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MODELS OF TEACHING - Coggle Diagram
MODELS OF TEACHING
INFORMATION PROCESSING
CONCEPTUAL TEACHING
- Expository model and Inquiry model
- Focusing on students' understanding on factual information
- Bruner, Goodnow and Austin
ADVANCED ORGANIZERS
- Ausubel's expository teaching model
- Students keep the information in a cognitive structure
- Meaningful learning
- Derivative subsumption - students have background knowledge on what they are going to learn
- Correlative subsumption - students relate the concept with other information
Receptive learning
- Robert Glaser teaching model
- Feedback - Learning objective / background knowledge / teaching method / evaluation
- Wilbur Schramm teaching model
- encoding
- decoding
- SIM model
- Learning environment (teacher/ student/content)
IMPLICATIONS
Conceptual
- Concepts give shape and meaning to individual facts, allowing students a far deeper understanding of their significance.
- Students learn to be highly logical thinkers who break down ideas into their parts and find connections between different parts of the curriculum.
- Empowers students to make good decisions because they internalize the right thing to do instead of memorizing a list of abstract rules
Expository
- Input on the topic learning
- Learning material (input) is well organized - Advanced organizer (pictures, graphs, mind maps)
- New ideas and concepts must be meaningful to the learner
- Tethering new concepts into existing cognitive structures
- Deductive learning being practiced.
PERSONAL
- To shape a positive personality of the students
- Non-directive teaching (Carl Rogers)
- Goal directed learning
- Humanistic approach - appreciation as human being
- Encourage them to have their own thoughts ( Stennhouse model)
- Student- centered
- Encourage high-order thinking skills
- Project-based teaching model
- fun learning activities
- build cooperative learning in students
- experiences and added knowledge come hand in hand
- Synectics model
- the use of analogy to relate the knowledge
- Teaching strategies - creating something new & making the strange familiar
- arouse curiosity
SOCIAL
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Implication
- encourage collaborative discussion
- learn about discipline and manner
- learn about tolerance and acceptance in social community
BEHAVIORAL
MASTERY LEARNING
- Pupils are expected to master a learning objective or goal, before they can move on to the next goal.
- must have enough time and flexible
- teachers are able to diagnose the strength and weakness of their students in learning
PROGRAM -BASED TEACHING
- The use of technology and computer system in learning
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DIRECTIVE LEARNING
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- Theory : Social and Behaviourism