Models of teaching

MODELS OF TEACHING

Concepts:Information Processing Model

Behavioural ModelSocial Model

Personal Model

What is Teaching Model?

A model of teaching is a plan or pattern that can be used to

shape curriculums (long-term courses of studies), to design instructional materials, and to

guide instruction in the classroom and other settings

based on Joyce and Weil (1980).

Concept of Teaching Models

• Aim of TM: To produce effective teaching.

Figure 1.1: Glaser’s Teaching Model

Function of Teaching

Model

Formulate a complete &

perfect teaching scheme.

As basic guidance for teachers for

reflection during

feedback session.

Enable teachers to analyse & evaluate

its strengths & weaknesses so as

to plan & implement

appropriate follow-up actions

Provide guidance to planners &

teachers to enable them to plan & carry out the

teaching process effectively.

MODELS OF TEACHING

INFORMATION PROCESS

BEHAVIOUR

PERSONALSOCIAL

Information Processing

Model

Types of Information Processing Model

Information-Processing Model of

MemoryGagne’s Information Processing Model

The Expository Teaching Model

Inquiry Teaching Model

Scientific Inquiry Model

Social Inquiry Model

Juris-Prudential Inquiry Model

Suchman’s Inquiry Model

What do OUR MEMORY HAVE?Sensory Memory Compartment

Hold a large amount of information in a duration just enough for a small portion to be selected for longer storage.

Short-term Memory Capacity is limited.Storage duration is brief (unless assisted with rehearsal)

Long-term Memory A very large storage capacity (unlimited).Stored longer.

Information-Processing Model of Memory

Figure 1.2: Atkinson & Shiffrin’s Model of Memory Storage (1971)

Information-Processing Model of Memory

Incoming information

(sensory input) pass through:

Sensory

Short-term memory

Long-term memory

Sensory memory

Retains information for only a fraction of a second but enough to select the portion of

information that arrests one’s

attention. (The information that

caught one’s attention is selected for longer

storage)

Short-term

Can hold unrehearsed

information for about 20 – 30 seconds.

Information can be stored longer if it is

engaged under rehearsal. (Repetition

of memorizing).

Long-term

Information encoded may last for weeks,

months or even years.

Figure 1.3: Gagne’s Theory of Learning Process

Gagne’s Information Processing Model

Gagne’s 8 stages of Learning Process

PHASE ACTION RELATED

Motivation Phase Expectancy

Apprehension Phase Observation – Perception Selection

Acquisition Phase Encoding – Prestoring

Retention Phase Memory Retention

Recall Phase Recall – searching

Generalisation Phase Transfer

Performance Phase Response

Feedback Phase Reinforcement

Important Aspects in Gagne’s 8 Phases

• Learning readiness

• Motivation• Perception• Conceptualizati

on• Memorizing• Forgetting• Learning

transfer

How it works?

• Process begins from extrinsic @ intrinsic motivation to perceive stimuli from environment.

• New information recorded in short-term memory.

• Information will be processed by relating stored information in long-term memory.

• New information is reinforced, retained & applied when required.

Expository Teaching Model• Referred as explicit explanation in

details of certain facts.• A way of presentation of information

@ learning contents to pupils directly.• Presenting learning materials by

explanation, narration or demonstration.

• Suitably use to teach certain concept and skill during the beginning of the lesson.

..continue..

• Principle and concept are explained verbally, as all the facts are written on the board, showed on the screen.

• Time saving: Enables teacher to finish all related concepts in a shorter period & pupils merely listen quietly.

• More to a lecturing method. (Less effective for primary schools).

Inquiry Teaching Model

• Scientific Inquiry Model:–Used to study principles, phenomena & characteristics of scientific knowledge.

–Research process based on 5 stages:• Identify the problem.• Ascertain relevant information.• Determine hypothesis.• Testing hypothesis.• Evaluate, interpret, infer & conclude.

• Social Inquiry Model:– Used to study topics related to social &

humanity aspects.– Based on activities such as observation,

interview, @ questionnaire.– Emphasizes on social interaction

process.– 6 steps:

• Formulation of problem by teacher.• Formulation of hypothesis by pupils.• Define hypothesis.• Discuss & confirm validity of the hypothesis.• Collect & analyse evidences for the

hypothesis.• Interpret & derive inference @ conclusion.

• Juris-prudential Inquiry Model:– Used to look for reality & accuracy in

current issues (learning science is more useful than learning arts).

– Concerns with science & philosophy of human law.

– Based on activities, discussions and debates.

– Two types:• Guided inquiry: Teacher guides pupils to carry

out the whole discussion process.• Open Inquiry: No guidelines given. Students

have to do the discussion themselves.

• Suchman’s Inquiry Model:– Based on assumption that strategies

used by scientists can be used as a teaching model especially in the study of science.

– Procedures:• Teacher determines & indicates the problem.• Teacher explains the inquiry process to solve

the previous problem.• Students are guided to form hypothesis,

follows by the collection of relevant data.• Students use collected data to test

hypothesis, aim to formulate theorem, law, principle or theory.

• Discussion & making inferences.• Teacher & students discuss together and

analyse.

The Importance of Information Processing Model

• Students are prepared with better equipments and information for learning.

• Students are enforced with good mental exercises through different methods and approaches.

• Students are informed of the objectives and learning outcomes that should be achieved.

• Help students to remember the information for a longer period of time.

Behavioural Model

Behavioural Model

Direct Instruction

Model

Mastery Learning

Programmed Instruction

Model

Direct Instruction Model

• Demonstration:– A teaching technique involves the use of

a teacher’s skill to demonstrate @ perform a certain activity in the class.

– Teacher has a strong control over what is learnt in the classroom, provides feedback, monitoring students, grading work and strict classroom rules & regulations. (Teacher-centered).

Mastery learning

• Refers to a theory & practice of using remedial teaching based on feedback of pupil’s performance to assist them to achieve the learning objectives.

• Procedures:– Determine learning outcomes by planning explicit

learning objective (based on students’ performance).– Teach pupils with effective teaching method & technique

(use of suitable learning materials to suit different learning styles)

– Evaluate learning result by diagnostic test & summative test (level of mastering & achievement)

– Carry out remedial activities for pupils who have not fully mastered certain skills & provide enrichment activities for pupils who have mastered the lesson.

Programmed Instruction Model

• Computer Assisted Instruction (CIA)– The application of technology & computer system in

teaching.– Pupils follow designed learning materials in software

without teacher’s help.– Teacher has to facilitate the pupils to have interest in

manipulating computer.

Personal Model

Personal Model

• Non-directive Teaching Model• Developing Positive Self-concepts• Project Model

– Research Project– Handicraft Project– Educational Visit

Non-directive Teaching Model

• Based on Carl Rogers’ work, he believes that positive human relationships enable people to grow.

• Therefore instruction should be based on concepts of human relations.

Action Outside the Interview

Student initiates positive actions.

Phase 5: Integration

Student gains further insight and develops more positive actions. Teacher is supportive.

Phase 4: Planning and Decision Making

Student plans initial decision making. Teacher clarifies possible decision.Phase 3: Developing Insight

Student discusses problem. Teacher supports student.

Phase 2: Exploring the Problem

Student is encouraged to define problem. Teacher accepts and clarifies feelings.

Phase 1 : Defining the Helping Situation

Teacher encourages free expression of feelings. Phases in Non-

directive Model

The Importance of Non-directive Teaching Model

• Teacher helps students to explore new ideas.• Students have freedom to making decisions

and choices.• Teacher and students are partners in

learning.• Nurtures and moulds students to be the way

they are.• Encourages students to think and reflect

their uncertain feelings and become better and be positive.

Developing Positive Self-concepts

• Appreciate the abilities and talents one possesses.

• Positive self-concepts evolves with the moral values that should be emphasised among students.

• Activities that help: Group/Individual Presentation, musical performances, stage performances.

The Importance of Positive Self-concepts

• Gain knowledge and experiences by enhancing their interests in learning through self-concepts.

• Teacher shows positive approaches and optimistic reinforcements.

• Boost their confidence.• Provide opportunities

for students to express their ideas and listen to other’s opinions.

Project Model

• Based on the belief that learning would be effective if pupils are interested and ready to carry out learning activities.

• Examples of Project Model:– Research Project.– Handicraft Project.– Educational Visit.

1. Research Project (Principles)

• Teacher determines suitable research topic in accordance to the pupils’ experience, ability and interest.

• Aims and procedures must be determined first and pupils are informed about this.

• Teacher prepares relevant materials (check list, questions to be answered, etc.) to facilitate pupils.

Continued…• Research should be carried

out safely & every pupil should actively involve in group activities.

• Teacher supervises and provides guidance to pupils.

• Teacher discusses the outcomes of research & evaluation should be conducted after research is completed.

2. Handicraft Project (Principles)

• Planning of the project is based on pupils’ interest and ability.

• Prepare sufficient materials.• Explain procedure precisely.• Show examples of correct ways

to do the project.• Time period is required!• Discussion is carried out to

assess the work when it is done.• Display good quality work to the

other students.

3. Educational Visit (Principles)

• Before the Visit:– Identify the place of visit.– Obtain permission.– Arrange for transport.– Conduct briefing session

regarding safety, precautions, behaviours, aims of visit and regulations.

– Prepare sufficient equipments.

….continued• During the Visit:

– Divide pupils into several small groups.

– Every pupil should actively involve.– Watch out for pupils’ safety.– Give appropriate response to pupils’

inquiry.

• After the Visit:– Hold discussion session with pupils

regarding their observations.– Plan follow-up activity (making

model, draw plan or model, display things)

The Importance of Project Model

• Students able to relate their previous experiences to what they are studying.

• Able to understand objectives of the projects before and after lesson.

• Fun activities that attract students’ interests in learning more & apply what they have learnt.

• Moral values are applied.• Theories, facts & hypotheses are brought into practices (I do, I

remember & understand).• Co-operations among students.• Direct experiences & additional knowledge.

Social Model

Social Model

• Model of Group Teaching & Co-operative Learning

• Simulation Model–Sociodrama–Role play

SOCIAL MODEL

Encourages assimilation and understanding of the

learners

Relies on the students’ personal and social

values

Uses group inquiry and problem-solving

strategies

Ways of Teaching

GROUP TEACHING AND CO-

OPERATIVE LEARNING

INFORMAL

LEARNING

GROUP

FORMAL LEARNIN

G GROUP

STUDY TEAMS

SIMULATION

ROLE-PLAY

SOCIODRAMA

ROLE-PLAY

Emphasize the social nature of

learning

stimulate students both socially and

intellectually

Role-playing is a teaching strategy

that fits within the social family

models

-Joyce and Weil, 2000-

Improves interpersonal skills and enhances

communication

ROLE-PLAY

FOUR STAGES

1. Preparation and explanation of the activity by the teacher

2. Student preparation of the activity

3. The role-playing

4. The discussion after the role-playing activities

SOCIODRAMA

More like an acting activity

Based on a story which reflects a certain situation involving

conflicting issue, for example, Hang Tuah and Hang Jebat

Script should be prepared earlier

Next

ADVANTAGES

Helps them to become aware of the typical ways they solve

problems

Increases both social and personal awareness

Promote acceptance, cooperation in classroom

Back

Informal learning group

Basically temporary within a

single class session

Formal learning group

Being formed to complete a

specific tasks, such as to carry

a project, performing a lab experiment, etc

Study TeamsLong-term

groups with a stable

membership

ELEMENTS

Positive Interdependence

Face-to-face Interaction

Individual & Group Accountability

Interpersonal & Small-group Skills

Group Processing

The Importance of Social Model

Emphasize the worth of

cooperative learning

Incorporate the collective energy of the

group

Promote social skills including self-

discipline, negotiation,

democracy, etc.

Teaching Approaches

Approaches

Inductive Deductive

Inductive Approach

Collecting Analysing Interpreting

Making generalis

ationConceptConclusio

n

Example of Inductive Approach

Deductive Approach

General Rule

Specific Example

Practice

Examples of Deductive Approach

Any question

s?

Presented by:Aileen

Yohanieca