Gagnes Table L&L

8/11/2019 Gagnes Table L&L

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Gagnes Steps P&P Activities Theory/Model Approach Strategy Method/Technique

1 Students attention

to learning

(4 minutes)

Teacher:

The students are going to

the zoo. Attracts the pupils

by presenting a movie of

animals sound and their

actions. There are many

animals in the movie such

as elephant, tiger and owl

which are the animals that

can be easily found in the

zoo.

Pupils:

Let them watching and

listening to the video as it

shows the actions of themovement of the animals

and their sounds.

Information

Processing

Model:

The teacher gives

them brief

information about

the animal sound

for them to be

remembered and

identified for the

next lesson. For

some animals that

are hard to do the

sounds, the

teacher will ask the

students to doreally remember

their actions.

Inductive

Approach:

The teacher begins

the lesson by

giving the

examples of audio

of animals sounds

like tiger and

elephant through

the movie of the

animals that are

exist in the zoo.

The video is very

interesting as the

graphics are really

big and beautifulenough to attract

the students

attention.

Material Centred:

The teacher uses

teaching aid

(audio) in order to

present the lesson

effectively and in

an interesting

manner. Other than

that, the video of

the animals also

has the variety of

interesting graphics

of animals in the

zoo together with

the song. It can

make the studentseager to learn as

they see it really

fun and enjoyable.

Story telling/

Discussion

The teacher teaches

the students through

story telling on the

animals with their

sounds. The teacher

asks the students to

sit on the floor and

the teacher start to

deliver the story with

a good voice to the

students in order to

attract the students

interest.


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2 Students are

informed of the

learning object

(4 minutes)

Teacher:

The teacher tells them

about the activity they are

going to do after the visiting.

(Like role-playing) which is

also related to the topic To

The Zooand the teacher

ask them to be in a group

later.

Pupils:

The students listen to what

teacher tells them and the

pupils may ask the teacher

if there is any confusion

regarding the topic and the

activity that they are going

to do.

The Expository

Teaching Model:

The teacher

introduces the topic

of the lesson. The

teacher gives the

learning contents

to the pupils and

tell the students on

the topic of To The

Zooin brief so

that, the students

will have the

general idea on

their teaching and

learning process

that will take place

on that day.

Thematic

Approach:

The teacher

explains what they

are going to learn

related to their

topic for next

lesson that is To

the Zoo. The

teacher explains

the main idea or

topic lesson

content.

Deductive

Approach:

The teacher

informs pupils the

learning objective

of the topic and theactivity that they

are going to do.

Teacher centred:

Teacher plays an

active role like

giving the

explanation and

the pupils play as a

listener. All the

information must

be already have

within the teacher

herself and the

teacher must read

or know everything

regarding the topic

of To The Zooas

it can help the

learning process

run smoothly when

giving theinformation.

Story telling/

Discussion

The teacher does

some discussion

with the students

regarding the

animals that they

can find in the zoo

during their trip

there. They be in a

semi circle and the

teacher allow the

students who have

any ideas or

opinions regarding

the animals that they

will find in the zoo to

share their thoughts.


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3 Students are

stimulated to recall

of perquisite learning

(3 minutes)

Teacher:

Asks the pupils about their

experience going to the zoo

by randomly choosing the

students or if there are any

volunteers, the teacher will

allow her to speak with a

big heart as it shows the

students do really

understand and the activity

brings the meaningful

lesson to them.

Pupils:

Tell about their experience

visiting the zoo. (What they

see, hear, smell and touch)

along the visiting. They cantell about the animals that

they find in the zoo and

share their actions and

Personal Model

Individuals

Thinking Skill

Model:

The pupils recall

and think back

about their

experience and

response to the

question that might

the teacher be

asked by the

teacher. This

model will help the

students to have a

long-lasting

memory as the

knowledge is just

not for to be in themind but also to be

practice it out in

daily life.

Thematic

Approach:

Discussion

between the

teacher and the

pupils based on the

pupils experience

of going to the zoo.

The teacher spend

time with the

students in a relax

mood (without

giving them the

stressful and

threatening

environment) and

asking them

animals that they

still can rememberthe way they

sounds and moves.

Pupil centred:

Two ways

communication

happen when the

students tell about

their experiences

by watching the

animals life in the

zoo.

The students will

get excited

because as they

already have the

prior knowledge

towards the

animals in the zoo,

the lesson

becomes fun and

easily to takeplace.

Discussion:

The teacher and the

students are going

to discuss their

experiences on

visiting the zoo by

sharing the

information that they

gain in the zoo.

They will help

among each other

once one of their

friends will share her

experience in front

of the class. They

will add on any

animals that come

across their mind

during the visiting inthe zoo.


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sounds with the friends in

the class.

4 Students are

presented with the

new materials

(4 minutes)

Teacher:

Shows the animal graphics

and video on their

characteristics. The teacher

conveys it through story

telling. The teacher also

does some gestures and

action of the animals in

order to help the students to

remember better.

Pupils:

Gaining information through

observing and listening to

the teachers story-telling asthere are many information

delivered there.

Information

Processing

Model:

The teacher gives

some information

about the animals

(characteristics).

The teacher will

make the sounds

together with their

movement in order

to make the

students to easily

recognise the

animals.The pupils obtain

the information

through the

Inductive

Approach:

The teacher gives

examples of the

animals in graphics

and video first, and

then the teacher

tells them about

their characteristics

and habitat of the

animals because

the teacher wants

to make a clear

understanding

among thestudents about the

differences of the

animals

Material centred:

The teacher shows

the graphic of the

animals in the zoo

and brings together

the audio of the

sounds of the

animals.

The graphics of the

animals are in the

form of flash cards

which the students

will find them

interesting and

colourful. It canincrease the level

of exciting feeling

within the students

Story-telling:

The teacher uses

the variation of

intonation and

shows the graphics

of the animals to

make the lesson

meaningful and

interesting.

The correct way in

delivering story-

telling is really

important as it can

also prevent the

students fromgetting bored easily

with the story of the

animals in the zoo.


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lessons. characteristics and

habitats.

in order to learn

more and deep on

the topic.

5 Students are

provided with the

learning guidance

(3 minutes)

Teacher:

The teacher explains more

and in detail about the class

of animals and some of the

characteristics. The teacher

gives the examples of the

animals, and then explains

the characteristics and it

classes then finally the

teacher gives another

example of animal. (using

mind map)

Pupils:

Listening to the teachersexplanations and ask if

there is any confusion.

Information

Processing

Model:

Humans process

information with

amazing efficiency

and often perform

better than highly

sophisticated

machines at tasks

such as problem

solving and critical

thinking (Halpern,

2003; Kuhn, 1999).

The IPM consists

of three maincomponents that

are sensory

memory, working

Eclectic

Approach:

In teaching eclectic

approach is

basically an

alternative

combination of in

inductive and

deductive

approaches used

for information of

concepts, principle,

theorems, laws,

formulas or

theories (Mok Soon

Sang, 2008). In thisstep, the teacher

first gives the

examples of the

Teacher centred:

Under this strategy,

the teacher plays a

primary and active

role in the

classrooms. The

teacher will usually

control all the

teaching and

learning process.

But this strategy

had been used in

this step which the

teacher plays an

active role by

explaining more onthe animal classes

by using the mind

map and pictures

Demonstration:

It involve the use of

a teachers skill to

demonstrate or

show the ways or

steps to perform a

certain activity in the

class (Mok Soon

Sang, 2008). The

demonstration

method needs the

teacher to be

knowledgeable and

skilled. The

demonstration

activity takes placefrom the teacher to

the students by

using the mind map


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memory, and long-

term memory.

Sensory and

working memory

enable people to

manage limited

amounts of

incoming

information during

initial processing,

whereas long-term

memory serves as

a permanent

repository for

knowledge.

(Michael Orey,

2006). In this step,

the teacher gives

more information to

the students andthe students

receive the

information to be

animals then

explains which

animals in which

classes and what

characteristics thy

have. Then finally,

the teacher gives

other examples to

make the students

clearer. The

teacher explains

more and in detail

about the animal

characteristics and

gives them other

examples. (Use

scientific terms like

mammals, reptile

and bird). This

eclectic approachis commonly used

in teaching

Mathematics and

of the animals in

the zoo. The

teacher will gives

more examples

and explains the

concept in detail

but the students

will sit quietly and

listen a lot and pay

attention to the

explanations. In

teacher-centred

education, students

put all of their focus

on the teacher. The

teacher talks, while

the students

exclusively listen.

During activities,

students workalone, and

collaboration is

discouraged

showing the class of

animal. The teacher

will explains more

about the concepts

and the students

listen to the teacher.

They will see the

mind map produced

by the teacher and

try to make

themselves clearer

on the class of

animal. The

materials need to be

ready ad prepared

before the

demonstrating.

Teacher can also

ask the students to

draw their attentionwhich they will try to

think and try to

answer. At the end,


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used in the next

activities. Here,

critical thinking and

problem solving

take place and all

of the three

memories working

in. Sensory

memory processes

incoming sensory

information for very

brief periods of

time, usually on the

order of 1/2 to 3

seconds. For this

step, for example

the students will

see 3 animals in

the zoo

simultaneously for3 seconds

however, only 1-2

that will

Science (Mok Soon

Sang, 2008). To

the Zoo topic will

be learned by the

students is related

to the animals in

zoo and what

classes they are

categorized in. This

topic is related to

Science a little bit.

So, that is how

inductive and

deductive

approaches is

been used in this

step to form

concepts which are

applicable in

problem-solving.

(Concordia

University Portland,

2006). The

students work

alone here means

the students will

process the

information given

alone and the

students usually do

not discuss with

the others. They

will try to

understand the

information given

and try to ask the

teacher if there is

any confusion.

the teacher and the

students will

discussed together

which they will be

able to understand

more what is exactly

the main points and

the learning

outcomes through

the demonstrating of

mind map by the

teacher.


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remembered by the

students.

After

stimuli enter

sensory memory,

they are either

forwarded to

working memory or

deleted from the

system. Working

memory is a term

that is used to refer

to a multi-

component

temporary memory

system in which

information is

assigned meaning,

linked to other

information, and

essential mentaloperations such as

inferences are

performed.


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(Michael Orey,

2006). So here, the

students will relate

what the teacher

gives them

(information) with

their prior

knowledge like

visiting the zoo.

The students will

think critically at

this stage. Unlike

sensory and

working memory,

long-term memory

is not constrained

by capacity or

duration of

attention

limitations. The roleof long-term

memory is to

provide a


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seemingly

unlimited repository

for all the facts and

knowledge in

memory (Michael

Orey, 2006). Now,

it depends on the

childrens brain

which how much

their memory can

hold of piece

information for

every long time

periods.

6 Students are to elicit

their performance

(5 minutes)

Teacher:

The teacher will ask the

students to pick a piece of

paper in a bowl whichcontains various types of

animals in zoo. The teacher

then asks them to make a

Behavioural

Model-Mastery

Learning:

Mastery learningrefers to a theory

and practice of

using remedial

Inductive

Approach:

An inductive

approach toteaching language

starts with

examples and asks

Task-Based

This strategy is

based on learning

activities that areplanned by the

teacher for pupils

to carry a certain

Problem-solving:

This method is

required during the

activity because thestudents need to

solve on how they

will be in their


11/18

sound of animal they have

chosen and try to act like

the animal. The teacher

then asks them to sit in the

group which is same type of

classes. The teacher will

observe the pupils doing

role-play (act out as the

animal).

Pupils:

The students will pick the

piece of paper in the bowl.

They will do the role-play

according to what they have

chosen (making the sound

of the respective animal and

try to act out like the

respective animal). They

will try to find their friendsthat making the sound and

act like the animals that are

in the same animal classes

teaching based on

te feedback of the

performance of

pupils to assist

pupils to achieve

the learning

objectives (Mok

Soon Sang, 2008).

In this step, the

teacher will

evaluate the pupils

performances

based on the role-

play to determine

their level of

mastering about

the topic. Usually,

the students

performance will be

assessed throughtest and quiz. But

using fun activity

like role play will be

learners to find

rules (British

Council). This sixth

step using this

inductive approach

explains that the

students will know

the examples of

the animals

through what they

have chosen in the

bowl. The pupils do

group activity

which is role-play

that is related to

the animals

sounds and their

characteristics.

They will relate to

what the animalsthey have chosen

with the concepts

and generalization

task (Mok Soon

San, 2008). The

certain task here

would be the role

play. There are

actually many

activities under this

task based strategy

for examples like

drama, project or

discussion. The

pupils involve in

the role play by

doing the sound

and action of the

animals that they

have chosen. This

learning take place

meaningfully as

they enjoying inmaking the sound

and acting like the

animals. It is

respective group.

Usually, the teaching

method of problem-

solving , basically,

requires pupils to

make use of the

relevant skill and

theories they know

and use their

cognitive skills to

solve the problem. In

this case, they will

figure out and solve

the problem on

which group they

should be in.

Types of teaching

methods: Role play


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with them. remembered more

by the students.

There are various

ways in evaluating

the students

performance like

test, project,

workbook tasks

and also

presentation. This

role play is same

with the

presentation which

the students will

present what they

have understand

through role

playing.

they know. For

example like a

student which gets

tiger from the

bowl will then try to

make the tiger

sound (roar) and

acting like the tiger

(like how the tiger

will walk)

closely related with

the pupils-centred

strategy which the

students involve

actively in this

activity.

7 Students are given

the feedback on

their performance

Teacher:

The teacher gives

feedbacks based on their

Behavioural

Theory:

The teacher gives

Deductive

Approach:

The deductive

Teacher-centred

The pupils will be

evaluated and

Discussion:

The discussion

takes place when it


13/18

(1 minute) role-play performance

(reinforce- error correct).

Pupils:

The students will listen / feel

motivated / inspired by the

feedback from the teacher.

(Change in behaviour)

some advices

(stimulus) in a

positive way so the

pupils can change

their performances

or attitude

(response). The

teacher will advise

the students to act

out well like the

animals. Giving the

positive comments

to the students will

encouraged them

to do excellent and

better in next time.

The advice by the

teacher act as the

reinforcement for

the students tochange their

attitude and

behaviour better.

approach begins

with the concepts

(Mok Soon Sang,

2008). The teacher

informs the pupils

what should be

improved and what

should be

maintained of. The

teacher tells the

general concept to

the students about

what should be

improved and tells

about some of the

information about

the animals.

given their

personal opinion by

the teacher through

the feedback

based on their role-

play. Here, the

teacher plays a

very important role

which the teacher

will highlight the

learning outcomes

based on the role

play activity. The

teacher-centred

strategy is

emphasizing on the

pupils

achievement (Mok

Soon Sang, 2008).

This feedbackbased on the role

play activity is to

emphasize what

is after the role play

which the students

are checking

whether they are in

the correct group or

not. The teacher and

the students will

discuss together

about each group

and explains a little

about each group

(their class and

characteristics).

There are two parts

which the teacher

will discuss with the

students for the first

part and the second

part which the

During this session,students will play an

active role because

they will be the one


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The students will

try to do well next

time and improve

their quality in the

next activity.

the students have

achieved at the

end.

Pupils-centred :

This can be also

student centred

strategy when

there are certain

discussions that

the student will be

actively involved.

The students will

discuss between

the students and

the teacher also

will discuss it with

the students. So, it

is a two way

communication.

who actively

involved in the

activity. The teacher

will just facilitate and

observing them.

8 Students

performance are

Teacher:

The teacher gives them test

Behavioural

Model-Mastery

Inductive

Approach:

Student-centred:

The teacher will

Problem-solving:

The problems


15/18

assessed

(3 minutes)

/ questionnaire about

animal in zoo. ( which the

questions need the students

to classify the animal into

their characteristics and

classes)

Pupils:

The pupils will answer the

test / questionnaire given

individually.

Learning:

This model is to

evaluate the pupils

performances

based on the test

given to determine

their level of

mastering about

the topic. This can

be described that

the teacher uses

the summative test

to evaluate and

assesse the pupils

performance.

Cognitivist

theory:

The pupils use

their problem-

solving skills. They

will also use their

rational thinking

An inductive

approach to

teaching language

starts with

examples and asks

learners to find

rules (British

Council).

The pupils answer

the test or

questionnaire

given. Based on

examples (animal)

they will derive a

certain concept or

generalization.

(Classes /

characteristics).

They will name the

animals and fill in

the blanks about

the class and the

characteristic of the

evaluate the level

of understanding of

the students by

giving them test

about the animals

in the zoo. The

questions will be

based on the

characteristics and

classes of the

animals. It is

overall to

emphasize the

pupils potentials

and development.

It is also to ensure

the learning

objectives are

achieved that are

the students will be

able to identify the

sound of the

animal. The

prepared according

to the pupils ability

and their own

previous knowledge

as well as suitable to

their acquired

experiences about

the animals in zoo.

They will be

assessed about the

classes and the

characteristics of the

animal. They will use

their cognitive ability

to think critically and

rationally in order to

solve the questions.


16/18

which they will

relate it with their

prior knowledge

based on their

experienced.

animal. students also able

to classify the

animals into their

classes and can

described their

certain

characteristics.

9 Students are

enhanced to recall

the learning

(3 minutes)

Teacher:

The teacher will bring the

pupils to the mini zoo at

school. The teacher will ask

them what type of animals

are in the mini zoo and what

are the characteristics and

their classes.

Pupils:

The pupils will figure out or

identify by themselves

about the characteristics of

animal in the mini zoo. They

will explore on their own.

Project Model:

This project model

suggested that

pupils would learn

effectively through

game, experiment,

visit or outdoor

activities. So here,

the visiting ti the

mini zoo is one of

the activity that

suggested by the

project model

which the pupils

can carry out with

Inductive

Approach:

The students apply

their knowledge

about the concept

through the

animals they see in

the school mini

zoo. The inductive

approach is about

how the examples

come first followed

by the explanations

of concept and

generalization.

Student-centred:

The students are

figuring out and

explore by

themselves the

characteristics of

the animals in the

mini zoo at the

school. They

themselves will

give their opinion

and idea among

the students. Here,

the students will be

more innovative

Problem-solving:

The processes of

problem-solving are

being carried out by

the pupils

themselves and the

teacher will play a

minor role in order to

guide them. The

teacher may

encourage them by

questioning them to

attract their

attention. The

students then will


17/18

full interest and

attention on the

real situation in

order to achieve

learning objectives.

They can transfer

their knowledge in

the real situation

like this. For

example, if the see

an iguana in the

mini zoo, they wil

relate their thinking

with the prior

knowledge and

experience in

describing the

iguana. (iguana is

a reptile that has

scales on the

body).They

practically apply

their knowledge

Here, the students

will see the animals

a]in the mini zoo

(example) and the

will describe their

classes and

characteristics

(applying the

concept and

generalization).

and creative and

have initiative to

discover and try to

apply the concept

by themselves.

This student-

centred strategy

will emphasize on

the students ability

and potentials.

use their cognitive

skills and memory in

relating and recall

their prior knowledge

in order to apply it in

the new situations.

Discussion:

The discussion will

also take place

among the students

and the teachers.

They will discuss

together to ensure

that everybody are

able to apply their

prior knowledge as

in this case, they will

know to identify the

animals and also

what are the

characteristics and

classes.


18/18

trough what they

see in the mini zoo.

They might have

sort of discussion

in the small groups

based on the topic.

Documents

Gagnes Table L&L