Models of teaching

1. 1. Concepts:Information Processing Model Behavioural Model Social Model Personal Model

2. 2. 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).
3. 3. • Aim of TM: To produce effective teaching. Figure 1.1: Glaser’s Teaching Model
4. 4. Formulate a Function of complete & Teaching perfect teaching scheme. Model Enable
teachers to analyse & evaluate its strengths &Provide guidance toplanners & teachers
weaknesses so as to As basic plan & implement to enable them toplan & carry out the
guidance for appropriate follow-up teaching process teachers for actions effectively.
reflection during feedback session.
5. 5. MODELS OF TEACHING SOCIAL PERSONALBEHAVIOUR INFORMATION PROCESS
6. 6. Information Processing Model
7. 7. Types of Information Processing Model Information- Inquiry Teaching The
ExpositoryProcessing Model of Gagne’s Information Model Teaching Model Memory
Processing Model Scientific Inquiry Model Social Inquiry Model Juris-Prudential Inquiry
Model Suchman’s Inquiry Model
8. 8. What do OUR MEMORY HAVE?Sensory Memory Hold a large amount of
informationCompartment 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.
9. 9. Information-Processing Model of Memory Figure 1.2: Atkinson & Shiffrin’s Model of
Memory Storage (1971)
10. 10. Information-Processing Model of Memory Incoming information Sensory memory Short-
term Long-term(sensory input) pass through: Sensory Retains information Can hold for only
a fraction of unrehearsed a second but information for about enough to select the 20 – 30
seconds. portion of Information encoded may last for information thatShort-term memory
weeks, months or arrests one’s attention. (The even years. Information can be information
that stored longer if it is caught one’s engaged under attention is selected rehearsal. Long-
term memory for longer storage) (Repetition of memorizing).
11. 11. Gagne’s Information Processing ModelFigure 1.3: Gagne’s Theory of Learning Process
12. 12. 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
13. 13. Important Aspects in Gagne’s 8 Phases• Learning readiness• Motivation• Perception•
Conceptualization• Memorizing• Forgetting• Learning transfer
14. 14. 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.
15. 15. 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.
16. 16. ..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).
17. 17. 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.
18. 18. • 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.
19. 19. • 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.
20. 20. • 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.
21. 21. 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.
22. 22. Behavioural Model
23. 23. Behavioural Model Direct ProgrammedInstruction Mastery Instruction Model Learning
Model
24. 24. 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).
25. 25. 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.
26. 26. 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.
27. 27. Personal Model
28. 28. Personal Model• Non-directive Teaching Model• Developing Positive Self-concepts•
Project Model – Research Project – Handicraft Project – Educational Visit
29. 29. 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.
30. 30. Phase 1 : Defining the Helping Situation Teacher encourages free expression of feelings.
Phases in Phase 2: Exploring the ProblemStudent is encouraged to define problem. Teacher
accepts and clarifies feelings. Non-directive Model Phase 3: Developing Insight Student
discusses problem. Teacher supports student. Phase 4: Planning and Decision Making
Student plans initial decision making. Teacher clarifies possible decision. Phase 5:
Integration Student gains further insight and Teacher is supportive. develops more positive
actions. Action Outside the Interview Student initiates positive actions.
31. 31. 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.
32. 32. 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.
33. 33. 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.
34. 34. 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.
35. 35. 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.
36. 36. 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.
37. 37. 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.
38. 38. 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.
39. 39. ….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)
40. 40. 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.
41. 41. SocialModel
42. 42. Social Model• Model of Group Teaching & Co-operative Learning• Simulation Model –
Sociodrama –Role play
43. 43. Uses group inquiry and problem-solving strategies SOCIAL MODELEncourages
assimilation and Relies on the students’ understanding of the personal and social learners
values
44. 44. Ways of Teaching GROUP TEACHINGAND CO-OPERATIVE SIMULATION
LEARNINGINFORMAL FORMAL STUDYLEARNING LEARNING ROLE-PLAY
SOCIODRAMA TEAMS GROUP GROUP
45. 45.  Improves interpersonal skills and enhances communication stimulate students
bothsocially and intellectually -Joyce and Weil, 2000-  Emphasize the social Role-playing is
a teaching nature of learning strategy that fits within the social family modelsROLE-PLAY
46. 46. ROLE-PLAYFOUR 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
47. 47. SOCIODRAMA More like an acting activity Based on a story which reflects a certain
situationinvolving conflicting issue, for example, Hang Tuah and Hang Jebat Script should be
prepared earlier Next
48. 48. ADVANTAGESHelps them to become aware of the typical ways they solve
problemsIncreases both social and personal awarenessPromote acceptance, cooperation in
classroom Back
49. 49. Informal learning group Basicallytemporary within a single class session
50. 50. Formal learning groupBeing formed to complete a specific tasks, such as to carry a
project, performing a lab experiment, etc
51. 51. Study Teams Long-termgroups with a stablemembership
52. 52. ELEMENTS Face-to-face Positive Interaction InterdependenceIndividual & Group Group
Processing Accountability Interpersonal & Small- group Skills
53. 53. Emphasize the worth of cooperative learning The Importance of Social Model Incorporate
the Promote social skills includingcollective energy of the self- group discipline, negotiation,
democrac y, etc.