MIMICRY
- MEMORIZATION
Mimicry
- Memorization method was developed firstly for military personnel during the
Second World War. This method was successful because of high motivation,
intensive practice, small classes and good models. Some basic sentences are
memorized by imitation. When the basic sentences have been over-learned, the
students can practice the dialogue. Then they can vary the dialogues within the
material he ha already learned. Finally, the
students act out the dialogue in front of the students.
This
method is not only used for the purpose of training the students how to
pronounce the words, phrases and statement correctly, but also to control the
language classes. The students are expected to focus their attentions to the
lessons. This method can be used to mim - mem the dialogues for Elementary
School students, Junior High School Students.
Sample of Mim - Mem:
The teacher gives a dialog. Students repeat after the teacher.
Teacher : Are you Malaysian? (Ss listen and repeat)
Students : Are you Malaysian?
T : No, I am not. I am from Indonesia.
Ss : No, I am not. I am from Indonesia.
T : Are you................... ( T just says the first word of the sentence)
Ss : Are you Malaysian?
T : No, .......................... (T just says the first word of the sentence)
Ss : No, I am not. i am from Indonesia
Teacher : Are you Malaysian? (Ss listen and repeat)
Students : Are you Malaysian?
T : No, I am not. I am from Indonesia.
Ss : No, I am not. I am from Indonesia.
T : Are you................... ( T just says the first word of the sentence)
Ss : Are you Malaysian?
T : No, .......................... (T just says the first word of the sentence)
Ss : No, I am not. i am from Indonesia
Note:
When the teacher has given the 5th or 6th sentence and students have repeated the 5th and 6th sentences. Teacher can repeat the whole 5 or 6 sentences from the 3rd or 4th sentence.
When the teacher has given the 5th or 6th sentence and students have repeated the 5th and 6th sentences. Teacher can repeat the whole 5 or 6 sentences from the 3rd or 4th sentence.
SCAFFOLDING
Scaffolding
is a method that helps teachers provide students with individualized
instruction. While engaged in scaffolding, teachers become facilitators of
learning in an instructional dialogue based on flexibility. Scaffolding fosters
student academic achievement, self-esteem, and social skills.
With
scaffolding, a teacher concentrates on developing student competencies. In the
classroom, the teacher explains, step-by-step, how a decision was made or a
conclusion reached. This explanation often takes the form of group discussion.
The discussion is a stream-of-consciousness interaction with students and
teacher. Later, the instructor shifts from teacher to coach as the students
take over the particular skill. The performance of the student is coached until
the mastery of the skill develops. At this stage, the student role resembles
that of the apprentice, working under the guidance of the instructor.
Gradually, the instructor reduces support, a process known as fading.
Ultimately, support is no longer needed. Scaffolding is a highly individualized
approach to teaching: "Almost all classroom teachers believe that
instructional approaches which are attentive to the differences among
individual learners will be superior to those schemes which are oblivious of
such differences" (Popham and Baker, 1973, p. 27).
The
objective of scaffolding is to give the student just enough support to help him
or her achieve their current goal. Too much support can be stifling which scaffolding, students can learn at their own pace. The teacher is
coach, facilitator, and tutor. After demonstrating and modeling a task to
students, the teacher assigns the tasks, and offers feedback where necessary.
Whereas when first taught, a skill might be meaningless to a student, by the
time he or she has progressed through the integration of the skill in complex
problems and in interaction with teachers and fellow students, an interpersonal
connection results that enhances learning. Scaffolding demands much from a
teacher, and the incorporation of computers into the process can ease the
instructional burden. As one teacher puts it, "The computer is an
infinitely malleable tool, and it has the potential to enable us to teach
things we were never able to teach before . . . " (Bollentin, 1998, p.
52). Thus many modern examples of scaffolding are often found in computerized
instruction.
Scaffolding
techniques should be considered fundamental to good, solid teaching for all
students, not just those with learning disabilities or second language
learners. In order for learning to progress, scaffolds should be gradually
removed as instruction continues, so that students will eventually be able to
demonstrate comprehension independently.
Scaffolding
instruction includes a wide variety of strategies, including:
- activating
prior knowledge
- offering
a motivational context to pique student interest or curiosity in the
subject at hand
- breaking
a complex task into easier, more "doable" steps to facilitate
student achievement
- showing
students an example of the desired outcome before they complete the task
- using
verbal cues to prompt student answers
- teaching
students chants or mnemonic devices to ease memorization of key facts or
procedures
- facilitating
student engagement and participation
- teaching
key vocabulary terms before reading
- Suggesting
possible strategies for the students to use during independent practice
- modeling
an activity for the students before they are asked to complete the same or
similar activity
Advantages and Disadvantages
of Scaffolding
One of the
primary benefits of scaffolding instruction is that it engages the
learner. The learner does not passively
listen to information presented instead through teacher prompting the learner
builds on prior knowledge and forms new knowledge. In working with students who have low
self-esteem and learning disabilities, it provides an opportunity to give
positive feedback to the students by saying things like “…look what you have
just figured out!” This gives them more
of a can do versus a “this is too hard” attitude. This leads into another advantage of
scaffolding in that if done
properly, scaffolding instruction motivates the student so that they want to
learn.
Another benefit of this type of
instruction is that it can minimize the level of frustration of the
learner. This is extremely important
with many special needs students, who can become frustrated very easily then
shut down and refuse to participate in further learning during that particular
setting.
Scaffold instruction is individualized
so it can benefit each learner. However,
this is also the biggest disadvantage for the teacher since developing the
supports and scaffolded lessons to meet the needs of each individual would be
extremely time-consuming. Implementation
of individualized scaffolds in a classroom with a large number of students
would be challenging. Another
disadvantage is that unless properly trained, a teacher may not properly
implement scaffolding instruction and therefore not see the full effect. Scaffolding also requires that the teacher
give up some of the control and allow the students to make errors. This may be difficult for teachers to
do. Finally the teachers’ manuals and
curriculum guides that I have been exposed to do not include examples of
scaffolds or outlines of scaffolding methods that would be appropriate for the
specific lesson content. Although there
are some drawbacks to the use of scaffolding as a teaching strategy the
positive impact it can have on students’ learning and development is far more
important.
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