Syntax group investigation model of teaching
Duration: 7 min
This video lesson is available to enrolled students.
AI Summary
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This educational video provides a detailed lecture on two specific teaching models: the Syntax Group Investigation Model and the Advance Organizer Model. The instructor utilizes slides containing bilingual text in English and Hindi to explain the phases and components of each model. The first section details the six phases of the Group Investigation Model, emphasizing student exploration and group study. The second section delves into the Advance Organizer Model, breaking down its syntax, social system, and effects, and presenting a structured table of its phases. The lecture aims to clarify the theoretical framework and practical application of these educational strategies for teachers.
Chapters
0:00 – 2:00 00:00-02:00
The video opens with a slide titled 'SYNTAX GROUP INVESTIGATION MODEL OF TEACHING' (शिक्षण का सिटेक्स समूह जांच मॉडल). The slide is divided into two columns: the left lists phases in English, and the right lists them in Hindi. It details Phase One (Present the Puzzlement), Phase Two (Students explore reactions), Phase Three (Formulate study task), Phase Four (Independent and group study), Phase Five (Analyze progress), and Phase Six (Recycle activity). Around the 1-minute mark, the slide changes to 'COMPONENTS OF ADVANCE ORGANIZER MODEL' (एडवांस ऑर्गनाइजर मॉडल के घटक), introducing the first two components: (a) Syntax and (b) Social System. The instructor begins to explain the structure of the new model.
2:00 – 5:00 02:00-05:00
The lecture continues with the 'COMPONENTS OF ADVANCE ORGANIZER MODEL' slide, displaying additional components: (c) Principles of Reaction, (d) Support System, and (e) Instructional and Nurturant Effects. The instructor then switches to a slide titled 'ADVANCE ORGANISER MODEL' featuring a table with columns for Phase, Outline, and Activity. The table outlines Phase one (Presentation of Advance Organizer), Phase two (Presentation of learning Task or Material), and Phase three (Strengthening Cognitive organization). The text on the left attributes the model to David Ausubel and mentions it deals with meaningful verbal learning. The table lists activities like 'Clarify aims of the lesson' and 'Present organizer'. The instructor points to the table to explain the flow of the lesson.
5:00 – 6:42 05:00-06:42
The instructor continues explaining the table for the 'ADVANCE ORGANISER MODEL', pointing to specific activities like 'Identify defining attributes', 'Give examples', and 'Prompt awareness of learner's relevant knowledge'. The slide then reverts to the 'COMPONENTS OF ADVANCE ORGANIZER MODEL' view. The instructor digitally writes 'Application' and 'Advantage' on the screen while discussing the 'Instructional and Nurturant Effects'. She emphasizes the instrumental values of the model, noting that the ideas used as the organizer are learned alongside the presented information. The video concludes with a focus on the benefits of this model for students.
The video provides a structured overview of two distinct teaching models. It begins with the student-centered approach of the Group Investigation Model, moving through its six distinct phases. It then shifts to the cognitive approach of the Advance Organizer Model, detailing its structural components and the specific phases of presentation and strengthening. The instructor uses visual aids, including bilingual text and tables, to clarify the theoretical framework and practical application of these educational strategies. The lecture effectively bridges theory and practice by showing how these models are implemented in a classroom setting.