1. OVERVIEW OF PRESENTATION
MODEL
Aims
Teacher-centered/student-
centered
Four Major Phases
Learning environment

2. AIMS OF
PRESENTATION
MODEL
Develop habits of
listening and thinking
Expand conceptual
structures
Students acquire,
assimilate and retain
new information

3. TEACHER CENTERED?
STUDENT-CENTERED?
OR

4. TEACHER-CENTRED

5. FOUR MAJOR PHASES
1. Clarification of the aims of the
lesson
2. Presentation of advance
organizer
3. Presentation of new
information
4. Checking students’
understanding

6. Examples and Types of advance organizers
1. Expository - describe the new content.
2. Narrative - presents the new information in the form of a
story to students.
3. Skimming - used to look over the new material and gain a
basic overview.
4. Graphic organizer - visuals to set up or outline the new
information.
5. Concept mapping
http://wik.ed.uiuc.edu/index.php/Advance_organizers

7. Tightly structured
Appropriate
facilities
Learning is
conducive for
presenting
and listening

9. The purpose of this chapter is to
introduce the Presentation
Model of Teaching and to
describe how to use it effectively
in classroom.
The purpose

10. This model has 3 features:
1)The concept of structure of
knowledge
2)The psychology of meaningful verbal
learning
3)cognitive psychology of learning

11.  Knowledge of the world has been organized
around various subject areas called
disciplines.
 each discipline has a structure consisting of
key concepts
 The key concepts will define the displine

12. Earth
soil water
rock sand
ore
fish
micr
oorg
anis
m
coral
Main knowledge
disciplines
Key concepts

13.  The structuring of knowledge via disciplines
will :
1) organise information about topics
2) dividing information into various
categories
3) show the relationship between the
category of information

14.  David Ausubel (1963), an educational
psychologist, explained that at any point of
time, a learner has an existing
“organization… and clarity of knowledge in a
particular subject matter field.”

15.  He called this organization a cognitive structure
which can determine a learner’s ability to deal with
new information and ideas
 In cognitive structure, prior learning is important
 Prior learning is the knowledge that students
acquired outside from the classroom
 Meaning can emerge from new materials only if it is
connected to cognitive structures of prior
learning.Ideas should be presented in a
clear, precise way.

16. • In order for this process of learning to happen
Ausubel said the teacher should create two
conditions:
1. Present learning materials in a potentially
meaningful form, with major and unifying ideas
and principles, consistent with contemporary
scholarship, high-lighted rather than merely
listing as facts;

17. 2) Find ways to anchor the new learning materials to
the learners’ prior knowledge and ready the
students’ minds so that they can receive new
information
 Advance organizer was the major teaching strategy
proposed by Ausubel
 Advances organizers provide a device to help
learners to preview and link new information to
prior knowledge

18.  It is designed to provide students with a
cognitive structure for comprehending
material presented through lectures, readings, and
other media.

19.  It explains how information should be
presented to students
 Important to teachers because it provides
ways for thinking about how mind works and
how knowledge is acquired,organized,and
represented in the memory system.

20. • Types of knowledge:
- Declarative Knowledge is knowledge about
something
-Procedural Knowledge: knowing how to
do something
- Conditional knowledge: is knowing when to use or
apply particular declarative or procedural
knowledge

21. - Factual knowledge : is knowing
about the basic elements of a topic
- Conceptual knowledge : is knowing
about the interrelationships among
the basic elements
- metacognitive knowledge ;
knowing about knowing

22. • What is the main aspect that a teacher
should focus on before teaching?
• PRIOR KNOWLEDGE
• The research on the influence of prior
knowledge for learning to read, learning to
use new information and learning to write
has been conducted.
• Through the research the importance of prior
knowledge for learning new information and
new skills has arose

23.  Teachers should help students to use their prior
knowledge
 What are the procedures that teacher can used to
make their students use their prior knowledge??
-Induction or establishing set
> Is a technique used by teacher at the
beginning of a presentation to prepare
students to learn and to establish a
communicative link between the learners
and the information about to be presented

24. >This set helps students to retrieve
appropriate information and intellectual
skills from long term memory and get it
ready for use as new information.(recall)
- students activate their prior knowledge by
providing cues
> cues provide hints about what the
students are about to
experience or learn
- Using advanced organizer
> to help make information
meaningful to students by
relating prior knowledge to the new
lesson

25. - Teacher clarity
> teacher`s presentation variable
- verbal fluency
- amount of information
- knowledge structure cues
- interest
- vagueness
- Teacher always having problem with vagueness and
lack amount of information

26.  To overcome it :
- make sure the content is thoroughly
understood
- practice and commit the keys ideas
- follow the written notes very carefully

27.  Ashcroft (2006) defined memory as the
mental processes associated with acquiring
and retaining information for later retrieval
and the mental storage system that enables
these procesess
 He calls this as information processing model

28.  Under this model there are three components
> sensory memory
> short term working memory
> long term memory

29.  Sensory memory – new information enters the brain
and memory system from the environment through
one of the senses : sight, hearing, touch, smell, feel
(not last for a long time)
 Short term working memory – is the place in the
mind where conscious mental work
done(mathematic)
 Long term memory – is the place in the mind where
information is stored and ready for retrieval when
needed.

30. Stimulus
information/
knowledge
Short term
working
memory
forgotten
Long term
memory
Sensory
memory

31.  Cognitive Psychologists use the label schema to
define the way people organize information about
particular subjects and how this organization
influences their process of new information and
ideas.

32. Planning and Conducting
Presentation Lessons

33. Planning
presentation
Choosing
objectives and
content for the
presentation
Diagnosing
students’ prior
knowledge
Selecting
appropriate and
powerful advance
organizer
Planning for use
of time and
space

34. Choosing Objectives and content
 Objectives for presentation lessons consists those aimed at
the acquisition of declarative knowledge
Power and economy
• Concepts in selecting content to be included in presentation
• Only the important and powerful
concepts should be taughtPower
• Staying away from verbal clutter and
minimize the amount of informationEconomy

35. Conceptual Mapping
• Show the relationship among ideas
• Clarify the kinds of ideas to teach
• Provide students with a picture for understanding the
relationship among ideas
• Steps involved in conceptual mapping:
- Identify the key ideas associated with a topic
- Arrange the ideas in some logical pattern

36. Diagnosing Students’ prior knowledge
 Estimation of teachers on their students' existing cognitive
structure and their prior knowledge of a subject
Cognitive Structure
• Meaningful materials > finding ways to connect it to what
students already know
• Their existing ideas on the topics

37. Intellectual Development
• Learners go through developmental stages ranging from very
simple and concrete structures to complicated structures.
• Teacher need to consider students' intellectual development
when planning a presentation
• Problems that arise in applying the developmental theories :
1. Teachers cannot provide concrete solutions
- Development is uneven and does not occur precisely at any given
stage
2. Ways of measuring the developmental level of students
- Teachers must rely on informal assessments

38. Selecting appropriate and powerful
advance organizers
• The ‘’intellectual scaffolding ‘’ for subsequent learning
material
• Scaffolds for new information
• Help students see the ‘’big picture ‘’ of the things to come, in
a presentation
• Contains familiar materials for students

39. Example :
A science teacher is about to present information about foods the body
need to function well.
- Stating the objectives for the lesson
- Asking students to list the food they ate yesterday
- Present the Advance Organizer :
‘’ I want to give you an idea that will help you understand the
different kinds of food you eat by saying that they can be
classified into five major food groups: fats, vitamins,
minerals, protein and carbohydrates.’’

40. Planning for use of time and space
2 important concerns :
- >> Ensuring the allocated
time matches the aptitudes
and ability of the students
->> Motivating students to
remain attentive
throughout the lesson
Time
->> Equally important for a
presentation lesson
->> ‘’Row-and-column
formation of desks ‘’
Space
 Effective presentations depend on the
effective management of time and space

41. Row-and-column formation of
desks
Seating for Lectures or Demonstrations

42. Horseshoe or "u" shape
Seating for Group
Discussion

43. Seating for Group
Activities
http://web.utk.edu/~mccay/apdm/classmgt/classmgt_b.htm

44. Adapting Presentation For Differing
Student Abilities
• Illuminate ideas and concepts
• The Enhancing Teaching with Technology
Make ready use of
pictures and
illustrations
• Help to connect new information to the prior
knowledge
• Make information meaningful to all students
Use Varying Cues
and Examples
• Explaining ideas in concrete and abstract forms
• Meet the needs of students of differing levels of
intellectual development
Be more or less
concrete

45. Syntax of Presentation Lesson
Clarifying the aims
Presenting advance organizer
Presenting new information
Monitoring & checking students

46. 1. Clarifying the aims
To increase students’ participation in
lesson:
a) Gain attention
b) Explaining goals
c) Establishing sets

47. a) Gaining attention
 Gain and maintain students’ attention to
process and store new information.
 Gain attention through:
 Surprise
 Curiosity
 Making sure aims are clear
 establishing set.

48. b) Explaining goals
 Students needs reasons for participation
 Hence, teacher provide abbreviated versions
of LP.
 Benefits
 encourage students
 create awareness on the content of lesson
 motivates to exert more effort
 draw prior knowledge

49. c) Establishing set and providing clues
Brief review of yesterday’s lesson
 Help to start the lesson
 Gain concentration of students
 Motivators for lesson
participation

50. 2. Presenting advance organizer
• Teachers should make sure
 advance organizer is set off sufficiently from
introductory activities.
 Students understand it
 precise and clear
• Effective to use :
 chalkboard, newsprint chart, overhead projector
and power point.

51. 3. Presenting learning material
• Simple and clear ( consider power and cost)
• In presenting material, should consider:
i. Clarity
- clear and specific
- achieved through planning, organization, lots of
practice.
ii. Explaining links and examples
- links are conjunction and preposition.
- helps to see the logics and relationship of
presentation.
- give examples.

52. iii. Rule – Example- Rule – Techniques
- Step 1 : State rule
- Step 2 : Provide example
- Step 3 : summarize and restate original rules
iv. Signpost and Transitions
- used in longer presentation
- help to locate important points for learner.
- transitional stimuli help to highlight the relationship
among ideas and display internal organization of
information.
v. Enthusiasm
- presentation should apply techniques and strategies from
performing arts and lead to acquisition of important
points.

53. 4. Monitoring and checking for
understanding and extending student
thinking.
• Checking for understanding
 use informal methods :- verbal and non verbal cues
 ask students to make direct responses
 choral response (answer in unison)
• Extending student thinking
 ask questions and group discussion
- able to integrate new knowledge with prior
knowledge.
- build complete knowledge structures.
- understand complex relationships.

54. Making presentations interactive
A. Use by teachers
• Multimedia – integrating more than one media.
• Requires to make clear decisions about content,
information ,correct use of advance organizers and
examples and planning for the visual aspect.
B. Use by students
• Achieve multiple learning objective.
• Highly motivated.
• Learn how to use technology.
• Improve self-directedness.

55. MANAGEMENT REQUIREMENTS FOR
PRESENTATION MODEL
Teacher
structures
the learning
environment
tightly (3
points)
Good
conditions
for
presenting
and listening
(3 points)
Students’
motivation
to watch and
listen

56. Presentation Model Requires Rules
Governing:-

58. ASSESSMENT AND EVALUATION
WHEN?
• After the presentation
• Post-instructional task
WHY?
• Transmission of new information is checked
• Make sure the students retain the information
HOW?
• Test for students’ knowledge acquisition and retention
• Paper-and-pencil tests and selected response test items

59. TEST CONSIDERATIONS