Nota Kuliah - Frameworks and Models of Teaching

8/19/2019 Nota Kuliah - Frameworks and Models of Teaching

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Conceptual FrameworksConceptual Frameworksand Models of Teachingand Models of Teaching©©

Understanding Origins ofUnderstanding Origins of Teaching Methods and Teaching Methods andApproachesApproaches


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Conceptual FrameworksConceptual Frameworks

Theories provide a conceptual Theories provide a conceptual

framework for understanding.framework for understanding.


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Conceptual FrameworksConceptual Frameworks

We can think of theWe can think of the

conceptualconceptual

framework as a setframework as a setofof lenseslenses throughthrough

which we see, orwhich we see, or

understand,understand,

learning.learning.


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Theor in!uences what we see Theor in!uences what we see

and how we see it.and how we see it.

Analogy: Analogy: "f we look"f we look

at an ice cu#eat an ice cu#e

throughthrough redred lenseslenses

we would tend towe would tend to

view the ice as red,view the ice as red,

#ut if we look at an#ut if we look at an

ice cu#e throughice cu#e through

#lue#lue lenses welenses we

would tend to viewwould tend to view

the ice as #lue$the ice as #lue$


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Theor in!uences our Theor in!uences our

perceptions a#out learning. %operceptions a#out learning. %o

what&what&If theory inuencesIf theory inuences

What we #elieve a#out learning,What we #elieve a#out learning,What learning looks like,What learning looks like,

'ow we #elieve people learn('ow we #elieve people learn(

Then it should inuenceThen it should inuence'ow we teach so that people learn,'ow we teach so that people learn,

'ow we evaluate learning outcomes.'ow we evaluate learning outcomes.


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Models of TeachingModels of Teaching

For a given theory of learning, dierentFor a given theory of learning, dierentmodels (styles) of teaching andmodels (styles) of teaching andevaluation have been developedevaluation have been developed

within the conceptual frameworkwithin the conceptual framework

!elect!elect models that are useful formodels that are useful foridenti)ed purposes.identi)ed purposes.

"nderstand "nderstand the theor #ehind the modelthe theor #ehind the modelin order to make ad*ustments and increasein order to make ad*ustments and increasesuccess.success.


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+ruce oce+ruce oce

+ruce oce has+ruce oce has

researched andresearched and

taught a#outtaught a#out

models of teaching models of teaching

for a#out - ears(for a#out - ears(

'e descri#es / #asic'e descri#es / #asic

families of modelsfamilies of modelsthat we will look at.that we will look at.

http://aolsearch.aol.com/aol/imageDetails?invocationType=imageResults&query=Bruce+Joyce+photo&img=http%3A%2F%2Fwww.bacg.org.uk%2FBACG.NET%2F_Upload%2FPictures%2FBruce%2520Joyce.jpg&site=&b=image%3FinvocationType%3Dtopsearchbox.search%26query%3DBruce%2BJoyce%2Bphotohttp://aolsearch.aol.com/aol/imageDetails?invocationType=imageResults&query=Bruce+Joyce+photo&img=http%3A%2F%2Fwww.bacg.org.uk%2FBACG.NET%2F_Upload%2FPictures%2FBruce%2520Joyce.jpg&site=&b=image%3FinvocationType%3Dtopsearchbox.search%26query%3DBruce%2BJoyce%2Bphotohttp://aolsearch.aol.com/aol/imageDetails?invocationType=imageResults&query=Bruce+Joyce+photo&img=http%3A%2F%2Fwww.bacg.org.uk%2FBACG.NET%2F_Upload%2FPictures%2FBruce%2520Joyce.jpg&site=&b=image%3FinvocationType%3Dtopsearchbox.search%26query%3DBruce%2BJoyce%2Bphotohttp://aolsearch.aol.com/aol/imageDetails?invocationType=imageResults&query=Bruce+Joyce+photo&img=http%3A%2F%2Fwww.bacg.org.uk%2FBACG.NET%2F_Upload%2FPictures%2FBruce%2520Joyce.jpg&site=&b=image%3FinvocationType%3Dtopsearchbox.search%26query%3DBruce%2BJoyce%2Bphotohttp://aolsearch.aol.com/aol/imageDetails?invocationType=imageResults&query=Bruce+Joyce+photo&img=http%3A%2F%2Fwww.bacg.org.uk%2FBACG.NET%2F_Upload%2FPictures%2FBruce%2520Joyce.jpg&site=&b=image%3FinvocationType%3Dtopsearchbox.search%26query%3DBruce%2BJoyce%2Bphotohttp://aolsearch.aol.com/aol/imageDetails?invocationType=imageResults&query=Bruce+Joyce+photo&img=http%3A%2F%2Fwww.bacg.org.uk%2FBACG.NET%2F_Upload%2FPictures%2FBruce%2520Joyce.jpg&site=&b=image%3FinvocationType%3Dtopsearchbox.search%26query%3DBruce%2BJoyce%2Bphoto


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Models of Teaching

(Joyce, Weil,and Calhoun, 2004)

I.

Information-

Processing

amily

!f "odels

II.

#ocial amily

!f

"odels

III.

Personal

amily

!f

"odels

I$. %eha&ioral

#ystems

amily

!f "odels

Click on desired family for more information.


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Examining ConceptualExamining Conceptual

Frameworks and ModelsFrameworks and Models

In the next frames you will be able to:In the next frames you will be able to:

0ead a#out the Theor and Conceptual0ead a#out the Theor and Conceptual

FrameworkFramework0ead a#out each of several models0ead a#out each of several models


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Information-

ProcessingFamily Of

Models

(applied

Cognitive

Psychology)

Conce't

ormation

(ilda a*a)

Conce't

+ttainment

(Jerome

%runer)

Picture-Word

Inducti&e

"odel

#cientific

Inuiry

"aing

Inferences #ynectics +d&ance

!rgani/ers

(+usu*el)

"emori/ation

13


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#ocial amily !f

"odels(a''lied #ocial

Psychology)

Partners in earning

(Coo'erati&eearning)

(Johnson 5 Johnson6 7e$ries,

1d8ards 5 #la&in,

#haran 5 #haran)

#tudy of $alues

(ole Plays,$alues Clarification,

Juris'rudential Inuiry)

(#haftel 5 #haftel6 #imon6

!li&er 5 #ha&er)

13


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Personal Family Of

Models(applied Humanistic

Psychology)

3ondirecti&e

eaching

(Child Centered

earning)

(ogers)

7e&elo'ing Positi&e

#elf Conce'ts

(earning #tyles,

Personality #tyles)

(Piaget6 "aslo8)

13


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ehavioral !ystems

Family ofModels

(applied ehavioral

Psychology)

"astery earning 7irect Instruction #imulations

13


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Cognitive Theories OfCognitive Theories Of

PsychologyPsychology

"n Cognitive 1scholog we are interested"n Cognitive 1scholog we are interestedinin howhow a persona person thinksthinks,, remembersremembers andand knowsknows. Applications of this #ranch. Applications of this #ranch

of pscholog help individualsof pscholog help individualsunderstand, remem#er, and makeunderstand, remem#er, and make

connections among ideas and thoughts.connections among ideas and thoughts.


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nformation Processingnformation Processing

Family Of ModelsFamily Of Models

Models in this familModels in this famil draw fromdraw from

cognitive psychology cognitive psychology . The focus. The focuson was we can improve a person2son was we can improve a person2s

drive to make sense of the worlddrive to make sense of the world

including how the ac3uireincluding how the ac3uireinformation, organi4e data, frameinformation, organi4e data, frame

pro#lems, and generate solutions.pro#lems, and generate solutions.


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Concept Formation ModelConcept Formation Model

%ome teachers use inductive thinking to%ome teachers use inductive thinking to

teach. The speciall arrange anteach. The speciall arrange anenvironment and give speci)c tasks toenvironment and give speci)c tasks tostudents so that the form and usestudents so that the form and useconcepts.concepts.

5ducational names associated with this5ducational names associated with thisapproach are 5l67emr, and Ta#a. Ta#aapproach are 5l67emr, and Ta#a. Ta#apopulari4ed the termpopulari4ed the term teaching strategy teaching strategy ..


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Concept !ttainment ModelConcept !ttainment Model

Teachers who use concept attainment provide Teachers who use concept attainment providestudents with positive and negativestudents with positive and negativee8amples of an idea #ut don2t tell what it is.e8amples of an idea #ut don2t tell what it is.

%tudents guess 9hpothesi4e: the idea, #ased%tudents guess 9hpothesi4e: the idea, #asedon the e8amples. The test their guesseson the e8amples. The test their guesses9hpotheses: against more e8amples,9hpotheses: against more e8amples,con)rming or changing their guesses. Thiscon)rming or changing their guesses. Thisleads to a stated de)nition, eventuallleads to a stated de)nition, eventuall

con)rmed and clari)ed # the teacher.con)rmed and clari)ed # the teacher.7ames associated with concept attainment are7ames associated with concept attainment are erome +runer and 0o#ert ;agne. erome +runer and 0o#ert ;agne.


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Picture"#ord nductive ModelPicture"#ord nductive Model

The 1icture6Word "nductive Model 91W"M: The 1icture6Word "nductive Model 91W"M:structures ccles of learning over


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Memori$ation ModelsMemori$ation Models

All students need information to #e availa#le toAll students need information to #e availa#le tothem readil so the can learn e>ectivel andthem readil so the can learn e>ectivel and

e?cientl. This improves @(learning power,e?cientl. This improves @(learning power,saves time, and leads to a #etter storehouse ofsaves time, and leads to a #etter storehouse ofinformation 9oce, Weil and Calhoun,


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!dvance Organi$ers!dvance Organi$ers

Advance Organi4ers help students focus on content andAdvance Organi4ers help students focus on content andorgani4e information and ideas the are learning.organi4e information and ideas the are learning.

avid Ausu#el2s theor of meaningful ver#al learningavid Ausu#el2s theor of meaningful ver#al learning

deals with - concernsEdeals with - concernsE'ow knowledge 9curriculum content: is organi4ed,'ow knowledge 9curriculum content: is organi4ed,

'ow the mind works to process new information'ow the mind works to process new information9learning:, and9learning:, and

'ow teachers can appl these ideas a#out curriculum'ow teachers can appl these ideas a#out curriculum

and learning when the present new materials toand learning when the present new materials tostudents 9instruction.:students 9instruction.:

9oce, Weil and Calhoun,


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Theories of %ocialTheories of %ocial

PsychologyPsychology

Theories of social pscholog help us Theories of social pscholog help us

understand interaction patternsunderstand interaction patterns

among people. Darge6groupamong people. Darge6group

dnamics and small6group dnamicsdnamics and small6group dnamicsare two areas that are important.are two areas that are important.


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Partners n &earningPartners n &earning

ModelsModels

%everal theorists have%everal theorists havedeveloped models for usingdeveloped models for usingpositive interdependence topositive interdependence tocarefull structure smallcarefull structure smalllearning groups so thatlearning groups so thatpromotive interaction takespromotive interaction takesplace. This promotiveplace. This promotiveinteraction leads to improvedinteraction leads to improvedacademics, attitudes, andacademics, attitudes, andself concepts. Cooperativeself concepts. CooperativeDearning, ;roupDearning, ;roup

"nvestigation, and Teams6"nvestigation, and Teams6;ames6Tournaments are a;ames6Tournaments are afew of the was of structuringfew of the was of structuringstudent6student interaction.student6student interaction.


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%tudy of 'alues%tudy of 'alues ()ole Plays* 'alues()ole Plays* 'aluesClari+cation* ,urisprudential n-uiry.Clari+cation* ,urisprudential n-uiry.

These various models are These various models areconcerned with theconcerned with theconsideration andconsideration anddevelopment of personaldevelopment of personalvalues, character, *ustice andvalues, character, *ustice and

e3ualit, and democratice3ualit, and democraticprinciples. 0ole plas helpprinciples. 0ole plas helpstudents develop @voice andstudents develop @voice andlearn interpersonal skills.learn interpersonal skills.%tud of values helps students%tud of values helps studentsidentif and clarif theiridentif and clarif their

values, and consider if thevalues, and consider if theare living # their identi)edare living # their identi)edvalues. urisprudential "n3uirvalues. urisprudential "n3uir9for secondar students:9for secondar students:identif pu#lic polic andidentif pu#lic polic ande8amine underling values.e8amine underling values.


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/umanistic Psychology/umanistic Psychology

'umanistic 1scholog is'umanistic 1scholog is

concerned with fostering the a#ilitconcerned with fostering the a#ilit

of each person to )nd and e8pressof each person to )nd and e8presstheir ma8imum potential as humantheir ma8imum potential as human

#eings. "t emphasi4es#eings. "t emphasi4es

consciousness, human dignit, andconsciousness, human dignit, andthe capacit to direct our ownthe capacit to direct our own

destiniesdestinies00


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The Personal Family ofThe Personal Family of

ModelsModels

Models from the 1ersonal Famil drawModels from the 1ersonal Famil draw

on principles from 'umanisticon principles from 'umanistic

1scholog. The focus on the1scholog. The focus on theindividual and emphasi4e the self.individual and emphasi4e the self.

'elping the student feel good a#out'elping the student feel good a#out

herself and empowering the student toherself and empowering the student to

ma8imi4e her potential and have powerma8imi4e her potential and have powerover her own life are important focuses.over her own life are important focuses.


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1on"2irective Teaching1on"2irective Teaching

ModelModel The teacher2s role in this model The teacher2s role in this model

is more that of a coach. 'eis more that of a coach. 'edevelops a partnership with thedevelops a partnership with thestudent. 0ather than tellingstudent. 0ather than tellingstudents what to learn how andstudents what to learn how and

how to learn it the teacherhow to learn it the teacherencourages the students toencourages the students topla an important role inpla an important role indirecting their own education.directing their own education.'e provides feed#ack regarding'e provides feed#ack regardingthe progress the students arethe progress the students aremaking, and helps the studentsmaking, and helps the studentssolve pro#lems. Conferencessolve pro#lems. Conferenceswith the teacher in Writers2with the teacher in Writers2Workshops would #e anWorkshops would #e ane8ample of the teacher workinge8ample of the teacher working

in partnership with the studentin partnership with the student..


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2eveloping Positive2eveloping Positive

%elf Concepts Models%elf Concepts Models

%tudents who have negative self esteem tend to #e%tudents who have negative self esteem tend to #ediscouraged and unwilling to appl themselves indiscouraged and unwilling to appl themselves inschool. Their lack of motivation stems from a #eliefschool. Their lack of motivation stems from a #eliefthat the are not capa#le of learning andthat the are not capa#le of learning andprogressing. Underling this model is the #elief thatprogressing. Underling this model is the #elief thatall students can learn academic content and socialall students can learn academic content and socialskills, and also how to #ecome integrated selves.skills, and also how to #ecome integrated selves.Within this model good teachers will want to knowWithin this model good teachers will want to knowa#out and use ideas from the learning stlesa#out and use ideas from the learning stles

literature 9unn H unn:, personalit tping 6 stlesliterature 9unn H unn:, personalit tping 6 stlesof thinking 9e.g. Mers:, and perhaps di>erencesof thinking 9e.g. Mers:, and perhaps di>erences#etween adult and children as learners 9Inowles.:#etween adult and children as learners 9Inowles.:


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3ehavioral Psychology3ehavioral Psychology

The premise of +ehavioral 1scholog is that The premise of +ehavioral 1scholog is that#ehavior is lawful and su#*ect to varia#les in the#ehavior is lawful and su#*ect to varia#les in theenvironment. +ehavioral 1scholog is onlenvironment. +ehavioral 1scholog is onlconcerned with measura#le #ehavior, #ehavior thatconcerned with measura#le #ehavior, #ehavior thatcan #e operationali4ed. +asic principles of +ehavioralcan #e operationali4ed. +asic principles of +ehavioral

1scholog are as followsE ;iven a stimulus and an1scholog are as followsE ;iven a stimulus and anensuing response, the response will more likel recurensuing response, the response will more likel recurif reinforced and less likel to recur if punished.if reinforced and less likel to recur if punished.

05"7FO0C50 J05"7FO0C50 J increased likelihood of recurringincreased likelihood of recurring

%T"MUDU% 05%1O7%5%T"MUDU% 05%1O7%5

1U7"%'50 J decreased likelihood of recurring1U7"%'50 J decreased likelihood of recurring

"n +ehavioral 1scholog we are not concerned with"n +ehavioral 1scholog we are not concerned withinner functions such as thought, feelings, or #eliefs.inner functions such as thought, feelings, or #eliefs.


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3ehavioral %ystems Family3ehavioral %ystems Family

of Modelsof Models

+ehavioral %stems Famil of Models appl the+ehavioral %stems Famil of Models appl theprinciples of #ehaviorism in the classroom to #othprinciples of #ehaviorism in the classroom to #othacademic content and student #ehavior. The #eliefacademic content and student #ehavior. The #eliefis that learning is a measura#le change inis that learning is a measura#le change in

#ehavior. + manipulating 9controlling: select#ehavior. + manipulating 9controlling: selectvaria#les we can elicit certain #ehaviors 9decodingvaria#les we can elicit certain #ehaviors 9decodingwords, comparing ideas, performing mathwords, comparing ideas, performing mathcomputations, using good social skills, etc.: thatcomputations, using good social skills, etc.: thatde)ne learning. + reinforcing these #ehaviorsde)ne learning. + reinforcing these #ehaviors

9providing salient praise, grades, etc.,: the9providing salient praise, grades, etc.,: the#ehaviors will #ecome strengthened and endure.#ehaviors will #ecome strengthened and endure.7ames associated with this model are ohn Carroll7ames associated with this model are ohn Carrolland +en*amin +loom 9Master Dearning,: Madelineand +en*amin +loom 9Master Dearning,: Madeline'unter 9K %tep Desson 1lan:, 5thna 0eid'unter 9K %tep Desson 1lan:, 5thna 0eid958emplar Center For 0eading "nstruction.:958emplar Center For 0eading "nstruction.:


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Mastery &earning ModelMastery &earning Model

"n Master Dearning we"n Master Dearning we#elieve ones aptitude is#elieve ones aptitude isrelated to the amount of timerelated to the amount of timeit takes to learn givenit takes to learn givenmaterial. An individual withmaterial. An individual with

less aptitude will need moreless aptitude will need moretime to learn. Thetime to learn. Theinstructional sstem isinstructional sstem isgenerallEgenerallEDene GoalsDene Goals

Develop ObjectivesDevelop Objectives

Identify materials strategiesIdentify materials strategies

!ngage in formative evaluation!ngage in formative evaluationand reinforcement and reinforcement

"se evaluation data to provide"se evaluation data to providesupplementary instruction tosupplementary instruction toovercome problemsovercome problems

(Found on we4 page of 5len/ammond* 30 !0* 30 Ed0* M0 Ed06%chool !dmin07* !dv0 Cert0 Ed0

6Curriculum %tudies7http899xnet0rrc0m40ca9glenh9.


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&earning From %imulations&earning From %imulations

ModelModelC#enetics 9a kind of #ehavior shaping through selfC#enetics 9a kind of #ehavior shaping through selffeed#ack L correction: in!uences learning throughfeed#ack L correction: in!uences learning throughsimulations, like using a remote control to guide asimulations, like using a remote control to guide ato car. With practice ou learn how to manipulateto car. With practice ou learn how to manipulatethe controls for the desired e>ect and direction.the controls for the desired e>ect and direction.

A simulator is a device that resem#les realit #utA simulator is a device that resem#les realit #ut

lets us control the comple8it of the events. "f welets us control the comple8it of the events. "f welearn a concept or skill in a simulator theoreticalllearn a concept or skill in a simulator theoreticallwe can generali4e that learning to a realit situation.we can generali4e that learning to a realit situation.7es#it studied simulation games for social studies.7es#it studied simulation games for social studies.

For an e8ample of simulationware, go to the following we#site, )nd productdemonstration area and click toview 9takes a few minutes:httpELLgoventure.netLhome.cfm


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A +eginning(A +eginning(

This presentation provides a 4riefThis presentation provides a 4rief

venture intoventure into Theor Theor Models relationshipModels relationship

58amining models58amining models

To 4e e:ective we still need;To 4e e:ective we still need;

"n epth Understanding"n epth Understanding

%election Criteria%election Criteria

Analsis And Consideration For Com#iningAnalsis And Consideration For Com#iningModels Or 5lements Of ModelsModels Or 5lements Of Models

5valuation5valuation


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Teacherectivel and e?cientl use theor and models

of teaching.of teaching.


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Teacherectiveness with the student. ou

will #e a#le to make informed decisions through thewill #e a#le to make informed decisions through the

use of data, tailor education to the individual studentuse of data, tailor education to the individual student

as re3uired # the "51 and # law, engage andas re3uired # the "51 and # law, engage andmotivate our students, and document growth or lackmotivate our students, and document growth or lack

thereof.thereof.


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Teacher


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Teacher


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Teacher


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Nota Kuliah - Frameworks and Models of Teaching

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