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the social and personal models in teaching
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EDU 3103Learning and Learner
Explain the Social and Personal Models using graphic illustrations.Prepare a Daily Lesson Plan for your major
subject and show how you will apply any of these models.Discuss its implications in teaching and learning.
SOCIAL MODEL
Model of group teaching and co- operative learning
Simulation model
Organization and Management of Group teaching
Two ways of grouping:
a) Similar ability group
b) Mixed ability group
Similar ability groupSuitable for:a) Mathematicsb) Language skills
Model of group teaching and co- operative learning
Mixed ability groupSuitable for:a) Brainstormingb) Experiment
Management of group teaching and learning
Move around to supervise, guide, teach slow learning group
Appoint a leader
Spend some time to discuss the activities
Guide students to
make summary
report
Simulation Model
Occurs in controlled conditionAim: to carry out an activity or training to
solve a problem
a) A complicated situation
b) Discipline problemc) Events in shop,
highway, school etc.
Sociodrama
Role play
Sociodrama
Acting activity based on a story which reflects a certain situation
Allows pupils to think critically and rationally
Train students to express their opinion and feeling, arranging idea and thought
Discussion after the act to analyze the characters and making conclusion
Role play
Brief descriptipn of objectives and
characters
strengthen their skill of conversation and train
themselves to think spontaneously
Enables the students to
understand the reason and attitude of others in real life
Discussion on the
performances
Spontaneous act involving a group of
students without referring to any script
Implications
• Teachers should guide all the students even they are in different group so that no one will left out.
• Teachers should take some times to make oral reflection with the students so that they know the strengths and weaknesses of their activities
• Teachers should provide enough opportunities for the students to get involve in the activities.
PERSONAL MODELINDIVIDUAL’S THINKING SKILL MODEL
Thinking Process
A process of formulating knowledge.
Understanding mental activities
in the human brain
Human brain can identify the external stimulus perceived, analyze,
interpret.
Use logical reasoning
and reflection assess the
info received.
Characteristics of thinking
Thinking occurs is mainly due to a
certain motivation or presence of
problemAn individal’s
effort to comprehend,
adapt and assimilate the information
Main aim of thinking is to interpret the
stimulus
Process of multi-cognitive
activity
Process of physiological
activity
Implications
Students can be creative and innovative in
thinkingThe students will able to solve any
problems by using a logical reasoning
.
Professional thinking skills enable
teachers to perform their duties
competently and confidently.
Students may think wisely in
making any decisions.
PROJECT MODEL
1. Professor William Kilpatrick (1871 – 1965)2. Pupils’ learning would be effective if they are interested & ready to carry
out learning activity3. Pupils would be able to carry out their activity in an actual situation4. Usually a groupwork activity
Guideline for the teacher :
Objective & activity must be planned
Systematic planningMaterials
Guidance from peers/
teacher
Find a place to store/ display students’ work
TYPES OF PROJECT MODEL
Research Project
Handicraft ProjectEducational visit
Find an interesting topic
Aims & Procedures
Precaution
Prepare materials
Involvement of student & teacher
Discuss & Evaluate
1. Plan
3. Explanation
2. Prepare materials
4. Demonstrate
6. Display
5. TimeHANDICRAFT PROJECT
BEFORE
DURING
AFTER
Identify the place Permission from the principal
Arrange the transportation
Briefing session (safety precaution, regulations,aim)
Divide the students
Observe the
students
Help/ guide the student
Discussion Plan a follow-up activity
IMPLICATIONS
1. Students will get opportunities to verify practically in actual situation.
2. Students able to use their senses to observe, analyze, interpret and make conclusions.
3. Students will be able to acquire direct experiences and additional knowledge related to their learning in the class
4. Clear instruction or explanation will help the student understand better and follow it.
5. Active participation from the teacher and students.
Daily Lesson Plan
Subject : English
Level : Standard 1 KSSR
Focus : Language Arts
Theme : World of stories
Topic : Cat and Rat
Introduction : This lesson allows pupils to enjoy a story through role play.
Content standard : Pupils will be able to plan, organise and produce creative works forenjoyment.
Learning Standard : Able to plan and prepare for a performances with guidances.
Objective : By the end of the lesson, pupils will be able to retell a story heard with guidance.
Time : 20-30 minutes :-Story telling from teacher : 20minutes-Role play from pupils : 10minutes
Teaching aids : Masks of cat and rat.
Activity Teaching and learning strategy
Notes
1. Teacher reads speech bubbles.Pupils listen.
Listening and speaking skills.
Power point
2. Teacher reads the story.Teacher asks for volunteers to role-play as cat and rat.
Role Play Masks of cat and rat
Assessment :Teacher checks on pupil’s pronunciation.
Observe pupils role-pay.
Able to solve a problem given and think creatively how to solve the problem.
Teaching and Learning procedures Introduction :
After the teacher reads the story, the teacher ask the pupils to think the
end of the story and act it out in the class. Simulation session ( the act )- A pupil wears a mask of cat and running chasing the rat. How can
the rat try to save its life?- A pupil wears a rat mask. The rat runs in fear and trying to save its
life.- The rat run and hiding at the back of the cupboard.- The cat smells something behind it and try to catch the rat.Finally,
the cat found the rat and eat it. The rat is dead but the cat feels happy.
Conclusion sessions :- Teacher discusses with pupils about the act which has just been
over.- Teacher guides pupils to make inference relating to the concept of
people’s unity.
References
• Abour H. Cherif, g. E. (1993). The essence of Teaching. Forward to excellence , 115.
• Northern Ireland curriculum. (2000). Retrieved September 1, 2012, from Thinking Skills and Personal abilities: http://www.nicurriculum.org.uk/docs/skills_and_capabilities/training/TSPC-Guidance-KS12.pdf
• Sang, M. S. (2008). Learner and Learning environment. Ipoh, Perak: Penerbitan Multimedia Sdn.bhd.