Lesson 21: Models of Lesson Organization

Objectives:

By the end of this lesson, you will have gained insights into:

  • The effectiveness of the presentation method in teaching concepts and procedures.
  • Different modes of presentation: Inductive and Deductive.
  • Two key models of lesson organization: Concept Analysis Model and Advance Organizer.
  • Practical applications of these two models.

Presentation Method in Teaching

The presentation method involves a teacher presenting concepts and procedures, ideal for helping students grasp these ideas. Within the Task Analysis Model, children not only learn procedures but also develop a conceptual understanding.

Models of Lesson Organization

Concept Analysis Model and Advanced Organizer

These models are instrumental in teaching various concepts. Concepts encompass ideas, which can be expressed as single words, phrases, statements, or generalizations. Presentations can effectively convey these generalizations.

Examples of One-Word Concepts:

  • Beauty
  • Food
  • Energy

Modes of Presentation: Deductive and Inductive

  1. Deductive Mode (General to Specific):
  • Example: The teacher states that “Water is necessary for plants to grow” and asks students to prove it through an experiment involving two plants, one watered and one not. After 15 days, students observe which plant thrives, thereby confirming the initial statement.
  1. Inductive Mode (Specific to General):
  • Example: The teacher provides an experiment where students observe the growth of two plants, one watered and one not, without prior explanation. After 15 days, students conclude that water is essential for plant growth based on their observations.

Concept Analysis Model as a Planning Tool

The Concept Analysis Model is effective for teaching various concepts. This model comprises five components:

  1. Name: The term for the concept.
  2. Definition: A clear explanation of the concept.
  3. Characteristics/Critical Attributes: Key features that define the concept.
  4. Examples and Non-Examples: Illustrative and contrasting instances of the concept.
  5. Hierarchy: The concept’s relation to other concepts, including superordinate, coordinate, and subordinate concepts.

Example: Concept of Noun

  • Name: Noun
  • Definition: A name of a person, place, thing, or abstract entity (e.g., birth, happiness).
  • Characteristics: Endings (e.g., painter, scientist), most have plurals.
  • Examples: River, capitalism, Kamran.
  • Non-Examples: Eating, walking, writing.
  • Hierarchy:
  • Superordinate: Parts of speech.
  • Coordinate: Adjectives, verbs.
  • Subordinate: Common nouns, proper nouns.

Advance Organizer Model

This model provides a comprehensive overview before delving into details. For example, presenting a graphic organizer about food categories helps students grasp the overarching concept before studying specific food types.

Components of the Advance Organizer Model:

  1. Statement of Elements: Key elements students need to master.
  2. Big Picture: Establishing relationships between different concepts.
  3. Deductive Learning: Using a general approach to understand specifics.

Example: Teaching the Concept of Food
A graphic organizer displaying food categories (e.g., fruits, grains, vegetables) is presented to students, helping them understand the overall concept before exploring specific examples.

Discussion

The Advance Organizer Model employs a deductive approach, useful for subjects requiring an overarching understanding. In contrast, the Concept Analysis Model is more detailed, focusing on defining and illustrating concepts through examples and attributes.

Application of Models

  • Advance Organizer Model: Suitable for teaching comprehensive concepts.
  • Concept Analysis Model: Effective for detailed concept exploration and integration.
  • Task Analysis Model: Ideal for subjects like mathematics, where procedures and logic are crucial.

Conclusion

No single method is universally applicable; each model has its context-specific advantages. Understanding when and how to use these models enhances teaching effectiveness in various educational contexts.

Multiple Choice Questions

1. What is one of the main objectives of Lesson No. 21?

  • A) To learn about the history of education.
  • B) To reflect upon presentation as a useful teaching method.
  • C) To understand the role of technology in education.
  • D) To study ancient teaching methods. Answer: B) To reflect upon presentation as a useful teaching method.

2. In the Task Analysis Model, what do children learn besides procedures?

  • A) Historical facts
  • B) Conceptual understanding
  • C) Physical exercises
  • D) Artistic skills Answer: B) Conceptual understanding

3. Which of the following is an example of a one-word concept?

  • A) Science
  • B) Beauty
  • C) Electricity
  • D) Happiness Answer: B) Beauty

4. What is the primary difference between the deductive and inductive modes of presentation?

  • A) Deductive mode goes from specific to general.
  • B) Inductive mode is based on memorization.
  • C) Deductive mode goes from general to specific.
  • D) Inductive mode involves no experimentation. Answer: C) Deductive mode goes from general to specific.

5. In the deductive method example, what task does the teacher give to the students?

  • A) Write an essay about plants.
  • B) Observe two plants, one watered and one not, for 15 days.
  • C) Draw a picture of a plant.
  • D) Research about plant species. Answer: B) Observe two plants, one watered and one not, for 15 days.

6. What are the five components of the Concept Analysis Model?

  • A) Name, definition, attributes, examples, hierarchy
  • B) Introduction, body, conclusion, examples, feedback
  • C) Title, description, features, questions, summary
  • D) Topic, content, structure, review, assessment Answer: A) Name, definition, attributes, examples, hierarchy

7. Which mode of presentation is illustrated by a teacher asking students to identify things that end with “ism” or “ist”?

  • A) Deductive
  • B) Inductive
  • C) Analytical
  • D) Descriptive Answer: B) Inductive

8. According to the Concept Analysis Model, what are subordinate concepts?

  • A) Concepts at the upper level
  • B) Concepts that come under the main concept
  • C) Concepts at the same level
  • D) Concepts unrelated to the main concept Answer: B) Concepts that come under the main concept

9. What is an Advance Organizer Model primarily used for?

  • A) Presenting detailed examples
  • B) Giving a big picture before detailed study
  • C) Teaching physical education
  • D) Conducting scientific experiments Answer: B) Giving a big picture before detailed study

10. Which model is mentioned as being particularly useful for teaching mathematics?
– A) Advance Organizer Model
– B) Concept Analysis Model
– C) Task Analysis Model
– D) Inductive Model

Answer. C) Task Analysis Model