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SAALE Model
• Systematic Approach for Adapting the Learning Environment
Model SAALE
Socioemotional Environment
Behavioral Environment
Adapted
Environment
Physical Environment
Adapted Instructional Environment: Planning & Teaching
Lesson Plans
Techniques
Format of Content
Media
Adapted Evaluation
Student Evaluation
Grading
Model SAALE :
3 types of adaptation:
• a. environment
• b. instructional environment (planning & teaching)
• c. evaluation
Adapting the environment
1. The socio-emotional environment
2. The behavioral environment 3. The physical environment
Adapting:The socio-emotional environment
• A risk-free environment
• Teacher attitudes
• Student attitudes
• School-related social skills
• Peer-to-peer social skills
School-related social skills
• Expectations in schools regarding performance and behaviour– Teacher/students’ roles– Following directions/rules– Listening– Participation– Changing activities– Requesting permission
• For older children, discuss and guide them
• For younger children, clear guidelines
• Students need to be trained regarding school-related social skills
Peer-related social skills
• Making new friends
• Sharing and turn taking
• Expressing appreciation
• Apologizing
• Helping others
• Showing respect
• Respecting cultural differences
• Joining in
• Disagreeing
• Reading social environment:– Non-verbal interactions– Body language– Feelings– Facial expression
Adapting the physical environment
4 types:
a. Adapting the basic facilitiesb. Adapting the schedule/timetablec. Adapting students groupingd. Adapting the classroom
Adapting the physical environment
1.Adapting the basic physical facilities:
• Parking space• pavement• Entrance/exit• Lifts/Stairs• Telephone• Bathroom• Switches
Adapting the physical environment
2. Adapting the timetable
Types of timetable 1. Traditional 2. Block system (according to subject –
students go to classes according to their abilities)
3. Hybrid – combination of traditional & block system
Adapting the physical environment
3.Student grouping
• Creative group• Interest group• Research group• Block system• Hybrid system
Adapting the physical environment
4. Adapting the classroom:
a. Learning centersb. Equipments in the classroomc. Notice board
The behavioral environment Create a structured classroom, with rules:
1. Involve students in creating rules2. Make sure that these rules short and clear3. Rules are stated positively4. Mention these rules repetitively5. Put the rules in a place where it can be seen clearly6. Make notes of changes in the rules7. Make sure rules are suitable with activities8. Make rules that can be enforced9. When rule are broken-decide on the repercussion together
Plan to avoid negative behavior
•Suitable and exciting curriculum•Positive feedback from teacher•Structured daily schedule•Train teachers/staff to deal with undesirable behaviour
Plan to avoid negative behavior
•Environmental engineering –classroom climate •Pteaching & learning – must be suitable with students’ level•Note to parents – focus on the positive•Clear instructions – voice tone•Monitor: collect data on students’ progress•Meeting with parents•Adequate equipments
Handling students’ behaviour
Teachers need to be patient with these behaviours:
Student’s – they are learningBehaviour of students with disabilitiesBehaviour of students who are still growing/developing
Handling students’ disruptive behaviour
1. Ignore negative behavior 2. Signalling3. Distance control4. Change their negative comments into jokes5. Give them encouragements6. Interest boosting 7. Avoid/ remove the disruptor
Behaviour management –
8 levels of token economy
1. Identify the behaviour that needs to be changed (Keep count) 2. Identify the behaviour that can be reinforced 3. Teacher put up a poster of desired behaviours 4. Teacher look for token/reinforcer
5. Teacher explains the reinforcement procedure 6. Teacher asks students to repeat the explanation 7. Teacher starts the system 8 . Evaluation of the system
MOTIVATING STUDENTS
Making students to be more interested in lessons. Some suggestions:
1. Involve students2. Students prepare teaching/learning materials3. Link lessons to life4. Fill with activities/help students towards mastery5. Teach from easy to hard
ADAPTING TEACHING AND LEARNING ENVIRONMENT
Why is this adaptation important?
There are student/s who do not achieve teacher’s set objective.
What can be done?
Teacher can do two basic things:
1. Identify the mismatch
some students learn by listening
some students learn by seeing
some students learn by listening and seeing
some students learn by listening, seeing and doing.
What can be done?
2. Adapt/Intervene
Plan, execute and evaluate
….if it works, continue
….if it doesn’t work, try other strategies.
ADAPTING TEACHING AND LEARNING ENVIRONMENT
There are 4 adaptations:1. Planning2. Teaching components3. Delivery4. Planning adjustments
Adapting the Teaching Plan
Teacher needs to plan his/her teaching according to the diversity within the
classroom.
ADAPTING TEACHING AND LEARNING ENVIRONMENT
1. Adapting the teaching plan
Planning is important so that teaching objective can be achieved
In the Malaysian education context, Planning is done based on theministry set syllabi
1. Adapting the teaching plan
A good plan is• Flexible• consider challenges that may be
faced by students• Teaching materials• Teaching approach
In the plan, team-teaching and/orCooperative learning should also be considered
Adapting teaching and learning
• a. teaching plan
• b. teaching technique
• c. format of teaching content
• d .media used during teaching
1. ADAPTING PLANNING
Components within the teaching plan: a. Objectiveb. Strategyc. Sourced. Assessment
Teaching Plan
Means teacher consider the ability and diversity of students while preparing the teaching plan .
Teacher need to prepare the teaching plan for smart, average and weak students.
Benefits of a teaching plan – Hoover dan Hollingsworth (1975) :
a. Flexible guide to teachers b. Helps teacher to focus on motivating and students’
diversity c. Heightens teacher’s understanding of students’
problems. d. Helps teacher to balance between objective, main
content, activities and assessment
Content of a teaching plan:
a. Objective : Specific statement on learning outcomes.
The objective must be clear, measurable, and focused on students
b. Strategy : how teaching activities are carried out
(at our faculty we use the term teaching methodology)
Teaching strategy must be suitable with the objective
c. Resource
a lot of resource around
Teacher need to identify the resource and think how it can be used for the students’ benefits
d. AssessmentRefers to how much of the teaching
objective(s) has/have been achieved.
Achievement can provide input for teacher to plan the next lesson plan
2 main benefits:a. The effectiveness of teaching and learningb. Feedback to teacher
3. Adaptation of delivery
Must be allingned with the principles of learning.
• LEARNING PRINCIPLES
A good lesson plan adheres to these principles: 1. acquisition 2. retention 3. generalization
• LEARNING PRINCIPLES
1. acquisition The process of learning new concepts, ideas or new skills
• LEARNING PRINCIPLES
2. retention Remembering something after learning it/about it.
• LEARNING PRINCIPLES
3. generalization
Able to apply the knowledge/concepts or skills in new situations.
4. Adaptation of the Teaching Plan
In adapting the Teaching Plan, teacher needs to consider the diversity in the class.
Why is this adaptation important?
There are students who can’t achieve the teacher’s objective.
What can be done ?
Teacher can do 2 basic things:
1. Identify the mismatch
Some students learn through listening
Some students learn through looking
Some have to listen and look
Some have to listen, look and do
What can be done ?
2. Carry out adaptation/intervention
Plan, execute then evaluate….
if it is suitable, continue
if not, try other stategies, other teaching materials etc.
Adapting the Teaching and Learning
• a. teaching plan (objektive, strategy, source &
evaluation)• b. teaching technique• c. format & content• d .media
Important things:
1. Objektive : A specific statement about what needs to be achieved (learning
outcomes).
Objektive needs to be clear, measurable and focused on the students
2. Strategy : how activities are carried out
(FPend uses the term Teaching Method). Strategy needs to allign with objektive ………………..
Adapting the Teaching Technique
b. Teaching TechniqueTeaching- teacher’s main roleAdaptation is needed to assist
students to learn. Communication between the teacher
and student is very important
2 Teaching Techniques
1. Teaching Mastery
2. Teaching Mode
1. Teaching Mastery Introduced by Bloom (1976).Students need instant response and correction if
needed.Jaromilek & Foster (1981)State that there are 4 levels in learning mastery
–exposure, inquiry, demonstration & activity.
Levels of Mastery Teaching
exposure – teacher introduces concepts/principles
inquiry – students searchdemonstration – students presentation activity - extra activities
Specific technique
Expository – lecture, explanation, recitation, discussionInquiry – asking, stating hypothesis, intrepetation, classifying,
hypothesis testing, observation, synthesis
Specific technique
Demonstration – eksperiment, show, simulation, games, modelling, field work.Aktivity- role play, drama, group work.
3. Format of teaching content
The way teacher presents material
Sequence of content, concept & principles
3 activities – teacher instruction (clear)
- exercises (suitable)
- student note taking (source)
4. Using Media/Technology
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