EDU 3103Learning and Learner

Explain the Social and Personal Models using graphic illustrations.Prepare a Daily Lesson Plan for your major

subject and show how you will apply any of these models.Discuss its implications in teaching and learning.

SOCIAL MODEL

Model of group teaching and co- operative learning

Simulation model

Organization and Management of Group teaching

Two ways of grouping:

a) Similar ability group

b) Mixed ability group

Similar ability groupSuitable for:a) Mathematicsb) Language skills

Model of group teaching and co- operative learning

Mixed ability groupSuitable for:a) Brainstormingb) Experiment

Management of group teaching and learning

Move around to supervise, guide, teach slow learning group

Appoint a leader

Spend some time to discuss the activities

Guide students to

make summary

report

Simulation Model

Occurs in controlled conditionAim: to carry out an activity or training to

solve a problem

a) A complicated situation

b) Discipline problemc) Events in shop,

highway, school etc.

Sociodrama

Role play

Sociodrama

Acting activity based on a story which reflects a certain situation

Allows pupils to think critically and rationally

Train students to express their opinion and feeling, arranging idea and thought

Discussion after the act to analyze the characters and making conclusion

Role play

Brief descriptipn of objectives and

characters

strengthen their skill of conversation and train

themselves to think spontaneously

Enables the students to

understand the reason and attitude of others in real life

Discussion on the

performances

Spontaneous act involving a group of

students without referring to any script

Implications

• Teachers should guide all the students even they are in different group so that no one will left out.

• Teachers should take some times to make oral reflection with the students so that they know the strengths and weaknesses of their activities

• Teachers should provide enough opportunities for the students to get involve in the activities.

PERSONAL MODELINDIVIDUAL’S THINKING SKILL MODEL

Thinking Process

A process of formulating knowledge.

Understanding mental activities

in the human brain

Human brain can identify the external stimulus perceived, analyze,

interpret.

Use logical reasoning

and reflection assess the

info received.

Characteristics of thinking

Thinking occurs is mainly due to a

certain motivation or presence of

problemAn individal’s

effort to comprehend,

adapt and assimilate the information

Main aim of thinking is to interpret the

stimulus

Process of multi-cognitive

activity

Process of physiological

activity

Implications

Students can be creative and innovative in

thinkingThe students will able to solve any

problems by using a logical reasoning

.

Professional thinking skills enable

teachers to perform their duties

competently and confidently.

Students may think wisely in

making any decisions.

PROJECT MODEL

1. Professor William Kilpatrick (1871 – 1965)2. Pupils’ learning would be effective if they are interested & ready to carry

out learning activity3. Pupils would be able to carry out their activity in an actual situation4. Usually a groupwork activity

Guideline for the teacher :

Objective & activity must be planned

Systematic planningMaterials

Guidance from peers/

teacher

Find a place to store/ display students’ work

TYPES OF PROJECT MODEL

Research Project

Handicraft ProjectEducational visit

Find an interesting topic

Aims & Procedures

Precaution

Prepare materials

Involvement of student & teacher

Discuss & Evaluate

1. Plan

3. Explanation

2. Prepare materials

4. Demonstrate

6. Display

5. TimeHANDICRAFT PROJECT

BEFORE

DURING

AFTER

Identify the place Permission from the principal

Arrange the transportation

Briefing session (safety precaution, regulations,aim)

Divide the students

Observe the

students

Help/ guide the student

Discussion Plan a follow-up activity

IMPLICATIONS

1. Students will get opportunities to verify practically in actual situation.

2. Students able to use their senses to observe, analyze, interpret and make conclusions.

3. Students will be able to acquire direct experiences and additional knowledge related to their learning in the class

4. Clear instruction or explanation will help the student understand better and follow it.

5. Active participation from the teacher and students.

Daily Lesson Plan

Subject : English

Level : Standard 1 KSSR

Focus : Language Arts

Theme : World of stories

Topic : Cat and Rat

Introduction : This lesson allows pupils to enjoy a story through role play.

Content standard : Pupils will be able to plan, organise and produce creative works forenjoyment.

Learning Standard : Able to plan and prepare for a performances with guidances.

Objective : By the end of the lesson, pupils will be able to retell a story heard with guidance.

Time : 20-30 minutes :-Story telling from teacher : 20minutes-Role play from pupils : 10minutes

Teaching aids : Masks of cat and rat.

Activity Teaching and learning strategy

Notes

1. Teacher reads speech bubbles.Pupils listen.

Listening and speaking skills.

Power point

2. Teacher reads the story.Teacher asks for volunteers to role-play as cat and rat.

Role Play Masks of cat and rat

Assessment :Teacher checks on pupil’s pronunciation.

Observe pupils role-pay.

Able to solve a problem given and think creatively how to solve the problem.

Teaching and Learning procedures Introduction :

After the teacher reads the story, the teacher ask the pupils to think the

end of the story and act it out in the class. Simulation session ( the act )- A pupil wears a mask of cat and running chasing the rat. How can

the rat try to save its life?- A pupil wears a rat mask. The rat runs in fear and trying to save its

life.- The rat run and hiding at the back of the cupboard.- The cat smells something behind it and try to catch the rat.Finally,

the cat found the rat and eat it. The rat is dead but the cat feels happy.

Conclusion sessions :- Teacher discusses with pupils about the act which has just been

over.- Teacher guides pupils to make inference relating to the concept of

people’s unity.

References

• Abour H. Cherif, g. E. (1993). The essence of Teaching. Forward to excellence , 115.

• Northern Ireland curriculum. (2000). Retrieved September 1, 2012, from Thinking Skills and Personal abilities: http://www.nicurriculum.org.uk/docs/skills_and_capabilities/training/TSPC-Guidance-KS12.pdf

• Sang, M. S. (2008). Learner and Learning environment. Ipoh, Perak: Penerbitan Multimedia Sdn.bhd.