PREPARED BY:

NURHIDAYAH BT AFANDI
2 PISMP SCIENCE 2
 BEHAVIORAL MODEL
1.DIRECT INSTRUCTION MODEL
- teacher centre approach
- High teacher expectation for
student progress
- Maximum time spent by
student on academic task
- Effort by teacher to keep
negative effect to a minimum.
 Demonstration
 the use of teacher skills to
demonstrate or show the way
or step to perform activity in
the class.
e.g.: explaining and
demonstrating new material
2. MASTERY LEARNING
 Learning one concept or
topic thoroughly before
moving on to difficult one.
 Refer to a theory and practice
of using remedial teaching
based on the feedback of the
performance of pupils to
make sure pupils to achieve
learning objective.
3. PROGRAME INSTRUCTION MODEL

Computer assisted instruction

 Pupils can follow design learning materials in software

without the aid of the teacher.
 Teacher only facilitate the pupils to have interest in
manipulating computer.
 Many modules have been planned in the form of :
 formal learning
 Controlled practices
 Individual learning materials
 Computer games
 Programs for problem solving.
 SOCIAL MODEL
 1. MODEL OF GROUP
TEACHING AND
COOPERATIVE LEARNING
 Group teaching can be divided :
- Similar ability group
Suitable for teaching and
learning skills, such as language
and mathematic, as well as
remedial and enrichment
activities.
- Mixed ability group
Suitable for learning activities
such as brain storming, science
experiment, projects ,and
competitive activities.
 Management of group.
Teacher should:
 move around to supervise the
group
 Guide pupils
 Required some times to teach
slow learner
 Appoint a leader for each group
 After group activities, spend
some time to discuss with pupils
the activities done by each group
 Ask pupils to make summary
report on activities which have
been learn.
STEP OF IMPLEMANTING GROUP LEARNING
SIMULATION MODEL Sociodrama
Learning situation which occur Acting activity based on the
in a controlled condition. whole story and script that
Purpose :to create the already prepare earlier.
actual situation. Pupils would have enough time
Aim: carry out certain to read and prepare to act
activity or training to solve according to the plot.
the certain problem. Train pupils to:
Used : to enable pupils to  express their opinion and
train themselves in a certain feeling
role play under pre-arranged Arranging their idea
and controlled condition.
Prepare them to face similar
Types of simulation: situation in the future
.
Role play
Sociodrama
 Role play
Spontaneous act involve a group of pupils without
referring any script.
The act based on:
- Certain situation or problem that arises in a
certain learning situation.
- Pupils imagine the situation and act without any
preparation before hand.
Time for acting is short.
PROCEDURE OF IMPLEMANTING SIMULATION