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PART A
SUMMARY : TOWARDS LEARNER AUTONOMY IN TEACHING ENGLISH IN
MALAYSIA

The article is about the importance autonomy in learning English and also discussing
the method to be use in implementing to teach English in Malaysia especially for autonomous
learner. Furthermore, the authors describes that the Autonomous Learner Model (ALM) is the
 best method to be use which is included five (5) parts; orientation, individual development,
enrichment, seminars, and in-depth study. This model also concern on the role of the teacher
that need the teachers to encourage the students to take part in the learning process. This can
 be done by letting the students have their own opportunities to construct through their own
experiences like handling teaching aids to grab the ideas and knowledge by their own. From
the article page 3 the authors mention that “teaching is showing someone how somet hing is
learnt and learning is discovering what is being thought”.  The rationale for promoting the
autonomy learner and its implications for teaching and learning is it improves the quality of
language learning, promotes democratic societies, prepares individuals for life-long learning,
that it is a human right, and that it allows learners to make best use of learning opportunities
in and out of the classroom. In the role of the teacher, the researchers listed down few
suggestions as strategies that teachers can help their students employ to become autonomous
learners; 1) help students change the meaning and shape of traditional role of a student, 2)
help students accept responsibility for their learning process, 3) accept a new working
 framework, 4) accept a new relationship with the tutor, 5) accept a new relationship with the
 subject matter, and  6) become aware of your own learning.  In this situation involving
autonomous model to teach reading skills, teacher as facilitator should design the activities
that flexible that can cater the students’ needs and also can counter the goal of the task to

improve the students’ reading skills. Also teacher must guide the learners to develop their
own knowledge from the activities. The studies also encounter the use of autonomous model
to teach writing skills which are teacher as advisor could help students to expand their ideas
in writing through class discussion. Processes are done in cycles involving composition, pre-
writing, brainstorming, first draft, rewriting, second draft, editing and  final draft   that
classified as material for the autonomous model. Those processes would become constructive
and get the students’ individual achievement in a whole class enterprise. The results from the

 process are the autonomy learner would increase their capabilities to learn more easily and
effectively in the future.

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PART B
HMEF 5123 : MODELS OF TEACHING AND LEARNING

1.0  Introduction

What are models of teaching and learning?  Model of teaching   can be defined as
instructional design which describes the process of specifying and producing particular
environmental situations which cause the students to interact in such a way that a specific
change occurs in their behaviour.  Model of learning   consist of long term outcome of
instruction which is students increased capabilities to learn more easily and effectively in the
future. Models of teaching are based on theories of learning. Models of teaching support
different teaching and learning strategies and are often discipline-specific. Most teachers
teach in the same way they were taught. Teaching is not just to sit on an armchair with a cup
of tea in hand to sip. It is an art and skill to be learnt. It requires the knowledge of subject
content, method, techniques and teaching aids to be used for making teaching interesting and
effective. This is the main objective of education. For this purpose, the teachers need a
variety of approaches. Models of teaching have been developed to help a teacher to improve
his capacity to reach more children and create a richer and more diverse environment for
them. Model of teaching consists of guidelines for designing educational activities and
environments. It is meant for creating suitable learning environments. In other words,
“Models of teaching” describe teaching, as it ought to be. Models of teaching, therefore, have
 been developed to help a teacher to improve his/her capacity to reach more children and
create a richer and more diverse environment for them.

Teaching and learning models prescribe tested steps and procedures to effectively

generate desired outcomes. The numbers of emerging models and the ones that have emerged
is uncountable. Each emerging new model either explores a new approach of attempts a
modification of the conventional ones as to cater the uniqueness of individuals. Most
importantly, any teaching model should optimize learning experiences to the need of each
learner by carefully exploring the learning problems and offering tailored assistance. Bruce
Joyce and Marsha Weil (2009) identified, collected, edited, structured and published the
efforts of teachers in several parts of the world under the title Models of Teaching and

describe it as four families; 1) The Information-processing family, 2) The Social Learning

 family, 3) The Personal family and , 4) The Behaviourist family. 

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1.1  Learner Autonomy

Learner Autonomy described as 'the ability to take charge of one's learning' which is
learners study entirely on their own, learned and applied their own skills in self-directed
learning. It also comes for the exercise of learners' responsibility for their own learning for
them to get the right of learners to determine the direction of their own learning. Autonomous
learners are those who explicitly accept responsibility for their own learning. The
autonomous learner shows initiative regarding learning, and shares in monitoring progress
and evaluating the extent to which learning is achieved (Schunk, 2005). Autonomous learners
willingly partner with faculty and peers in learning, and are reflective about their own
learning. Autonomous learners are intrinsically motivated to learn and evidence life-long
learning. The term stems from self-regulated or self-directed learning. It is also theorized that
student achievement motivation expectancies regarding academic confidence, achievement
goals, and learning strategies forecasts learner autonomy (Eccles & Roeser, 2003;
Thanasoulas, 2000).

In the past decades, learner autonomy has become a “buzzword” and “cent ral
concern” in foreign language education to promote life-long learning, and attracted growing
attention in language learning, especially when language teaching shifted to more
communicative and learner-centred approaches. Therefore, the educational intelligentsia
should adopt a new teaching model which should be built on modern information technology,
 particularly network technology, so that English language teaching and learning will be, to a
certain extent, free from the constraints of time or place and geared towards students’
individualized and autonomous learning. The centrality of the student’s role in the
implementation of learner autonomy initiatives is apparent, but what roles should teachers

 play in this context? Therefore the models that introduced will be very helpful.

1.2  Autonomy in Formal Learning

In formal educational contexts, learner autonomy entails reflective involvement in

 planning, implementing, monitoring and evaluating learning. But note that language learning
depends crucially on language use: we can learn to speak only by speaking, to read only by

reading, and so on. Thus in formal language learning, the scope of learner autonomy is
always constrained by what the learner can do in the target language; in other words, the

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scope of our autonomy as language learners is partly a function of the scope of our autonomy
as target language users. The development of autonomy in language learning is governed by
three basic pedagogical principles; learner involvement  –   engaging learners to share
responsibility for the learning process (the affective and the metacognitive dimensions),
learner reflection –   helping learners to think critically when they plan, monitor and evaluate
their learning (the metacognitive dimensions) and, appropriate target language use –  using the
target language as the principal medium of language learning (the communicative and the
metacognitive dimensions).

2.0  Model

There are many models can be implement to promote the learner autonomy and all of
these models are grouped into four families (Figure 1). Models in the information-processing
 family  will enhance making sense of new information and also help students learn how to
construct knowledge. The social family  consist the models that uses group inquiry and
 problem-solving strategies, encourages assimilation and understanding and r elies on students’
 personal and social values. In the personal family  models emphasizes self-actualizing, self-
awareness, directing destinies and also the exploration and reflection about goals or future
careers. Lastly the behaviors system family  model enhance the develop mastery in subject
matter or skills acquisition, seeks specific behavioral changes and measurable outcomes.

For this learning process, model that been choose are the inductive model   which is
one of the information-processing family model. This model is suite to promote the learner
autonomy because it gives the authority to the students to develop their own knowledge and

they will be in constructive and active situation. This model would put the student in listen
and speak situation and let them having inductive thinking that built in their brains to
classifying and sorting out. Beside that they also by themselves seek meaning in the
activities. Also this model let the student do some interaction with adults or peers-
socialization. This model also helps pupil build structure of phonetic analysis in the event of
the activities which is connected with the reading and writing. Furthermore it would be
scaffolds students to the complex tasks. Eventually, the teacher here as a facilitator not just

sitting down but helping the students by encourage them to find the answers and also guide
them if they strayed far away from the given topic. As good as founded by Calhoun (2004),

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this inductive model continued integrated with a picture which is better that called  Picture
Word Inductive Model  (PWIM). It’s a practical guide to teaching beginning language learners
of all ages.

The Information-processing family Inductive thinking (Taba)

Concept attainment (Bruner)
The picture-word inductive model (Calhoun)
Scientific inquiry (Schwab)
Inquiry training (Jones)

Mnemonics (Pressley, Anderson, Levin)

Synectics (Ausubel)
Advance organizers

The social family Partners in learning (positive interdependence)

Structured inquiry
Group investigation
Role playing

Jurisprudential inquiry

The personal family Nondirective teaching (Rogers)

Enhancing self-esteem (Maslow)

The behavioral systems family Mastery learning (Bloom & Block)

Direct instruction (Good)
Simulation (Carl Smith)
Social learning (Bandura)
Programmed schedule (Skinner)

Figure 1 : Four families that groups all the models to promote the learner autonomy.

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2.1  Picture Words Inductive Model (PWIM)

“My belief in the power of reading well and widely led me into teaching and
into the English language arts. Twenty-seven years later I still believe that
reading can open windows on the world and provide possibilities in life far
different and far better than what you might experience daily. Reading allows
interaction with persons and cultures like and unlike your own family and
 surroundings; reading is an avenue for becoming highly educated and is
available to almost everyone. Reading can help you see choices you did not
 see before —choices that can make you who you are.” 
(Emily F. Calhoun, 2004)

As stated above, Calhoun mentions that reading is important but most of the student
having problems in reading especially the second language. “A picture is worth a thousand
words…” Emily Calhoun, the originator of the  Picture Words Inductive Model   (PWIM)
describe this approach as “an inquiry-oriented language arts strategy that uses pictures
containing familiar objects and actions to elicit words from children's listening and speaking
vocabularies”. Teachers can use the PWIM with classes, small groups, and individuals to lead
them into inquiring about words, adding words to their sight-reading and writing
vocabularies, discovering phonetic and structural principles, and using observation and
analysis in their study of reading, writing, comprehending, and composing. PWIM is
designed to capitalize on children's ability to think inductively. There is no differ for the ages
which is the PWIM is design to; 1) build sight vocabulary as a basis for reading, learning
 phonics and spelling generalizations, 2) gain confidence in one's ability to learn, 3) learn how
to inquire into language and use knowledge and skills to read, write and participate fully in

education. The PWIM model also used to build language development, stimulate reading and
writing skills, and strengthen the reading and writing connection, thus creating the foundation
for strong language and communication skills.

3.0  Strategies

PWIM is a practical guide to teaching beginning language learners of all ages are
 begins with what the students already know and respects their ability to think, allows students

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to hear the words pronounced correctly many times and develops sight-word vocabulary and
designed to enable students to be immediately successful as language learners. After reading
a book, beginning a new science or social studies lesson, or learning new math concepts
follow the steps from the previous slide. This strategy can be used with the whole class, in
small groups, pairs, or individually to lead students into inquiring about words and adding
them to their vocabularies, discovering phonetic and structural principles, and engaging in
other reading and writing activities. While some skills can be taught explicitly, PWIM is
designed to capitalize on a student’s ability to think inductively. 

The strategy of PWIM emphasizes phonics, grammar, mechanics, and usage of

Standard English. The pictures provide concrete referents for the learning of new words,
 phrases, and sentences. The students are using pictures related to content material under
study; they feel a part of the classroom community and can participate in class activities. The
 picture word chart serves as an immediate reference to enable students to add these words to
their sight vocabulary. The teacher can choose to emphasize almost any sound and symbol
relationship (introduced or taken to mastery). Students are assisted in seeing the patterns and
relationships of the English language, enabling them to apply this learning to newly
encountered words. Students hear and see words spelled correctly and participate in the
correct spelling and writing. Learners benefit from the teacher modelling of the key words
and concepts. With extensive practice, they can begin to learn how to create sentences and
 paragraphs related to the subject under study.

This strategy can essentially be used in any content area; however, it is most
commonly used in reading and language arts. Teacher or students can demonstrate
understanding of spoken words, syllables, and sounds (phonemes). The student can determine

or clarify the meaning of unknown and multiple-meaning words and phrases based previous
reading and content, choosing flexibly from an array of strategies. Also with guidance and
support from adults, students can demonstrate understanding of figurative language, word
relationships and nuances in word meanings. They also can use words and phrases acquired
through conversations, reading and being read to, and responding to texts, including using
frequently occurring conjunctions to signal simple relationships.

The PWIM is design to teach reading, writing, and language system. It is design to
help students develop and independent learner and as independent readers and to foster

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confidence based on knowledge that they secure for themselves as learners. Within each
class, students’ language development will vary as will their confidence in participating.
Given time, many experiences with the model, and a nurturing and joyous learning
environment, most students  –   not just the quickest or most language agile students  –   make
good progress as readers and writers.

4.0  Description of Students

How does the PWIM and children's development of language relate to the current
emphasis on teaching and learning? The instructional environment created by the teacher
through the PWIM is probably closest to the position articulated by Ramey and Ramey
(1998). These professors and researchers offer six "developmental priming mechanisms"
repeatedly associated with "positive cognitive, social, and emotional outcomes of children"
(and probably also with the continuing development of adults):

  Encouragement of exploration
  Mentoring in basic cognitive and social skills
  Celebrating new skills
  Guided rehearsal and extension of new skills
  Protection from inappropriate punishment or ridicule for developmental advances, and
  Stimulation in language and symbolic communication.

A major principle of the picture word inductive model is to build on children's

growing storehouse of spoken and understood words and syntactic forms and facilitate the
transition to writing and reading. Most children want to make sense of the language around
them and they eagerly engage in unlocking its mysteries. A corollary principle of the PWIM
is that the approach respects the children's language development – their words are used and
their ability to make connections is central to the learning process and the model.

Reading and writing are naturally connected, can be learned simultaneously, and can
 be used together too rapidly and effectively advance growth in language use (Stotsky, 1983;
Tierney & Pearson, 1985; Hillocks, 1987; Shanahan, 1988, 1990; and Heller, 1991). How is

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the reading and writing connection used in the PWIM? As the students search a picture for
items and objects they can identify with words or phrases, the teacher writes their words on
the picture word chart, which launches the students into the early stages of formal writing.
Later, the students make up short sentences about the picture and begin to write longer
sentences and then paragraphs with the help of the teacher. Through repetition, the words in
the sentences are added to their storehouse of knowledge.

Gradually, as the students read more trade books, they learn to analyse how others
write and they begin to use the conventional writing devices to enhance their ability to
express themselves. Essentially, they come to use the library of the world as models for
sharing and communicating ideas through writing. As they read picture storybooks and short
informative books, they discuss them by making up sentences about the book. Many students
 begin to feel that their reading is not complete until they have said something about the book
in their own words, completing the loop of the language system.

Students and teachers work together to build words, sentences and paragraphs in
 books. As they build paragraphs, they select and discuss titles. The teacher leads
metacognitive discussions on choosing titles and talks to the students about which title is
most comprehensive, which title might be most interesting to one audience or another, which
sentences go with one title, which with another. When writing a paragraph or creating a title,
the teacher helps students to focus on the essence of communication: What do we want to say
to our readers? The reading and writing connection culminates as the class evaluates their
effectiveness in sharing what they wished to share.

5.0  Teaching –  Learning Activities

PWIM is a young teaching strategy that still made the cut for inclusion in Model of
Teaching (Joyce, Weil, & Calhoun, 2009) because it is well-based in literacy research and
has wide applications. It is successful because this model works upon the natural ways
(informational process) that children learn language. As designed, PWIM is intended as a
major component of language arts programs. As the strategy demonstrated today, PWIM

would be used throughout the school year to increase vocabulary, improve sentence and

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 paragraph construction and spelling. The specific lesson presented id one part of the on-going
strategy.

The instructional sequence of the model cycles and recycles through the following activities:

  Students study a picture selected by the teacher



  Identify what they see in the picture for the teacher to label


  Read and review the words generated



  Use the picture word chart to read their own sets of words


  Classify words according to properties they can identify



 


Develop titles, sentences, and paragraphs about their picture.

It would be presented in parts, over days or weeks. First, Teachers select a picture for
the students to study and the picture is displayed and the teacher facilitates, asking students to
take turns identifying items and actions (Picture 1). The children identify what they see in
the picture for the teacher to label. As each word is said, the teacher writes it on the paper,
spells it, and draws a line to the item or action (Picture 2). He or she has the students say the
word and spell it. This process is known as shaking the words out of the picture. The children
read and review the words generated. Each child receives their own copy of the words
generated from the picture. The children are invited to classify the words according to
 properties or attributes they can identify.

Picture 1 : Student are provided with picture in a big size.

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Picture 2 : Teacher label the item or action in the picture to be read by the students

Over time, students are encouraged to read the words, trace the lines from words to
items or actions. They spell the words and learn how to use the chart as a picture dictionary.
The words are then input into a computer and are printed out on card stock. These cards are
given to the students to use as the lesson continues. The students then sort the words into

categories, while the teacher asks and guides the students. Students continue to find more
words in the picture, and place them into categories as before. After the children become very
familiar with their new words they create a title for the picture. After that the teacher assesses
the students' knowledge of the words out of context. Then the class moves on to sentence
construction. First the teacher models making sentences out of the words and then the
students dictate their own sentences. This steps include building sentences both together as a
group and individually, and then onto creating paragraphs. Word recognition out of context is

again tested before the teacher moves the students into paragraph construction.

The PWIM approaches the development of sight vocabulary directly. The students
read and spell the words that are shaken out of the picture. Then, these words are placed on
large word cards that they can look at and the teacher can use for group instruction. Students
also get their own set of word cards. They sort these words and consult the picture dictionary
to check their understanding and refresh the meaning of the words. The students keep word

cards in envelopes, word banks, or word boxes, consulting them as they wish and eventually
using the cards and words to compose sentences. Children must build concepts about the

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conventions used in language to connect sounds and structures to print forms. The repeated
instructional pattern as words are added to the chart and reviewed  –   see the item, say the
word, listen as the teacher spells the word, read the word as a group, spell it together, read the
word again  –   teaches and reinforces letter recognition, as well as the pronunciation of the
words, while repeated attention to the words and spelling helps to build students' reading and
writing vocabularies.

The wonderful thing about the PWIM is that students generate part of the curriculum:
It’s their words, their phrases, their sentences, and their paragraph that   form the content of
 picture words inductive lesson. PWIM also allows us to apply good learning theories from
variety of prospective:

 
 Repetition and presentation of words on the picture chart convert the words into sight
words for most students.

 
 Repetition, presentation, and discussion of the formation of letters and the sounds they
represent result in language tools for students' reading and writing (and spelling).

 
 Analysis and application of phonetic and structural generalizations help students to
acquire those patterns that have regular use.

 
 Continuous opportunities exist for explicit instruction in reading comprehension and
in composing, including modelling of the metacognitive processes involved in skill
areas (e.g., spelling and pronunciation) and modelling the more comprehensive
language processes (e.g., organizing an informative paragraph for a designated
audience).

 
 Individual, small-group, and large-group activities are part of the PWIM structure.

 
 Opportunities are available for using the social setting to develop understanding and
use of multiple perspectives, to apply listening and discussion skills, and to gather
information from multiple sources.

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  Multiple opportunities are available for students to apply the language concepts they
are learning.

5.1  Step of Activities

The basic steps of the PWIM stress component of phonic, grammar, mechanics, and
usage. Students hear the word pronounces correctly many times and the picture word chart
is an immediate reference as they add these words to their sight vocabulary. The teacher
can choose to emphasize almost any sound and symbol relationship (introduced or taken to
mastery). They also hear and see letters identified and written correctly many times.
Otherwise the students hear the words spelled correctly many times and participate in
spelling them correctly.

Meanwhile, in writing the sentences, the teacher uses Standard English (transforming
student sentences if necessary) and uses correct punctuation and mechanics (e.g., commas,
capital letters). As different mechanical and grammatical devices are used, the teacher
describes why the device is used. After several lessons and experience with the teacher
modelling the devices, the students learn how to use them, too. Steps to be done in PWIM:

1. Select a picture;
Select pictures and photographs that are familiar, tangible, concrete and
attractive. For older students choose pictures that also relate to other content
areas. The picture can open an area of study or serve as a focal point for
discussion

2. Ask students to identify what they see in the picture;

Students visually read the picture and then “shake out” the words to generate a
list of words that identify items or actions found in the picture. Teacher
records the words as students generate them

3. Label the picture parts identified;

Teacher draws a line from the identified object or area and then says the word

and writes the word.

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4. Read and review the picture word chart aloud;

Students asked to spell the word aloud and then to pronounce it.

5. Classifying the words;

Students asked to read the words (using the lines on the chart if necessary) and
to classify the words into a variety of groups. Identify common concepts (e.g.
 beginning consonants, rhyming words) to emphasize with the whole class.

6. Read and review the picture word chart (say the word, spell it, and say it again);
After generating the word list, begin all following PWIM lessons by reading
and reviewing the chart together. With older students try to move the class
toward silent practice and individual reading. Select certain words for reading
or spelling emphasis.

7. Adding words;
Students add words, if desired, to the picture word chart and to the word
 banks.

8. Lead students into creating a title for the picture word chart;
Ask students to think about the information on the chart and what they want to
say about it.

9. Generating sentences and paragraph;

Ask students to generate a sentence, sentences, or a paragraph about the
 picture word chart. Ask students to classify sentences; model putting the

sentences into a good paragraph.

10. Read and review the sentences and paragraphs;

Students read and review the sentences and paragraphs generated by them.
Allow students the opportunity to do independent writing in their journals and
create new sentences related to the chart. Use opportunities to create multiple
 paragraph works that are related to other content areas like science or social

studies.

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6.0  Mode of Assessment

Group and individual diagnosis being continuous when using the PWIM, teacher may
also use formal assessment measures for additional diagnostic data. Each lesson loop (day)
 provides data for a range of options in that lesson or for the next day's lesson. Keeping a
notebook handy for notes on common needs, future steps, and particular aspects of language
confusion by individual students, is useful. Teachers may use general assessment instruments
like the Names Test   by Patricia Cunningham and F.A. Dufflemeyer, 1990 (Appendix 1), any
general phonics assessment instrument that provides results by sound and symbol, thus
 providing additional data for making decisions about which phonics elements to focus on for
whole class or small group instruction.

The primary material consists of two vocabulary tests embracing a pre-test and an
immediate post-test for each group, a picture selected by the teacher, 10 new English words
and 16 second language learners of English. The picture used in teaching was downloaded
from the internet (see Appendix 2), and the new words were carefully chosen according to the
content of the picture. In addition to the illustrated dictionary (picture-word dictionary),
 participant received their own copies of the listed words on flashcards which is they need to
reviewed it independently, reading each word and referring to the illustrated dictionary. If the
student struggled to read a word, they took that flashcard to the picture, found the matching
word which was written on the chart paper outside the picture, traced the line to the picture,
recalled the item, and read the word. Student that finished reviewing words were asked to
repeat the process until teacher observed the entire participant.

The student also can be assess by challenge them that complete the categorizing part

to categorize their words in a different way. Some of the students’ categorise included; “all of
the words are about animals”, “these words are short, these are medium, and these are long”,
and “these words start with the same letter”. Furthermore, during this period lesson pupils can
 be assess by ask them to produce factual sentences describing the picture and on the next
lesson they will received a typed copy of sentences to read individually.

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7.0  Conclusion

All of the pupils could learn the words because if they forgot the words temporally,
they could look at the picture-word chart on the white board to recognize the word’s form and
to understand its meaning. “The chart is used throughout the sequence of lessons and is a
source of curriculum content” (Calhoun, 1999:23). As the teacher wrote words on the paper
surrounding the picture, the chart became an illustrated dictionary. The pupils tried to work
out the meaning of words with the aid of the picture-word chart and with this illustrated
dictionary. After the 40-minutes’ teaching, and after the “shake out” procedure, 10 new
words were produced, they were as follows: polar bear, sad, huge, pillar, lonely, snowflake,
crown, fur, paw, and castle3. Pupils were required to read it aloud and to spell each word and
to read it and think about their meaning. Then the teacher asked them if they were ready to
memorize its meaning and to recognize its form.

Concerning the classroom performance of the two groups, as compared with teaching
 by the word-list, firstly, the PWIM encouraged higher motivation of the pupils. The “shake
out” procedure motivated the pupils to work out words both learned and unlearned more
actively and happily. Meanwhile, the picture-word chart enabled the pupils to recall and to
recognize the word in written form and the meaning of the word. Even if they forgot the word
temporarily, they consulted the picture-word chart dictionary. Secondly, only 10 new words
were produced by the word-list teaching, while there were 13 other words produced in
addition to the 10 new words by the PWIM teaching through which the pupils’ inductive
abilities of producing new words, of classifying word structure and of generating sentences
were strengthened. Thirdly, through the PWIM, the inquisitiveness of knowing the word
forms of spelling and pronunciation enabled the pupils in the classroom to learn how to learn.

Some pupils were very absorbed in asking the teacher the word form and meaning and in
consulting the word in the picture-word chart dictionary and in communicating the ideas with
their classmates.

“Using an integrated language arts approach to teaching and learning is not simply
ideological, but is an instructional tool that saves time and builds learning skills that will last
a lifetime for students.” (Calhoun, 1999). The PWIM is an extremely effective tool for

teachers to use as they strive to meet this goal for all students. The Pupils taught by the
PWIM performed a little bit better than the pupils taught without the picture. PWIM

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improves student sight vocabulary. Students name the words, see them printed and hear them
many times. When constructing the sentences, teachers model the correct sentence form. The
children learn from teacher modelling and use that experience to create their own sentences.
When the students classify their words and sentences they are selecting common attributes
very much like Bruner's concept attainment model. The students search for and identify
attributes that can be used to distinguish examples of a given group or category from non-
examples.

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References

Joyce, B., Weil, M. and Calhoun, E. (2009). Models of Teaching Boston, MA: Allyn &
Bacon.

Cunningham, P. (1990). The Names Test: A Quick Assessment of Decoding

Ability. International Reading Association, 800 Barksdale Road, PO Box 8139,
 Newark, DE 19714-8139. Telephone: 302-731-1600. Directions and test printed
in:  Reading Teacher, 44, p. 124-9.

Webber, N. E. (1978). Pictures and Words as Stimuli in Learning Foreign Language

Responses. The Journal of Psychology 98 : 57- 63.

Duffelmeyer, F.A., Kruse, A.E., Merkley, D.J., & Fyfe, S.A. (1994). Further validation and
enhancement of the Names Test. The Reading Teacher.

Richardson, J. S. (2000). Read it aloud! Using literature in the secondary content classroom.
 Newark, DE: International Reading Association.

Kara L.S. (2007). The Picture Word Inductive Model and Vocabulary Acquisition. Faculty of
Graduate School of Wichita State University.

Sabrina Ellison (2010). PWIM Lesson Plan. URL.

http://welcometothejuntoclub.blogspot.com/2010/02/pwim-lesson-plan.html 

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Appendices

Appendix 1

Names Test
 by Patricia Cunningham and F.A. Dufflemeyer

Give the student a copy of the names. Ask him/her to read the names as if calling roll. You
have your own copy that you mark with C for correct or, if the child does not read the name
correctly, phonetically spell what the student reads.

Jay Conway Chuck Hoke

Kimberly Blake Homer Preston

Cindy Sampson Ginger Yale

Stanley Shaw Glen Spencer

Flo Thornton Grace Brewster

Ron Smitherman Vance Middleton

Bernard Pendergraph Floyd Sheldon

Austin Shepherd Neal Wade

Joan Brooks Thelma Rinehart

Tim Cornell Yolanda Clark

Roberta Slade Gus Quincy

Chester Wright Patrick Tweed

Wendy Swain Fred Sherwood

Dee Skidmore Ned Westmoreland

Troy Whitlock Zane Anderson

Shane Fletcher Dean Bateman

Bertha Dale Jake Murphy

Gene Loomis

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Appendix 2

The PWIM Picture-word Chart: (Apart from the picture, there are words being “shaken out”
of the picture and words list being created by the teacher and the pupils in the classroom).

The original picture before been shaken out

Words are been shaken out of the picture

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Appendix 3

PWIM picture with vocabulary words (picture-words dictionary)

Appendix 4

 Notes : These vocabulary words were used on the pre-test and post-test. The
researcher chose these vocabulary words for the assessment based on the
 possible vocabulary words that students might generate while looking at the

PWIM picture.

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