models of teaching
DESCRIPTION
These are the models of teachingTRANSCRIPT
![Page 1: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/1.jpg)
MODELS OF TEACHING
Concepts:Information Processing Model
Behavioural ModelSocial Model
Personal Model
![Page 2: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/2.jpg)
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).
![Page 3: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/3.jpg)
Concept of Teaching Models
• Aim of TM: To produce effective teaching.
Figure 1.1: Glaser’s Teaching Model
![Page 4: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/4.jpg)
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.
![Page 5: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/5.jpg)
MODELS OF TEACHING
INFORMATION PROCESS
BEHAVIOUR
PERSONALSOCIAL
![Page 6: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/6.jpg)
Information Processing
Model
![Page 7: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/7.jpg)
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
![Page 8: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/8.jpg)
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.
![Page 9: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/9.jpg)
Information-Processing Model of Memory
Figure 1.2: Atkinson & Shiffrin’s Model of Memory Storage (1971)
![Page 10: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/10.jpg)
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.
![Page 11: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/11.jpg)
Figure 1.3: Gagne’s Theory of Learning Process
Gagne’s Information Processing Model
![Page 12: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/12.jpg)
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
![Page 13: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/13.jpg)
Important Aspects in Gagne’s 8 Phases
• Learning readiness
• Motivation• Perception• Conceptualizati
on• Memorizing• Forgetting• Learning
transfer
![Page 14: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/14.jpg)
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.
![Page 15: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/15.jpg)
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.
![Page 16: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/16.jpg)
..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).
![Page 17: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/17.jpg)
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.
![Page 18: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/18.jpg)
• 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.
![Page 19: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/19.jpg)
• 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.
![Page 20: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/20.jpg)
• 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.
![Page 21: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/21.jpg)
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.
![Page 22: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/22.jpg)
Behavioural Model
![Page 23: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/23.jpg)
Behavioural Model
Direct Instruction
Model
Mastery Learning
Programmed Instruction
Model
![Page 24: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/24.jpg)
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).
![Page 25: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/25.jpg)
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.
![Page 26: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/26.jpg)
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.
![Page 27: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/27.jpg)
Personal Model
![Page 28: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/28.jpg)
Personal Model
• Non-directive Teaching Model• Developing Positive Self-concepts• Project Model
– Research Project– Handicraft Project– Educational Visit
![Page 29: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/29.jpg)
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.
![Page 30: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/30.jpg)
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
![Page 31: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/31.jpg)
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.
![Page 32: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/32.jpg)
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.
![Page 33: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/33.jpg)
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.
![Page 34: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/34.jpg)
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.
![Page 35: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/35.jpg)
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.
![Page 36: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/36.jpg)
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.
![Page 37: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/37.jpg)
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.
![Page 38: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/38.jpg)
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.
![Page 39: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/39.jpg)
….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)
![Page 40: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/40.jpg)
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.
![Page 41: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/41.jpg)
Social Model
![Page 42: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/42.jpg)
Social Model
• Model of Group Teaching & Co-operative Learning
• Simulation Model–Sociodrama–Role play
![Page 43: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/43.jpg)
SOCIAL MODEL
Encourages assimilation and understanding of the
learners
Relies on the students’ personal and social
values
Uses group inquiry and problem-solving
strategies
![Page 44: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/44.jpg)
Ways of Teaching
GROUP TEACHING AND CO-
OPERATIVE LEARNING
INFORMAL
LEARNING
GROUP
FORMAL LEARNIN
G GROUP
STUDY TEAMS
SIMULATION
ROLE-PLAY
SOCIODRAMA
![Page 45: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/45.jpg)
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
![Page 46: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/46.jpg)
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
![Page 47: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/47.jpg)
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
![Page 48: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/48.jpg)
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
![Page 49: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/49.jpg)
Informal learning group
Basically temporary within a
single class session
![Page 50: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/50.jpg)
Formal learning group
Being formed to complete a
specific tasks, such as to carry
a project, performing a lab experiment, etc
![Page 51: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/51.jpg)
Study TeamsLong-term
groups with a stable
membership
![Page 52: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/52.jpg)
ELEMENTS
Positive Interdependence
Face-to-face Interaction
Individual & Group Accountability
Interpersonal & Small-group Skills
Group Processing
![Page 53: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/53.jpg)
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.
![Page 54: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/54.jpg)
Teaching Approaches
![Page 55: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/55.jpg)
Approaches
Inductive Deductive
![Page 56: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/56.jpg)
Inductive Approach
Collecting Analysing Interpreting
Making generalis
ationConceptConclusio
n
![Page 57: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/57.jpg)
Example of Inductive Approach
![Page 58: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/58.jpg)
Deductive Approach
General Rule
Specific Example
Practice
![Page 59: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/59.jpg)
Examples of Deductive Approach
![Page 60: Models of teaching](https://reader034.vdocuments.site/reader034/viewer/2022051322/54632baaaf7959b32f8b7307/html5/thumbnails/60.jpg)
Any question
s?
Presented by:Aileen
Yohanieca