program kursus bc4dcp p&p 2020
TRANSCRIPT
Modul 1C: Models of Teaching
10 August 2020
Presented by:
Prof Dr Yeo Kee Jiar
School of Education,
Faculty of Social Sciences and Humanities
Program Kursus BC4DCP
P&P 2020 Baseline Competencies for Differentiated Career Pathway
Let’s think about it…….
• What are the differences among our
students?
Difference among individuals
Sociocultural Diversity
# Culture
# bilingualism
# Socioeconomic
Status
# Ethnicity
Differences in Intelligence
# intelligence and
bell curve
# IQ, intellectual
intelligence;
# SQ, spiritual intelligence
#; EQ, emotional intelligence
Learning and
Thinking Styles
# Impulsive / Reflective
Styles
# Deep / Surface
Styles
Overview of Talk Main topics
Four models of Teaching supported by theories of
learning
Methods in Relation to Theories and Models
Conceptualization and how are they related
T&L Approach, strategy, method, technique
01
02
03
Meeting the needs of students
Spectrum of T&L methods: T-C & S-C
04
Five elements of effective instruction: methods for the
linkage
Methods in Relation to Effective Instruction
(1) Linking Theory to Teaching Model and Method
Joyce, B., Weil, M., & Calhoun, E. (2018). Models of Teaching. 9th ed. Boston: Allyn & Bacon.
Model
Information-
Processing Family
Focusing on :
• Acquiring & organizing
information,
• identifying problems,
• formulating hypotheses,
• learning concepts,
• generating solutions,
• fostering creativity
TCL? SCL?
Acquiring and process
information
Inquiry-oriented projects
Opportunities for the
testing of hypotheses
Curiosity encouraged
Staged scaffolding
Approach/method
Enhances making sense
of new information.
Help students learn how
to construct knowledge.
a) Inductive thinking model
b) Concept attainment
model
c) The picture-word
inductive model
d) Inquiry training model
e) Memory model
f) The Synectics Model
g) Advance organizer
THEORY;
Cognitivism /
Information-Processing
- process information
through attention,
memory, thinking, and
other cognitive processes
Linking Theory to Teaching Model and Method
Joyce, B., Weil, M., & Calhoun, E. (2018). Models of Teaching. 9th ed. Boston: Allyn & Bacon.
Model
Social Family
Focusing on :
• Working together within
a social context
• Cooperative relationship
• Sharpen cognition thru’
interaction, learn how to
work with individuals and
as a member of a team
TCL? SCL?
Interaction
Journaling
Experiential activities
Personal focus
Collaborative &
cooperative learning
Approach/method
Building learning
communities
Developing cooperative
relationships
a) Partners in learning
b) (Cooperative)
c) Group investigation
model
d) Roleplaying
e) Jurisprudential inquiry
learning
THEORY;
Social Constructivist
- knowledge is actively
constructed
- Learning is… • A search for meaning by the learner • Contextualized • An inherently social activity • Dialogic and recursive • The responsibility of the learner
Linking Theory to Teaching Model and Method
Joyce, B., Weil, M., & Calhoun, E. (2018). Models of Teaching. 9th ed. Boston: Allyn & Bacon.
Model
Personal Family
Focusing on :
- Individual perspective
- Encourage positive self-
direction& independence
- self-aware & responsible
for their own destiny
- Creativity & curiosity
- Get students to respond
to task to enhance
growth
TCL? SCL?
Self development
Teacher reaches out to
students, empathizes,
reacts to help students
define problems and take
action to achieve solution
Approach/method
Teacher guides growth &
development
Students explore new
ideas abt their lives,
a) Non-directive teaching
b) Enhancing self-esteem
THEORY;
Humanistic
- Outcomes held in high
regard by humanistic
educators:
- self-hood
- take responsibility for
individual development
- To be sensitive and
creative in search for high
quality lives
Linking Theory to Teaching Model and Method
Joyce, B., Weil, M., & Calhoun, E. (2018). Models of Teaching. 9th ed. Boston: Allyn & Bacon.
Model
Behavioral Family
Focusing on :
• Observable behavior
• Deal with things directly
• Sufficient amount of time
to learn any given
material rather than the
capacity to master it
• Smaller learning units
with own objectives
(parts of larger ones to
their master)
TCL? SCL?
Passive student learning
in a teacher-centric enviro
nment
Develop mastery in
subject matter or skills
acquisition.
Seeks specific
behavioral changes.
Measurable outcomes.
Approach/method
Organize task & feedback
structures to make it easy
for students
Self-correcting capability
to function
a) Mastery learning
b) Direct instruction
c) Simulation
d) Social learning
e) Programme schedule
THEORY;
Behaviorism
- Rewards and punishments
- Responsibility for student
learning rests squarely with
the teacher
- Lecture-based, highly
structured
Name a
suitable model
of teaching
Ms Dina is using various
teaching techniques to
enhance her students’
understanding, retrieval
and problem-solving skills
. Behavioral
model Information-
processing
model
Social
model
(2) Methods in Relation to Effective Instruction
Engaged students
Learning Environment
Clear, Shared Outcomes
Varied Content, Materials, and
Methods of Instruction
Feedback and Practice
Complex Thinking and Transfer
Thinking abt
how to teach?
My students should
think and find out
the answer…... let
me ask them
questions
let me think of an
appropriate venue
for them to Q&A..
forum? Discussion?
Debate?
Technique of
think-pair-share;
ground rules
T&L Approach, Strategy, Method & Technique
www.free-powerpoint-templates-design.com
Approach Method
Technique Strategy
a procedure or process
a systematic way of doing something;
implies an orderly logical arrangement of
steps; more precedural
systematic
Personalized, acquired
A well-defined procedure used to
accomplish a specific activity or task
skill
Holistic process
A set of principles, beliefs, or ideas abt
the nature of learning which is
translated into the classroom
holistic
Instructional strategies Planning to achieve learning objectives;
generalized plan for a lesson which
includes structure, desired learner behavior.
a careful plan
apply it effectively to enhance learning
Teaching Approach
Herbartian approach
By John Fredric Herbart; learner is like a clean
slate and all knowledge is given from outside;
emphasis is on content presentation
Evaluation approach or Bloom’ approach
By Bloom; testing should be based on teaching
and both these activities should be objectives
centered.
RCEM Approach
developed at Regional College of Education
Mysore (RCEM); teaching learning situations,
strategies and aid materials are arranged in
Input, process, output
Teacher centered approach
Traditional in nature; focusing on the
teacher as instructor; as direct instruction;
deductive teaching or expository teaching;
teacher controls what is to be taught and
how students
.
Student centered approach
Referred as discovery learning, inductive
learning, or inquiry learning; emphasis on
the learner’s role in the learning process;
.
Inductive and Deductive approach
Inductive: students moves towards
specified (example) to general (rules);
Deductive: present a principle or rule and
then it is clarified by giving examples.
Other approaches Subject-matter
centred
Subject matter gains primacy over that of the
learner.
Teacher dominate Only the teacher’s voice is heard. He/she is the sole dispenser of information
interactive An interactive classroom will have more student talk and less teacher talk.
Students are given the opportunity to interact with teacher and with other
students
constructivist The students are expected to construct knowledge and meaning out for what
They are taught by connecting them to prior experience.
Banking The teacher deposits knowledge into the “empty” minds of students for students to commit to
memory
Integrated The teacher connects what he/she teaches to other lessons of the same subject (intradisciplinary)
or connects his/her lessons with other subjects thus making his/her approach interdisciplinary
And multidisciplinary
Disciplinal It limits the teacher to discussing his/her lessons within the boundary of his/her subject.
Collaborative Itwill welcome group work, teamwork, partnerships, and group discussion
Other approaches individualistic It wants the individual students to work by themselves
Direct teaching The teacher directly tells or shows or demonstrates what is to be taught.
Indirect, guided The teacher guides the learner to discover things for himself/herself. The teacher facilitates the
learning process by allowing the learner to be engaged in the learning process with his/her
guidance.
Research-based Teaching and learning are anchored on research findings
Whole child The learning process itself takes into account not only the academic needs of the learners, but also
their emotional, creative, psychological, spiritual, and developmental needs.
Metacognitive The teaching process brings the learner to the process of thinking about thinking. The learner
reflects on what he learned and on his/her ways of learning
Problem-based The teaching-learning process is focused on problems. Time is spent on analyzing and solving
problems.
A General T&L Approach
deductive
Direct instruction
Teacher-centred teaching
inductive
Indirect instruction
Student-centred learning
Varying degrees
Teacher-centered Teaching
• Expository in nature.
• Easier to implement than
student-centered activities
.
Instructor’s role is to be primary information
giver and primary evaluator
Assessment to monitor learning.
Teaching & assessing are separate.
Competitive and individualistic
Knowledge is transmitted from
professor to student.
Focus on a single discipline. Emphasis on
right answer.
Student passively receive
information
Student-Centred Learning
What are the things they could be carrying out?
• More student talking time
• They are working in pairs, in groups, they are communicating
• They give presentation as though it is a public speaking in the class
• They are doing peer teaching or even teaching the whole class
• They will defend their opinions
• There is a huge element of research work involved, rather than teacher presenting you all the facts
• You have to be the one going out to find the fact, you have to sort through them, use critical thinking to decide what fact which fact is accurate, which fact is inaccurate,
• You have to be able to amalgamate the data, to be able to form informed opinion from the data that you have found,
Deductive Method
Deductive Method
1) Teacher-dominated approach
2) It begins with the abstract rule, generalization,
principle and ends with specific examples and
concrete details
3) Cover a wider scope of subject matter
4) Learning is passive process, the learners do
not take part in the generation of conclusion or
generalization
1) Drill or exercises come after the explanation of
the rule or principle
Inductive Method
Inductive Method
1) It begins with specific details, concrete data and
examples and ends with an abstract
2) Learners are more engaged in the teaching-learning
process
2) Learning becomes more interesting at the outset
because we begin with the experiences of our students.
Begin with what they know.
4) It helps the development of our learners’ higher order
thinking skills. To see patterns and analyze the same in
order to arrive at generalizations requires analytical
thinking.
5) It requires more time.
6) Teacher serves as a guide;
7) Teacher first provide examples, then have students
practice and figure out themselves Examples: ask students to find out words starting
with Letter “A”; making presentation or projects
Direct vs Indirect Approach
Direct Approach
a) Provide the rationale,
b) Demonstrate the skill,
c) Provide guided practice until mastery,
d) Check for understanding and provide feedback,
e) Provide extended practice and transfer, and
f) Assess learning at the end.
01
Indirect /guided/ exploration Approach
Indirect instruction method is best used when the learning
process is inquiry-based, the result is discovery and the
Learning context is a problem. This can come as:
1) Inquiry method/discovery method
2) Problem solving method
3) Project method.
02
Which is the best approach?
Teacher-centred
approach
Student-centred
approach
Strategy ”.
01
02
03
04
Anderson (1994): “student outcomes may heavily depend on the
teacher’s instructional planning, teaching method selection, and
having a variety of learning activities”. An effective teaching strategy
helps students to achieve their goals and success in life.
Blackboard
Blackboard is a strategy to provide visual structure during a
lecture or discussion
Debate
Free writing is a strategy for encouraging students to explore
ideas in writing
05 Use of digital technology
Using laptop and digital gadgets to enhance both teaching and
learning
Lawton: “teaching strategy is a generalized
plan for a lessons which include structure
desired learner behavior in terms of goals of
instructions and an outline of planned tactics
necessary to implement the strategy
Questioning
Checking for student understanding, effectiveness of a lesson,
increase higher level thinking; convergent and divergent question
Teaching Method A method is a description of the way that
information or behavior is carried forward
or consolidated during the instructional
process .
Method is an overall plan or is a way of
something is done no part of which
contradicts, and all of which is based upon,
the selected approach
.
It is a systematic way of doing
something. It implies an orderly
logical arrangement of steps. It is
more procedural.
1) Technique is applied in implementation
of approach/ strategy/ methods
2) It is a particular trick, procedure to
accomplish an immediate objective
3) It must be consistent with the method
and harmony with approach as well
Basic techniques in Football
Dribbling in soccer is the main thing. ...
Kicking a ball is one of the most dominant characteristics of
soccer games. ...
Feeding. Passing the ball is badly needed in football because
otherwise it can not play soccer well. ...
Control the ball.
Technique
Instructional Strategies/approach/method: Movement along the continuum
towards more student directed is possible and encouraged ..
Lectu
re :
Teacher-
centr
ed,
Deductive,
Direct but
possib
le t
o inte
gra
te a
ctive
learn
ing e
lem
ents
Teacher movie
• What is the best method to help Teddy Stallard?
• What should be the best teaching method for
Stallard? Was Ms Thompson’s method effective?
Explain.
Activity
• Find out different discussion methods –
define it, show us how you do it
Quotes for teachers
Good teaching is one-fourth preparation and
three-fourths theater.
― Gail Godwin
Quotes for teachers
Any genuine teaching will result, if successful,
in someone’s knowing how to bring about a
better condition of things than existed earlier.
― John Dewey