model, approach and method of teaching

7/31/2019 Model, Approach and Method of Teaching

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Diana Rochintaniawati

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INSTRUCTION

STUDENT PROBLEMTEACHER

DevelopmentThinking skill

activityStudents learning

experience

PersonalSocial

Environment

RoleTask

Activity

TECHNOLOGY

Information systemLearning source

orientation


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AUSUBEL & ROBINSON(1968)

INQUIRY

LECTURING

ROTELEARNING

MEANINGFULLEARNING

LEARNING POLE


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MODEL AND APPROACH

What is the difference between model and approach?

Let us discuss

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MODEL OF TEACHING

Design that picture the process and environmentsituation creation which makes student interacteach other in order to make change ordevelopment in students (related with planningstrategy)

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CHARACTERISTICS OF GOOD MODEL: Have scientific procedure

Have specific learning outcomes

Environment of learning is clear Criteria of learning outcome is clear

Process of instruction is clear

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CLASSIFICATION OF TEACHING MODEL

(Joyce and Weill)

Social Model

Information Proccessing Model

Personal Model

Behavioural Model

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TYPE OF TEACHING MODEL

Problem solving Learning Cycle

Inductive Model (Hilda Taba)

Inquiry Model(Richard Schuman)

STS (Science Environment Technology Society)

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PROBLEM SOLVINGConsists of 5 syntax:1. Determine the problem (could be taken from

problem in society which relevant with

students).2. Applying knowledge, procedure and

information from sources3. Plan the activity (organize data: graffic, chart

etc)4. Group activity: communicate the finding5. Real activity: social worker, social activity etc.

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LEANING CYCLESteps of Learning Cycle:

1. students prior knowledge

2. Motivate student to pose idea based on his/her priorknowledge.

3. Introduce new specific information to student (definion,concept etc)

4. Plan activity to give student experient (challenging,conflict cognitive, develop idea)

5. Guide student to questioning, discussing, debating andmaking conclusion as well as developing concept.

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KARPUS AND THEIR LEARNING CYCLE

MODEL (CARIN, 1997)

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EVALUATION ANDDISSCUSSION

EXPLORAION PHASEStudent interact with other student

and source of learning

CONCEPTAPLICATION

PHASE

Student applyinfromation into

new situation

NEWCONCEPT

INTRODUCTIONPHASE

Object or causeLabeling


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INDUCTIVE MODEL (HILDA TABA)This model aims to improve students thinking skill

There are 3 strategy of Inductive Model1. Concept formation

2. Data Interpretation

3. Principle application

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STRATEGY IN INDUCTIVE MODEL

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STRATEGY I:

Phase 1:Collecting and ordering

Phase 2:ClassifyingPhase 3:Labeling, categorizing

STRATEGY III:

Phase 7:Making hypothesisPhase 8:Explaining and strengthening hypothesisPhase 9:

Verifying the prediction

STRATEGY II:

Phase 4:Identifying the dimension and itsrelationship.Phase 5:Explaining dimension and its relationshipPhase 6:Infering


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SCIENCETIFIC INQUIRY

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Phase 1PROBLEM POSING

Phase 5CONCLUSION AND

PLANNING STRATEGYFOR NEXT INQUIRY

Phase 4DATA ANALYSIS

Phase 3DATA COLLECTION

(EXPERIMENTATION)

Phase 2DATA GATHERING AND

VERIVICATION


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LANGKAH STS

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SCIENCE

INITIATED BY COURIOUSITYOF NATURE PHENOKMENA

TECHNOLOGY

STARTED FROMPROBLEMRELATED TO HUMAN ADAPTATIONWITH ENVIRONMENT

APLICATION OF SCIENTIFIC

METHOD

SOCIAL APLICATION,EXPLANATION AND

SOLUTION

PROBLEM SOLVINGRELATED WITH HUMAN

ADAPTATIONWITH ENVIRONMENT

EXPLANATION OF NATUREPHENOMENA

APLICATION OF STRATEGY

PROBLEM SOLVING

PERSONAL ACTIVITY

BASED ON EXPLANATIONAND SOLUTION

NEW PROBLEMNEW

QUESTION


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APPROACH IN TEACHING Concept approach

Environment approach

Inquiry approach Science Process skill

integrated approach

Cooperative approach

CTL

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APPROACH AND METHOD OF TEACHING

Approach:

Emphasize on planning strategy

Method:

Emphasize on technic in class

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SCIENCE PROCESS SKILL1. observation2. Inference3. Classification

4. Prediction5. Communication6. Hypothesis7. Plan the experiment8. Concept or principle application9. QuestioningNotes: 1 3 (low level order science process skill)

4 9 (high order lever science process skill)

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COOPERATIVE LEARNING Gender, academic

Structural task for each group member

TYPES OF COOPERATIVE LEARNING: JIGSAW

NHT

STAD

THINK PAIR SHARE TALKING CHIP

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CONTEXTUAL TEACHING AND LEARNING

(CTL) 1. Constructivism

student centered

2. InquiryKnowledge from inquiring, involving creativity and critical thinking skill.

3. QuestioningStudying is productive activity, exploring information, producing knowledge and decision.

4. Learning communityCooperative and collaborative

5. ModelingMulti ways method, try new things and creative

6. ReflectionComprehensive learning, self evaluation/internal and external.

7. Authentic AssessmentProcess and product, learning experience, multi aspect test and non test

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TEACHING METHOD

Lecturing

Discussion

Questioning

Experiment

Role playing

Demonstration

Task assignment

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model, approach and method of teaching

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