ASSIGNEMENT ON MODELS OF TEACHING
( SOCIAL-
INTERACTION MODELS )
SUBMITTED TO
DR.K.CHELLAMANI
ASSIATANT PROFESSOR
SCHOOL OF EDUCATION
SUBMITTED BY
L.VENKATESWARLU
MED
SCHOOL OF EDUCATION
DATE OF SUBMISSION
ON 4.2.2013
Social Interaction Model
Models of Teaching: Definition and Meaning
Models of Teaching
have been defined in a number of ways. Some of the important definitions of
teaching models are given here to have a wider perspective of this concept.
·
Allen
and Rayn(1969): Modeling is an
individual demonstrating particular pattern which the trainee learns through
imitation.
·
Baundura
(1969): Modeling demonstrates that virtually all learning phenomena resulting
from direct experiences can occur on a vicarious basis through observation of
other person’s behavior and its consequences for them
·
B.K.
Passi L.C. Singh and D.N.
Sanasnwal(1991): A model of teaching consists of guidelines for designing
educational activities and environments. Model of teaching is a plan that can
also be utilized to shape courses of studies to design instructional material
and to guide instruction.
Educators
and psychologist have designed several types of teaching models which provide suitable
guidelines to the teachers for modifying the behavior of the learners. As a
matter of fact some if the models of teaching have been in existence since time
immemorial. In
simple language a model of teaching may be defined as a blueprint designed in
advance for providing necessary structure and direction to the teacher for
realizing the stipulated objectives.
Sources of Models of
Teaching
Four important sources
from which all the models of teaching have been derived are given below:
1.
The Information Processing Sources. The model of this category emphasizes
the use of specific strategies within academic disciplines which lead to the
development of creativity and general intellectual ability of learners.
2.
The Social Interaction Sources. The model of teaching of this
category emphasizes the important of social relationship of the person and are
based on the assumption that social relation is the vehicle of education
3.
The Personal Sources. Personal and emotional life of the individual and
their internal organaisation as it affects relationship with this environment
are the sources of this category of models.
4.
Behavior Modification as a Source. The operant conditioning theory
built by B.F. Skinner is the origin of this type of model which is purely a
psychological model and is used in most of the teaching strategies developed in
the last two decades.
Social Interaction Model
Social Interaction
Model stresses the relationship of the individual to the other persons and to
the society. Social Interaction models are instructional methods used by
teachers in the classroom to facilitate group work. It is a student centred
teaching approaches that allows students to interact with each other in a
structured on task manner. In this strategy, students take on the role as a
facilitator of content by helping their peers construct meaning. The students
are allowed to question, reflect, reconsider, get help and support, and
participate in group discussion. The three most common strategies include group
project, group discussion, and cooperative learning. These interactions
normally occur face-to-face but are not limited to this type of interaction
with the assistance of online tools and technologies. The stages of instruction
using the social interaction models begin with an introduction lead by the instructor.
The learners than break into groups, and the instructor continues to monitor
and assess teams and their work. Finally, the teams conclude with their
results/findings.
Theoretical Origins of Social Interaction Models
Dewey stated,
Social interaction learning is dependent on student to student interaction.
John Dewey not only believed that social interaction stimulates learning but it
also is how we begin to learn. He believed that social interaction furnished
the material needed for a child to begin his education.
"I
believe that knowledge of social conditions, of the present state of
civilization, is necessary in order properly to interpret the child's powers.
The child has his own instincts and tendencies, but we do not know what these
mean until we can translate them into their social equivalents. We must be able
to carry them back into a social past and see them as the inheritance of
previous race activities. We must also be able to project them into the future
to see what their outcome and end will be".
Further supporting
the effectiveness of social interaction theory Dewey believed "true
education comes through the stimulation of the child's powers by the demands of
the social situation in which he finds himself." Social interaction
depends on social demands, student to student assessment.
Albert Bandura
studied the behaviour of individuals and their reactions. Bandura was most
famous for his research on Social Cognitive Theory, which states that one may
learn from observing a model. In one experiment, Bandura studied people with
herpephobics, the fear of snakes. The herpephobic observed an actor deal with
their fear when he removed the snake and placed it over their legs. Knowing
that this was an actor performing, the herpephobic goes through the routine and
eventually model the behaviour and overcomes his fear. In another study,
Bandura videoed a young woman punching and yelling phrases such as "sock a
roo" to a weighted blow up punching bag that looked like Bobo the Clown.
He then showed a video to young children. Later he put the children in a room
with a punching bag. They modelled the phrases and punching blows from the
woman in the video. Bandura's findings resulted in the social learning theory.
Social Interaction Strategies
Social interaction
strategies begins with and introduction of the topic/objectives by the
instructor. The students then transition into teams by a predetermined method.
The instructor must continue to monitor teams so they stay on task and for
assessing purposes. The groups must then produce their findings. Within social
interaction the instructor facilitator and student take on specific roles. The
instructor must explain the concept topic and organize the group. The process
and rules of working as teams will need to be taught and reviewed to build team
skills and group cohesion. During the process, the instructor must provide
content focus and review. Interaction must be student to student. Students must
be active and responsible for their learning, both acting as a facilitator and
learner. Students will be able to explain content to one another as well as the
entire class. The team working skills of compromise, negotiation, and
motivation are used during the learning process.
Steps
To Implementing Social Interaction:
1.
Introduction of concept by facilitator
2.
Students group into teams.
3.
Students negotiate, compromise, and explain concepts to another while
facilitator monitors.
4.
Students assess their work.
5.
Students present findings.
Social Interaction and Technology
Today's classroom
is not limited to the traditional school. Technology enhanced learning and
compressed video classrooms are becoming more popular as these machines make
the internet and video conferencing more convenient, financially friendly, and
easier to assess. Since the Social Interaction Method depends on the students
to interact with one another, this is where technology comes in. Discussion
boards and chat rooms are some examples that allow for the social contact of
students while using technology. The teachers can then monitor students,
promote on task behaviours, and help students through e-conversations. A main
source of technology these days is the Internet and the unlimited amount of
information we get from it. The Internet, e-mail, blogs, and any website you
can think of, keeps us connected and learning without even having to come to
class.
Advantages anddisadvantages of teaching strategies
Social Interaction
Models can be advantageous to teachers for many reasons. These models are
student cantered so they engage a higher level of thinking. Because the method
is student cantered it promotes meaningful learning. It can be beneficial to
students that work well in a cooperative setting, and can be used to promote
leadership, team work and problem solving skills. This strategy is most
beneficial to students that work well in a cooperative environment rather than
a competitive one. Some students are able to learn more efficiently and be more
motivated when working together with their peers rather than by themselves.
Because students work together in groups they learn to use leadership as well
as problem solving skills. They also learn to work together as a team to
produce a desired outcome.
Social Interaction
Models have some notable disadvantages. The process of social interaction is
time consuming. The focus on the process of the model may make it difficult to
reach all content objectives. The process of social interaction should be
taught explaining rules, responsibilities and procedures. Group dynamics may
also inhibit student learning. Some students may not participate while others
take on the full project. Handicaps students may find it difficult to
participate. The instructor should make sure to consider their student make-up
so as not to limit physical and social handicaps. Instructors must consistently
monitor group behaviour to maintain on task behaviours.
Different types of
Social Interaction Models
There
are different types of social interaction models from which a few follows
1.
Jurisprudential inquiry
2.
Group investigation
3.
Social inquiry
4.
Laboratory method
5.
Role playing
6.
Social inquiry
Jurisprudential inquiry model
Oliver, D., and
Shaver, J. P. (1966/1974) created the jurisprudential inquiry model to help
students learn to think systematically about contemporary issues. This model is
to help students relearn/unlearn their positions on important legal, ethical,
social, educational issues through intellectual debates. The chief exponents of
this model are Donald Olive and James P. Shaver. The chief goal of this model
is to teach the Jurisprudential frame of reference as a way of thinking about
and resolving social issues.
Jurisprudential Teaching Model
Description
General Problem
Areas
Syntax of
Jurisprudential Model
Principles of
Reaction
Jurisprudential
Teaching Model
Description
This model is
designed for students in the social studies and implies the case study method,
reminiscent of legal education. Students study cases involving social problems
in areas where public policy is to be made (justice and equality, poverty and
power etc.) They are led to identify the public policy issues as well as
options available for dealing with them and the values underlying those
options. This model can be used in any area where there are public policy
issues; for instance ethics in science, business and sports etc.
Description from another source:
This model is
based on a conception of society in which people differ in their views and
priorities and in which social values legitimately conflict with one
another. Resolving complex,
controversial issues within the context of a productive social order requires
citizens who can talk to one another and successfully negotiate their
differences.
General Problem Areas
Racial and ethnic
conflict
Religious and
ideological conflict
Security of the
individual
Conflict among
economic groups
Health, education
and welfare
Security of the
nation
Others
Syntax of Jurisprudential Model
1. Orientation to
the case
2. Identifying the
issues
3. Taking a
position
4. Exploring the
stance underlying the position taken
5. Refining and
qualifying the position
6. Testing assumptions
about facts, definitions, and consequences.
Principals of Reaction
• Maintain a
vigorous intellectual climate where all views are respected; avoid direct evaluation
of students’ opinions.
• See that issues
are thoroughly explored
• Probe the substance
of students’ thinking through questioning relevance, consistency, specificity,
generality, definitional clarity, and continuity.
Jurisprudential Teaching Model
• Maintain
dialectical style; Use confrontational dialogue, questioning student’s assumptions
and using specific instances (analogies) to contradict more general statements.
• Avoid taking a
stand.
Contexts
To explore
circumstances of historical events
To explore the
existing legal
JURISPRUDENTIAL
INQUIRY MODEL: HOW IT WORKS
•Debate Team Discussion
Time (15 min.)
•Introduction of a
Topic by Debate Leader (10 min.)
•Debate (60 min.)
•Debriefing Time
(30 min.)
•Questions (20
min.)
STUDENT
EVALUATION METHODS
1. Debate
Participation:
a. Weekly
Self-Evaluation of the quality of their performance on a debate based on the
rubric.
b.
The purpose of self-evaluations to help students improve the quality of their
next debate.
2. Becoming a
Debate Leader:
a. Introducing
a topic in the beginning of the debate with brief background information.
b. Asking
clarifying questions to each party for further elaboration.
c. Providing
concluding remarks at the end of the debate with a brief summary of the debate.
3. Epiphany
of Learning (2 Reflective Papers)
a. Students
write about their experience of epiphany of learning, an “a-ha” moment.
b. Students
write about their own example of how they exercise their phrones is and
how it leads to their praxis in their own classrooms.
ANALYSIS
OF STUDENT LEARNING
Weekly
self-evaluation notes from students helped the instructor understand how and
how much they were learning, what concerns they had, and how they wanted to
improve their debate. This, in turn, helped the instructor consider how to
guide their learning throughout the semester.
In the beginning
of the semester, students’ reflections showed that they were not familiar with
the jurisprudential inquiry model and thought that they did not express
themselves.
THE GROUP-INVESTIGATION MODEL
The chief
exponents of this model are Herbert Thelem and John Dwey. It is designed for
the development of skills for participation in democratic social process
through combined emphasis on interpersonal skills and academic inquiry skills. The
Group-Investigation model is conceived as progressing through a sequence of six
steps:
1) Selection by
group members of specific subtopics within a general problem area usually
delineated by the instructor. Group members organize into small (2-6) member
task oriented and heterogeneous groups. Students scan sources, propose
questions, and sort them into categories. The categories become subtopics.
Students join the group studying the subtopic of their choice (Key component
here is INTRINSIC MOTIVATION).
2) Cooperative
planning by students and instructor of specific learning procedures, tasks, and
goals consistent with the subtopics of the problem selected in Step 1. Group
members plan their investigation cooperatively; they decide what they will
investigate, how they will go about it and how they will divide the work among
themselves
3) Group members
carry out their plan formulated in Step 2. Learning should involve a wide
variety of activities and skills, and should lead students to different kinds
of sources both inside and outside the school. Instructors closely follow the
progress of each group and offer assistance when needed. Group members gather,
organize, and analyse information from several sources. They pool their
findings and form conclusions. Group members discuss their work in progress in
order to exchange ideas and information and to expand, clarify, and integrate
them.
4) Pupils analyse
and evaluate information obtained during Step 3, and plan how it can be
summarized in some interesting fashion for possible display or presentation to
the rest of the class.
5) Some or all of
the groups in a class then give a presentation of the topics studied in order
to get their classroom peers involved in each other's work, and to achieve a
broad perspective on the topic. The instructor coordinates the group
presentations. Presentations are made to the class in a variety of forms. The
audience evaluates the clarity and appeal of each presentation, as well as the
professional quality of the presentation.
6) Evaluation by
classroom peers and instructor of each group's contribution to the work of the
class as a whole, in cases where groups pursued different aspects of the same
topic. Evaluation can include either individual or group assessment, or both.
Evaluation includes assessment of higher level thinking processes.
Key Elements/ Goals
The
main goal of group investigation according to Abordo and Gaikwad is “the
development of skills for participation in democratic purposes. Emphasizing
social development, GI promotes the development of the academic skills and also
personal understanding” (Joyce, Weil, & Calhoun, 2000, p. 31). Group
Investigation attempts to recreate a democratic atmosphere in the classroom
where the students work together to solve a problem rooted in their academic
subject. The contribution of each member of the group makes the outcome better
than it would be if the students were working individually. Group Investigation
is a very successful model of teaching because it puts the students in charge
of the learning and allows them to investigate what interests them about
the subject most (Sharon & Sharon).
Group Investigation follows these six steps according to Abordo
and Gaikwad from the work of Joyce, Weil and Calhoon:
- Students are exposed to a
problem
- Students discuss ways to
solve problem
- Students plan how to carry
out the group investigation – assign roles, etc.
- Students work together and
independently
- Students analyze the
progress and report findings
- The process is evaluated
(Sharon and Sharon)
Possible Application
Group Investigation can be
applied across the curriculum. The Tsoi article establishes that as long
as "investigation, interaction, interpretation, and intrinsic
motivation" are able to be established within the topic, Group Investigation
can be an effective educational tool. The investigation of the
topic and the student development of sub-topics can be applied to nearly any
discipline.
Group Investigation can be used
with any multi-faceted topic. The teacher should not act as a
director of the investigations, but as a mentor and a facilitator.
Students direct the research themselves and use the teacher and
guide. The teacher should help identify the topic to be
investigated, organize students into groups and allow students to develop
sub-topics. This approach lends itself to nearly any subject; if the
topic can be researched, Group Investigation can be a useful method of
approach.
According to Tsoi, Group
Investigation can help address several problems that students face: study
habits and skills, problem solving, and social skills. Group
Investigation can help the development of social interactions amongst students;
according to Sharon and Sharan, one of the benefits of group investigation is
collaboration between teacher and students to evaluate learning process.
Social System
The system is
based on the democratic process and group decisions, with low external
structure. Puzzlement must be genuine--it cannot be imposed. Authentic
exchanges are essential. Atmosphere is one of reason and negotiation.
Principles of
Reaction
Teacher plays a
facilitative role directed at group process (helps learners formulate plan,
act, manage group) and requirements of inquiry (consciousness of method). He or
she functions as an academic counsellor. The students react to the
puzzling situation and examine the nature of their common and different
reactions. They determine what kinds of information they need to approach the
problem and proceed to collect relevant data.
They generate hypotheses and gather the information needed to test them.
They evaluate their products and continue their inquiry or begin a new line of inquiry.
The central teaching moves to build a cooperative social environment and teach students the skills of negotiation and conflict resolution necessary for democratic problem solving.
In addition, the teacher needs to guide the students in methods of data collection and analysis, help them frame testable hypotheses, and decide what would constitute a reasonable test of a hypothesis. Because groups vary considerably in their need for structure and their cohesiveness, the teacher cannot behave mechanically but must "read" the students' social and academic behavior and provide the assistance that keeps the inquiry moving without squelching it.
They generate hypotheses and gather the information needed to test them.
They evaluate their products and continue their inquiry or begin a new line of inquiry.
The central teaching moves to build a cooperative social environment and teach students the skills of negotiation and conflict resolution necessary for democratic problem solving.
In addition, the teacher needs to guide the students in methods of data collection and analysis, help them frame testable hypotheses, and decide what would constitute a reasonable test of a hypothesis. Because groups vary considerably in their need for structure and their cohesiveness, the teacher cannot behave mechanically but must "read" the students' social and academic behavior and provide the assistance that keeps the inquiry moving without squelching it.
Support System
The environment
must be able to respond to a variety of learner demands. Teacher and students
must be able to assemble what they need when they need it.
Social Inquiry
The chief
exponents of this model are ByrenMassialas and Benjamin Cox. It is designed for
the development of social problem solving primarily through academic inquiry
and logical reasoning.
DESCRIPTION
A model that engages exploration and reflection about
authentic social problems, controversies, or dilemmas, and which guides
students through stages of inquiry, research/evidence-gathering, analysis and
reflection for the purpose of resolving, solving, taking a position on the
social issue, or drawing conclusions about hypotheses related to the social
issue.
The teacher generally is the initiator of inquiry and guides
it from phase to phase in order to explore or solve a problem.
A model that
guides students in examining their assumptions, beliefs; in evaluating their
biases, prejudices, or attitudes “through self-reflection and critical debate”
to identify how they influence “perceptions of others and their understanding
of the world.”
Might be thought
of as the “social science inquiry model” or “critical inquiry/reconstruction
model” in the teaching of social studies, but some authors are more rigorous in
their definitions and meanings.
Process
One view of the
model’s phases: (1) exploration of social issues; (2) commitment to civic
improvement; (3) respect for dignity; (4) social action.
Models phases
include: (1) Orientation - sensitization to a dilemma or problem, development
of a general statement of the problem as a starting point for inquiry; (2)
Hypothesis – some hypothesis(ses) to guide inquiry and that can be tested; (3)
Definition – clarifying and defining terms in hypothesis(ses); (4) Exploration
– examine logical validity and internal consistency of hypothesis(ses); (5)
Evidencing – gather and reconcile facts related to the hypothesis(ses); (6)
Generalizations – solutions, conclusions, or statements about the problem.
Adaptation of
phases in fashion and consumerism teaching: (1) briefing on the assessment team
about interests being served and assumptions about society; (2) conducting
intragroup reflections to discuss finding of the investigation and draw
conclusions with critical reflections on issues such as inclusion/exclusion of
certain groups, impact of articles/color plates/ads, who stands to benefit; (3)
evaluate inter-group assessment to summarize peer questioning and evaluation,
new perspectives; (4) collecting data for evaluation from students’ reflective
reports and classroom observations.
An adaptation
called “jurisprudential inquiry” has these six phases: (1) orientation to the
case; (2) identifying the issues; (3) taking a position; (4) exploring the
stance underlying the position taken, (5) refining and qualifying the position;
(6) testing assumptions about facts, definitions, and consequences. These
phases actually were applied in “sport studies” and also called “experiential
learning” with a focus on social dimensions.
Adaptation in
social consciousness-raising: (1) stories that hold our society together, (2)
vision of an evolved society with what we value most, (3) design of practices,
institutions, and technologies that could embody this vision, (4) change
process – stories and strategies about how societies change to build a better
civilization, (5) contributions we can make to social transformations, to the
larger purposes of our lives. 10
Another way of
describing the phases: (1) dilemma or inquiry; (2) invention or construction;
(3) feedback; (4) generalization – in the context of this premise: “One should
not attempt to teach knowledge from any academic area without teaching the
social process by which it was negotiated.” Herbert Thelen
Purpose
·
Teaches about society.
·
Engages values clarification “not just social facts.”
·
Develops “capacity to inquire into and reflect on the nature
of social life.”
·
Encourages students to question social and political forces.
·
Develops “self-awareness and responsibility.”
·
Involves inquiry and creative construction to explore social
issues.
·
Requires critical reflection – “becoming aware of why we
perceive, think, feel or act as we do’ Mezirow (1991)
·
Develops reflection on “significant social problems.”
·
Promotes critical reflective thinking skills.
·
Requires authentic, genuine controversy or dilemmas or
puzzles with which to grapple or generate hypotheses.
·
Engages deductive reasoning.
·
Based on social interaction.
·
Provides students opportunities to communicate effectively,
negotiate differences, explore view points, reflect on biases and the effects
of biases.
Contexts
·
Sport studies
·
Teaching fashion and consumerism
·
Teaching social studies
·
Raising social consciousness
Social
system
The
teacher’s role is the initiation of inquiry; open discussion; students are
responsible for developing hypothesis etc. The teaching is structured
Support
system
Open ended library resources and
access to expert opinions. Leisurely problem solving
Conclusion
It may be noted
that all the models are not mutually exclusive. We find that characteristics of
one model apparent in some other models. Further, we find that information
processing models, besides focussing on the development of intellectual skills
and the acquisition of content, are also concerned with the development of
social relations. Besides, some interaction models emphasise also personal
development of the individual.
Since education is
meant for all round development of the personality of the child, on single
model could be selected. We may be required to employ several models according
to the requirement of the situation, that is if some information is to be
given, models of the information family would be required; if creativity is to
be developed in the child; the Synectic Model would be needed; if the
objective is to be eliminate anxiety and stress, the Desensitization Model
would be needed; and if development of social skills is the objective, the
group Investigation Model would be required.
The selection of a
model can also be done in consideration of curriculum requirements. For
example, a biology teacher may need the Inductive model of Hilda Taba and the
Concept Attainment Model of Brunner, while a social studies teacher who
proposes to teach about values would need the Role Playing Model for
Fannie Shaftel and George Shaftel, which motivates to inquire into personal and
social values. Some situations would require into personal and social values.
Some situations would require an application of a combination of models. In the
social studies class, the teacher may have the Inductive Thinking Model
to help children master map skills and the Group Investigation Model for
discussing social issues.
REFERNCES
Joyce and Weil (2004, p. 226) provide the following summary of the
group investigation model of teach
Group investigation Kim, Kim J, and Betsy
https://php.radford.edu/~fdc/resources/SRFIDC/Files/Presentations/Way/jurisprudential.pdfs
QUESTIONS
1.
Diffine social interaction
model ?
2.
What are the steps to implement
social interaction model of teaching?
3.
What are the advantages and
disadvantages of social interaction teaching strategy?
4.
What is the jurisprudential
model of teaching?
5.
Illustrate jurisprudential
model of teaching with classroom activities?
6.
What is group investigation
model of teaching?
7.
What are key elements of group
investigation model of teaching?
8.
How is group investigation
model useful to the student in real life situation?
9.
What is social inqury model of
teaching?
10. What is the process of social inquiry model of teaching?
11. Write down briefly about three types of social interaction model of
teaching with examples?
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