Widely Applicable Teaching

Models, Instructional Strategies, And Graphic

Organizers

UNIT V

Reported By: Jolly Ray Forteza Bederico

BSE –SOCIAL STUDIES

Teaching models are ideal processes of instruction . These have established patterns that are worth doing in the classroom.

By the large, teaching models are anchored on certain theories of learning and instruction with accompanying syntax – the logical phases of instruction of a particular teaching model – that guide teachers in the unfolding of lessons.

INTRODUCTION

TEACHING MODELS

Teaching Models are larger than a particular strategy, method, or tactic.

These are broad overall approaches to instruction that do not only help teachers in planning instruction, but also guide them in acquiring information, developing skills, internalizing values, and engaging in other forms of learning activities.

More importantly, teaching models are supported by the exponents of theories of instruction each following a syntax – logical phases of instruction of the model.

The teaching models that lend easily to integrative teaching and learning are discovery learning, inquiry learning, problem-based learning, cooperative learning, decision-making and ACES teaching approach.

A. Discovery Learning. This teaching model is based on the idea that content is not given to learners in finished form. Rather, it is discovered by learners before they can internalize it. By the large, discovery learning is used to accoplish three related education purposes like:

(1) to provide students with opportunities to think independently

(2) to help students discover how knowledge becomes know

(3) to promote higher-order or critical thinking skills such as analysis, synthesis and evaluation

B. INQUIRY LEARNING

This is commonly known as the inquiry process which is apparently the application of scientific method of teaching.

C. Problem-based Learning (PBL)

The essence of this model consists of presenting students authentic and meaningful problem situations to serve as springboards for investigation

This is the procedure whereby learners work together is small grups and rewarded for their collective accomplishments.

It is benefits both low- and high-achieving students who were together in academic tasks. It has a wider acceptance of people who are different.

D. Coopeartive learning

This is an intellectual process that requires students to select the best alternative choice on a set of conditions or circumstances.

It involves the making intelligent choices by identifying objectives and alternative ways of achieving them.

e. Decision-making

The ACES Teaching Approach (Four A’s) follows a logical sequencing of learning activities from the closing activity as shown below:

Phase 1: ActivityPhase 2: AnalysisPhase 3: AbstractionPhase 4: Application

F. ACES Teaching approach

SYNTAX FOR TEACHING MODELSDiscovery Learning

Inquiry Learning

1.Selecting the problem

2.Proposing possible solution

3.Collecting data4.Analyzing and

interpreting data

5.Testing conclusions

1.Establishing a form for inquiry

2.Formulating hypotheses

3.Gathering data4.Testing

hypotheses5.Formulating

conclusion

SYNTAX FOR TEACHING MODELSProblem-based Learning

Cooperative Learning: Group Investigation (GI)

1.Orienting students to the problem

2.Organizing students for study

3.Assisting independent and group investigation

4.Presenting exhibits

5.Analyzing and evaluating the problem-solving process

1.Identification of topics

2.Formation of learning teams

3.Investigation of topics

4.Preparation of presentation

5.Presentation to the whole class

SYNTAX FOR TEACHING MODEL

Decision-making ACES Teaching Approach

1. Defining the problem2. Setting the

standards 3. Making proposal4. Studying the

cinsequences of each proposal

5. Making decisions based on the proposal

1. Activities2. Analysis3. Abstraction4. Application

Instructional Strategies presentation Techniques

These are the means, techniques or procedures used in presenting data reflecting interactive aspects of teaching.

These are usually built-in within a given teaching model during the different phases of instruction particularly in sharing information about the lesson proper.

INSTRUCTIONAL STARTEGIES

Lectures are used when introducing a topic, defining an issue, presenting a dilemna, explaining a process and in summarizing a key points.

These are well-planned oral presentations on a given topic by teachers or a reporter.

A. Lecture

A roundtable discussion usually involves a small number of students, perhaps no fewer than three and no more than eight.

A relax atmosphere must prevail and the presentation must be conversational rather than oratorical.

Roundtable discussion can be used in the classroom by having a group of students discuss a problem before the class or by dividing the class into several discussion without an audience.

B. Roundtable Discussion

A panel discussion is similar to roundtable discussion in many aspects, but there are some differences.

The procedures is more formal than that of roundable discussion. It usually begins with a short statement from each discussant before the panel is opened for free discussion by the members of the panel.

C. Panel Discussion

This strategy or technique is often used by teachers in analyzing issue, an event, or a problem that calls for a solutions.

Once the problems or issue is presented to the class, the students are asked to suggest possible solutions to the problems.

D. BRAINSTORMING

This stategy or technique helps students understand the perspective of others. It enables students to identify with others in a variety of situations.

It develops empathy, concerns for others, and other prosocial behaviors by having students enact an incident or problem and propose desirable solutions.

E. Role Playing

This strategy or technique used in summarizing or communicationg highlights of learning experiences through a pantomine, skits anf dramatization.

F. SOCIO-DRAMA

Graphic OrganizersDesigning

Graphic Organizers are essential tools of learning. These are forms of visual representations of both teachers and students in teaching-learning process.

Simply put, these are visual representation of knowledge that are conceptualized. Developed, and utilized to ensure effective instruction.

Use the concept map to define a concept or to illustrate an idea drawn from a given lesson.

Concept maps help in organizing categories of concepts and establishing relationships between and among them.

1. Concept Map

CONCEPT MAP

GEOGRAPHY

Earth

Major Concept

SubConcept

SubConcept

Major Concept

SubConcept

Sub

Concept

Used when you want to illustrate a major concept together with its subconcepts to show the coverage of a given lesson or unit of study.

2. Concept Cluster

NATIONAL

SYMBOLS

Philippine Flag

National

Song

Filipino Languag

e

Bangus

Narra

Sipa

Cariñosa

Sampaguita

CONCEPT CLUSTER

Used to show the division of a lesson into subtopics to facilitate individuals or a group investigation in the classroom.

3. Wheel Map

Hills

plateausPlains

Mountains

WHEEL MAP

Major Landforms

Used to present a series of connected events that occur in sequence and produce a repeated results.

4. Cycle Graph

Seasons of the Year

Autumn

Winter

Spring

Summer

Used to facstorm the subconcepts under a major concepts to show the coverage of the lesson or unit in study.

4. Factstorming

FACTSTORMINGNorth

America

Australia

LAURASIA

PANGAEA

GONDWANALAND Antartica

Africa

South America

Eurasia (Europe and

Asia)

Use to help student’s organize arguments or evidence in connection with a given lesson.

6. Discussion Web

Core Question

YES_____________________________________________________________________________________________________________________________________________________________________________________________

___________

NO_____________________________________________________________________________________________________________________________________________________________________________________________

___________

Core Question: Should the Philippines change its form of

governent from presidential to parliamentary?

Use to represent relationships among concepts. It is usually used with information that can be categorized beneath a core or main understanding.

7. Bubble Tree Web

BUBBLE TREE WEB

Landforms

Plateaus

Basins

Mountain

Valleys

Plains

Hills

Rivers

Seas

Lakes

Oceans

Waterforms

Physical Feautures of the

Earth

Use to answer questions that call for answers in enumeration.

A ladder web gives a logical presentation of data recorded as a result of an investigation

8. Ladder Web

LADDER WEB

QUESTION: What is the regions in Mindanao?

1.

2.

3.

4.

5.

Use when the core question calls for four (4) answers. The immediate response to the core question are the web strand (Four boxes).

The facts or inferences are used to support each web strand are called strand supports which extend outward from the web strand.

The relationship among strands are called strand ties.

9. Semantic Web

SEMANTIC WEB

WEBSTRAND

CORE QUESTI

ON

WEB STRAND

WEB STRAND

WEBSTRAND

Use to compare two sets of ideas or two concepts. With the use of Venn diagram, students can compare a number of topics like two person, two forms of governments, two communities, two nations, two religions and the like.

10. Venn Diagram

VENN DIAGRAM

1 2

3

1 and 2 = Differences 3 = Similarities

Used to show the flow of ideas, events or stages/phases in processing an activity.

11. Flow Chart

1 2 3 4

5678

9 10

Note: Encourage students to design original graphic organizers that are applicable to aGiven lesson or unit of study.

Assessment is the ongoing process of gathering and analyzing evidence of what students know and what they do not know.

It is a process of interpreting information about the students in order to plan instruction and evaluate achievement.

Measurement of Learning:ASSESSMENT AND EVALUATION

Evaluation is the process of interpreting the evidence and making judgements and decisions based on the evidence.

1. Diagnostic Evaluation – which intends to asess skills, abilities, interests and difficulties of students and is usually adminstrates at the beginning of a lesson or units.

2. Fomative Evaluation – which is used to monitor student’s progess and provide meaningful and immediate feedback as to what students have to do achieve a standards.

3.Summatative evaluation – which is the last judgement, the final grade, the end result, and the summary of what the students learned.