Chapter7 11

Models of Teaching

Haibin & Kenyatta

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Models of Teaching

MemorizationSynecticsLearning from PresentationsLearning to Learn from Mastery

LearningLearning from Simulations

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Memorization

Designed to increase the capacity to store and retrieve information.

Assumes that learning task is to master unfamiliar material.

Applicable to all curriculum areas where material needs to be memorized.

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Memorization (Method)

Link-Word Method (Two Components) Provide familiar material to link with the

unfamiliar items. Provide an association to establish the

meaning of the new material.Teacher’s Tasks

Arrange instruction to make it easy for students to make associations

Teach students to make their own links

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Memorization(Concepts about Memory)

AwarenessAssociationLink SystemRidiculous AssociationSubstitute-Word System

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Memorization(Syntax)

Phase 1: Attending to the MaterialPhase 2: Developing ConnectionsPhase 3: Expanding Sensory ImagesPhase 4: Practicing Recall

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Memorization(Instructional Effects)

Mastery of facts and ideasTools for mastering information and

conceptsA sense of intellectual power

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Memorization(Nurturant Effects)

Self-esteemSelf-understandingSelf-reliance and independence

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Synectics

Designed to increases the creative capacity by by bringing the creative process to consciousness and by developing explicit aids to creativity.

Assumes creative invention is similar in all fields; Individual and groups generate ideas and products in much the same fashion.

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Synectics (Syntax for Creating Something New)

Phase 1: Description of the Present Condition

Phase 2: Direct AnalogyPhase 3: Personal AnalogyPhase 4: Compressed ConflictPhase 5: Direct AnalogyPhase 6: Reexamination of the

Original Task

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Synectics (Syntax for Making the Strange Familiar)

Phase 1: Substantive InputPhase 2: Direct AnalogyPhase 3: Personal AnalogyPhase 4: Comparing AnalogiesPhase 5: Explaining DifferencesPhase 6: ExplorationPhase 7: Generating Analogy

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Synectics (Application)

Creative WritingExploring Social ProblemsProblem SolvingCreating a Design or ProductBroadening Perspective of a Concept

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Synectics (Instructional Effect)

Group cohesion and productivityTools for metaphoric thinkingProblem-solving capability

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Synectics (Nurturant Effect)

Self-esteemAdventurousnessAchievement of curricular content

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Advance Organizer

Designed to help teachers organize and convey large amounts of information meaningfully and efficiently, and to strengthen students’ cognitive structures.

Assumes a person’s cognitive structure (the organization of knowledge in one’s mind) is critical in acquiring new material and making them meaningful.

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Advance Organizer (Syntax)

Phase 1: Presentation of Advance Organizer Clarify the aims of the lesson Present organizer Identify defining attributes Give examples or illustrations where approriate Provide context Repeat Prompt awareness of learner’s relevant

knowledge and experience

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Phase 2: Presentation of Learning Task or Material Present material Make logical order of learning material explicit Link material to organizer

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Phase 3: Strengthening Cognitive Organization Use principles of integrative reconciliation Elicit critical approach to subject matter Clarify ideas Apply ideas actively (such as by testing them)

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Advance Organizer (Application)

To structure extended curriculum sequences or courses

To instruct students systematically in the key ideas of a field

To facilitate learner’s grasp of factual information linked to and explained by the key ideas

To teach the skills of effective reception learning

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Advance Organizer (Effects)

Instructional Effect Conceptual structures Meaningful assimilation of information and

ideas

Nurturant Effect Interest in inquiry Habits of precise thinking

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Mastery Learning

Mastery Learning is a framework for planning instructional sequences.

The idea is based on the view of aptitude as the amount of time it takes someone to learn any material, rather than the capacity to master it.

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Mastery Learning (Steps)

1. Mastery of a subject is defined as a set of objectives

2. Larger substance is divided into sets of smaller learning units

3. Learning materials are identified and instructional strategy selected

4. Diagnostic tests are administered after each unit is learned

5. Data obtained from tests are used to provide supplementary instruction to student to help overcome problems

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Mastery Learning (Individually Prescribed Instruction)

1. Enable each pupil to work at his/her own rate through units of study

2. Develop in each pupil a demonstrable degree of mastery

3. Develop self-initiation and self-direction of learning

4. Foster the development of problem solving through processes

5. Encourage self-evaluation and motivation for learning

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Learning from Simulation

Simulation is to use software or other system to approximate realistic conditions to facilitate students’ learning process.

Students accumulate knowledge and improve skills by interacting with the simulated environment.

The approximation should be close to real conditions as much as possible so that the concepts learned and solutions generated are transferable to the real world.

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Learning from Simulation (Teacher’s Role)

Explaining: help students understand the rules sufficiently to carry out most of the activities.

Refereeing: control student participation in the game to ensure educational benefits are realized.

Coaching: give players advices that enable them to play better.

Discussing: discuss with students about difficulties, insights, differences between the simulation system and real world, etc.

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Learning from Simulation (Syntax)

Phase 1: Orientation Present the broad topic of the simulation

and the concepts to be incorporated into the simulation activity

Explain simulation and gaming Provide overview of the simulation

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Phase 2: Participant Training Setup the scenario (rules, roles,

procedures, scoring, goals, etc.) Assign roles Hold abbreviated practice session

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Phase 3: Simulation Operations Conduct activity Feedback and evaluation Clearify misconceptions Continue simulation

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Phase 4: Participant Debriefing Summarize events and perceptions Summarize difficulties and insights Analyze process Compare simulation activity to the real

world Appraise and redesign the simulation

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Learning from Simulation (Instructional Effects)

Self-teaching capacityCurricular knowledge and skillsSelf-confidence as learner

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Learning from Simulation (Nurturant Effects)

Responsiveness to feedback Independence as learnerSensitivity to cause-effect relationships

Models of Teaching

Questions?

Education

Chapter7 11