Lecturer: Dr. Norlidah Alias
Master of Instructional Techonology Faculty of Education Department of Curriculum & Instructional Technology UNIVERSITY MALAYA Social Family of Model Lecturer: Dr. Norlidah Alias Prepared by: Te Choon Kiong (PGC090011) Lim Hooi Leng (PGC090012) Guek Yee Hui (PGC090019) PXGT 6106 INSTRUCTIONAL MODELS & STRATEGIES http://www. authorstream
1.mind map of one the models of teaching 2. includes the example of the model 3. Give the strengths of each examples 4. present to the class your group's mind map. Social Family of Model The Social Family of Models apply social psychological principles in the classroom. and Interaction patterns have implications for learning. Teacher Student Student Student Social Family of Model Relationship to the other persons
and the society Face-to-face interaction Student centred teaching approaches Teachers facilitate group work Social Family of Model Social Family of Model stresses the relationship of the individual to the other persons and to the society Instructional methods used by teachers to facilitate group work Student cantered teaching approaches that allows students to interact with each other in a structured on task manner Normally face-to-face interaction Social Family of Model Uses group inquiry and problem-solving
strategies Encourages assimilation and understanding Relies on students personal and social values Steps to implementing Social Interaction
Introduction of concept by facilitator Students present findings STEPS Students assess their work Students group into teams Students negotiate, compromise, and explain concepts to another while facilitator monitors Student centred model that engages a higher level of thinking
Promotes meaningful learning Promotes leadership, team work and problem solving skills Strengths More motivated when working together Cooperative setting Disadvantages The process of social interaction is time consuming
1 2 Its difficult to reach all content objectives Group dynamics may also inhibit student learning 3 Some students may not participate 4 Differently ability students may find it difficult to participate 5 Instructors must consistently monitor group behaviour 6 Social Science Inquiry
Cooperative Learning Group Investigation Value Clarification Different Types of Social Family Models Role Play Laboratory Training Jurisprudential inquiry Social Science Inquiry Cooperative learning It is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping team mates learn, thus creating an atmosphere of achievement. Academic engagement through social interaction Activities structured so that students need each other to accomplish tasks We Instead Of Me Elements of Cooperative Learning
Face-to-FaceInteraction Individual Accountability Interpersonal and Small-Group Skills Positive Interdependence Group Processing Cooperative Learning Learn significantly more, remember it longer, and develop better critical-thinking skills Enjoy learning, so more likely to attend classes and finish the course Helps students develop the skills necessary to work on projects too difficult and complex for any one person to do in a reasonable amount of time. Prepare students to assess outcomes linked to accreditation Cooperative Learning Strategy helps
Motivate students Students construct their own knowledge Students develop social and group work skills necessary in life Promote positive interaction among students Students learn through active involvement rather than sitting and listening and watching Strengths of Cooperative Learning
SOCIAL PSYCHOLOGICAL ACADEMIC ASSESSMENT Strengths of Cooperative Learning
Develop Oral Communication Skills Leadership Decision-making Trust Building Communication Conflict-management Potentially Parents Other School Staff Administrators Instructor Other Students SOCIAL Develop & Practice Social Skill Develop Social Support System Strengths of Cooperative Learning
Promote Positive Attitudes Satisfaction with Learning Experience Play Active Role PSYCHOLOGICAL Develop Interpersonal Relationship Create a Safe, Nurturing Environment Discuss Ideas in Smaller Groups Receive Constructive Feedback Build Self-esteem Solution Come From Group Errors Corrected Within Group Strengths of Cooperative Learning
Learning & Retained More Information Develop More Clear Concepts More Potential for Success More Complete Understanding of Material Develop Higher Self-efficacy Receive Encouragement from Peers & Instructor Explaining Elaborating ACADEMIC Groups find ways to keep going Complete Assignments Strengths of Cooperative Learning
Provides Instant Feedback Instructor Students ASSESSMENT Provide Helpful Insight Into Abilities & Growth Utilize a Variety of Assessments Observation Writing Reflections Peer Assessment Observe Interacting Explain Theories Detect Misconceptions Early Cognitive Apprenticeship
Cognitive apprenticeship is a model of learning based on the situated cognition theory. It provides practical steps for applying situated cognition theory. Example Reciprocal Teaching (Palincsar & Brown, 1984)
teacher MODELS expert reading strategies: verbally summarize text, clarify confusing points, formulate questions, make predictions teacher COACHES and SCAFFOLDS students to employ strategies correctly as they take turns applying them The teachers prompting FADES as students become proficient in reading comprehension
Writing (Scardamalia & Bereiter, 1985) Teacher listed expert strategies for writing, related to planning Teacher MODELS planning process, uses cue cards as SCAFFOLDS to prompt students to plan rather than jump into writing Teaching and learning through cognitive apprenticeship requires making tacit processes visible to learners so they can observe and then practice them (Collins et al., 1989). The following methods support the goals of cognitive apprenticeship. 1. Modeling: meaning the demonstration of the temporal process of thinking. 2. Explanation: explaining why activities take place as they do. 3. Coaching: meaning the monitoring of students activities and assisting and supporting them where necessary. 4. Scaffolding: meaning support of students so that they can cope with the task situation. The strategy also entails the gradual withdrawal of teacher from the process, when the students can manage on their own. 5. Reflection: the student assesses and analyses his performance. 6. Articulation: the results of reflection are put into verbal form. 7. Explorations: the students are encouraged to form hypotheses, to test them, and to find new ideas andviewpoints. (Enkenberg, 2001, p. 503) STRENGHTS 2. Group Investigation 3. Role Plays 4. Value Clarification
5. Social Science Inquiry 6. Laboratory Training 7. Jurisprudential Inquiry 2. Group Investigation More open ended and permits a more in-depth study of complex problems and issues. Help students develop voice and learn interpersonal skills
3. Role Plays Role-playing exercises motivatestudents, augment traditional curricula, and teach real-world skill. Help students develop voice and learn interpersonal skills 4. Value Clarification Study of values helps students identify and clarify their values, and consider if they are living by their identified values. 5. Social Science Inquiry
6. Laboratory Training Adapted from the world of work these strategies develop self awareness and responsibility to others in terms of mutual respect and commitment to the team effort. 7. Jurisprudential Inquiry
Study of values helps students identify and clarify their values, and consider if they are living by their identified values. Group Investigation In group investigations students collaborate to produce a group product for presentation. This is an open-ended investigation which students may help determine the focus of their investigation. The activity is structured to emphasize higher-order thinking skills. Conclusion This social interaction model provides us with a general model to study human centered complex activities.