P. 1
Fundamental aspects of Educational Technology

Fundamental aspects of Educational Technology

5.0

|Views: 59,324|Likes:
Published by Siva Subramani

More info:

Published by: Siva Subramani on Jun 13, 2011
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

11/09/2015

pdf

text

original

Utility of teaching models is as follows:

166 167

Classification of Teaching Models

Class

Teaching Model

Innovator

Aims and Apylicntion

1. The Social
interaction
source

(i) Group Investigation
Model

(i) John Dewey
(ii) Herbart

Development of democratic capacities, use of knowledge
and skills in life, Dev. of person and Society.

(ii) Juris Potential
Model

(i) Donald Oliver
(ii) James P.
Shaver

Solution of problems on the basis of informations and Dev.
of reasoning power.

(iii) Social Inquiry
Model

(i) Benjamin
Cox (ii) Byron

Dev. of competencies of solving problems and adjustment.

(iv) Laboratory Method
Model

(i) Bethal (ii)
Maine

Group Skills, Dev. of individual capacities and adjustment.

2. The
Information
Processing
Source

(i) Concept Attainment
Model (ii) Inductive
Model

(i) J. Bruner (ii)
Hilda Taba

Dev. of Inductive reasoning. Dev. of Mental inductive
process and understanding of concepts and principles.

(iii) Inquiry Training
Model

(iii) Richard
Suchman

Dev. of individual competencies to achieve the social
objectives.

(iv) Biological Science
Inquiry Moldel

(iv) Joseph J.
Schwab

Understanding of research method, to think over social
problems logically.

(v) Advanced
organizational Model(v) David Asubel

To understand concepts and facts, to establish the relation
in the knowledge and to make the content interesting and
purposeful.

(vi) Developmental
Model

(vi) Jean PiagetDev. of general intelligence for the logic, social and moral
development.

3. The Personal
Source

(i) Non-directive
Teaching Model

(i) Carl RogersSelf-Learning by auto-instructions, self-research and
development of self-understanding.

(ii) Classroom Model(ii) William
Glasser

Dev. of skills of self-understanding and capacities of
dutifulness.

(iii) Synectics
Teaching Model

(iii) William
Gordon

Dev. of Creative competencies for problem solving.

(iv) Awareness Model(iv) W.S. Fietz

Dev. of individual competencies and mutual relations.

(v) Conceptual System
Model

(v) David. F.
Hunt

To adjust in the environment by developing flexibility in
the personality.

4. Behaviour
Modification as a
Source

(i) Operant
Conditioning Model

(i) B.F. SkinnerTo achieve the objectives of lower level of cognitive
domain on the basis of individual differences.

168

(i) A teaching model helps in achieving some specific objectives.

(ii) The nature of a teaching model is practical. Also it makes possible to achieve learning.

(iii) Specification in the field of teaching is possible by a teaching model.

(iv) A teaching model helps in making the teaching more effective.

(v) A teaching model helps in selecting such stimulating situations which cause the desirable changes in the behaviour of
the pupils.

(vi) Under a teaching model, such teaching strategies and tactics are used which help in fringing change in the behaviour
of the pupils.

(vii) A teaching model can bring changes and rectifications in teaching.

(viii) A teaching model evaluates the behaviour of the pupils. For this important task, it presents such a specific criterion
with the help of which the changes in the pupils' behaviours can be easily evaluated.

QUESTIONS FOR ANSWER

1. Define 'Models of Teaching' and explain their fundamental characteristics.

2. Write a note on classification of Teaching Models.

3. Write a note on Philosophical and Psychological Forms of Teaching Models.

4. Write a note on Psychological and Modern Forms of Teaching Models.

5. Write short notes on the following:

(a) Meaning and Definition of Teaching Models.

(b) Four Fundamental Elements of Teaching Models.

(c) Utility of Teaching Models.

169

8 Three Levels of Teaching

Teaching is a purposeful process which has close relationship with learning. Therefore, in the modern age, teaching-
learning are accepted as one concept. Remember that the content has its own nature by which various learning levels can
be effected with the acquisition of various teaching objectives. It is to be observed that a teacher can present the content
at three levels, from thoughtless to thoughtful situations. These levels are—

1. Memory level,

2. Understanding level,

3. Reflective level.

It depends upon the teacher's competency that to what extent he succeeds in reaching upto reflective level starting from
memory level on the basis of his efficiency and experiences. It is a common observation that the normal teaching
corresponds to the memory level teaching. Such learned and efficient teachers who succeed in upgrading their teaching
from memory level to reflective level-teaching are lacking.

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->