THE SOCIAL FAMILY MODELS

Lili Eva Noviana

Wahidah
Siti Saujoh

 Introduction Cooperative Learning Role Play Individual Differences Partners in Learning

Group Investigation
Research Findings Islamic Perspective Conclusion

INTRODUCTION

What is Social Family Models?

Cooperative learning is based on the social interdependence theories of Kurt Lewin and Morton Deutsch (Deutsch, 1949; Lewin, 1935)

Pioneers in cooperative learning, David and Roger Johnson devoted years of detailed research to clarify the conditions under which cooperative, competitive, increase student achievement, psychological adjustment, selfesteem, and social skills.

The instructional use of small groups so that students work together to maximize their own and each others learning (Johnson et al. 1990)

Cooperative Learning

To encourage students to learn

Positive interdep endence

To cause students to work together for both the individual and common good

Purposes of Cooperative Learning

Heterogeneous (mixed) groups

Group tasks, usually either mastery or project work Rule behavior is all for one, one for all members help each other

Group reward is shared equally by individual members

Differences

Between Cooperative Learning Groups and Traditional Learning Groups

Cooperative learning groups Positive interdependence Individual accountability Cooperative skill taught directly Shared leadership Responsibility for success of all group members Teacher observation and feedback Equal opportunity for success Group review process and set goals for future

Traditional Learning groups No positive interdependence No individual accountability No cooperative skill instruction Appointed leader Responsibility for ones own contribution Teacher withdraws from groups Uniform standard for success No review or goal setting

Student Teams, Achievement Division (STAD)

Teacher presentation Team work Individual quizzes Determination of team scores Team reward or recognition

Five forms of cooperative learning

Teams, Games, Tournaments (TGT)

Teacher presentation Team work Team versus team competition Scoring Team reward

Tea-Assisted Individualization and TeamAccelerated Instruction (TAI)

Proficiency testing of students, team assignment Individual but team-assisted study Individual student quizzes Team scoring Recognition Individuals work, experts plan and give presentation Individual student quizzes Team scoring Recognition

Jigsaw
Cooperative Integrated Reading and Composition (CIRC)

Pairs work and teams work Individual student quizzes Team scoring Recognition

 Require teachers to be responsible for presenting information

Creating suitable group and possibly independent work assignments

Establishing and maintaining cooperating groups Monitoring individual and group progress Convening and teaching small groups of learners

Devising and maintaining progress records

Providing rewards

The Teachers Contribution in Cooperative Learning

Believe in the importance of getting learners to work together for the individual and common good

Good Leader of Cooperative Learning

Are able to get diverse learners to work cooperatively Are competent presenters and use independent study assignments effectively Are especially effective organizers and coordinators of work Are especially effective diagnosticians and clinicians, i.e., are able to identify and help students and teams having difficulty

When Preparing
Prepare the presentation utilizing elements of a good presentation

When Delivering
Make the presentation utilizing elements of a good presentation Set team goals

When Closing
Remind students of what they learned

Relate new learning to past or future learning

Provide opportunity for practical use of information

Prepare the team assignment

Prepare students for future engagement in cooperative learning by explaining effective interpersonal and interactive skill

Prepare students for work with their team Give the teams the assignment

Quiz the students

Recognize team accomplishment

Good Cooperative Learning (STAD)

Success Cooperative Learning Depends on :

Team members must not simply share answer but explain how they derived the answer and why they are correct (Simon, 2005)

Individual team members be accountable to the team

Team members must stay on task, since time on task is consistently related to students learning

In any team individuals must get along with one another

Teaching arrangements that encourage some children to provide assistance and others to receive it appear likely to increase dependency (Biemiller,1993)

Advantages of Cooperative Learning

Academic achievement Improved self-esteem Active learning Social skills development Peer acceptance and friendship

ROLE PLAYING & STUDENTS DIVERSITY

ROLE PLAYING
DEFINITION : A method for exploring the issues involved in complex social situations. It leads students to understand social behavior and values, their role in social interaction, and ways of solving problems more effectively. Fannie and Goerge Shaftel (1966) formulated roleplaying as a model of teaching. Specifically to help students study their social values and reflect on them. It has been developed to teach science (Barkoff,1993 and Collin,2003) and can be an assessment tool in oral examination in foreign language classes (Hoecherl and Boyce, 1994)

Role playing can be used in a variety of ways:

A small group enact a role play about a situation while other learners observe. In this used, it is similar to demonstration where learning occurs through observation. Role playing is used to stimulate discussion on complex issues. In this condition, essentially group discussion, role playing merely act as stimulant for discussion that follow. Role playing is also used to practice some skill. The prime method is by practicing and receiving feedback.

The Objectives of Role Playing:

To explore students feelings To gain insight into their attitudes, values, and perceptions Develop students problem solving skill and attitudes To explore subject matter in varied ways

Steps in Role Playing Activity:

1. 2. 3. 4. 5. 6. 7. 8. 9. Warm up the group Select participants Set the stage Prepare observers Enact Discuss and evaluate Re-enact Discuss and evaluate Share experiences and generalize

The advantages of role playing:

It help students to develop a range of communication and social interaction skills (Hudson, 1991) and also promotes critical and creative thinking, attitudes and values. Develop students self-confidence and self-esteem. Because this kind of learning involves the whole person-intellect, feeling, and bodily senses- it tends to be experience more deeply and remembered longer (Brookfield, 1990). With appropriate adaptation, role playing can be used with students of all ages. Provides opportunity for students to assume roles of others, therefore appreciating another person's point of view. Tends to motivate students to learn.

The Limitation of Role Playing

It is not efficient way to teach procedural knowledge (such as how to solve a calculus problem). Usually consume large amount of time Successful or failure depend on the attitudes or personalities of the students because they can overact or distort the role. Can cause students to become emotionally over-involved in the situation being investigated, then loose the objectivity during analysis.

Rasulullah (peace be upon him) also used this method. For example:
A desert Arab came to Gods messenger and asked him about ablution. He demonstrated to him washing each part of his body thrice and then said that was the method of ablution. (Tirmidhi, 2000, Hadith No.157) He had also instructed all his companions as follows: Pray as you have seen me praying (Bukhari, 2000, Hadith Nos. 631, 6008)

Socioecono mic Background

Cultural Background

Interest

Gender

Student Diversity

Learning Aptitude

Sexual Preference

Learning style

Developme nt Difference

Personality

SOME WAYS IN WHICH STUDENTS DIFFER

Socioeconomic Differences
Three Things are Fundamental to Help Children who Live in Poverty:

1. Early intervention by communities and school to help children succeed in life and school. Intervention include improving family and home condition, nutrition, health care, & opportunity to learn. 2. Effort must be made to generate a sense of efficacy in them (the sense that they can control their own destinies). 3. Teachers promote the achievement of low SES students.

Cultural Differences
What should the teachers do in multicultural schools? Care for each child Get to know students both in and out of school. Form relationship that permit them to understand the beliefs and values students bring from home. Accept and accommodate their differences. Allow them to be who they are to feel good about their heritage Take into account their cultural and language differences when planning lessons.

Gender Differences
How to Promote Gender Equity in Our Classroom?

1. Call on girls as often as you call on boys. 2. Rotate classroom responsibilities and leadership roles between girls and boys. 3. Make no distinction between boys and girls in assigning problems. 4. Place equal numbers of girls and boys in small group discussion and cooperative learning group. 5. add to reading lists stories or books about women prominent in the subject area being studied. 6. Providing equal opportunities for boys and girls.

Developmental Differences
Psychosocial Development (Lev Vygotsky, 1896-1934)
The zone of proximal development

Cognitive development (Jean peaget, 18961980)

Sensory motor stage (0-2 years old)

Moral development (Piaget and Kohlberg, 1999)

Morality of constrain

Social interaction is key to learning

Prelogical stage (2-7 years old)

Morality of cooperation

Concrete operational stage(7-11 years old) Formal operational stage (11 years and up)

Personality Differences
Personality is defined as the totality of character and behavioral traits peculiar to an individual. There are two selected traits that play important role in how well your students achieve and behave 1. Temperamental Differences. There are some temperament traits of children: activity, rhythmicity, approach/withdrawal, adaptability, intensity, mood, persistence and attention span, distractibility, sensory threshold. Three basic temperament types: 1. Easy or flexible children 2. Difficult , active, or feisty children 3. Slow to warm up or cautious children 2. Self discipline differences

LEARNING STYLE DIFFERENCES

1. Conceptual tempo 1. Impulsive : work fast, make decision quickly, and may do things without serious forethought 2. Reflective : likely to take considerable time in their work, concern about accuracy, thinking about their answer. 2. Field Dependent versus Field-Independent Learners 1. Field dependent: people oriented and cooperative, better at learning social content and literature, have difficulty noticing material presented in unstructured way, more responsive to praise and more adversely affected by criticism. 2. Field independent : focus more easily on the details, more curios and self reliant, less conforming and obedient, have more difficulty learning social content, they need less praise and less affected by criticism

Cont..
3. Convergent and Divergent thinking 1. Divergent thinkers: think independent, flexible, and imaginative (creative) 2. convergent thinkers: predisposed to think in conventional 4. Perceptual modality preferences/strengths 1. visual 2. auditory 3. kinesthetic

Learning Aptitude Differences

There are eight kinds of intelligence by Howard Garner: 1. Linguistic intelligence 2. Logical intelligence 3. Spatial intelligence 4. Bodily kinesthetic intelligence 5. Musical intelligence 6. Emotional(interpersonal) intelligence 7. Intrapersonal intelligence 8. Naturalist intelligence

Interest Differences
Each child bring their own interest and motivation to the classroom. As a teacher, we should try to meet the interest of our students. To determine the true interest of the students, teachers must get inside their minds and motivating them to learn. Thats why teacher must be an enthusiastic person and a good motivator.
Teachers must be aware of important ways students vary and consciously take the diversity into account when planning and instructing so that the teachers can teach subject matter successfully.

Methods of Rasulullah in accommodating Individual Differences

The Prophet declared that he belonged to the group of Prophets and he had been commanded by the Lord to treat people according to their ranks and talk to them according to their intellectual capacity. (Abu Dawud, 2000, Hadith No. 4202) Once, a person requested the Prophet to advise him. The Prophet stressed that he should have the fear of God for it was the treasure of all goodness. Further he advised him to fight for the cause of God. He also instructed him to practice the habit of remembering God and read Quran for it would be a guiding light in this world and a matter of praise for him in the hereafter. He told him that by controlling his tongue he could conquer Satan. On another occasion, when a person sought his advice, the Prophet told him not to be angry. As he repeated the request he repeated the same advice again and again. (Bukhari, 2000, Hadith No. 6116) The Prophet always recognized the psychology of individual differences and accommodated the same in his teaching.

Rasulullah also promotes Equal Opportunities in Education

It was the desire of the Prophet to universalize education by providing equal opportunities to women, specifically slave girls. Considering the social environment of the time, in which the slave girls would not have a chance to get themselves educated, the mode of education was adapted by the Prophet to provide opportunities to the needs of the learner group. Once he said that three persons would have double reward from God. One of them was a master of a woman slave who taught her good manners, educated her in the best possible way, released her from slavery and then married her. (Bukhari, 1971, Hadith No 1.97A, p.78)

Partner in Learning (1)

How to exchange ideas between two people or more, in small groups, which planned to achieve specific purposes A teaching system that provides opportuni ties for students to collaborate with fellow studen ts in a structured tasks.
To enhance academic cooperation between students, forming positive relationships, develop selfconfidence, and improve academic skills through group activities.

Partner in Learning (2)

Builds relationship between students

Involves students who are of the same or different ages

Can be for academic or non-academic purposes Can be one-on-one, in small groups, or as whole classes

Components Of Effective Partner Learning Systems

Recruitment Identification

Training Partners

Evaluation

Supervision of Partner Learning Systems Reinforcement for Participating in Partner Learning

Identification

Recruitment
Sources of tutors and tutees

Methods for informing potential participants

Who has or needs to acquire teaching skills?

Training Partner
Who will conduct the training of partners? Where training will occur? The number and length of training session What and how to teach?

Supervision of Partner Learning Systems

Who is responsible for supervision?

How frequently does supervision need to occur?

What should be the intensity of the interaction between supervisor and the partners?

Evaluation

The content relevance

The effectiveness of methodology

The frequency of teacher evaluation session

The need for changes in any aspect of partner relationship

By: Tyler and Kaitlyn

The Benefits of Partner in Learning Systems Hill & Hill (1993)

Higher Academic Achievement

Deeper Understanding

Learning More Fun Leadership Skills

Feeling of Belonging

Group Investigation

John Dewey first developed this idea in his book Democracy and Education back in 1916 Group Investigation is one form of cooperative learning model that emphasizes the participation and activities of students to find their own materials (information) lessons will be learned through the materials available An organizational medium for encouraging and guiding students' involvement in learning

Theoretical Origins of The Model

Dewey's Educational Philosophy The goal of education is to develop socially responsible citizens who understand how to work together to solve problems and construct knowledge

the dynamic of the learning group

Inquiry

Knowledge are central to the strategy

Key Elements

Four Important Components

Investigation (refers to the fact that groups focus on the process of inquiring about a chosen topic) Interaction( a hallmark of all cooperative learning methods, required for students to explore ideas and help one another learn) Interpretation (occurs when the group synthesizes and elaborates on the findings of each member in order to enhance understanding and clarity of ideas) Intrinsic motivation (kindled in students by granting them autonomy in the investigative process)

Six steps: Groups plan their investigation-the procedures, tasks and goals consistent with the chosen subtopic Groups carry out the investigation as planned in the above step Groups plan their presentation Groups conduct the presentation The teacher and students evaluate the investigation and resulting presentations

I M P L E M E N T A T I O N

Effects on The Learner

Perform better More cooperative and altruistic Greater independence and responsibility In terms of the affective domain, GI has been found to promote interpersonal liking, trust, and more positive attitudes toward school and learning Produces gains in inter-ethnic relations

Negative Effects
Wastes more time than direct instruction Not learning about other areas of the overall topic Not possessing required research skills Dissatisfaction with lack of cooperation

Islamic Perspective & Research Finding

In Islamic perspective there are 3 kinds of the social family modal's view
Talaqqi Halaqah Usrah

Talaqqi learning is Islamic lesson conducted in a halaqah (small group). It is led by a qualified teacher and guided by a certain book in order to attain a certain spiritual status.

A halaqah is one way of getting to know others but it is also equally important to ensure one is making like-minded friends who are compatible with ones interests, values and mindset.

Usrah is a man and a wife, and relatives. The usrah ties the source of some rights and obligations.

 Cooperative learning has different name such as collaborative learning, group discussion, peer group learning etc. It has various names depending on the perspective of who conducts a particular research on it (Ahmad, 2011).

Kagan (1994) defines cooperative learning through four principles: Positive interdependence, individual accountability, equal participation, and simultaneous interaction.

 Many studies have been conducted on cooperative learning (Zaheer Ahmad et al,2010).

There is a study on the effects of cooperative learning versus traditional instruction on Perspective Teacher Learning Experience and achievement (Zaheer Ahmad, et al (2010)

The researchers found out from their research that cooperative learning fosters teacher academic achievement as compared to traditional instruction.

 The research thereby concluded that the implication of CL is that teacher-educators should be to prefer innovative instructional strategy.

 Ervin Staub (1971) conducted a study relating to how role play could be used for childrens learning and how role play could be helpful to children in sharing behaviors. Twin-sister-method was employed whereby one student need a help while another student provided help. He found out that the role play is very useful, significant and related to a measure of learning during role play (boys) and to family size and birth order (girls).

Conclusion
Cooperative Learning (student-team learning) as teaching learners to like and care for one another Teachers who use cooperative learning need to be good presenters, to be insightful in developing worthwhile team assignments, and to be able to monitor teamwork Role playing is the best way to develop the skills of initiative, communication, problem-solving, self-awareness, and working cooperatively in teams Educational success depend on the schools and teachers sensitivity to and respect for equity, defined in terms of diversity in all aspects Group Investigation and Partner Learning as the current model of teaching that are used for encouraging and guiding students' involvement in learning

References
Killen, Roy. (2003). Effective teaching strategies. South Melbourne, Australia: Thomson, social science press. Donald C. Orlich (2007). Teaching strategies. U.S.A: Houghton Mifflin company. Paul D. Eggen (1996). Strategies for Teachers. U.S.A: A simon & Schuster Company. Nigel Collins (1989). New teaching skills. Oxford University press. Mahar Abdul Haq (1990). Educational philosophy of the holy Quran. Lahore: Seraj munir publisher. Ir. Muhammad Ibnu abdul hafidh Suwaid (2004). Cara Nabi mendidik anak. Jakarta: Al-Itishom cahaya umat publisher.

Thank You