Reka Bentuk Pengajaran Berdasarkan Konstruktiveisme Sosial 1

ESEM5123 PSYCHOLOGY OF LEARNING AND INSTRUCTION STHLLAH ONGKING SB1301MD0074

Exercise 1 : Teaching Based on Social Constructivist Learning Theories

1.0 Introduction

Theories of Learning Social Constructivism

Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative

nature of much learning. Social constructivism was developed by post-revolutionary Soviet

psychologist, Lev Vygotsky. Vygotsky was a cognitivist, but rejected the assumption made by

cognitivists such as Piaget and Perry that it was possible to separate learning from its social

context. He argued that all cognitive functions originate in, and must therefore be explained as

products of social interactions and that learning was not simply the assimilation and

accommodation of new knowledge by learners; it was the process by which learners were

integrated into a knowledge community. According to Vygotsky (1978, 57),

Every function in the child's cultural development appears twice: first, on the social level and,

later on, on the individual level; first, between people (interpsychological) and then inside the

child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to

the formation of concepts. All the higher functions originate as actual relationships between

individuals.

UNITAR International University / SEMESTER 1 1


INSTRUCTIONAL DESIGN BASED ON SOCIAL CONSTRUCTIVIST LEARNING THEORIES

Subject : English Language

Class : 5 Bistari (Intermediate Level)

Time : 8.10 – 8.40 (40 minutes)

Date : 13 April 2013

Enrolment : 25 pupils

Theme : World of Knowledge

Topic : The Ant And The Cricket

Learning Outcomes : By the end of the lesson, pupils should be able to:

1. Give three out of five short replies in response to teacher’s questions.

2. Read 7 keywords from the text with correct pronunciation and stress.

3. Match the six words to the each both characters in the story.

Prior Knowledge : Pupils have read the story before.

Teaching Materials : Slide MS Powerpoint and worksheets.



DYNAMIC INSTRUCTIONAL DESIGN (DID) MODEL

REKA BENTUK

PENGAJARANBUTIR-BUTIR AKTIVITI

Knowing your learner

Mengenali Pelajar

The teacher chooses English Language subject for primary Five. The topic

is The Ant and The Cricket (Story Time) . Before teaching and learning begins,

the teacher should ensure that students recognize the insects around them.

A total of 25 students in the class and they will be divided into five groups

which each group consists of 5 students.

Stating learning outcomes

Mengenalpasti hasil Pembelajaran

Based on the topic, teachers will ensure that students will be able to Give three out of five short replies in response to teacher’s questions, read 7 keywords from the text with correct pronunciation and stress and match the six words to the each both characters in the story.

Establishing learning environment

Mewujudkan suasana Pembelajaran

Teacher will ensure that the atmosphere or learning environment is

conducive to the teaching process based on aspects such as seating

arrangements and a comfortable physical space to facilitate the teaching

and learning process to the maximum. In this lesson, students need to sit

down in groups. Therefore teachers will ensure that the tables and chairs

arranged in groups. A group represented by 6 members.

Identifying teaching and learning strategies

Mengenalpasti Strategi Pembelajaran

Induction set

Teacher shows the picture in the textbooks .

Teacher asks 3 questions to the pupils according to the pictures.

Teacher introduces the topic for the day.

Stage 1Shared Reading

Teacher shows the text on the text book.

Teacher carries out Shared Reading with the class.

Teacher reads the text once and asks few people to read it continuously.

Teacher asks pupils to tell what happen in the story.



Teacher shows the keywords and pupils read along with her.

Teacher asks question based on the text and the pupils answer three out of

five questions orally.

Stage 2

Focused Word Work (Teaching Points)

Teacher drills the pupils to the pronunciation of highlighted words on the

blackboard.

Teacher asks pupils to match the words to the characters in the story .

Teacher asks pupils to circle words in simple past tense that can be found in

the text.

Pupils rewrite the root words of each simple past tense that they found.

Pupils underline the articles that can be found in the text.

Teacher practices the usage of articles with the pupils.

Teacher asks pupils to fill in the blank with aricles to complete the phrases

in the worksheet.

Identifying and selecting technologies

Mengenalpasti dan memilih teknologi

Instructional technology is a tool used to support teaching and learning

strategies designed by the teacher. In this step the teacher should choose the

appropriate technology tools for teaching and learning strategies. Teachers will

use MS Powerpoint and worksheets.

Planning a summative evaluation

Perancangan penilaian sumatif

The final step in instructional design is to plan for summative evaluation. It is used to evaluate the effectiveness of teaching and learning strategies . In this lesson Plan, students are evaluated in terms of guided Reading /Writing or Independent Work.



Exercise 2 : Teaching Based on Cognitive Learning Theories

1.0 Introduction

Cognitive theory is a learning theory of psychology that attempts to explain human behavior by

understanding the thought processes. The assumption is that humans are logical beings that make

the choices that make the most sense to them. Information processing is a commonly used

description of the mental process, comparing the human mind to a computer.

When we say the word “learning”, we usually mean “to think using the brain”. This basic

concept of learning is the main viewpoint in the Cognitive Learning Theory (CLT). The theory

has been used to explain mental processes as they are influenced by both intrinsic and extrinsic

factors, which eventually bring about learning in an individual.

Cognitive Learning Theory implies that the different processes concerning learning can be

explained by analyzing the mental processes first. It posits that with effective cognitive

processes, learning is easier and new information can be stored in the memory for a long time.

On the other hand, ineffective cognitive processes result to learning difficulties that can be seen

anytime during the lifetime of an individual.


http://phobias.about.com/od/glossary/g/Information-Processing.htm

http://phobias.about.com/od/causesanddevelopment/a/learningtheory.htm


INSTRUCTIONAL DESIGN BASED ON COGNITIVE LEARNING THEORY

Mathematics Year 5-Daily Lesson Plan

Subject : Mathematics

Classs : 5 Perdana

Enrolment : 35 pupils

Duration : 40 Minutes

Topic : Shape and Space

Learning Area : Area of Composite 2-D Shapes

Learning Objectives : Pupils will be taught to measure and calculate the area of 2-D shapes.

Learning Outcomes : Pupils will be able to :

1. Measure the area of composite 2-D shapes.

2. Calculate the area of composite 2-D shapes.

Previous knowledge : Pupils had learnt how to measure perimeter of composite 2-D shapes.

Thinking Skills : To Relate

Inculcation of values : Be grateful & appreciate the value of coins.

Teaching Aids : Coins, white flip paper, pieces of manila card,marker, measuring tape, textbook , Power Point presentation, LCD projector.



DYNAMIC INSTRUCTIONAL DESIGN (DID) MODEL

REKA BENTUK

PENGAJARANBUTIR-BUTIR AKTIVITI

Knowing your learner

Mengenali Pelajar

The teacher chooses Mathematic subject for primary Five. The topic is

shape and space. Before teaching and learning begins, the teacher should ensure

that students recognize the shape and space of any objects around them..

A total of 30 students in the class and they will be divided into five groups

which each group consists of 6 students.

Stating learning outcomes

Mengenalpasti hasil Pembelajaran

Based on the topic, teachers will ensure that students will be able to measure the area of composite 2-D shapes and calculate the area of composite 2-D shapes.

Establishing learning environment

Mewujudkan suasana Pembelajaran

Teacher will ensure that the atmosphere or learning environment is

conducive to the teaching process based on aspects such as seating

arrangements and a comfortable physical space to facilitate the teaching

and learning process to the maximum. In this lesson, students need to sit

down in groups. Therefore teachers will ensure that the tables and chairs

arranged in groups. A group represented by 6 members.

Identifying teaching and learning strategies

Mengenalpasti Strategi Pembelajaran

Pupils show a 10-sen coin and a 50-sen coin.

Pupils point out the whole part of the respective faces of the coins.

Pupils are guided to make comparison between both surfaces of the

coins and find out which coin has a bigger surface and which coin

has a smaller surface.

Repeat the activity above by comparing surface of tables, books,

pencil boxes and other things in the class.



Based on the activity, pupils are introduced to the concept of area

by substituting the word ‘face (or surface)’ to ‘area’ so that the

pupils can express that:

5 cm

“Area is the size of the region or surface of a closed plane figure’.

3 cm

Teacher shows a triangle that consist a length of 5cm and width of

3cm. Teacher then shows the formulae on how to find the area of

a rectangle.

AREA: Length x Width

5cm x 3cm = 25cm²

Teachers then show another questions and let the students to find

the answers.

4 cm

Find the area of this square?

4cm x 4cm =16cm²

Identifying and selecting technologies

Mengenalpasti dan memilih teknologi

Instructional technology is a tool used to support teaching and learning

strategies designed by the teacher. In this step the teacher should choose the

appropriate technology tools for teaching and learning strategies. Teachers will

use 2-D object to assess students' understanding of shapes. Teachers will

showing 2-D shapes by using the LCD projector so that students get to know and

understand more about 2D shapes.

Planning a summative evaluation

Perancangan penilaian sumatif

The final step in instructional design is to plan for summative evaluation. It is used to evaluate the effectiveness of teaching and learning strategies . In this lesson

Plan, students are evaluated in terms of their ability to calculate the area using arbitrary unit as follows :


Reka Bentuk Pengajaran Berdasarkan Konstruktiveisme Sosial 1

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