< PAHANG, KUANTAN >

< SEMESTER 4 / YEAR 2016>

<HMEF5123 ASSIGNMENT >

<HMEF5123 MODELS OF TEACHING AND LEARNING>

MATRICULATION NO : < CGS01150806>

IDENTITY CARD NO. : <861116-33-5377>

TELEPHONE NO. : <017-7999869>

E-MAIL : <thomasyss1@oum.edu.my>

LEARNING CENTRE : <PAHANG>

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Acknowledgement

I would like to express my special thanks of gratitude to my lecturer

NazdatunAsmahZakariawho gave me the golden opportunity to do this Models of Teaching
and Learning assignment on the topic, to compare the family of models of teaching and
learning and to come out with a lesson plan on models of teaching and learning. This also
helped me in doing a lot of study and I came to know about so many new things I am really
thankful to them.

Various lectures by which really helps me in completing this assignment.Nazdatun

Asmah Zakaria gives a very straight forward, straight to the point view on how and criteria
needed for this assignment. Several interaction gives me a lot of input regarding Models of
teaching and learning. I would like to thank OUM colleagues that I can do a lot of question
and answers with them on completing this task.Without them, I wont be able to complete
this task. It is because I was not able to attend both tutorials due to I have to send my father to
Kuala Lumpur for medical appointment during first and second tutorial.

I also want to thank OUM for providing facilities such as digital library on Emerald
journals which allow me to access a lot of journals and articles.

Finally, I would also like to thank my wife, my parents and friends who helped me a
lot in finalizing this project within the limited time.

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2.0 Table Of Content

No Topic Page

1 Acknowledgement 2

2 Table Of Content 3

3 Introduction 4

4 Assignment Part A 5-30

5 Assignment Part B 31-39

6 Reference 40-41

7 Appendix 42

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1.0 Introduction

In this assignment, the aim is to enable us to synthesise and obtain a deeper

understanding of the principles and key ideas of models of teaching and learning.

Meantime, we are required to apply the knowledge gained by designing a lesson plan
based on a stipulated teaching learning model and explain its significance in enhancing
learning.

As known to all, models of teaching and learning serve few purposes. First of all, it
develops highly tuned and more varied professional repertoires. Secondly, it allows them to
reach larger numbers for students more effectively. Other than that, it helps creating either
more uniform, or varied, or effective instructional events guided by targeted subjects, content,
or processes. Furthermore, It helps us to understand curricular foci better, especially as
different models can be matched specifically to both learning outcomes and/or targeted
learning populations.

More onwards, we are able to gain needed insights into why some methods work with
some learners, while others do not. It also radically modify or redesign existing methods of
teaching and instructional delivery so that emerging or altered instructional techniques may
better meet the needs of todays students.

During answering the questions onwards, I will be explaining the models of teaching
and learning according to the needs of the questions of part 1. Where I compare two of the
model that I choose, which are social learning model and information processing model.
Same thing goes to preparing a lesson plan in the question part 2. I choose Jigsaw Model in
Social Learning model in preparing my lesson plan.

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2.0 Question

2.1 Task 1: You are required to select any TWO of the family of models of teaching and
learning. Based your selection, compare and contrast the models in terms of its features,
characteristics, principles and concepts. Provide examples to justify your statements.

Generally, learning model serve few purposes. First of all, it is formed to identify the
purpose are area of concentration. For example, Six Traits Writing Model is designed for
writing, while Synectics was formulated to stimulate creative thought and solutions. Other
than that, learning model underlying explicit and implicit assumptions about the
characteristics of learners and about teaching-learning process. These are directly tied to
guiding tenets of the different divisions of educational psychology and theories of learning.
For instance, in Behavioural Models, students are seen as being generally passive but able to
respond and to be motivated though different forms of directed simulation.

More onwards, learning models were used widely as guidelines for developing
specific educational experiences. More than that, it is a definite patterns and requirements for
each instructional event. That is why a body of research surrounding their development and
implementation, and/ or an evaluation of their effectiveness.

Joyce, Weil and Calhouns (2008) state that there are 6 criteria should be qualified in
learning and teaching model. First of all, focus. It is the central intent of the model. It also
focus the learning event to encourage learning by manipulating thought or types of thinking;
growth in learning through external stimuli or rewards; social learning, or social and
emotional growth through interaction; or increased level of self-achievement and personal
growth through personally directed choices? Models are usually developed with a focus, an
end-game, or specific intention in mind. For instance, Madeline Hunters very popular
Mastery Teaching concept focuses on presenting materials in a tightly controlled, very
repetitive way so that learners have optimal opportunities to get content, concepts, or
processes right the first time. Another example in cooperative learning models the focus is
on the importance of social interchange and peer support in learning new things. Therefore
models differ one from the other in terms of their primary objective or focal point of their
intended outcomes.

Second criteria which isSyntax which describes the models structure and includes the
sequence of steps involved in the organization of the model. It includes the major

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components and the phases of unfolding, or the sequencing of steps, and describes how the
model progresses. Obviously the syntax can be quite different for each model.

Thirdly, the principles of reaction. It tell the teacher how to regard the learner and
how to respond to what the learner does during the use of the model. Often responses in using
a designated model should be appropriate and selectively specific. This element is concerned
with the teachers reactions to the students responses. This portion of the model alerts the
teacher on how to react to the responses of the students. It is here that the teacher learns
whether the learners have been actively involved in the models processes and steps.

Forth traits, the social system. Which describes the interactions between students and
teacher as each model is viewed as if it were a mini society. Since every teaching model is
different, each model will have its own social system and rules of engagement. This portion
concerns the interactive roles and relationships between the teacher and the student, expected
norms, and which student behaviours should be rewarded. These may be overtly described or
simply inferred. Depending on the philosophical orientation of the model, in some models the
role of the teachers is dominant, while in others his or her role is passive. In some models the
roles centre on the teacher, and in others the concentration is on the students. There are still
other models that require shared roles whereby teachers and students share roles equally. In
this segment both motivational strategies and tactics for engaging students could be discussed
too.

Fifth traits, support system. It defines the supporting conditions required to implement
the model successfully. Support refers to any additional requirements, beyond the usual
general human skills and capabilities, that are needed to implement the model. This
component relates to any additional requirements beyond those generally possessed by
teachers or found in schools. What requirements are needed to make this model work? Are
special skills or knowledge needed; or is there special equipment, media, or learning
environment requirements that need to be accessed in using this model? This support would
also include special books, films, laboratory kits, reference materials, permissions, facilities,
etc.

Finally, application and effects which are rather apparent. It is required to state that
how can the students use what the model teaches? Application is the utility of the model as it
can be transferred to other situations. Each model attempts to implement some change in

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learners and influence their thinking, feelings, social interactions, or physical movements in
some way so that those changes can be transferred to other situations and experiences.

First model chosen is Social Learning Models. Social learning theory (also known as
Social Cognitive Theory) is the idea that people learn by watching what others do and that
human thought processes are central to understanding personality. Social learning theory
stemmed out of work by N.E. Miller and J. Dollard in 1941. Their proposition posits that if
humans were motivated to learn a particular behaviour that particular behaviour would be
learned through clear observations. By imitating these observed actions the individual
observer would solidify that learned action and would be rewarded with positive
reinforcement (Miller & Dollard, 1941). The proposition of social learning was expanded
upon and theorized by Albert Bandura from 1962 to the present.

J. E.Ormrid (2003) in the book "Educational Psychology: Developing Learners" lists

the main principles of social learning theory. First of all, he state that people learn by
observing others. Learning is an internal process that may or may not change behaviour. In
social learning theory, people behave in certain ways to reach goals. Behaviour is self-
directed (as opposed to the behaviourist thought that behaviour is determined by
environment.) In social learning, reinforcement and punishment have unpredictable and
indirect effects on both behaviour and learning.

There are several sub topics on Social Learning Models which has widely been used
in modern teaching and learning, such as cooperative or collaborative learning model, Graffiti
Model, Jigsaw Model, Jurisprudential Model, Role Playing Model, Laboratory Method
model, and many more.

Cooperative or collaborative learning model is a method of teaching and learning in

which students team together to explore a significant question or create a meaningful project.
A group of students discussing a lecture or students from different schools working together
over the Internet on a shared tasks are both examples of collaborative learning.

Cooperative learning, which will be the primary focus of this workshop, is a specific
kind of collaborative learning. In cooperative learning, students work together in small
groups on a structured activity. They are individually accountable for their work, and the
work of the group as a whole is also assessed. Cooperative groups work face-to-face and
learn to work as a team.
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In small groups, students can share strengths and also develop their weaker skills.
They develop their interpersonal skills. They learn to deal with conflict. When cooperative
groups are guided by clear objectives, students engage in numerous activities that improve
their understanding of subjects explored.

In order to create an environment in which cooperative learning can take place, three
things are necessary. First, students need to feel safe, but also challenged. Second, groups
need to be small enough that everyone can contribute. Third, the task students work together
on must be clearly defined. The cooperative and collaborative learning techniques presented
here should help make this possible for teachers.

Cooperative or collaborative learning enable learners actively participate. Teachers

become learners at times, and learners sometimes teach. In the end of teaching and learning,
respect is given to every member. Projects and questions interest and challenge students.
Students learn skills for resolving conflicts when they arise. Each members draw upon their
past experience and knowledge. Learning goals are clearly identified and used as a guide.
Research tools such as Internet access are made available. Students are invested in their own
learning.

Graffiti Model is a cooperative learning structure where students are given written
responses to questions posed by a teacher. It is to check for understanding, to evaluate
instruction, or to do an informal pre-assessment.

Jigsaw Model developed in the 1960s to facilitate racial integration. This modelis
highly structured. Interdependence is required. It is the element of "required" interdependence
among students which makes this a unique learning method, and it is this interdependence
that encourages the students to take an active part in their learning. In becoming a teacher of
sorts, each student becomes a valuable resource for the others.

Learning from each other gradually diminishes the need to try to out-perform each
other because one student's learning enhances the performance of the other students instead
of inhibiting it, as is usually the case in most competitive, teacher-oriented classrooms.

Within this cooperative paradigm the teacher learns to be a facilitating resource

person, and shares in the learning and teacher process with the students instead of being the
sole resource. Rather than lecturing to the students, the teacher facilitates their mutual
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learning, in that each student is required to be an active participant and to be responsible for
what he learns.

First and foremost, it is a remarkably efficient way to learn the material. But even
more important, the jigsaw process encourages listening, engagement, and empathy by giving
each member of the group an essential part to play in the academic activity. Group members
must work together as a team to accomplish a common goal; each person depends on all the
others. No student can succeed completely unless everyone works well together as a team.
This cooperation by design facilitates interaction among all students in the class, leading
them to value each other as contributors to their common task.

Jurisprudential Inquiry Model by Donald Oliver and James Shaver (1971) The Social
Family. Social values legitimately conflict with one another. Negotiations of Difference can
help to resolve complex and controversial issues. A skilful citizen is like a competent judge.
He/she listens to the evidence, analyses the legal positions taken by both sides, weighs these
positions and the evidence assess the meaning provisions of the law and finally make the best
possible decision. To play the role; three types of competencies are required: (1) Familiarity
with values (2) Skills for clarifying and resolving issues (3) Knowledge of contemporary
political and public issues.

Role Playing model is a simulation exercise where persons take on assumed roles in
order to act out a scenario in a contrived setting. The learners or participants can act out the
assigned roles in order to explore the scenario, apply skills (maybe communication,
negotiation, debate etc.), experience the scenario from another viewpoint, evoke and
understand emotions that maybe alien to them. It helps to make sense of theory and gathers
together the concepts into a practical experience.

This deeply rooted in the principles of constructivist teaching. Role-play is also used
as a term for gaming, simulation and in couples interaction. In this article we are only going
to talk about role-play as a teaching/training tool. Constructing meaning in a learner is a far
better way to make learning memorable than simple transmission. In children the excitement
of the role play, the interaction and stimulation to visual, auditory and kinaesthetic styles of
learning helps a broad range of learners.

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In adults the tool respects their prior knowledge, experience and the reality they bring
to a concept. It helps to make the concept being taught to be constructed and then reflected
on. It helps to move beyond any comfort zones and helps bring on attitudinal change through
different viewpoints too. It helps to develop all domains of learning, cognitive (knowledge),
psychomotor (skills) and affective (emotional) Its also a lot of fun (trust me) and helps shake
off those lecture room cobwebs. There is plenty of evidence that confirms the retention from
participation is far higher than any other modes of learning.

Laboratory Method stressed on group or interpersonal skills, personal awareness and

flexibility skills. Students investigate, analyse and reflect. They test and apply theories to
make abstract concepts concrete. To ensure processes of investigation run smoothly, students
need guidance to make sense of their result.

Strategies for designing and supervising effective lab sections are as follow. First of
all, we must plan a laboratory class in an effective way. It depends on what projects/
experiment, how to integrate, how to balance and organise cooperative and independent study
and finally what equipment needed.

Secondly, the choices of projects that related to the goals stated. It is to help students
understand theory by observing and verifying concepts. It also helps them go through
research and design processes. Other than that, it helps them to improve their powers of
reasoning by manipulating cause-and-effect relationships. Finally, it is to acquaint them with
essential equipment.

Thirdly, when planning course schedule, it is to coordinate the teaching of concepts

with laboratory applications. It is to make integration with theory smoother. Forth, laboratory
projects conducive to group learning. It takes place both inside the lab and outside the class,
during post-lab discussion or small-group study sessions. Early in the course, you may want
to divide your students into lab and/or study groups of two to four partners. Because
different experiments require different numbers of apparatus, some weeks you may have to
consolidate two of these small groups or otherwise reorganize things, but keep in mind that
four is a good upper limit if you want each student to actively participate. It is especially
useful to ask the students to divide complex projects into parts and to coordinate individual
tasks. If needed, a lab assistant can help with the coordination. With this approach, students

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can take responsibility for one part of the project while maintaining an appreciation for the
design and concepts of the whole project.

Fifth, appropriate equipment also take an important role in each experiment. It is to

make sure that it is in working order, clear instructions for its use available to students. After
that, planning on experiment is to ensure lab exercises run smoothly. Students dont run into
ambiguous directions or computational difficulties. Finally, after each experiment, is it a must
for a scheduling tat instructor will be able to review the results of the exercise with the class.
It is to help the students check their individual conclusions and understand the results in
relation to the theories of the course.

Second model I choose is Information Processing Models.Information processing

theory discusses about the mechanisms through which learning occurs. Specifically, it
focuses on aspects of memory encoding and retrieval. Information processing theory is an
influential theory of cognitive psychology which discusses how learning occurs, as
understood through attention and memory processes. Information processing theories equate
these mechanisms to that of a computer, in that it receives input, processes, and delivers
output. Information gathered from the senses (input), is stored and processed by the brain,
and finally brings about a behavioural response (output).

In sensory memory, information is gathered via the senses through a process called
transduction. Through receptor cell activity, it is altered into a form of information that the
brain could process. These memories, usually unconscious, last for a very short amount of
time, ranging up to three seconds. Baddeley (2000) issued a model of working memory as
consisting of three components. The executive controls system oversees all working memory
activity, including selection of information, method of processing, meaning, and finally
deciding whether to transfer it to long term memory or forget it. Two counterparts of this
system are the auditory loop, where auditory information is processed, and the visual-spatial
check pad, where visual information is processed. Sensory memories transferred into working
memory will last for 15-20 seconds, with a capacity for 5-9 pieces or chunks of information.
Long term memory includes various types of information: declarative (semantic and
episodic), procedural (how to do something), and imagery (mental images). As opposed to the
previous memory constructs, long term memory has unlimited space. The crucial factor of
long term memory is how well organized the information is. This is affected by proper
encoding (elaboration processes in transferring to long term memory) and retrieval processes
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(scanning memory for the information and transferring into working memory so that it could
reuse).

There are sub models under the information processing models are cognitive growth
development model, critical thinking model, learning styles model, memorization model,
multiple intelligences model, Tabas Inductive Reasoning model and many more.

In Cognitive Growth Development model, it stressed on few stages of development in

which I summarised it into three main stages. First stage the sensorimotor stage; with six sub-
stages (birth to two years). Second stage, the stage of concrete operations, with two sub-
stages- pre-operational thought (two to seven years) and concrete operations (seven to eleven
years). Third stage, the stage of formal operations (eleven years through to adulthood).

Critical thinking model or known as Paul-Elder Model of Critical

ThinkingDevelopment of strong intellectual traits (such as fair-mindedness, intellectual
integrity) requires habitual use of the elements of thought or reasoning (such as assumptions,
concepts, points of view) held to specified intellectual standards (such as clarity, accuracy,
depth).

The purpose of critical thinking is to determine the intellectual traits that fair-minded
critical thinkers seek to develop. Other than that, it analyse the elements of ones' thinking.
Last but not least, it applies intellectual standards to the elements of thought. The proposed
model is a mode of thinking that can be applied to all disciplines of study, problems, or issues

The model consists of three components: intellectual traits that are developed by the
habitual use of intellectual standards applied to the elements of thought or reasoning.One
needs to identify the parts or elements of thinking (take it apart by looking at its purpose,
the question or problem it seeks to address, the assumptions involved, along with the points
of view, the concepts involved, the conclusions or interpretations reached, and
future implications or consequences.The quality of each part of one's thinking needs to be
assessed by comparing it to intellectual standards. These include: (a) clarity through
elaborations, example, illustration), (b) accuracy through verification or cross-check),
(c) precision though providing more specifics or details), (d) relevance through tangible
linkages with the issue), (e) significance through determination of relative importance),
(f) breath through consideration of different perspectives), (g) depth through consideration of

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complexities involved), (h) logic through making sense of it as a whole, conclusion following
from evidence), and (i) fairness through consideration of context, free from distortions).
Disciplined application of the intellectual standards to the elements of thought will help us
develop as fair-minded critical thinkers.

Learning styles model, These plans are devised and written reflecting concepts
developed by one of the learning style theorists or followers (such as Kathleen Butler or
Bernice McCarthy, Dunn and Dunn, etc.) The Dunn and Dunn Learning Style Model
indicates a range of variables proven to influence the achievements of individual learners
from kindergarten age to adulthood. Each learner has his or her own unique combination of
preferences. Some preferences may be strong, in which case the learner will benefit
significantly if the need is addressed when he or she is learning challenging content. Others
preferences may be moderate worth addressing if learning isnt progressing smoothly. For
some variables, no preference may be indicated. The learners ability to engage with the work
and to achieve success may depend on extraneous factors or his/her level of interest in the
subject - or it may be that that particular variable has no real bearing on the learners ability
to concentrate and study.

Memorization model, Improves memory capabilities through a variety of methods and

tricks. There are a number of inventive and helpful sites like Wiliamettes on ideal conditions
for memorizing, or commercial sites likeMemorize.com with all kinds of cool functions to
help students create memory devices. Study guides and strategies also has a great page about
create mnemonic devices to aid recall.All students need information to be available to them
readily so they can learn effectively and efficiently. This improves learning power, saves
time, and leads to a better storehouse of information (Joyce, Weil and Calhoun, 2004, p.
138). While memorization may be considered trivial it is very important. Pressly and Levin
developed a model of teaching for memorizing that includes 4 phases: attending to the
material, developing connections, expanding sensory images, and practicing recall.

Multiple intelligences model, MI plans utilize, or are based on, those 8

intelligencesdescribed in the work of Howard Gardner. The multiple intelligences theory (MI
theory) claims that all humans have eight intelligences, to a lesser or greater extent, and that
we each have a different intelligence profile. This profile is based on our genetics and our
experiences, and it makes us unique from others. The intelligences are as,Linguistic
intelligence This is the ability to use spoken and written language effectively to express
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yourself. Lawyers, writers, and speakers tend to have high linguistic intelligence.Logical-
mathematical intelligence This is the ability to analyse problems logically, work effectively
with mathematical operations, and investigate issues using the scientific method. Finding
patterns and deductive reasoning are other capabilities associated with this intelligence.
People working in the scientific and mathematical communities tend to be high in this type of
intelligence.Musical intelligence This is the ability to perform, compose, and appreciate
musical patterns, including changes in pitch, tone, and rhythm. Successful musicians,
composers, and people involved in music production have high levels of musical
intelligence.Bodily-kinaesthetic intelligence This is the ability to use the body for
expression. People high in this intelligence use their physical coordination to master
problems. Professional dancers and athletes are good examples of this.Spatial intelligence
This is the ability to recognize, use, and interpret images and patterns and to reproduce
objects in three dimensions. Successful architects, sculptors and designers are likely to have
high spatial intelligence.Interpersonal intelligence This is the ability to understand people's
intentions, motivations, and desires. This intelligence allows individuals to work well with
others. Professions like therapy, teaching, and sales attract individuals with high interpersonal
intelligence.Intrapersonal intelligence This is the ability to understand yourself, and to
interpret and appreciate your own feelings and motivations. Therapists, actors, caregivers,
and writers are all people who can bring high levels of personal awareness to their
work.Naturalist intelligence This is the ability to recognize and appreciate our relationship
with the natural world. Astronomers, biologists, and zoologists are examples of professions
with a high level of naturalist intelligence.

Tabas Inductive Reasoning model, Advanced thinking can be taught through a series
of steps designed to be an active transition between an individual and data. Inductive
reasoning is a branch of logic. In a valid inductive argument, the conclusion (consequent) is
believed to be true on the basis of its antecedents. For example, when all swans are observed
to be white, a student may easily reach the conclusion that all swans are indeed white. A
generalization is made based on the evidence gathered. However, when a black swan is
observed, the generalization must be thrown out based upon the new data
(antecedents). According to Joyce and Weil , Hilda Taba utilized three main assumptions in
developing her teaching model (Joyce & Weil, 2000, p. 131). Thinking can be taught.
Thinking is an active transaction between the individual and data. Processes of thought

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evolve by a sequence that is "lawful." Taba developed three effective strategies in the
inductive model that enable students to form concepts, interpret data and apply principles.

From what I have chosen, Social Learning Model and Information Processing Model,
there were many differences in features, characteristics, principles and concepts. It would be
helpful to compare it in table form.

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Social Learning Model Issue to compare Information Processing
with
1. Learning is not purely behavioural; rather, it is Features 1. The human minds
a cognitive process that takes place in a social context. information.
2. Learning can occur by observing behaviour and by 2. The whole system
observing the consequences of the behaviour (vicarious determine how and w
reinforcement). system.
3. Learning involves observation, extraction of information 3. Early information
from those observations, and making decisions about the computer as a model.
performance of the behaviour (observational learning or 4. Like the computer,
modelling). Thus, learning can occur without an observable performs operations o
change in behaviour. stores the information,
4. Reinforcement plays a role in learning but is not entirely responses to it.
responsible for learning. 5. Research using this
The learner is not a passive recipient of information. changes in the proces
Cognition, environment, and behaviour all mutually cognitive competence
influence each other (reciprocal determinism)

Features
The focus of the methods associated with this category is on The focus of the metho
observable skills and behaviours. These methods have processing approaches
generally proved more likely to positively impact scores on principles developed in
standardized tests of basic skills than models in other tests used to measure s
categories. that they consider imp
these models are desig
Direct Instruction--highly structured, teacher-
directed; maximization of student learning time Inquiry Trainin
formation, interpr
Mastery Learning--given enough time and quality principles and the
instruction, nearly all students can master any set of
objectives Concept Attain
formation, and co

Intellectual De
developmental the

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Social Learning Model Issue to compare Information Processing
with
1. The observer will copy characteristics displayed by the Characteristics Three stage of Memor
model that the observer finds desirable Stage 1, Sensory Mem
a. The observer can either "acquire" the behaviour or Stimuli from the en
"perform" the behaviour, or both. hearing) constantly b
2. When learning by observation, the observer will use four seeing, hearing, tasting
different processes; Attention (Being aware and recognizing Sensory memory is the
of the actions of the model), Retention (remembering the incoming stimuli into
actions), Production (the observer must be able to reproduce them.
the actions of the model), and Motivation (the observers Stage 2, Short Term M
reason for mimicking the action) It includes both tempo
a. Access must be easy and fast and active processing
b. Cultural, technological barriers must be removed immediate memory fo
c. Leaders and influencers must model the use of social 15 20 seconds. Acti
technologies for learning and old information.
d. Users must be engaged in designing engaging learning
opportunities
e. Social experience and capabilities must be included in
competency models

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Social Learning Model Issue to compare Information Processing
with
f. Social experience and capabilities must be included in job Characteristics Three elements of wor
descriptions A. Central executive
g. Learners must be motivated to use social media resources worker of
h. Employees must be regularly instructed on effective social B. Phonological Loo
media use for learning information.
i. Social experience and capabilities should be a part of C. Visuospatial Sketch
applicant screening Forgetting:- loss of in
j. Social media technology use for learning must be tracked interference or decay.
& reported a: Interference proc
k. Learners who share with others on social media must be old information.
rewarded b: Decay weakening
l. Participation in social learning must be made a formal job time.
expectation
Stage 3, Long Term M
Unlimited storehouse
knowledge.
Three contents of Long
a. Declarative Knowle
- words, symbols sy
knowing that
b. Procedural Knowled
- knowledge demonstr
how
c. Conditional Knowle
-to declarative and pro
why
Two Type of memory:
A. Explicit Memory
to remember. (for ex
test to recalling the dat
B. Implicit Memo
unconsciously and effo
.
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Social Learning Model Issue to compare Information Processing
with
1. The highest level of observational learning is achieved by Principles - Episodic memory
first organizing and rehearsing the modelled behaviour example what you di
symbolically and then enacting it overtly. Coding modelled - Semantic memory
behaviour into words, labels or images results in better general knowledge.
retention than simply observing. 1. The assumption of a
2. Individuals are more likely to adopt a modelled behaviour This means that the
if it results in outcomes they value. processed by the syste
3. Individuals are more likely to adopt a modelled behaviour ways. Bottlenecks, or
if the model is similar to the observer and has admired status of information, occur a
and the behaviour has functional value. 2. A control mechanis
transformation, proces
information. That is, n
system is available; a
process will use up
learning a new task or
the executive function
when one is doing
environment.

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Social Learning Model Issue to compare Information Processing
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Principles 3. There is a two-way
sense of the world aro
that we gather through
up processing) and in
(often called top-dow
we construct meanin
relations to it.
This is somewhat a
inductive reasoning
general conclusion) a
general principle to sp
can be made between
senses and that genera
4. The human organ
process and organize
example, a human inf
face than any other stim

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Social Learning Model Issue to compare Information Processing
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Principles Given that the field o
inches, one can surmis
infant's survival.
Other research has
predispositions to proc
development is simil
language spoken by ad
rural versus urban, Af
with normal hearing
begin the use of tele
overgeneralize (e.g., u
previously used "wen
same ages. The issue
where cognitive and
cognitive psychologist
many battles regardi
behaviour. Needless to

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1. First is the idea that people can learn through observation Concepts Memory Process Conc
three basic models of observational learning: Four step of memory p
a. A live model, which involves an actual individual 1. Attending: The
demonstrating or acting out behaviour. information. By payi
b. A verbal instructional model, which involves descriptions ignoring others, we lim
and explanations of behaviour. and process.
c. A symbolic model, which involves real or fictional 2. Encoding: The proc
characters displaying behaviours in books, films, television system.
programs, or online media. a. Perception proce
2. Next is the notion that internal mental states are an meaning to it.
essential part of this process. b. Gestalt- German for
Bandura noted that external, perceptions into coher
environmental reinforcement was not the only factor to c. Bottom-up proce
influence learning and behaviour. He described intrinsic analysed into featur
reinforcement as a form of internal meaningful pattern.
reward, such as pride, satisfaction, and a sense of d. Top-down processin
accomplishment. This emphasis on internal thoughts features, we use what w

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and cognitions helps connect learning theories to cognitive Concepts 3. Storing: The retenti
developmental theories. While many textbooks place social collected, and stored in
learning theory with behavioural theories, Bandura himself This concerns the na
describes his approach as a 'social cognitive theory.' information is stored
3. Finally, this theory recognizes that just because something (duration), how much
has been learned, it does not mean that it will result in a what kind of inform
change in behaviour. information affects the
Not all observed behaviours are effectively learned. Factors Miller (1956) put this
involving both the model and the learner can play a role in number 7. He thought
whether social learning is successful. Certain requirements (plus or minus 2) item
and steps must also be followed. The following steps are of slots in which it
involved in the observational learning and modelling didnt specify the amo
process: each slot. Indeed, if w
Attention: In order to learn, you need to be paying attention. can store a lot more in
Anything that distracts your attention is going to have a contrast the capacity o
negative effect on observational learning. If the model 4. Retrieving: The pro
interesting or there is a novel aspect of the situation, you are memory storage.
far more likely to dedicate your full attention to learning.
Retention: The ability to store information is also an Concepts
important part of the learning process. Retention can be Memory retrieval refe
affected by a number of factors, but the ability to pull up we cant remember s
information later and act on it is vital to observational unable to retrieve i
learning. something from mem
Reproduction: Once you have paid attention to the model LTM become very clea
and retained the information, it is time to actually perform
STM is stored and retr
the behaviour you observed. Further practice of the learned
behaviour leads to improvement and skill advancement. For example, if a gro
words to remember, a
on the list, participant
heard it in order to retr

LTM is stored and retr

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Motivation: Finally, in order for observational learning to Concepts
be successful, you have to be motivated to imitate the For example: This is w
behaviour that has been modelled. Reinforcement and upstairs for if you go b
punishment play an important role in motivation. While about it.
experiencing these motivators can be highly effective, so can
observing other experience some type of reinforcement or
punishment. For example, if you see another student
rewarded with extra credit for being to class on time, you
might start to show up a few minutes early each day.

The most common (and pervasive) examples of social Examples

learning situations are television commercials. Commercials 1. Gain the students'
suggest that drinking a certain beverage or using a particular attention.
hair shampoo will make us popular and win the admiration
of attractive people. Depending upon the component 2. Bring to mind releva
processes involved (such as attention or motivation), we may prior learning.
model the behaviour shown in the commercial and buy the
product being advertised. 3. Point out important
information.

4. Present information
an organized manner.

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5. Show students how
categorize (chunk)
related information.

6. Provide opportunitie
for students to elabora
on new information.

7. Show students how

use coding when
memorizing lists.

8. Provide for repetitio

of learning.

9. Provide opportunitie
for overlearning of
fundamental concepts
and skills.

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2.2 Task 2 Design a lesson plan using any one of the family of models. Make sure you
adherer to the phases as stipulated in models. Justify your choice in selecting this model.
Explain how this lesson plan can benefit learners in the classroom.

The lesson plan I planned are using Jigsaw model. A jigsaw classroom is not a loose,
anything goes situation. It is highly structured. Interdependence is required. It is the
element of "required" interdependence among students which makes this a unique learning
method, and it is this interdependence that encourages the students to take an active part in
their learning. In becoming a teacher of sorts, each student becomes a valuable resource for
the others.

Learning from each other gradually diminishes the need to try to out-perform each
other because one student's learning enhances the performance of the other students instead
of inhibiting it, as is usually the case in most competitive, teacher-oriented classrooms.

Within this cooperative paradigm the teacher learns to be a facilitating resource

person, and shares in the learning and teacher process with the students instead of being the
sole resource. Rather than lecturing to the students, the teacher facilitates their mutual
learning, in that each student is required to be an active participant and to be responsible for
what he learns.

Lesson Plan:

This lesson plan is written according to the suggestion of format for KSSR Lesson Plan
which had been a guideline by JeemaahNazirdanJaminanKualliti. (Appendix 1)

1. Subject, Class, Time English

6 Mawar
15 February 2016
2. Theme/ Topic World of Self, Family and Friends
Doing Well
3. Learning Standard (Code 3.8.1
only)& Focus 3.8.2
3.9.2
What is the focus of the lesson? How will I teach it?
The focus of the lesson is the jigsaw cooperative learning
strategy, using visual arts as the cross-curricular
connection. Brainstorm effective group work skills and

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develop an anchor chart. The students will participate in
each stage of the jigsaw.
4. Learning Objectives By the end of the lesson, pupils should be able to,
4.3.1 Form sentences by expanding on words given
correctly & observing correct stress, intonation &
sentences rhythm.
4.3 Complete texts with the missing word, phrase or
sentence.
5. Teaching and Learning Before.
Activities 1. Place students in home groupings.
2. Have students brainstorm with their elbow partner
about what good group work looks like and sounds like.
3. Record student responses on a T-Chart
During:
1. Explain to the students that they are going to
participate in a jigsaw activity. They will move from
home groups to expert groups. Each expert group will
research a specific Malaysian artist, recording their
findings on their fact sheets. They will then return to their
home group and share their information. In the end, each
home group will have information about all the artists.
Manipulate the large magnetic puzzle pieces on the board
to demonstrate the group movement from home group to
expert group and back again to home group.
2. Explain that each home group is identified by a colour,
and each expert group by a number.
3. Give each student a fact sheet that matches the colour
of his or her home group.
4. Have the students look at the puzzle piece on the fact
sheet and note the number inside it. The number identifies
their expert group.
5. When everyone understands the instructions and the
tasks, have the students move to their numbered expert
groups and fill out their fact sheets, using the research
material at the expert group table. Remind them to use the
27

6. Cross-curricular Elements
(EMK)(e.g: Creativity and
Innovation, Entrepreneurship
and ICT are the cross-curricular
element emphasized in KSSR.
Existing cross-curricular
elements are Language, Science
and Technology, Environmental
Studies, Moral Values and
Patriotism are still instilled in
lessons)
7. Teaching Aids/ Resources
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T-Chart as an anchor chart for reference.
6. Circulate, making anecdotal observations on group
skills and knowledge of content.
7. Ask students to return to their home groups.
8. Have each student report to the home group on his or
her artist and record the information on a large fact chart.
After:
1. Have groups share their learning with the class.
2. Have the students discuss their group skills and reflect
on their learning.
EMK- Creativity and innovation.
Science and technology, Merge, Cooperation
Moral Values: Valuing and appreciation to technology,
diligence & self-confidence
Weeds picture (Appendix 2)
mowspicture (Appendix 3)
compound picture(Appendix 4)
lawn mowerpicture (Appendix 5)
Large-scale T-Chart of what effective group work looks
like and sounds like (Appendix 6)
Large-scale puzzle pieces to illustrate movement from
home to expert and back to home group during the jigsaw
(Appendix 7)
Table tents with expert group numbers (Appendix 8)
Colour-coded student fact sheets (one per student)
Chart paper, markers
Research materials and samples of artwork by
28

8. Teaching and Learning
Evaluation
9. Reflection:
i. State the number of students
who are able to achieve the
learning objectives.
ii. Follow-up actions (remedial,
reinforcement and enrichment)
Why do I choose this model?
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Malaysian artists studied in class (Appendix 9)
One large-scale fact sheet per group (Appendix 10)
Anecdotal record sheet (Appendix 11)
Passage
How will I know when my students are successful? (more
than 2/3 of all)
Students demonstrate qualities of effective group work
during the jigsaw activity. (more than 2/3 of all)
Students gather, analyse, and share appropriate
information on paintings by Malaysian artists.
Students complete one large-scale fact sheet per group.
Question to be answered as below:
i. Achievement on the objectives.
Were my students successful? (in numbers) Did my
instructional decisions meet the needs of all students?
What worked well? What will I do differently in the
future? What are my next steps?
Did the students understand the jigsaw structure?
The jigsaw strategy is a complicated one. Were my
instructions clear enough?
Did they use the group skills from the T-Chart?
Are they working effectively together?
Do any students need more instruction in the jigsaw
strategy?
Did they learn what I wanted them to learn about the
artists?
ii. Follow-up actions.
What do I need to teach next?
Remedial practices for weak students.
Reinforcement and enrichment for student who are able
to achieve objectives.
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First of all, the tasks given are related. When it comes time for each student to
teach the others about his/her rock, the listeners will immediately see similarities and
differences with their own samples.

Secondly, students can complete the individual team tasks successfully to prepare
for teaching. The peer-teaching aspect of this technique requires that students are
successfully prepared, and the rock description task is simple enough to use in a large class
without having to check on each student's preparation.

Third, the group tackles an tasks that ties the individual contributions together to
make a complete picture. Without the comparison tasks, the individual contributions
remain unrelated presentations. With the comparison tasks, students in the group derive the
principles of igneous rock classification.

Furthermore, students are actively engaged and must explain what they have
learned to their peers. Making the observations and explaining it to other group members
enhances learning.

Moreover, individuals know their own tasks better than any of the ones presented
by their peers. This is true partly because students must know their own tasks well enough
to explain them and partly because their peers are typically not skilled presenters. This is an
unavoidable aspect of the jigsaw technique. If you are considering using the jigsaw
technique for a topic, and you realize that each student must know all aspects of the topic
equally well, choose a teaching strategy other than jigsaw.

Last but not least, the amount of time devoted to the topic is comparable to
coverage in a traditional lecture format. Although the jigsaw tasks takes time in class, the
instructor does not need to spend as much time lecturing about igneous rock classification.
If planned well, the overall time commitment to using the jigsaw technique during class is
comparable to lecturing about a topic.

How this model benefit learners.

First and foremost, it is an efficient way to learn the material. But even more
important, the jigsaw process encourages listening, engagement, and empathy by giving each
member of the group an essential part to play in the academic activity.

Group members must work together as a team to accomplish a common goal; each
person depends on all the others. No student can succeed completely unless everyone works

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well together as a team. This cooperation by design facilitates interaction among all
students in the class, leading them to value each other as contributors to their common task.
Other than that, it also enhances students ability to problem solving. At the same time, they
are required to work in groups. At here, they unconsciously train their social ability. Creating
an environment that is free of "put-downs" is part of the classroom management strategy of
an increasing number of teachers.

In a jigsaw group, some group members will inevitably find themselves dependent for
vital information on a student who, because of reading problems or for whom English in a
second language, cannot easily get that information to them. The problem for that relatively
unskilled student is not only that he cannot read very well but also that he cannot hide the fact
from his peers as he might have been able to do in a more traditional classroom. He is
confronted with their impatience and their unfavourable judgments. As a result he is under
pressure which potentially could inhibit his performance still further.

There are several tactics a teacher can adopt in order to forestall such a destructive
situation while at the same time increasing the flexibility of the learning environment. In a
jigsaw group, anyone can make a useful contribution. For example the slower reader may be
given drawing tasks, or the teacher can assign material of different reading levels to each
group, making sure that the less accomplished readers get the least difficult material.

Another practice that has become common is that of student coaching with the higher
achieving students working directly with the slower students. This practice is more desirable
than that of isolating a student with a tape recorder because it is yet another way to stress the
development of interpersonal skills. The coaching teams are set up within each jigsaw group
and serve to underscore its supportive values and the interdependency of the students.

In this way, poorer readers or students for whom English is a second language are
being helped by their peers, this time members of other groups who are responsible for the
same section. The students in an expert group have a chance to hear the material read, are
helped with the meaning of words, can share examples, and can try out their presentations.
When the original jigsaw groups resume, even the slowest student has her section fairly well
planned and rehearsed. Through this procedure she gains confidence. She begins to see
herself as a useful member of her jigsaw group rather than the dummy."

We would be surprised if there were not at least one or two students who simply will
not work effectively in a group or who may even go so far as to sabotage efforts at
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cooperation by persistent attempts at mischief. For example, Steve may have a game he likes
to play: when Tametria is making her presentation, Steve makes the others laugh by
mimicking her facial expressions and gestures. The leader calls him on it, not for the first
time. And, also not for the first time, Steve says, with wide-eyed innocence, that he wasn't
doing anything-Tracy was. Steve's repeated "sneak and defence" behaviour might be an
important survival tactic that he has developed at home, or it may simply be an attention-
getting device. Whatever its cause, it is destructive to the group and he is exerting a powerful
disruptive influence. Moreover, he is not learning anything. It would be a mistake simply to
thrust Steve into a jigsaw group without preparation.

A change of routine by meeting in the expert groups can be helpful. In addition, one
fifth-grade teacher begins each new unit (for which new groups are usually formed) with
teambuilding exercises, and once every few weeks begins the jigsaw hour with some
variation on the Broken Squares exercises described earlier. This takes only five minutes, at
the end of which time the students are ready to work more closely with each other. Other
teachers have discovered stories or parables which inspire their students and build
cooperative spirit; storytelling can teach and relax at the same time

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3.0 Conclusion

In the end of this assignment, I have learnt that models of teaching and learning helps
us to know our students better. Being a teacher should be on how we could know our students
better than how good we can teach. In the end, an effective methodology always goes better
than how skilful we can teach.

Other than that, I was able to understand Jigsaw Model better which give benefits as
students are directly engaged with the material, instead of having material presented to them,
which fosters depth of understanding, students gain practice in self-teaching, which is one of
the most valuable skills we can help them learn, students gain practice in peer teaching,
which requires them to understand the material at a deeper level than students typically do
when simply asked to produce on an exam.

During a jigsaw, students speak the language of the discipline and become more fluent
in the use of discipline-based terminology. Each student develops an expertise and has
something important to contribute to the group. Each student also has a chance to contribute
meaningfully to a discussion, something that is more difficult to achieve in large-group
discussion. The group task that follows individual peer teaching promotes discussion,
problem-solving, and learning.

Moreover, this assignment encourages me to promote the application of models of

teaching and learning to my colleagues in school as well as my fellow teachers friends. It
seems that the use of it has more pros than cons. I hope that in future, these models are able to
be applied in Malaysian Educational System. Hopefully our students in the future will be able
to compete with foreign countries in terms of education qualities.

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4.0 References

Baddeley, A.D., & Hitch, G. (1974). Working memory. In G.H. Bower (Ed.), The
psychology of learning and motivation: Advances in research and theory (Vol. 8, pp. 4789).
New York: Academic Press.
Bandura, A. & Walters, R. (1963).Social Learning and Personality Development. New
York: Holt, Rinehart & Winston.
Bandura, A. (1969). Principles of Behaviour Modification. New York: Holt, Rinehart
& Winston.
Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ:
Prentice-Hall.
Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.
Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs,
NJ: Prentice-Hall.
Bandura, A. (1988). Organizational Application of Social Cognitive Theory.
Australian Journal of Management, 13(2), 275-302.
Bandura, A. (1989). Human Agency in Social Cognitive Theory. American
Psychologist, 44, 1175-1184.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Huitt, W., &Monetti, D. (1941).Social learning perspective. In W. Darity, International
Encyclopedia of the Social Sciences (2nd ed.). Farmington Hills, MI: Macmillan Reference
USA/Thompson Gale.
Information obtained by a lecture given by Thomas McClean in 2005.
Joyce, B., Weil, M., & Calhoun, E. (2004).Models of teaching. (7th ed.). Boston:
Pearson Allyn and Bacon.
Matlin, M. W. (2005). Cognition. Crawfordsville: John Wiley & Sons, Inc.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on
our capacity for processing information. Psychological Review, 63 (2): 8197.
Miller, Katherine (2005). Communication Theories: Perspectives, Processes, and
Contexts (2nd ed.). New York, New York: McGraw-Hill.
Miller, N. & Dollard, J. (1941).Social Learning and Imitation. New Haven, NJ: Yale
University Press.

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Oliver, D. W., & Shaver, J. P. (1996).Using a jurisprudential framework in the
teaching of public issues. In W. C. Parker (Ed.), Educating the democratic mind (pp. 145-
168). Albany: State University of New York Press.
Ormrod, J. E. (2003). Educational psychology: Developing learners. Upper Saddle
River, N.J: Merrill/Prentice Hall.
Sternberg, R. J. (1999). Cognitive psychology (2 nded.). Fort Worth, TX: Harcourt
Brace College Publishers.

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5.0 Appendix

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