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Social Interaction Model

Applying the steps of the Social Interaction Models in the preparation of lesson planners

Quienera Joshua

2113426

Definitions & Meaning

Introduction

  • Sejpal, K. (2013): The Social Interaction Model emphasizes the individual's relationship to other people and to society

  • Social interaction models are classroom instructional methods used by teachers to facilitate group work

  • It is a student-centered teaching method that allows students to interact with one another in a structured task environment.

Sources of Models of Teaching

Sources

  • The information Processing Sources

  • The Social Interaction Sources

  • The Personal Sources

  • Behaviour Modification as a Source

How are the Model carried out?

Social Interaction Model

  • Interactions are intiated by the facilitators or leader

  • Students then divided into smaller groups

  • Facilitators then monitors the activities within the groups and assess the works of the groups

  • Each team presented their findings and results by the end of the activities carried out by discussions

Steps to carried out the Model

Steps to Implementing the Model

  • Introduction of topics and concept by the leader or facilitators (teachers)

  • Students are randomly put into groups

  • Students carried out their arguments, discussions, and ecplaining the concepts introduced

  • Students evaluate their works and their teammates

  • Discussions on their findings are carried out through presentations

Type of Social Interaction Model

Types

  • Jurisprudential Inquiry

  • Group Investigation

  • Social Inquiry

  • Laboratory Method

  • Role Playing

  • Social Inquiry

  • Social Stimulation

Advantages

Advantages

  • Promotes hiher order thinking skills among the students

  • Provide effective and meaningful learning

  • Encourage and polish leaderships, teamwork and problem solving skills

  • Inhibit a cooperative learning environment

  • Instill motivations among the students especially with the correct learning method

Disdvantages

  • The process of method use is time consuming

  • Difficulties in covering all the listed topics

  • Participation problems among the students

  • Different methods only work for some students and other methods may work for few target

  • Constant monitoring has to be done by the facilitators

Disadvantages

Jurisprudential Inquiry Model: How It Works?

Application

•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.)

Donald Olive and James P. Shaver are the leading proponents of this model. This model's primary goal is to teach the Jurisprudential frame of reference as a method of thinking about and resolving social issues.

Herbert Thelem and John Dwey are the most prominent proponents of this model. It is intended to foster skills for democratic social participation by combining an emphasis on interpersonal and academic inquiry skills.

Group Investigation Model

1. Members of a group choose specific subtopics within a larger problem area that is usually defined by the instructor. Members of the group form small (2-6) member task-oriented and heterogeneous groups. Students scan sources, pose questions, and categorize them. The categories morph into subtopics. Students join the group to study a subtopic of their choosing.

2. Cooperative planning of specific learning procedures, tasks, and goals by students and instructor in accordance with the problem subtopics chosen in Step 1. Members of the group collaborate to plan their investigation; they decide what they will investigate, how they will go about it, and how they will divide the work among themselves.

Steps

3. Step 2's plan is carried out by group members. Learning should include a wide range of activities and skills, and should expose students to a variety of sources both inside and outside of the school. Instructors monitor each group's progress and provide assistance as needed. Members of the group collect, organize, and analyze information from various sources. They combine their findings and draw conclusions. Members of the group discuss their ongoing projects in order to exchange ideas and information, as well as to expand, clarify, and integrate them.

4. Pupils analyze and evaluate the information gathered in Step 3 and plan how it can be summarized in an interesting way for possible display or presentation to the rest of the class.

5. Some or all of the groups in a class then present the topics studied in order to get their classmates involved in each other's work and to gain a broad perspective on the subject. The group presentations are coordinated by the instructor. Presentations to the class take a variety of forms. The audience assesses the clarity and appeal of each presentation, as well as its professional quality.

Steps 4 - 6

6. In cases where groups pursued different aspects of the same topic, evaluation of each group's contribution to the work of the class as a whole by classroom peers and instructor. Individual or group assessments, or both, can be used in evaluation. Higher level thinking processes are evaluated as part of the evaluation process.

Byren Massialas and Benjamin Cox are the leading proponents of this model. It is intended to help students develop their social problem-solving skills primarily through academic inquiry and logical reasoning.

A model that engages students in exploration and reflection about authentic social problems, controversies, or dilemmas, and guides them through stages of inquiry, research or evidence-gathering, analysis, and reflection in order to resolve, solve, take a position on the social issue, or draw conclusions about hypotheses related to the social issue.

Social Inquiry

A model that guides students through the process of questioning their assumptions and beliefs, as well as evaluating their biases, prejudices, or attitudes "through self-reflection and critical debate" in order to identify how they influence "perceptions of others and their understanding of the world."

This model consists of six phases:

Phases

1. General statement of a problem

2. Development of hypothesis

3. Definition of terms in the hypothesis

4. Examination and exploration of hypothesis for logical validity

5. Collecting evidences for verification of hypothesis

6. Generalization or statements about solution of the problem

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