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STRATEGY, METHOD AND TECHNIQUES IN SMART PEDAGOGY

Tutorial Week 14 : Students are required to identify the elements of smart pedagogy with reference to daily lesson plan for Smart Pedagogy.
Group 3: Maria James Chayak Siti Noor Wahida A.R Mithraroobini D/O Jeganathan Rethna Gorettie

TEACHING AND LEARNING IN SMART PEDAGOGY

DIRECTIVE TEACHING MEDIATIVE TEACHING GENERATIVE TEACHING TEACHING THROUGH OBSERVATION CONTEXTUAL TEACHING

METACOGNITIVE TEACHING
FUTURE STUDIES GENERIC SKILLS

Directive Teaching

Mediative Teaching

Teacher gives order/command/instruction. Teacher as a disseminator of knowledge. Involves direct instruction and is teacher-centered. Mastery learning emphasizes on basic skills. Teacher helps student to understand and master information (basic for reading and critical reasoning)

Teacher facilitates discussions to assist students directly on how to apply knowledge/solve problems. Teacher includes reasoning, coaching and open-ended discussion. Teacher-based : teacher creates teaching plan that focuses on basic skills (implemented with students interaction) Teacher as a model, mentor and facilitator. Learning goes and set by teacher. Students-based: Students ask question and present/report by themselves.

Generative Teaching

Learning Through Observation


Students observe how tasks are done. Students use cognitive skills to observe and model the targeted behaviour. Learning occurs when the behaviour of the students changed (negativepositive) Involves 4 processes i) Attentional ii) Retention iii) Motor reproduction iv) Motivational

Involves thinking process in producing and generating ideas. Teacher helps students to learn with understanding (active process). Students relate the subject matter with their existing knowledge.

Contextual Teaching

Students discover meaningful relationships between abstract and practical application. Students relate learning into real life situations. Concepts are internalized by discovering, reinforcing and relating. Students make connection of new knowledge in their own frames of memory, response and experience. Teacher and students use various learning environment to incorporate as many experiment.

Metacognitive Teaching

thinking about thinking. Emphasis on reflecting the objectives of the learning. Teacher interacts with students to discuss ways on how to achieved certain goals. Students use previous experience in mastering new knowledge. Students plan their follow up activities. Students are ask to evaluate their own self-learning. For specific learning difficulties students, teacher need to help them to get started and structure their learning.

Future Studies

Generic Skills
Learning Skills: Application of cognitive to acquire knowledge. ii) Thinking Skills : Formulate knowledge and understanding as well as to recall information. iii) Facilitating Skills : Activate & motivate students to learn with guidance and encouragement. iv) Skills of managing ICT : Interaction with computers & technology. Create conducive atmosphere for discussion and learning. v) Assessment and Evaluation Skills : to determine quantitative value of students performance. Important for follow up actions to improve & upgrade performance of teaching and learning.
i)

i) ii) iii)

Students must consider consequences/problems that may occur in the future. Allow students to opine their understanding regarding particular issues/topics. Students apply critical and creative thinking to make decision of future event. Involves 3 basic skills: Make prediction Make assumption Use the source that leads to the maximum profit

LESSON PLAN
Unit 5 Excellent: Colouring pictures
In this unit children develop visual ideas for different purposes by using ICT and other methods. They use the features of an ICT graphics package to explore and realise their ideas and to identify ways to develop and improve their work. They will need to select and use simple tools (pen, brush, fill, and spray) in their mark making, and understand that work can be easily amended and ideas can be tried out without spoiling earlier versions. They will learn how ICT techniques can inform other techniques and vice versa, and that sometimes a screen version is the final version of a piece of work.

Lesson Plan Unit/Class Subject Area/Topic Subject Type Lesson Length

Using the fill function 5 Excellent Information and Communication Technology (ICT) Module 1 hour (60 minutes)

Learning Outcomes

Children will be able to select colours and use the fill function in a paint package to create visual effects.
Various examples of colourful, bold artwork, the Elmer book, computers with a paint package and preloaded picture of Elmer template and Elmer template 1 with his checked skin (not coloured in). Show the children some artists work such as Picasso or Matisse and discuss the effects of the bright colours and how they stand out. Show them the cover of 'Elmer' and how he stands out from all the other elephants because of his bright colours.

Teaching Aids/Materials /Resources

Steps/Activity

Retrieve a previously saved picture of Elmer and ask the children how they could make him colourful without having to colour him in using the paintbrush icon. Show the children how to select a colour and then fill in the different areas of Elmer in a variety of colours. Delete a small area of a line on Elmer and show what happens when the fill tool is used and there is a gap (the colour leaks). Send the children to their computers and get them to open the preloaded picture of Elmer. Tell them to make a colourful Elmer using the colour and fill icons. Show children how to save their work using the 'Save as' command. Demonstrate how to print their work using the 'Print' command. Look at the childrens work and discuss merits of them according to brightness. By the end of this lesson Children will be able to select colours and use the fill function in a paint package to create visual effects.

ELMER TEMPLATE

ELMER TEMPLATE 1

Elements Involve in Lesson

Generic skills learning skills, thinking skills, critical thinking skills, skills of managing ICT
Higher order thinking skills decision making

Learning through observation : students observe the teacher choosing colours to be painted to Elmers body.
Directed teaching : teacher shows the students on how to save and print their work. Mediative teaching : teacher facilitates and assists the students throughout the lesson. Future studies : students learn ICT skills and benefit its uses in future.

Types of thinking skills


Thinking Skills

Basic-level thinking skills

Higher order thinking skills

Distinguish, sort and classify, compare and contrast, observe, recall, explain, comprehend, make analogise, infer, list & sequence, match, analyze, define and synthesize

Critical thinking, Creative thinking, Problem-solving and Decision making

Metacognition

Decision-making
Why is there a need to make a decision?

What choices do I have?


What are the consequences of each choice? How important are these consequences? Which is the best choice?