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.
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