the entire participant.

The student also can be assess by challenge them that complete the categorizing part

to categorize their words in a different way. Some of the students categorise included; all of

the words are about animals, these words are short, these are medium, and these are long,

and these words start with the same letter. Furthermore, during this period lesson pupils can

be assess by ask them to produce factual sentences describing the picture and on the next

lesson they will received a typed copy of sentences to read individually.

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7.0 Conclusion

All of the pupils could learn the words because if they forgot the words temporally,

they could look at the picture-word chart on the white board to recognize the words form and

to understand its meaning. The chart is used throughout the sequence of lessons and is a

source of curriculum content (Calhoun, 1999:23). As the teacher wrote words on the paper

surrounding the picture, the chart became an illustrated dictionary. The pupils tried to work

out the meaning of words with the aid of the picture-word chart and with this illustrated

dictionary. After the 40-minutes teaching, and after the shake out procedure, 10 new

words were produced, they were as follows: polar bear, sad, huge, pillar, lonely, snowflake,

crown, fur, paw, and castle3. Pupils were required to read it aloud and to spell each word and

to read it and think about their meaning. Then the teacher asked them if they were ready to

memorize its meaning and to recognize its form.

Concerning the classroom performance of the two groups, as compared with teaching

by the word-list, firstly, the PWIM encouraged higher motivation of the pupils. The shake

out procedure motivated the pupils to work out words both learned and unlearned more

actively and happily. Meanwhile, the picture-word chart enabled the pupils to recall and to

recognize the word in written form and the meaning of the word. Even if they forgot the word

temporarily, they consulted the picture-word chart dictionary. Secondly, only 10 new words

were produced by the word-list teaching, while there were 13 other words produced in

addition to the 10 new words by the PWIM teaching through which the pupils inductive

abilities of producing new words, of classifying word structure and of generating sentences

were strengthened. Thirdly, through the PWIM, the inquisitiveness of knowing the word

forms of spelling and pronunciation enabled the pupils in the classroom to learn how to learn.

Some pupils were very absorbed in asking the teacher the word form and meaning and in

consulting the word in the picture-word chart dictionary and in communicating the ideas with

their classmates.

Using an integrated language arts approach to teaching and learning is not simply

ideological, but is an instructional tool that saves time and builds learning skills that will last

a lifetime for students. (Calhoun, 1999). The PWIM is an extremely effective tool for

teachers to use as they strive to meet this goal for all students. The Pupils taught by the

PWIM performed a little bit better than the pupils taught without the picture. PWIM

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improves student sight vocabulary. Students name the words, see them printed and hear them

many times. When constructing the sentences, teachers model the correct sentence form. The

children learn from teacher modelling and use that experience to create their own sentences.

When the students classify their words and sentences they are selecting common attributes

very much like Bruner's concept attainment model. The students search for and identify

attributes that can be used to distinguish examples of a given group or category from non-

examples.

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References

Joyce, B., Weil, M. and Calhoun, E. (2009). Models of Teaching Boston, MA: Allyn &

Bacon.

Cunningham, P. (1990). The Names Test: A Quick Assessment of Decoding

Ability. International Reading Association, 800 Barksdale Road, PO Box 8139,

Newark, DE 19714-8139. Telephone: 302-731-1600. Directions and test printed

in: Reading Teacher, 44, p. 124-9.

Webber, N. E. (1978). Pictures and Words as Stimuli in Learning Foreign Language

Responses. The Journal of Psychology 98 : 57- 63.

Duffelmeyer, F.A., Kruse, A.E., Merkley, D.J., & Fyfe, S.A. (1994). Further validation and

enhancement of the Names Test. The Reading Teacher.

Richardson, J. S. (2000). Read it aloud! Using literature in the secondary content classroom.

Newark, DE: International Reading Association.

Kara L.S. (2007). The Picture Word Inductive Model and Vocabulary Acquisition. Faculty of

Graduate School of Wichita State University.

Sabrina Ellison (2010). PWIM Lesson Plan. URL.

http://welcometothejuntoclub.blogspot.com/2010/02/pwim-lesson-plan.html

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Appendices

Appendix 1

Names Test

by Patricia Cunningham and F.A. Dufflemeyer

Give the student a copy of the names. Ask him/her to read the names as if calling roll. You

have your own copy that you mark with C for correct or, if the child does not read the name

correctly, phonetically spell what the student reads.

Jay Conway Chuck Hoke

Kimberly Blake Homer Preston

Cindy Sampson Ginger Yale

Stanley Shaw Glen Spencer

Flo Thornton Grace Brewster

Ron Smitherman Vance Middleton

Bernard Pendergraph Floyd Sheldon

Austin Shepherd Neal Wade

Joan Brooks Thelma Rinehart

Tim Cornell Yolanda Clark

Roberta Slade Gus Quincy

Chester Wright Patrick Tweed

Wendy Swain Fred Sherwood

Dee Skidmore Ned Westmoreland

Troy Whitlock Zane Anderson

Shane Fletcher Dean Bateman

Bertha Dale Jake Murphy

Gene Loomis

ASSIGNMENT HMEF5123


Appendix 2

The PWIM Picture-word Chart: (Apart from the picture, there are words being shaken out

of the picture and words list being created by the teacher and the pupils in the classroom).

The original picture before been shaken out

Words are been shaken out of the picture

ASSIGNMENT HMEF5123


Appendix 3

PWIM picture with vocabulary words (picture-words dictionary)

Appendix 4

Notes : These vocabulary words were used on the pre-test and post-test. The

researcher chose these vocabulary words for the assessment based on the

possible vocabulary words that students might generate while looking at the

PWIM picture.

Documents

Assignment HMEF 5123