EDU 3103 Learning and Learner

Explain the Social and Personal Models using graphic illustrations.Prepare a Daily Lesson Plan for your major subject and show how you will apply any of these models.Discuss its implications in teaching and learning.

Model of group teaching and cooperative learning

SOCIAL MODEL
Simulation model

Model of group teaching and co- operative learning

Similar ability group Suitable for: a) Mathematics b) Language skills

Two ways of grouping: a) Similar ability group b) Mixed ability group

Organization and Management of Group teaching

Mixed ability group Suitable for: a) Brainstorming b) Experiment

Move around to supervise, guide, teach slow learning group Management of group teaching and learning

Spend some time to discuss the activities

Appoint a leader

Guide students to make summary report

Sociodrama

Occurs in controlled condition Aim: to carry out an activity or training to solve a problem

Simulation Model
Role play a) A complicated situation b) Discipline problem c) Events in shop, highway, school etc.

Discussion after the act to analyze the characters and making conclusion

Acting activity based on a story which reflects a certain situation

Sociodrama

Train students to express their opinion and feeling, arranging idea and thought

Allows pupils to think critically and rationally

Spontaneous act involving a group of students without referring to any script

Brief descriptipn of objectives and characters

Enables the Role play Discussion on the performances strengthen their skill of conversation and train themselves to think spontaneously
students to understand the reason and attitude of others in real life

Implications
Teachers should guide all the students even they are in different group so that no one will left out. Teachers should take some times to make oral reflection with the students so that they know the strengths and weaknesses of their activities Teachers should provide enough opportunities for the students to get involve in the activities.

PERSONAL MODEL INDIVIDUALS THINKING SKILL MODEL

Understanding mental activities in the human brain
Human brain can identify the external stimulus perceived, analyze, interpret.

A process of formulating knowledge.

Thinking Process

Use logical reasoning and reflection assess the info received.

Thinking occurs is mainly due to a certain motivation or presence of problem Process of physiological activity Characteristics of thinking

An individals effort to comprehend, adapt and assimilate the information

Process of multi-cognitive activity

Main aim of thinking is to interpret the stimulus

Students can be creative and innovative in thinking

The students will able to solve any problems by using a logical reasoning .

Students may think wisely in making any decisions.

Implications
Professional thinking skills enable teachers to perform their duties competently and confidently.

PROJECT MODEL 1. Professor William Kilpatrick (1871 1965) 2. Pupils learning would be effective if they are interested & ready to carry out learning activity 3. Pupils would be able to carry out their activity in an actual situation 4. Usually a groupwork activity

Guideline for the teacher :

Objective & activity must be planned Systematic planning Guidance from peers/ teacher

Materials

Find a place to store/ display students work

Research Project

TYPES OF PROJECT MODEL

Educational visit

Handicraft Project

Find an interesting topic

Aims & Procedures

Prepare materials

Precaution

Involvement of student & teacher Discuss & Evaluate

1. Plan

2. Prepare materials

3. Explanation

4. Demonstrate

5. Time

HANDICRAFT PROJECT
6. Display

BEFORE

Identify the place

Permission from the principal

Arrange the transportation

Briefing session (safety precaution, regulations,aim)

DURING Divide the students Observe the students Help/ guide the student

AFTER

Discussion

Plan a follow-up activity

IMPLICATIONS

1. Students will get opportunities to verify practically in actual situation. 2. Students able to use their senses to observe, analyze, interpret and make conclusions. 3. Students will be able to acquire direct experiences and additional knowledge related to their learning in the class 4. Clear instruction or explanation will help the student understand better and follow it. 5. Active participation from the teacher and students.

Daily Lesson Plan

Subject :

English

Level :
Focus : Theme : Topic : Introduction :

Standard 1 KSSR
Language Arts World of stories Cat and Rat This lesson allows pupils to enjoy a story through role play. Pupils will be able to plan, organise and produce creative works for enjoyment.

Content standard :

Learning Standard :

Able to plan and prepare for a performances with guidances.

Objective :

By the end of the lesson, pupils will be able to retell a story heard with guidance.

Time :

20-30 minutes : -Story telling from teacher : 20minutes -Role play from pupils : 10minutes

Teaching aids :

Masks of cat and rat.

Activity

Teaching and learning strategy

Notes

1. Teacher reads speech bubbles.Pupils listen.

Listening and speaking skills.

Power point

2. Teacher reads the Role Play story.Teacher asks for volunteers to role-play as cat and rat. Assessment : Teacher checks on pupils pronunciation. Observe pupils rolepay.

Masks of cat and rat

Able to solve a problem given and think creatively how to solve the problem.

Teaching and Learning procedures

Introduction : After the teacher reads the story, the teacher ask the pupils to think the end of the story and act it out in the class. Simulation session ( the act ) - A pupil wears a mask of cat and running chasing the rat. How can the rat try to save its life? - A pupil wears a rat mask. The rat runs in fear and trying to save its life. - The rat run and hiding at the back of the cupboard. - The cat smells something behind it and try to catch the rat.Finally, the cat found the rat and eat it. The rat is dead but the cat feels happy. Conclusion sessions : - Teacher discusses with pupils about the act which has just been over. - Teacher guides pupils to make inference relating to the concept of peoples unity.

References
Abour H. Cherif, g. E. (1993). The essence of Teaching. Forward to excellence , 115. Northern Ireland curriculum. (2000). Retrieved September 1, 2012, from Thinking Skills and Personal abilities: http://www.nicurriculum.org.uk/docs/skills_and_capabili ties/training/TSPC-Guidance-KS12.pdf Sang, M. S. (2008). Learner and Learning environment. Ipoh, Perak: Penerbitan Multimedia Sdn.bhd.