EDU 503 Lesson 1

EDUCATIONAL GOALS AND MODEL

TEACHING LEARNING OUTCOMES

At the end of this lesson, you are expected to:
1. Distinguish the meaning of education in accordance with some perspective of
economics, politics, sociology and psychology.
2. State and interpret the goals of education in Malaysia.
3. Describe some of the meaning of teaching and pedagogy.
4. Distinguishes several models of teaching.
5. Describe teaching model and describes an example the steps.

INTRODUCTION
We can look at education from different perspectives. You may ask, what is the meaning of
'education' from the eyes of a mother? A Year 5 pupils? Malay Language teachers in secondary
schools? Islamic Education or Year 6? Great teacher? Education lecturer at the Faculty of
Education in the IPT? Curriculum Officer at the Curriculum? What is your interpretation? This
chapter will discuss the meaning of the concept of education, teaching, teaching a large
number of models and skills important in teaching. The aim is to give you the overview of
important concepts, which will be described in greater detail in subsequent units.

TABLE OF CONTENTS
What is the meaning of education?
It is not impossible if there is disparity between the interpretations of the concept of
'education' from each of them, including your own because every one will interpret the
experience of education. We can look at education as a 'process' and as a 'product' (the
result). In terms of process, education means how a person is nurtured and taught, and
learning effect is accepted, the increase of knowledge and skills and to change the mindset of a
person.
Here are some of the meaning of 'education' which you've probably read.
1. The process of child care by parents that their children can speak, read and write and
conduct a civilized manner.

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 2. The process of discussion and dialogue between group members on an issue so the
issue can be understood more clearly in some sense.
3. The process of teaching students to think they are smart in math and science and to
solve problems in both these subjects.
4. The process of guiding students to explore and find information about a matter and
make the analysis and synthesis of information.

Activity : Just make a comparation for the meaning of education given above and see what
similarities and differences. Can you make a conclusion whether the purposes of education on
the meaning of the above? Do you agree with this definition? Why?

Studies on the process and results of education involves a variety of disciplines. Each discipline
provides the interpretation according to the perspective of education. Here is an example of
the interpretation of the theory of education from the perspective of sociology, economics,
political science and psychology,

What education from the perspective of sociology and anthropology?

From the perspective of sociology, education is seen as a socialization process, which is how
members of society, especially the younger generation, taught and brought up formally or
informally to receive the knowledge, skills, norms and social values, status and role of each in
the context of a community. Education is seen as a process of 'selection' (selection) which
determine the status of a person in a sort of socio-economic layers of society: higher education
a higher status in society.

Anthropologists look at education as a process of acculturation (enculturation) in which

members of a society to learn and accept the beliefs, values, norms, act in a manner deemed
appropriate in the community. The cultured person is someone who appreciate and practice
the values and behaviors that 'good' in the community. From this perspective, the process and
the education of a community of believers and to focus on science and technology education is
different from the public education that emphasizes religion and ethics, and this of course is
different from the community that focus on skills in business.

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What education from the perspective of economics?
Economic view of education as an 'investment' (investment), or as a 'Consumption'.
Investment in education means spending money, time and energy to education and training.
Knowledge and skills acquired are expected to bring profitable returns in the future, through
better employment, productivity and higher incomes. Education as a 'consumption' is also
considered the process of seeking knowledge and the results are only for satisfaction of
curiosity or leisure time.

Investment in education can be made by either individuals and families, or by an organization,

or the country in general. For example, parents spend money to get her additional training in
the center of his tuition to outstanding results in examinations, to be eligible to pursue higher
education and then get better-paying jobs.

The nation has also invested a lot of money to provide education to pupils in schools and in
institutions of higher education to develop human capital becomes more skilled and efficient
and productive workers.

What education from the perspective of political science?

Political science education is seen as a process of how a country is to educate and build its
citizens to have the attitudes and values of patriotism, aware of their rights and responsibilities
as citizens. We can look at education in Japan has produced people who are proud of Japan, as
well as the United States, Indonesia, Britain and Singapore.
Malaysia is also to educate our younger generation to understand the aspirations of our
country such as understanding the National Principles, ethics and laws of our country. Students
learn history and geography of Malaysia, singing 'My Country', flying the Jalur Gemilang,
respect the Yang Di-Pertuan Agong, and love to our country's environment. We are taught
directly and indirectly to feel proud to be Malaysians.

What education from the perspective of educational psychology?

Psychologist to see education as a learning process helps students to develop their potential
and develop charactor. There are a variety of teaching and learning theory to explain how one
can learn and be educated. Every individual has the talent, aptitude and learning styles of their

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own. With the educational process is the process of fostering the development of potential,
talent and personality of students.

Activity: Now, let's make sure you have understood the meaning of 'education' from various
perspectives of science. By using your own words, write from the perspective of the meaning
of education;
 economics: _____________________________________________________________
 sociology of science :______________________________________________________
 mother or father: _________________________________________________________

 your own perspective: ___________________________________________________

Activity: Select the two meanings of education from a book or an article in the internet. From
the perspective of the definition or interpretation is made? Discuss.

What formal education, non-formal and informal?

In general, it is an educational experience that we received as a result of interactions with
other people and the environment in various situations: in the family, the community around,
the media, schools, and so forth.

Education that we have experienced and received can be divided into three types, namely
education (1) formal, (2) non-formal and (3) informal. This division just to see what kind of
education delivery system only, not for dividing, or to separate. Real learning occurs in three
types or modes of education simultaneously.

What is formal education?

Formal education is education where the planned curriculum or program of study and
prepared and taught by teachers in special educational institutions such as schools, colleges,
polytechnics and universities. Usually, formal education is a planned examination or formal
evaluation and lead to the award of a certificate, diploma or degree.

What is non-formal education?

Non-formal education is planned that further education be taught outside the formal education,
such as extra-curricular activities at school (sports activities, associations and activities in

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uniform). Non-formal education, including short courses, special training, workshops, and learn
through work planned by the government or private companies to increase employee efficiency.

What is informal education?

Informal education is education and experience that we gain through the various activities of
daily living such as our interaction with others, with family members, friends, members of the
community. Informal education was also obtained by observation of what is happening around
us, such as watching TV, DVD, movie or listen to the radio or visit a place. Perception and our
thinking is shaped through informal education. Sometimes we are not aware that we are
educated and influenced by everything around us.

In the context of school education in the three types of education are valid simultaneously.
Pupils are taught by teachers of certain subjects such as math, science, history that has been
planned in the syllabus. Students also learn to be organized in co-curricular activities.
Informally, pupils take part and interact with friends in various activities in the classroom,
cafeteria, playground, during breaks, and others.

Activity : Give examples of formal, nonformal and informal education in your school. We
know you are back in school education first, study what the effect lasting up to now?

What is the meaning of lifelong learning?

Education occurs throughout life, since we are born until the end of life. We learn in formal,
non-formal and informal interaction with various environments by using our senses (see, hear,
touch, taste and smell), to process what we receive in our minds, and give meaning to him.

According to psychological studies of child development, education in the first five years of age
in a child's life are important in providing basic education and further their educational
development.

Now people have to accept that education does not end with the end of school or university.
Training and continuing education in adulthood is important to continue to be productive in a
work, to understand and adapt to new knowledge rapidly growing.

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There is no age limit, manner and place for us to learn something. Perhaps the methods or
learning styles that differ only slightly by age, location, programs and facilities. A person can
learn at the rate that they want, anywhere, anytime, by anything and from anyone or any
source.
According to the UNESCO report, Jacques Delors (1996) Learning: The Treasure Within,
Simply speaking, education Takes place throughout life in many forms, none of Which ought to
be exclusive. We must start to think about education in a more all-encompassing fashion.
Education throughout life is based upon four pillars: learning to know, learning to do, learning
to live together and learning to be.

Activity: Try to look back at where and how you learn the following: Learning to use
computers, make friends with your friends, to understand how the plants, and to appreciate
and practice your religion?

What are the goals of education?

People always ask questions and talk about the goals or purposes of education.
1. What are the educational goals of our country? Is it similar or different from the goals
of education in Thailand, the United States, in Indonesia or in Japan?
2. Is the purpose of education in primary schools is different from education in secondary
schools?
3. What is the purpose of teaching science and mathematics in primary schools?
4. What are the objectives of teaching 'multiply' to Year 4 student?

Based on the questions above cover some level of education: the general level, the national
education goals, the school level, and the more specific level, the objective of teaching and
learning of students in certain subjects in classroom lessons.

So the answer to every question above is slightly different. The aim of education is more
general and long-term in nature. The objective of teaching a topic in mathematics in two more
close and clear. We will discuss these differences further in Unit 2.

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What are the goals of education in Malaysia?
Education before independence
Before the British colonial presence in Malaya (which is about before 1800), over 90% of the
population in Malaya was the Malays. Education system for children of Malay Islamic education
is like studying the Quran and learn the things the pillars of Islam. After the British presence in
Malaya, the first English school of Penang Free School was established in 1816 in Penang.
Then established for the primary school Malay Malay children.

When many of the Chinese and Tamil migrated into Malaya, especially around the 1900's and
30's, Chinese and Tamil schools, schools established separately. Before independence in 1957
the formal educational system in Malaya fragmentary. There are English medium schools,
especially in cities, using full English from Primary 1 through to university. Then the flow is
restricted to the Malay schools of primary education up to Primary 6 only, the use of Malay as
the medium. Many Malay students studying in Malay school. Chinese medium schools, for
most Chinese students, providing education from Primary 1 through to secondary level using
the curriculum, textbooks and teachers from China. Tamil schools only up to primary school.
Most of the students consisted of students in India rubber plantations. So the education system
before independence fragmentary, pupils of different races in school is different. Only in the
English medium schools only pupils of all races are learning together.

Education in the early years of independence

In preparation for the independence of Malaya on August 31, 1957, a study committee chaired
by Dato 'Abdul Razak was established in 1956 to study and make recommendations on the form
and the national education system as a means of uniting students of various races. Razak
Report of the Committee, among others, recommend, so that a system of national education
systems set up to unite people of diverse ethnic Malay-Malay, Chinese, Indians and others.
Malay is accepted as the national language, and should be taught in all schools. The national
language shall be the main medium for all subjects in all schools, although this process should
be gradual. Recommendations of the Razak Report as the Education Ordinance 1957, and
implemented throughout the country.

In 1960, the Razak Report 1957 and the Ordinance be reviewed by the Education Committee,
chaired by Abdul Rahman Talib, the minister of education at that time. The Committee believes

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that policy and the implementation of the Razak Report was good, and should be continued.
With the Education Ordinance 1957 be streamlined and the Education Act 1961. The Act is an
important act in shaping the development of the education system in Malaysia until now.

Education Act 1961, the act that forms the basis of formal education in Malaysia to make a
statement about the goals of education in Malaysia as follows: Whereas the education policy as
declared in the 1957 Education Ordinance is to establish an educational system that will meet
the needs of the country and encourage the development of cultural, social, economic and
political.

And that further provision is required to determine for policy are effectively implemented,
including in particular provisions for the progressive development of an educational system in
which the national language is the main medium.

To achieve the above goals, the Education Act 1961 has been the mainstay for implementing
the national education system in Malaysia during the 35 years (1961 - 1996). Later this Act be
reviewed and amended and embodied in the Education Act 1996. Most of the 1996 Act and
contains the policies contained in the Education Act 1961. To date, the 1996 is a basic law in
implementing the system of education in our country.

Education Act 1996

Philosophy and goals of education in Malaysia stated in the preamble to the Education Act
1996 as follows:

Whereas it is claimed that knowledge is a key determinant of the direction of the State and
National rescue.
And whereas the purpose of education is to enable the Malaysian society to master knowledge,
skills and values needed in the highly competitive world and the global nature, the impact of
rapid development in science, technology and information.
And that education has an important role in the success of the vision for the country to achieve
developed nation status in terms of economic progress, social justice, and spiritual strength,
moral and ethical, to create a society that is united, democratic, liberal and dynamic.

And that is to be a mission to produce world-class education system in terms of quality to fully
develop individual potential and aspirations of Malaysia.

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And that is based on the National Education Association that is National Education Philosophy
which is disclosed as follows:

“Education in Malaysia is on-going effort towards further developing the potential of

individuals in a holistic and integrated manner, to produce individuals who are intellectually,
spiritually, emotionally and physically balanced and harmonious, based on a firm belief in
and devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards, and who are responsible
and capable of achieving high level of personal well-being as well as being able to contribute
to the harmony and betterment of the family, society and the nation at large.”

Activity : Describe the state of education in Malaysia before 1957. In your opinion what is
the purpose of education at that time? Try to read the preamble to the Education Act 1996 and
compare it with the Education Act 1961. What are the similarities and differences?

What is the purpose of education in primary and secondary schools in Malaysia?

One of our national education goals is that our students can master the knowledge and
various skills. How can this goal be achieved in primary school? What is the purpose of
education in primary schools? We can state, for example, one of the main objectives of pupils
studying in schools is that they master the skills of 4M, which can read, write, calculate and
“menaakul” in Bahasa Malaysia, and master the skills of reading and writing English, as both
languages are tools important for learning a variety of other knowledge such as science,
history, geography, art and more. In addition, the purpose of education in primary schools is
that they may be curious, like to ask, think, hard to learn and to strive for their own search for
knowledge from many sources - from teachers, books, talking with friends, watching the things
around them, reading various materials, including the Internet.

What about school? What is the purpose of education in secondary schools in Malaysia? To
what extent are the similarities and differences in educational goals in vocational schools,
boarding schools and regular academic day schools? The aim of secondary education or maybe
just a load of different purposes in different bit different: the country, schools and individuals
and from the perspective of teachers, pupils, parents and the Ministry of Education.

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Activity: Refer to the book, the Internet and other sources to gather information about
these questions. You may also make interviews with several teachers, students, and then
conclude the purpose of secondary education.

What is the meaning of teaching and pedagogy?

There various terms are often used the same meaning or nearly the same means by 'teaching'.
Among them: the instruction, train, educate and guide.
A variety of common sense set of lessons. Among them, teaching is;
1. convey the knowledge and skills to students.
2. approaches, methods and techniques used by teachers to help students learn.
3. the interaction between teachers and students to facilitate the students learn and think
about certain issues.
4. process of learning to help students quickly and effectively.

Pedagogy refers to the art and science of teaching, the study method of teaching and the
principles behind such an approach or method. Pedagogy is the art and science of teaching.
Pedagogy of teaching science as science depends on a variety of learning theory,
communication theory, theory of social interaction, theory and taxonomy of science curricula.
The study of the teaching-learning process from different disciplines gives us the knowledge
and ideas to make the approach, methods and techniques that can simplify and accelerate the
learning process.

Teaching can also be seen as an 'art' treatment of the complex. Professor Elliot Eisner of
Stanford University, California, for example, examine the importance of 'arts education' to be
included in school curricula, so that a more balanced education in schools and enhance
students' thinking. Teaching may be viewed as an arts and crafts teacher behavior. Treatment
of the teacher in front of a group of students can be considered as an act of art or drama. The
study of drama, art, play and communicate arts might be applied in teacher training to improve
teaching methods and styles, especially in terms of presentation techniques, communication
styles and interaction of teachers and students, to attract students and promote their activities.
Experienced and competent teachers who have 'art' or 'style' own teaching, blending a variety
of techniques adapted to teach various subjects to the different types of students.

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A variety of methods, styles and techniques can we see from the various terms that we use to
describe the behavior or the learning process. If we collect terms or words that is synonymous
with 'teaching' in Malay and English, we will be able to list as follows:

Mendidik educate Berbincang discuss

Membimbing counsel Memainkan peranan role play
Menghurai elaborate Mencari jawapan to find out
Menerangkan explain Menjawap to answer
Menunjuk demonstrate Melakonkan to dramatise
Memberi tahu tell Bermain to play
Mencerita narrate Menggalakkan motivate
Mengarah direct Mendorong motivate
Mengurus manage Membetulkan to correct
Melatih train, coach Menyuburkan cultivate
Memudahkan facilitate Memperkembangkan to develop
Bertanya question Menjaga to care
Berinteraksi interact Mengasuh to care and develop
Berkomunikasi communicate Mendengar to listen

Figure 1.1 List of synonyms education

The above list can be added. Number of synonyms or phrase that is almost synonymous with
'teaching' in either Malay or English language describes how rich and diverse arts and the
teaching style adopted by the 'teacher' in our education system, either through formal or
informal. Different terms that we use slightly different drawing style or technique of teaching
teachers. For example, 'nurture' slightly different rules than to 'explain' or 'train'. We can take
any of the above words and try to use it in some context or situation. Below are some
examples of situations the use of the word 'point', 'train', 'talk', 'lead' as the 'teachers' teaching.

Mother trained her son to read verses of the Quran properly at home, so children can read and
memorize the verses.
1. By using a computer her son shows her mother steps using e-mail so that she knows to
use e-mail.
2. Police sergeant train the police cadet to march every morning so they can show the
efficiency of the marching at the end of the training period.

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 3. Company managers discuss with the company's salesman the various techniques how to
sell computers to customers in supermarkets.
4. Teachers explained to students in Year 5 about the war between Melacca and
Portuguese in year 1511.

We can conclude that the verbs on the acts, practices, and behaviors are the concept of
teaching and pedagogy.

What is a model of teaching?

We can study the process and results in a more systematic instruction to see it in the form of
the model. The model is a conceptual framework to help us see the relevant sections in it, and
think that the relationship between the sections more easily because of its summarizing a
complex process.
Figure 1.2 Teaching-Learning in the context of the Education System

Figure 1.2 above shows the relationship between teaching and learning outcomes. It is based
on the hypothesis that the quality of teaching affects the quality of the learning process and
learning outcomes: improved quality of teaching and learning easier and more effective student
learning and higher revenue. Teaching-learning process will be added effective if there is good
support from the school administration and adequate equipment for teaching and learning.

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Many studies done to see how teaching can be planned and designed to give optimum effect
on pupils' learning. These models are influenced by a variety of disciplines such as educational
psychology, social psychology and communication, and sociology of education.

Three flow psychology major influence to build the curriculum and teaching approaches, is;
1. psychological behavorisme discipline
2. cognitive psychology discipline, which is popular sect also called constructivism.
3. social psychology discipline.

Psychological behavorisme perspective

Theories in psychology behavorisme attention and study human behavior, because human
behavior can be seen and measured. Theory of the flow is basically look at human behavior in
response to stimulation (S R: stimulus response). This theory also emphasized the
importance of 'strengthening' (reinforcement) through rewards or incentives to stimulate and
influence what and how people do things, including how students learn.

Between believers and researchers who have in the schools of this behavorisme is B.F Skinner.
Based on Skinner's theory and approach has been to design a lesson plan called 'programmed
instruction' or teaching that is planned. Teaching in schools was much use of this theory. For
example, the teacher often use praise 'good' or 'right' for the students answer correctly, to
'strengthen' the student answers, and 'try again' the answer is not correct. Marks and grades
are used to promote student learning. The annual prize is given to the best students. All of
these practices is based on psychological knowledge flows behavorisme.

Cognitive psychology perspective: Constructivism

Stream cognitive psychology emphasizes the development of human thought patterns - the
way they think and create meaning, compared with more pressing behavorisme flow behavior
of man. In short the flow of cognitive psychology that the mindset of a person depends on how
they construct and give meaning to what they have learned or experienced. Thoughts of a
student will develop and 'meaning' of a more expanded upon his experience. Definition or
meaning given to such a scheme depends on the perception or frame of mind and that was
with him. Perception and thought this scheme will be restructured (reconstruct) the person is
exposed to the experience, information and new perspectives.

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 In recent years cognitive psychology (especially the understanding of constructivism) greatly
influenced the teaching approaches, curriculum and assessment structure. Among the
pioneering leaders of this sect was John Dewey, Jean Piaget, Jerome Brunner, David Ausubel,
Hilda Taba, and Lee S. Shulman.

Social psychology prespective

Social psychology and micro-sociology focuses on the impact on the development of thought
and the socio-emotional person when they interact and communicate with others, either in pairs
or in groups. He or she has lot to learn from his role in group: in the family, peer, set in the
recruitment of the class or group in co-curriculum. Through discussion and cooperation
activities in cooperative for instance, he understands the others, imitating others, modeling, in
terms of language, ways of working, attitudes and values. This is the impression than someone
learning to value respectful attitude of being tolerant in the working group, responsible for
setting up a working group and so on. Learning approach cooperative or project group and peer
teaching is among the basic theory approach to the pedagogy of social psychology and micro-
sociology.

In the process of teaching in the classroom, all three perspective psychology may be used for
us to understand the process of teaching and learning. Learning theories and principles of the
three streams of psychology is just as important for us to use for the menggubal design of the
curriculum, pedagogy and assessment.

Based on three streams of discipline above create the models of teaching. We will discuss four
related models, i.e. models of Tyler, Model ASSURE, Model Mastery, and Model Inquiry.

Model Tyler
One model or the system construction of curriculum and classical teaching influenced the
design of curriculum and instruction at the school, is a model of Ralph Tyler (1949). According
to Tyler, curriculum and teaching approach of fostering contains four parts or main steps as
below;
1. The Objective of teaching (Why teaching?).
2. The curriculum, the teaching content of something (what is to be taught?).

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 3. The arrangement of the contents: the sequence of units a lesson (How the material is to
be taught it arranged in some units lesson?).
4. Assessment of learning outcomes (How learning outcomes will be measured and
assessed?)

The results of the assessment of learning is then used to value-added the above four
components.

Model ASSURE
This Model is based on the book written by Robert Gagne, Events of Instruction (1992). This
Model is very useful for teachers during their teaching and learning process. ASSURE is an
acronym to the first letter in seven parts or process in this model.

Model Mastery
Mastery Model pioneered by John Caroll (1963) and developed by Benjamin Bloom (1970s). The
Model or approach to Mastery is based upon the hypothesis or assumptions that all students
should learn normal and can achieved well in their lessons at school at the certain level
Mastery, (i.e. achievement of determined teacher), if a student is taught according to the
requirements, and given the sufficient period.

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The instruction to Mastery the lesson is as follows:
1. The Objective or stage of learning outcomes to be achieved by the pupils is specified as
a realistic and clear.
2. Units of teaching-learning divided and arranged by successive gradual progress
(sequential);
3. Enlightenment teacher is clear and easily understood by all pupils;
4. Type of cooperation pupils or exercise to students of various and sufficient (exercise
individual or collectively)
5. Time for each pupil to learn and make exercise it insufficient;
6. The advancement of learning through formative assessment of students is monitored
(observation of work training disciples, quiz, question and answer technique);
7. The teachers make correction or restoration immediately if a student or group of
students facing anything problem;
8. each pupil master 80% of what needs to be studied before he continued to study the
new unit, the connection to the unit which has been mastered.
9. Assessment and assessment of summative given at the end of something the program,
for example at the end of the course to estimate and assess the achievement of pupils

In learning to Mastery distinction achievement of pupils at the end of the course is due;

1. The distinction ' willingness ' cognitive (knowledge inherent) and affective (motivation)
the pupils to learn something of the unit;
2. Time to learn and make exercise is insufficient for some pupils;
3. The teacher did not help the student make corrections immediately where students face
problems. The Model is now a principle to Mastery menggubal Curriculum Standard and
Standard Assessment in the United States, United Kingdom, Australia and New Zealand
and Malaysia. In the standard curriculum, the types and stages of learning that disciples
need to settle on something that was stated clearly ranking. Then after the process of
teaching-learning, assessment and assessment made to estimate the extent to which
pupils were achieving learning outcomes ' standard ' set it.

This Model will be discussed with Mastery more depth in Unit 7.

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Activity: What are the similarities and difference between the model teaching Tyler,
model ASSURE And Mastery model? Lists the main steps in the approach the teaching of
Mastery.

Model Inquiry
Inquiry means probing or searching for the answer to something the matter. Note the childhood
at the age of 1 – 5 years was very fond of trying it I, explore, and supervise the user all the five
senses to ' probing ', ask and learn anything. They quickly learn. The Idea that people always
ask, think, looking for the answer and gives the meaning of something already in existence, and
given the attention by philosophers. For example, the philosopher Greek President Socratis
(459-399 BC) encourages people to think and get answer through dialogue – the series '
question and answer ' about something. The teachings of Islam itself was always telling her
unlit portion of natural phenomena, reflect and think about the creation of God ALMIGHTY, and
with it live for his deed to make inquiries through the verse which meant "Then have you not
noticed?".

Or so this cognitive psychology (especially of Constructivism) many affect the arrangement of

curriculum, teaching and assessment approach. Between people who pioneered this school of
thought was John Dewey, Jean Piaget and Lev Vygotsky, Jerome Brunner, David Ausubel, Hilda
Taba, Lee s. Shulman and Carl Rogers.
In summary it holds that learning is the process of the formation of a person's thinking pattern,
and how one foster (construct) and gives meaning to what he learned. One student will are
striving to develop and expand ' sense ' of something (e.g. about ' rain ') if the experience and
information about the ' rain '. Perception and the scheme of his thinking about the ' rain ' will be
composed initially (reconstruct) with increasing experience, information and new perspectives
about the rain.

So based on the constructivism, the approach to teaching inquiry is to help pupils probing or
examine something for yourself or as a teamwork user various information sources. The steps
to get into teaching and learning are as follows:
1. Disciples (with the guidance of the teacher) to form the question which was about to
look for the answer, for example ' How rain effect? '

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 2. Disciples met and made a tentative hypothesis (working hypothesis) about the
possibilities of how rain effect. This is based on knowledge or experience that is inherent
in the pupils. This is the scheme or the order of thought initially to the thing
3. Disciples searching and got the information about how the rain effect.
4. Disciples make conclusions and give the answer to the question of origin ' how does the
rain effect '. With this perception, sense and order thinking pupils about rain ' original '
and getting organized.
5. Acquired or the results of the first paper was written and is unfolded to et al, to be
discussed.
6. There are some variations in the approach of the inquiry, who guided-inquiry, discovery
learning, problem-based teaching, project method and so on. Different methods will be
discussed more in-depth in units of 10 modules and Unit 2, 3, and 4 in module 2.
Model Teaching UPSI (2009)
This prepare based on the Model of UPSI model Tyler, and expanded to include some additional
components, take a guess some features in the Model of Mastery and Model Inquiry. The
purpose of this model is to provide practical guidance to cogitate, designing and they shape the
curriculum, teaching, technology and assessment something subjects in school.

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Figure 1.3 Model Teaching UPSI 2009: Sultan Idris Education University (adjusted than Tyler)
This Model consists of eight (8) major components that need to be a teacher taking a guess in
designing or they shape the curriculum and teaching something subjects or topics.

1. Make the analysis purposes and the willingness of pupils in the context of learning
that will implemented.
2. Make analysis of the content of the curriculum: content of the topic to teach, in
terms of knowledge ' in it: the facts, concepts, procedures, classification, principles
and theories; and' finesse ' as making experiments, find the information in the
internet, write reports, and so forth.
3. Based on (1) and (2) above teachers determine the objective of teaching, which
stage results realistic learning that needs to be achieved by the pupils.
4. Sort sequence (sequence) teaching units so that gradual progress, though, and the
developing world.
5. Selected and the user combinations of approaches, methods and appropriate
teaching techniques with the willingness of pupils and the nature of the contents
topic pertains.
6. Fostering, selecting and user tools and media AIDS teaching and learning
appropriate to facilitate the teaching-learning process
7. Prepared exercise appropriate and sufficient for all students so that their learning
memorable and reach Mastery.
8. Fostering, selecting methods and tools and user assessment

According to measure, formative assessment to improve the methods of teaching and learning
of pupils and assessment summative for assessing learning outcomes. Note each of the eight
components in this model is related to one another. A change in any component affects the
component or the other. For example, changes in the methods of objective assessment will
affect teaching, curriculum content, arrangement of curriculum units, the methods of teaching
and training students. Changes in media tools (e.g. user computers as a means of teaching-
learning) will affect the arrangement of teaching units and the interaction between teacher and
student. So in their shape and design of teaching all these major components need to be taken.
What will happen to the other components if you change the objective of teaching and student
learning results stage?

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Student-Centered Approach ' issue ' and ' Teacher-Centered’
Carl Rogers (1994) are among psychologists who argue that the education that is meaningful
for someone student education the pupils themselves decide what he need, design it yourself,
learn to follow its own, and judge for yourself the results of what he learned. Rogers expressed
the concept of ' freedom to learn ' approach to education was named the ' directional learning
self-directed learning, because all aspects in the process of learning one's disciples is
determined by the pupils themselves, not by the teacher or curriculum bodies such as the
Ministry of the Education.

This means the curriculum, methods of learning, learning tools such as text books, workshop
and in the assessment and interpretation of the learning outcomes are determined by the
students, who often labeled as ' student-centered learning '. The task of the teacher in the
context of the ' self-accessed ' approach to learning is to facilitate student learning yourself:
ask, think, probing and find your own answer to the answer that is meaningful to him. One of
psychologists in the United Kingdom, NS Neill (1960) also holds the philosophy that is almost
the same, i.e. each pupil must be given the ' freedom ' to him to learn for you what he want:
each pupil is free to learn anything, by the way what's selected and in the future he predestined
he. The encyclopedia is implemented in the Summerhill School, in the United Kingdom by Neill
himself. The teacher serves as a maid and more facilitators only.

Approach to education ' directional-centered pupils this ' by Rogers and Neill was criticized by
Lev Vygotsky (1978), which holds that learning and the development of cognitive child or
disciple is phenomenon social and cultural, which result from interactions with others especially
the guidance of parents teacher or an adult. Should students accelerated learning someone and
more memorable if students are given guidance for conducting a learning task ' higher ' than
what is already mastered. By way of developing students learning is stage by stage.

In teaching science approach is encouraged so that the pupil inquiry got finesse like what
science experts do. But the book Guide Inquiry and the National Science Education Standards
(2000, p. 23) assert should not have method inquiry was to handle teacher in teaching science.
"Although the Standards emphasize inquiry, this should not be interpreted as recommending
a single approach to science teaching. Teachers should use different strategies to develop the
knowledge, understandings, and abilities described in the content standards. Conducting
hands-on science activities does not guarantee inquiry, nor is reading about science

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incompatible with inquiry. Attaining the understandings and abilities cannot be achieved by
any single teaching strategy or learning experience."

On the educational approach can be divided to get to the two extremes;

1. First, is a system that is free (freedom to learn) as reserve by Rogers and practiced by
NSNeill: open education, ' learning directional-kendiri ' (or often called ' student centred
'). In this system pupils are free to determine why he wanted to learn something
(objective), what the students want to learn (curriculum), how to learn, from whom he
wanted to learn (teacher), how to assess his progress.

2. The second is a strict system of education of other self-directed either by the Ministry of
the lesson, the external agency, or the teacher, in terms of curriculum, text books, table
of the time, the methods of teaching practice of students, teachers, assessment
systems, and administrative activities of the school. Almost all aspects of education in
the school is now based on procedures and regulation prepare by ' outsiders ' are not
defined by the pupils. The system based on a faulty ' other self-directed ' is often
labeled ' teacher centered systems ' which is a bit confusing.

Between these two extreme approaches, there are various combinations or ' degrees ' freedom
for students studying or teaching teachers. On constructivism are more likely to get the system
to a more ' open '. But the education system in most of the community or the State is more
likely to more systems, designated ' other self-directed ' i.e. the system determined by outside
agencies such as Ministry Lessons, schools and institutions like the University, not by the pupils.
The education system in Malaysia for example more ' centralized ', ' over standardized ' and '
over controlled ' in terms of curriculum, text books, table of the time, method and system of
administration of the school assessment. What needs to be studied and text books that need to
be put in the lower school in Petaling Jaya is similar to what is taught in lower school in Gua
Musang, Kelantan or in deepening in Sabah and Sarawak, in the context of the culture of the
places where this differs. The freedom of teachers to create or innovate alternative approaches
and how students learn is were submissive to the purposes and rules made by the Centre
(Ministry of the lesson) and by the school.

21
Now there is an alternative approach of ' mid ' between the two extremes, in which the Center
(e.g. Ministry of Education) define the ' goal ' and ' Standard ' the expected learning outcomes
for students reach for each subject, and justify the schools, teachers and pupils to choose and
specify the teaching materials, the arrangement of the materials, the methods of teaching-
learning achieve the Standard. It means there are thoughts and practice of teaching-learning
system that is more flexible in order to achieve something ' standard '. School of thought is now
practiced in the United States, the United Kingdom and New Zealand to meet the needs of the
country, in addition encourage creativity in teaching teachers and student learning.

The system of education that truly free directional-based ' self access learning ' is actually not
valid: almost all of the education system in every country created and designed the ' outside '
than pupils (e.g. Ministry Lessons) in terms of curriculum, learning materials (textbooks) and
assessment. However there's still room for teachers and pupils to make innovation in the
teaching-learning to create learning meaningful in the context of room (s) degrees respectively.

Activity : In your opinion are teachers allow to do free teaching methods?

SUMMARY
The science of pedagogy is a ' science and art of teaching ' (pedagogy is the science and art of
teaching).Teaching is an art, but not human behavior. Teaching model is an example of a
conceptual framework for we cogitate and they form approach to teaching. This teacher may
choose oriented, compile teaching materials units and organized methods to facilitate student
learning with memorable and meaningful. Teaching a memorable is teaching improve student
learning outcomes for the purpose of
Achieve the aims of education.

KEYWORDS
1. Education 7. Model ASSURE
2. Teaching and Learning 8. Model Inquiry
3. Pedagogy 9. Model Mastery
4. Model teaching 10. Model UPSI
5. Model Tyler 11. Non-formal education
6. Formal education. 12. Informal education

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SELF-ASSESSMENT

1. Discuss the different between instruction and pedagogy.

REFERENCES
Borko, H., & Putnam, RT (1996). Learning to teach. In DC Berliner & RC Calfee (Eds.),
Handbook of Educational Psychology, 673-708. New York: Simon & Schuster Macmillan.

Bruner, J. (1960). The process of education. New York: Vintage.

Carl, R. (1994). Freedom to learn (3rd ed.) New Jersey: Prentice Hall, Inc.

Committee on Development of an Addendum to the National Science Education Standards on

Scientific (2000). Inquiry and the National Science Education Standards: A Guide for Teaching
and Learning. Inquiry Center for Science, Mathematics, and Engineering Education National
Research Council. Washington, DC: National Academy Press.

Delors, J. (1996) Learning: the treasure within: The Report of Commission on Education for the
Twenty First Century, UNESCO.

Gagne R., Briggs L. & Wager, W. (1992). Principles of Instructional Design, 4th. edition,
Harcourt, Brace, Javanovich, Orlando.

Neill AS (1960), Summerhill: a radical approach. New York: Hart Publication Co.

Shulman LS (2000). Teacher Development: Roles of Domain Expertise and Pedagogical

Knowledge. Journal of Applied Developmental Psychology, 21(1), 129–135.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review, 57, 1-22.

Tyler, RW (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago
Press.

Vygotsky, LS (1978). Minds in society. Cambridge, MA: Harvard University Press.

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