Models of Teaching
Teaching models are instructional designs. Bruce Joyces & Marsha Weil(1978), “A model of teaching consists of guidelines for designing educational activities and environments. It specifies ways of teaching and learning that are intended to achieve certain kinds of goals.”
Families of teaching models
a. Information Processing family
b. Behaviour modification family
c. Personal family
d. Social interaction family
Information processing model
The purpose are:a. Mastery of the methods of enquiry
b. Developing the skill for processing information
c. Fostering the ability to think logically
Examples
1. Concept Attainment model
2. Inductive Thinking model
3. Inquiry Training model
4. Memory model
Behaviour modification family
The specific goals are:
a.
To master techniques for stress reduction
b.
To develop the competency to
adopt behaviour styles appropriate to
The specific goals are: a. To master techniques for stress reduction
b. To develop the competency to adopt behaviour styles appropriate to
given situations
c. To
foster leadership qualities
Examples
a. Anxiety Reduction model
b. Assertive Training model
c. Relaxation model
Personal family
The primary goals are:
a. To help students understand
b. To increase the students sense of
self worth
c.
To help students refine their emotion
d.
To foster the students’ creativity
Examples
a.
Awareness Training model
b.
Synetics model
c.
Classroom meeting model
d.
Non-directive teaching model
Social Interaction family
The
primary goals are:
a) To train students work together
b) To inculcate personal and social values
c) To develop skills for maintaining human Relations
Examples
A) Group Investigation model
B) Role play model
C) Jurisprudential model
D) Social Inquiry model
Elements of a
model
a. Focus
Name
& objectives of teaching constitute the focus. It refers to the goals or
objectives of teaching.
b. Syntax
It
deals with steps of the model. It refers the presentation aspect of teaching. c. Social system
It
deals with role of the teacher and role of the students. d. Support system
Support
system relates to the additional requirements other than facilities usually
available in the classroom.
e. Principles of reactions
Teacher reacts to the response of the students
f. Instructional and Nurturant effect
Instructional effect
Pupils acquires knowledge through the models. By the use of the models, teaching and learning relationship may be established empirically.
Nurturant effect
Pupil develops social efficience, personal abilities, cognitive abilities and behavioural aspects through the model.
Concept Attainment
model
by Jerome S.Bruner & Jacqualine Goodnow & George Austin Five elements present in a concept
a. Name
Name
is a word that describes a concept for communication
b. Exemplars( Positive & Negative)
Exemplars are instances or items that
could be used in the process of categorization. They are two types, positive
exemplars & negative exemplars. The items that are positive examples that
obey all the essential cues used for categorization leading to the concept as
well as negative items that do not satisfy all cues of a positive example, but
are needed for making the grouping meaningful.
c. Attributes (essential&
non-essential)
Attributes are features or
characteristics on the basis of which a number of items could be categorized
into a particular group or class that represents the concept.
d. Attribute values
Each contribute has its value range
e. Rule
Rule is the definition formed to describe
a concept on the basis of the essential attributes.
Description of the model
1. Syntax
Phase I
Presentation of data & identification of concept
Teacher
presents labelled exemplars. Students compare attributes and generate
hypotheses , attempts a definition.
Phase II Testing attainment of concepts
Teacher
confirms hypothesis, gives the name and helps arrive at the restatement of the
definition. Students generate more examples.
Phase III
Analysis of thinking strategy
Discussion of the process, how they made the hypothesis etc.
2. Social system
Teacher prepares in advance exemplars and labels them
3. Principle of reaction
Teacher support the pupil’s hypotheses & create dialogue
4. Support system
Materials in the form of positive & negative exemplars
5. Instructional effect & Nurturant effect
Instructional effect
a. Getting clear notions about nature of concepts
b. Developing skills in using in appropriate concept building strategies
c. Attaining the specific concepts
d.
Develop skill in inductive reasoning
Nurturant effect
a. Sensitivity to
logical reasoning
b. Tolerance of ambiguity and initial errors
c. A sense of using alternative perspectives
Advance Organiser Model
by David Ausubel
The main aim of this model is to
provide children with competencies
required for meaningful verbal learning.
The key concepts of this model are: a. Cognitive structure
Cognitive
structure refers to a student’s knowledge of that matter with special reference
to how much he knows, how well he knows
and how effectively the knowledge is structured. On the basis of his cognitive
structure, student learn new materials meaningfully. b. Meaningful learning set
This
is a condition in which connection could easily be established between the new
material to be learnt and the related materials that already exist in the
cognitive structure. Such a mental set makes the learner ready to receive the
new knowledge.
c. Structure of concepts
Each
discipline has a structure of concepts arranged hierarchically. Certain broad
abstract concepts are at the top and these will include more concrete concepts
at the lower stages of organization. c. Advance Orgniser
The
materials presented in advance as introduction to the new materials to be
presented. This will be broader and more abstract in nature than the new task,
but will act as the container for the new ones. The advance organizer will
include items of the cognitive structure of the learner with which the new
material can be linked when they are later presented. d. Subsumer
An
organizer is helpful to subsume (contain it) the specific concepts involved in
a broader concept.
e. Progressive differentiation
Ausubel
thinks that the hierarchial order in the processing of information is from the
broader and more general to the specific ones. It is the processing of
maintaining this gradation by which specific items are gradually presented one
by one in the hierarchial order is known as progressive differentiation.
f. Integrative reconciliation
It is the process of adjusting or adapting with new situation by integrating the new items with already familiar one with cognitive structure.
Types of Advance organiser
a.
Expository type
The existing
cognitive structure is expose to process the new information. Expository
organizers are those in which a general class (group) relationship is exposed
with a view to include more specific classes.
b. Comparative type
Comparative
organizers are those that contain concepts similar to the ones to be presented
so that familiar relations are established and learning made meaningful.
Description
of the Advance Organiser Model
1. Syntax
Phase I. Presentation of Advance Organiser
The
aims of the lessons are made clear and then the organizer is presented. The
concept that to act as a subsumer have to be clarified and illustrated. The
teacher should ensure the required cognitive structure by discussion,
questioning and feedback. Phase II Preparation of the learning task or material
Present
the minor concepts in the order using the principle of progressive
differentiation. Different types of tools and techniques can be adopted for
this. Use of aids, charts, pictures, films, examples, actions etc could be
helpful for making meaningful learning.
Phase III Strengthening cognitive organization
The principle integrative reconciliation is adopting in this phase. The teacher ensures meaningful reception and then reinforces this by a critical approach and further clarification of the doubts raised by students.
II Social system
In the first two stages highly structured but in the third phase more free
interaction occurs. III Support system
Instructional materials can be prepared in advance
IV Principle of reaction
Giving clarifications, differentiating or by helping them to reconcilate with
existing knowledge
Instructional
& Nurturant effect
Instructional effect
Formation of conceptual structural structures and meaningful assimilation of information & ideas Nurturant effect
Interest in inquiry and habits of precise thinking
Inquiry Training Model
by
Richard Suchmann
Main objectives of
Inquiry Training Model
a. To develop scientific process skills
b. To develop among students the strategies for creative inquiry
c. To develop among students an independence or autonomy in learning
d. To make the students understand the tentative nature of knowledge
Description of the
model
1. Syntax
Phase I
Encounter with the
problem
The
teacher presents the preplanned discrepant event and explains the inquiry
procedure.
Phase II
Data gathering
verification
The students inquire about the nature and identity of the objects, events, properties and conditions related to the problem. Phase III Data gathering experimentation Asks the students to organize the data which they have gathered and to give the most appropriate explanation which fits the data.Phase IV Formulating rules or explanationTeacher asks the pupils to formulate rules based on the third phase.PhaseV Analysis of the inquiry processAsks the students to analyse their pattern of inquiry.
2. Social system
Teacher selects or designs the puzzling situation& presents it to the students.
3. Principle of reaction
Ensuring that the phrasing of the questions eliciting yes/no answers is done correctly. If the teacher is asked questions that cannot be answered by a ‘yes’ or ‘no’ she must ask students to rephrase the questions.
4. Support system
Books, films, posters& apparatus required for experimentation
5. Instructional effect &Nurturant ef
Instructional effect
a. Scientific
process skills
b. Strategies
for creative inquiry
Nurturant effect
a. Spirit of creativity
b. Autonomy in learning
c. Tolerance of ambiguity
d. Tentative nature of knowledge
Inductive Thinking Model
by Hilda Taba
The main focus
of the model is developing mental abilities
and emphasizing concept formation involving cognitive tasks. This model has the key of maxims of
teaching ie, simple to complex, concrete to abstract, specific to general. It
is based on concept formation.
Description of the model
1. Focus
2. Syntax
Three phases
Phase
I
Concept formation
- Listing
-Grouping
-Labelling
Phase II
Interpretaton of data
- Comparing
- Explaining
- Generalizing
Phase III
Application of generalizations
- Predicting
- Supporting
the prediction
- Verifying the prediction
3.
Principle of reaction
Teacher is closely monitoring how students are processing
information
4. Social system
Co-operative environment is maintained which provide a positive and encouraging
atmosphere for students to participate actively in the learning process.
5. Support
system
It includes devices provided in the learning environment
which helps in processing information meaningfully
6. Instructional &
Nurturant effect
Instructional effect
It helps to develop process skills
Nurturant effect
It helps the students
to improve their ability
Constructivism
Students construct their own knowledge by
actively participating in the process
of learning. The learner construct their own knowledge on
the basis of interaction with their environment. Types of constructivism
a. Cognitive constructivism
Jean Piaget is the proponent of cognitive constructivism. It emphasis the cognitive structure of an individual and its developmental process.
b. Social constructivism
The transformation of knowledge by an individual is done in the context of social environment. It involves social activities, student participation in the learning process to develop mastery in the content.
C. Cultural constructivism
According to Vygotsky, culture is the main determinant of individual development.
d. Radical constructivism
All human knowledge do not lie outside the knower. Everything which can be known is found by the observer.
e. Cybernetic constructivism
This
constructivism is based on the concept of self-formation. A self- formation
system is defined as a system which is organized as a network of processes of
production (transformation and destruction) of components.
Key
concept of constructivism
1.
Development
of cognitive structure
Development of cognitive learning is the main aspect of constructivism. Here language and culture are interlinked.
2. Level of learning
a.
Zone of actual development
Actual knowledge of the student
b. Zone of proximal development
It lies between level of actual
development to potential development. According to Vygotsky the learner is only
able to reach a specific level of understanding by himself or herself. This
level of success can be increased to an optimal level (ZPD) by communication
with others or the use of a learning tool.
c. Zone
of Potential development
Attain maximum knowledge or to what extent.
3. Motivation
Instrinsic motivation generate the new knowledge
4. Instruction
Group interaction present and through this instruction take place.
5. Scaffolding
Within the zone of proximal development, the
structure that enables an individual to move forward in time with one’s
potential is known as scaffolding. It is metaphor used for the support provided
by adult or expert to the learner while learning. Teacher act as a
scaffolder.
Six
elements of constructivist learning design
1. Situation
The teacher has to develop the situation for students about the process of their learning.
2. Grouping
The teacher has to select a process for grouping of students and learning materials.
3. Bridging
The teacher has to develop a bridge between what the students already know and what the teacher wants them to learn.
4. Questioning
The teacher should anticipate questions to be asked to the students. Teacher should predict the questions which way be asked by students in the class and should be prepared accordingly.
5. Exhibiting
The teacher should encourage students to exhibit a record of their thinking by sharing it with others. Students exhibit their thinking in the form of cards, experiments, graphs, diagrams etc.
6. Reflecting
The teacher
has to solicit reflection of students on their learning. Reactions and
reflections of different groups towards the presentation of other groups.
Reaction is in the form of suggestion, positive and negative criticism
additional examples.
Steps for constructivist approach
by Driver et al (1989)
1. Orientation
Teacher introduces the topic.
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