education Role playing Explore human relations problems by enacting problem situations and discussing the enactments Fannie , Shaftel ( 1967) , Mark Chesler and Robert Fox ( 1966) model of teaching has implication in personal and social dimensions of learning a) Personal helps individual relate to meaning in their social world b) Social- allows individual to work together to analyze situations Goals and Assumptions (matlamat dan andaian) Process allows students to: a) Explore their feelings b) Gain insight into their attitudes, values and perceptions c) Develop their problem solving skills and attitudes d) Explore subject matter in varied ways Assumptions : Advocated (menyokong) an experience based learning here and now becomes the content of instruction Draw out students feelings releases emotional and intellectual content (Shaftels) Collective reactions of peer groups can bring out new ideas and provide direction for growth and change . Covert psychological processes involves ones beliefs and values can be brought to consciousness by combining spontaneous enactment with analysis Concept of the role Each person has a unique manner of relating to a situation role is a patterned sequence of feelings , words and actions .. Unique and accustomed manner of relating to others (Chesler and Fox, 1966) Roles determined by several factors (peranan ditentukan oleh banyak faktor) perceptions , culture etc Must help students to realize the different roles , use many levels of analysis etc. Model of teaching Refer to page 294-
With reference to the phases stated
on page 294, in groups of four demonstrate the nine steps/phases in the model . Use specific examples or problems to illustrate the steps/phases. Elements in the model Social system Principles of reaction Support system Teachers are Accept student Materials responsible for responses and minimal starting the phases- suggestions in a non teacher guides evaluative manner Content determined Response must help Major curricular by the students students explore various tool is the sides of the problem problem situation Teachers questions Reflecting, paraphrasing Briefing sheets should encourage and summarizing for each role expression of ideas responses increase and feelings. students awareness of their views Teachers must Emphasize different Observers establish equality and ways to play the same forms trust between role and different teachers and consequences results students . Application Types of social problems: a)Interpersonal conflicts b)Intergroup relations c) Individual dilemmas d)Historical or contemporary problems Possible focuses of role playing sessions ( table 13.2 page 302) Discussion : Based on Figure 13.1 ( page 304) discuss how instructional and nurturants effects can promote effective learning in the classroom Jurisprudential Inquiry Created by Donald Oliver and James Shaver ( 1966/1974) to help students think systematically about contemporary issues. Formulate these issues as policy questions and analyze alternative positions about them . Goals and Assumptions Skillful citizens supreme judge Three types of competence required :- a)Familiarity with the values in subject matter ( forms the values framework) b)Clarifying and resolving issues : 3 kinds of problem arise: - value problem, - factual problem and - definitional problem a)Knowledge of contemporary political and public issues Model of teaching Refer to page 314 .
In groups of four , prepare a
demonstration of phase one to phase six by exploring the following issue : crime and delinquency Elements in Jurisprudential Model Social system Principles of Support system reaction Teacher initiates the Phase four and five Source documents phases depending teacher's reactions focus on the on the abilities of not evaluative problem situation the students to .Probe substance , complete the tasks react to students comments, enforces continuity of thought Must anticipate Published case students value materials claims and be prepared to challenge and probe. Accounts of real or hypothetical situations Application Oliver and Shaver concerned with the substance and method of teaching Model provides a framework for developing contemporary course content in public affairs and for developing a process to deal with conflict in the public domain, leading students to an examination of values Confrontational dialogue can be threatening for less verbal students reduce anxiety by having smaller groups Teachers should let single case be deliberated giving students time to acquire information, reflect and build their courage on the topic. Initial case materials should be simple and require little previous background Instructional and nurturant effects Refer to page 318.
Discuss in your groups on how you could apply
the jurisprudential model of teaching in the classroom. Provide specific examples to illustrate your plan of implementation . Refer to the phases given in page 314 ( table 13.6) to develop your plan of action.