Models and Strategies For Teaching: HMEF5123

Models and Strategies for Teaching
HMEF5123
PART 1
DAILY LESSON PLAN

Date Subject Class Time Number of pupils Learning area Learning objective : 14 June 2011 (Tuesday) : Science : Year 3 : 11.00 12.00 : 20 : Magnets :
To understand that magnets attract some materials.
Learning outcomes
At the end of the lesson, pupils should be able to Demonstrate that magnets attract some of the materials. Record their findings in a table. State at least 5 objects that are attracted by magnets. :
Pre-requisite knowledge
Pupils have play with magnets before which commonly the magnet that pastes on refrigerator. Teaching and learning strategies :
Discussion, Use of technology, Hands-on Activities Scientific skills communicating Thinking skills : Grouping and classifying, making conclusions : Observing, classifying, predicting,
Scientific attitude and noble value : Being honest and accurate in recording and validating data.
Teaching and learning resources: Two spoon, rubber band, copper wire, steel thumb-tack, one cent coin, paper clips, ping pong ball, hair clips, safety pin, matchstick, zinc wire, worksheet.
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Step/ Phase
Concept Magnet
Teaching and Learning Activities
Notes/ Remarks
Story telling about magnet that focuses SPS on magnetic and non-magnetic Observing Communicating
Orientation (5 minutes)
attracted some of the materials.
objects. Teacher asks questions: -
In the story, what did the magnets Appendix 1 do?
What are the things that Budin pulled out from the river using magnet?
by
Teacher introduces the topic that is materials attracted by magnets
Materials Eliciting Idea (5 minutes) attracted magnet.
Teacher asks pupils whether they SPS know what are the materials that attracted by magnets. Communicating
Restructuring Materials of Ideas (30 minutes) attracted magnet.
Which materials are attracted by a by magnet?
SPS Observing Classifying
Teacher shows two spoons (metal and predicting plastic) made from different materials Communicating to the pupils.
Pupils are required to guess whether TS which spoon is attracted to magnet. Grouping and Classifying
Value Being cooperative Daring to try. Being honest
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(Activity)
and accurate in recording
Magnetic Check Pupils are given 10 objects (rubber band, copper wire, steel thumb-tack, stone, paper clips, ping pong ball, hair
and validating data
clips, safety pin, matchstick, zinc wire) Appendix 2 Pupils have to make prediction on which object will be attracted by a magnet. by Then, pupils test their prediction with a magnet. Pupils record their findings in a table.
Materials Application (15 minutes) attracted magnet.
Pupils are given a worksheet to SPS enhance their understanding on the Communicating concept. Value Being confident and independent
Appendix 3
Magnetic and Reflection Non
Teacher summarizes the lesson by SPS asking pupils: Communicating

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(5 minutes)
Magnetic Objects
What have you learnt today? entitled Im a little magnet (use the melody of Im a little teapot)
I'm a little magnet, can't you see. Some types of metal are attracted to me. If it is not magnetic you will see. Because it just wont stick to me.
TS
Teacher asks student to sing a song Making conclusions
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CURRICULUM SPECIFICATIONS
The theme introduces pupils to the senses of sight, touch, smell, hearing and taste. Pupils also learn about batteries, magnet, light, soil and force. Pupils learn about properties of materials such as sink and float, absorption and magnetism. In the topic magnet, pupils learn: i. ii. iii. iv. v. Magnets can attract or repel each other. The need to handle magnets properly. Magnets attract some materials. Magnets have different strengths. The different uses of magnets.
I had chosen Science Year 3 and the topic is Magnets. In Table 1.1 below shows the curriculum specifications for Science Year 3.
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WEEK / THEME
LEARNING AREA
LEARNING OBJECTIVES
LEARNING OUTCOME
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
9 10 1. MAGNETS. LEARNING ABOUT SCIENCE THE PROCESS WORLD SKILLS. AROUND Observing. US. Communicating. Classifying. Predicting.
1.3 That magnets attract some materials.
1.3.1
1.3.2 1.3.2
Demonstrate that Pupils explore a magnets attract some variety of objects materials but not other. made from different Record their findings in materials and are a table. asked to predict which State the objects that are object will be attracted attracted by magnets. by a magnets. Pupils investigate to find out whether their predictions are correct. Pupils group the materials according to whether or not they are attracted by a magnet.
Attract. Iron. Magnet. Plastic. Repel. Silver. Wooden. Steel.
Table 1.1 Curriculum Specifications for Science Year 3
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DESCRIPTION OF TOPIC
The topic I had chosen is magnets. A magnet is an object made of certain materials which create a magnetic field. Every magnet has at least one North Pole and one South Pole. By convention, we say that the magnetic field lines leave the North end of a magnet and enter the South end of a magnet. It is an example of a magnetic dipole (di means two, thus two poles). If you take a bar magnet and break it into two pieces, each piece will again have a North Pole and a South Pole. If you take one of those pieces and break it into two, each of the smaller pieces will have a North Pole and a South Pole. No matter how small the pieces of the magnet become, each piece will have a North and a South Pole. It has not been shown to be possible to end up with a single North Pole or a single South pole which is a monopole (mono means one or single, thus one pole). The ancient Greeks and Chinese discovered that certain rare stones, called lodestones, were naturally magnetized. These stones could attract small pieces of iron in a magical way, and were found to always point in the same direction when allowed to swing freely suspended by a piece of string. The name comes from Magnesia, a district in Thessaly, Greece. When a ferromagnetic material is placed near a magnet, it will be attracted toward the region of greater magnetic field. This is what we are most familiar with when our magnet picks up a bunch of paperclips. Iron, cobalt, nickel, gadolinium, dysprosium and alloys containing these elements exhibit ferromagnetism because of the way the electron spins within one atom interact with those of nearby atoms. They will align themselves, creating magnetic domains forming a permanent magnet. If a piece of iron is placed within a strong magnetic field, the domains in line with the field will grow in size as the domains perpendicular to the field shrink in size. When a diamagnetic material is placed near a magnet, it will be repelled from the region of greater magnetic field, just opposite to a ferromagnetic material. It is exhibited by all common materials but is very weak. People and frogs are diamagnetic. An interesting experiment showing this is at
http://www.sci.kun.nl/hfml/froglev.html where a frog is levitated at the top of a very strong electromagnet. Metals such as bismuth, copper, gold, silver and lead, as well as many nonmetals such as water and most organic compounds are diamagnetic.
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When a paramagnetic material is placed near a magnet, it will be attracted to a region of greater magnetic field, like a ferromagnetic material. The difference is that the attraction is weak. It is exhibited by materials containing transition elements, rare earth elements and actinide elements. Liquid oxygen and aluminum are examples of paramagnetic materials. There are hundreds and hundreds of uses. Yes, some are used to hold the familys schedule and photos onto the refrigerator door, but that is just one use for magnets. Basically they are used to hold, separate, control, convey and elevate products and to convert energy into mechanical energy or convert mechanical energy into electrical energy.
LEARNING OBJECTIVES
Learning objective
To understand that magnets attract some materials.
Learning outcomes
At the end of the lesson, pupils should be able to Demonstrate that magnets attract some of the materials. Record their findings in a table. State at least 5 objects that are attracted by magnets.
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STAGES OF THE LESSON AND THE TEACHING LEARNING ACTIVITIES
LUCKY BUDIN
Budin was a naughty and lazy boy.
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He loved fishing.
His mother was very angry with him. She threw his fishing hook into the river.
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Budin wanted to get his fishing hooks back. What should he use?
He pulled out a spanner.
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Can the ball be pulled out by Budin?
He pulled out a heavy box.
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Budin opened the box.
Budin was surprised when he opened the box.Inside the box there were a lot of jewelleries.
Luckily, I know that magnets can be used to attracts magnetic materials
Budin and his mother became rich and lived happily ever after.
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THE END
What did you noticed about this story? What were the things that Budin managed pulled out from the river using a magnet?
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Magnetic objects
Some objects are attracted by magnets. Some objects that are not attracted by magnets.
Non-magnetic objects
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Ramalan
Magnetic Check
Each group will be given 10 objects. You have to make prediction on which object will be attracted by a magnet. Then, you test your prediction with a magnet. After that, you record your findings in a table.
Table:
No.
1.
Objects
Rubber band
Prediction ( / X)
Finding ( / X)
Was my prediction right or wrong?
wrong
2.
3. 4. 5. 6. 7. 8. 9. 10.
Copper wire
Steel thumb-tack One cent coin Paper clip Ping pong ball Hair clip Safety pin Matchstick Zinc wire
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Why?
Because they are magnetic objects. A magnet can be made to stick to objects which contain magnetic material such as iron.
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Summary:
Some objects are attracted by magnets. Some are not. Objects that are attracted by magnets are magnetic objects. Objects that are not attracted by magnets are non-magnetic objects.
Magnetic
Spanner Metal Box Paper Clip Metal Ruler Steel Spoon
Non-magnetic
Ball Eraser Coin Pencil Plastic Ruler
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PART 2: CRITICAL ESSAY
THE INDUCTIVE MODEL The focal point of this model is the emphasis on learners active involvement in the classroom activities and learners development of critical thinking. One of the strategies to develop such environment is the utilization of real examples that represent the content of the lesson plan. Pupils, then, have to hypothesize on the theory based on the presented examples. The effectiveness of this model depends on the active role of the teacher in assisting pupils to process and hypothesize the information from the examples and the active role of learners to develop their critical thinking. In developing pupils critical thinking and motivation, teacher needs to play an active role in encouraging pupils to interpret and explain the information learned in the class, and teachers can focus this through questioning. The importance of questioning is to ensure that pupils keep their focus on the task, to increase pupils motivation, and to establish pupils positive expectation on the lesson. On the other hand, the quality of examples that teachers use and their ability to guide pupils to analyze the information in the examples are also essential to determine the success of the lesson. Furthermore, in the Inductive Model, the teacher does not solely display or explain the information to the pupils; rather the teacher guides them through questioning. The focus of the Inductive Model is to assist pupils to build deep understanding of specific topics or ideas. These specific topics as promoted by the model can be categorized as follows:
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Content Types
Concepts
Relationships among Concepts
Principles
Generalizations
Academic Rule
Adopted from Eggen & Kauchak (1996). p.69
Concepts are classes or categories of ideas with common characteristics. Concepts can be found in various areas of studies, such as language, social sciences, science and mathematics. As such, the Inductive Model can be utilized in art classes as well as science classes, as long as the content of the lesson focuses on concepts. An essential characteristic of concepts is its defining features. Concepts are also best described through its characteristics, related concepts, examples and definition. Therefore, the teacher should ensure that the examples provided contain essential characteristics of the concept; and the success of the lesson depends on how pupils are able to identify the characteristics in the examples (Eggen & Kauchak, 1996; Newby, 2003). Examples of concepts are adjective, direct object and protagonist in language arts, and democracy and social norm in social sciences. To understand or form ideas about concepts, we can also generalize its common characteristics. This is because concepts possess common patterns among its characteristics, which we tend to generalize. The broad patterns can be categorized as principles, generalizations, and academic rules (Eggen & Kauchak, 1996). A principle of a concept is any relationship among concepts that accepted as true or valid for all known cases. Principles are mostly can in be the
found
sciences. Generalizations of a concept are relationships between concepts that describe patterns that have exceptions. Academic rules are relationships between concepts arbitrarily derived by people.
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There are three stages in implementing the Inductive Model, which include the planning stage, the implementing stage and the evaluating stage. The planning process involves three essential steps, which are identifying the topic, identifying the precise objective and selecting the examples.
Process Identification of Topic
Objective To determine which model to use To decide exactly what pupils should know about the topic
Identification objectives
of
precise
To teach directly toward the objectives To guide teachers to select appropriate examples To determine necessary characteristics of concepts within the examples To determine a successful delivery of the content
Selection of examples
In learning concepts, principles, and generalizations, examples are critical teaching aids. Without examples, learning is often reduced to mere memorization. Therefore, it is important to choose good examples because good examples contain all of the information that the pupils need to understand. The examples could be in any form, as long as they contain all the necessary characteristics of the concepts. However, it is noteworthy that the examples selected could visualize the concepts. Among the forms of examples that can be used are realia, pictures, models, case studies, simulation and role play. Implementing a lesson using the Inductive Model combines five interrelated phases. The phases include the lesson introduction, the open-ended phase, the convergent phase, the closure and the application phase.
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These five phases can be summarized into the following chart.
Teacher introduces the lesson
Introduction
Phase 1 Lesson Introduction
Teacher presents the examples
Pupils observe, describe and compare the examples (look for patterns and differences).
Analyzing examples
Phase 2 Open Ended Phase
Pupils analyze responding to open ended questions from the teacher.
Teacher narrows down range of pupils' answers.
Constructing meaning
Phase 3 Convergent Teacher leads pupils to verbally identify the relationship in the characteristics. Phase
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Pupils identify the characteristics of the concept.
Identifyi ng concept
Phase 4 Closure
Pupils are able to state the meaning and characteristics of the concept.
Assessment
Phase 5 Application
Pupils apply to realistic context Phase
Through the application phase, pupils can be assessed either through a seatwork
assignment or homework assignment. The assignments can be done in a variety of ways depending on the teacher's creativity.
THE ATTAINMENT MODEL Closely linked to the Inductive Model, the Concept Attainment Model also suggests that learners construct their own comprehension of the lesson. This model is designed to help pupils reinforce their understanding of concepts and practice hypothesis testing. However, if Inductive Model solely rely on the positive examples that represent the concept, this model utilizes both the examples and non-examples to illustrate the concepts. Since hypothesis testing is particularly common to describe scientific method; therefore, it is useful in the sciences. Virtually, to create an environment where pupils can think and hypothesize freely, the teacher acts as the main role by guiding pupils throughout the process of learning. The model suggests, that first, the teacher needs to encourage pupils to state their thinking in the form of hypothesis. Since hypotheses can be argued, and later accepted, rejected or modified; therefore, the teacher needs to direct pupils thinking to come up with the rationale to their hypotheses. In essence, the teacher is not only
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motivating pupils to participate but also to guide pupils towards hypothesizing their thoughts. The focus of the Concept Attainment Model in what types of content to be delivered is similar to the Inductive Model but with minor difference. There are two important differences between the two models. First, the Inductive Model is designed to teach concepts, principles, generalizations, or academic rules; however, the Concept Attainment Model focuses exclusively on concepts. Second, while the pupils of the Inductive Model can have zero knowledge of the content, the Concept Attainment Model requires that the pupils have some background knowledge with the concept. These differences are as such because in the Concept Attainment Model, pupils need to hypothesize, and in order to hypothesize, background knowledge is needed.
Similarly to the Inductive Model, the Concept Attainment Model also involves three stages in describing its lesson plan. The stages include the planning stage, the implementing stage and the evaluating stage. The planning process of the model also involves three essential stages. Basically, the three stages are similar with the previous model, yet individual differences have made them a little bit different from each other. The stages are identifying the topic, identifying the clear goals and selecting the examples.
Process Identification of Topic Identification of clear goals
Objective To determine which model to use To achieve the objectives of the model To determine development of pupils' analytical thinking within the lesson plan To ensure pupils' comprehension of the concept To
Selection of examples
determine
necessary
illustration
of
characteristics of the concept within the examples To determine a successful delivery of the content
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The third step in the planning process is the selection of examples. This model utilizes both the positive and negative examples in demonstrating the characteristics of the concept. Thus, the selected positive examples should contain and reflect the combination of the essential characteristics, and none of the non-examples should contain the same combination. The examples could be in any form as long as the characteristics are reflective in the examples. Moreover, it is vital that the form is the same for both the positive and negative examples. Having selected the examples and non-examples, the final task in this stage is to put the examples in sequence. It depends on the teacher on how to arrange the sequence of the examples, but teachers have to bear in mind the goal of developing pupils critical thinking. The sequence should provide opportunities for pupils to develop their analytical thinking. Thus, the organization of the examples should depend on the goal of the lesson in developing pupils' analytical thinking.
The implementation phase of the Concepts Attainment Model is flexible and can be fun for both the teacher and the pupils. The process can be presented as a type of game in which the pupils try to identify the concept the teacher has in mind. This model occurs in four phases. The phases include the presentation of examples, the analysis of hypotheses, the closure and the application phase.
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These four phases can be illustrated in the following chart.
Teacher introduces the lesson
Introduction
Phase 1 Lesson
Teacher presents an example Introduction and a non-example Pupils hypothesize

Analyzing examples
Phase 2 Pupils analyze previous hypothesis Teacher presents more examples and non-examples Pupils hypothesize
Making Hypothesis
Analysis of Hypothesis
Teacher leads pupils to state characteristics and define concept Pupils extend and generalize concept to additional examples
Identifying concept
Phase 3 Closure
Assessment
Phase 4 Application
Pupils provide their own examples of concept
During the second phase, the teacher encourages the pupils to analyze hypotheses from the positive and negative examples. This begins a cyclical process of data presentation and hypothesis examination. In the process, it is wise to ask the pupils to explain why they accepted or rejected the hypothesis. The purpose is twofold. First, it helps pupils develop their thinking skill by having them articulate their own
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reasoning; and secondly, the explanation described out loud will aid uniformity of understanding among the pupils. There are many ways in which teachers can assess pupils understanding of the concept. This model proposes, that first, the teacher can ask pupils to identify new examples of the concept. A second form of measurement is to ask pupils to identify characteristics of the concept, and thirdly relate them to other concept. Finally, pupils can also be measured by asking to provide the definition of the concept.
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APPENDICES
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APPENDIX 1
Learning Area
: Magnets (Magnetic and Non-magnetic Objects)
Once upon a time , in a small village, there lived a boy and his mother in a small hut. The boy was called Budin. Budin was a lazy and naughty boy. His hobby was fishing. He will go to the river every day. He doesnt like to help his mother, so, he always scolded by his mother. One day, his mother was very angry with him. She threw his fishing hook into the river. Budin was so sad. He wants to get his fishing hook back. Hence, he looked for something that can be used to bring out his fishing hook. Then he remembered his magnet in his pocket. He tied his magnet with a rope. He threw his magnet into the river and he pulled out a spanner. Then, he threw his magnet into the river again. This time he pulled out a box made of metal. Budin opened the box and he was surprised to see it was filled with gold coins and jewelleries. Budin ran home and showed to his mother. Since then, Budin and his mother became rich and they lived happily ever after. Luckily I know that magnets can be used to attracts magnetic materials. said Budin to his mother.
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APPENDIX 2
No.
Objects
Prediction ( / x)
Finding ( / x)
Was my prediction right or wrong? (right / wrong)
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Rubber band Copper wire Steel thumb-tack Stone Paper Clip Ping pong ball Hair clip Safety Pin Matchstick Zinc Wire
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APPENDIX 3
Worksheet
(Topic: Materials attracted by Magnet) Look at the objects below. Place them into different groups. (10 marks)
Objects that are attracted by a magnet
Objects that are not attracted by a magnet
Tick () the correct statements and cross (x) the wrong statements. (6 marks) 1. A pencil is a magnetic object. 2. Cloth, plastic and wood are non-magnetic objects. 3. Iron and steel objects are not attracted to magnets. 4. Things that are attracted to magnets are called magnetic objects. 5. A nail, key and thumbtack are non-magnetic objects. 6. A wooden ruler is a magnetic substance.
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REFERENCES
1. Armstrong, T. (1998). Hilda Taba: Inductive Thinking. [Online]. Available: http://ivc.uidaho.edu/mod/models/taba/index.html. [2002, September 12]. 2. Bruner, J. (2001). The PSC Caf. [Online]. Available: http://www.psy.pdx.edu/PsiCafe/KeyTheorists/Bruner.htm. [2003, June 8]. 3. Eggen, P.D. & Kauchak, D.P. (1996). Strategies for Teachers Teaching Content and Thinking Skills. Boston: Allyn and Bacon. 4. Hannah, L. (n.d.). Hilda Taba: The Inductive Model. [Online]. Available: http://imet.csus.edu/fundamentals/inductive/. [2003, June 8]. 5. Huitt, W. (1999). Constructivism. [Online]. Available: http://chiron.valdosta.edu/whuitt/col/cogsys/construct.html. [2003, June 8]. 6. Kamaruddin Hj. Husin. (1993). Perkaedahan Mengajar: Siri Pendidikan Perguruan. Selangor: Penerbit Kumpulan Budiman Sdn. Bhd. 7. Kearsley, G. (2003). Exploration in Learning and Instruction: the Theory into Practice Database. [Online]. Available: http://tip.psychology.org/bruner.html. [2003, June 8]. 8. Krull, E. (n.d.). Hilda Taba. [Online]. Available: http://www.ut.ee/curriculum/Sisu/artiklid/krull.ppt. [2003, June 8]. 9. Newby, D. (2003). Strategies of Developing Concepts. [Online]. Available: http://www.ehhs.cmich.edu/~dnewby/conceptformation.html. [2003, June 8]. 10. http://www.tutor.com.my/tutor/est/index.asp?s=EST&i=17
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Models and Strategies for Teaching

DAILY LESSON PLAN

To understand that magnets attract some materials.