MODELS OF TEACHING

Chapter Outline:
 Meaning and Definitions
 Characteristic of teaching Models
 Fundamental: Elements
 Types of Teaching Models
 Description of Some Teaching Models
Meaning and Definitions:
              The term "Model" carries different meaning in our day-to-day life. We look out the model of Taj
Mahal and find it an exact replica of the original. This is why models prove a quite effective aid as a
substitute for reality in the classroom situation. 
    
               In behavior modification and in the task of helping individual to learn good habits, to imbibe
desirable attitudes, interest and other may personality characteristics, we generally use the term "model"
or modelling in presenting some ideal figure of behavior for the purpose of its copying or imitation by the
individual concerned. A teacher, a leader or a screen hero may work as  a model for a child and he may
pick up the behavioral traits of the personality of that model.

               In another way the term "model" profoundly used by artists, architects or engineers in their
professional activities, Initially, the models of dams, projects, installation or construction of machinery
and equipment are prepared and then the work is carried out exactly as it has been laid down in the model.

               thus, different meanings may prove quite helpful in understanding or defining the term "Models
of Teaching" or "Teaching Models". It has been defined by the research workers and writers in a number
of ways. Some this definitions are produced here:

JOYCE and WELL (1972:2):  Teaching models are just instructional designs. They describe the process
of specifying and producing particular environmental situations which cause the student to interact in
such a way that specific change occurs in his behavior 

JAYCE and WELL (1972:3):  Teaching model is a "pattern or plan" which can be used to shape a
curriculum or course, to select instructional materials and to guide a teachers action.

JAYCE and WELL (1978:2): A model of teaching consist of guidelines for designing educational
activities and environments. It specifies ways of teaching and learning that are intended to achieve certain
kinds of goals.

PAUL D. EGGEN, ET AL. (1979:12): Models are prescriptive teaching strategies designed to

accomplish particular instructional goals.

JANGIRA AND OTHERS (1983:10): A model of teaching is a set of interrelated components arranged
in a sequence which provides guidelines to realize specific goal. It helps in designing instructional
activities and environmental facilities, carrying out of these activities and realization of the stipulated
objectives.
Analysis of the Definitions
The first definition considers models as instructional designs, These designs helps in the process of
teaching in the following ways:
 They suggest the ways and techniques of creating a favorable environmental condition for
carrying out the teaching process
 They help in achieving desirable teacher-pupil interaction during teaching. 
 The ultimate goal of bringing desirable changes in the behavior of pupil may be achieved through
these designs.
The second definition considers models as a sort of some patterns or plans prepared in advance for the
success of the learning teaching process:
 In the construction of a curriculum or contents of a course.
 In the proper selection of the instructional materials for teaching the prepared curriculum or
course 
 In guiding the teacher to select appropriate teaching techniques, strategies and methods for the
effective utilization of the teaching situation and material for realizing the set of objectives.
The Third definition considers models are sort of specific guidelines helpful in the
accomplishment of the following task:

 Designing appropriate educational activities 

 Arranging proper teaching environment
 Specifying suitable ways and means of teaching learning
 Directing all resources of teaching to achieve the specific objective or  goals.
The fourth definition views models in terms of some specific teaching strategies aimed at the
realization of the set objectives.

The fifth definition considers models as a well planned guide sheet helpful in realizing the
stipulated objectives of teaching by controlling the teaching environment and specifying the
teaching activities.

Characteristics of Teaching Models

1. Models of teaching are some sort of pattern or plans prepared in advance for the success
of the teaching learning process.
2. The differ from general teaching techniques  and strategies in the sense that they are
designed to meet specific objectives or goals.
3. Provide specific guidelines or blue print in advance for the realization of the specific
objectives by specifying the teaching activities and controlling the teaching- learning
environment.
4. Give specific instructional design for particular type of instruction in specified teaching-
learning situation.
5. Help in creating a proper teaching- learning environment
6. help in specifying the criteria of acceptable performance expected from the learners in a
specific teaching- learning situation.
7. Provide systematic procedure and organized efforts for the desirable modification of the
behavior of the learners.
8. They first specify the teaching or learning outcomes in behavioral terms and then lay
down a step by step procedure for the attainment of these outcomes.
9. Help the teacher in the task in the same way as an engineer is helped in the construction
of a building or bridge by an appropriate model or blueprint prepared in advance.
10. Save the energy, time and efforts of the teacher and the learners besides providing
economy  to the best utilization of the other teaching learning resources.
11.  Models of teaching are known to serve three major function in a given teaching learning
situation:

Fundamental Elements
      
           A teaching model provides valuable guidelines and blueprint for carrying out the task of
teaching for the realization of some specific goals.we should be using the following
fundamentals:
1. FOCUS- It is the central aspect of teaching model
2. SYNTAX- This term (or phasing the model) refers to the description of the model in the
action.
3.
4. PRINCIPLES OF REACTION- These responses should be quite appropriate and
selective 
5. SOCIAL SYSTEM- The models differ from each other with the regard to the
description of the above aspects. 
6. SUPPORT SYSTEM- This element refers to the additional requirements beyond the
usual human skills or capacities from the teachers and the facilities or schedules, available in an
ordinary classroom.
7. APPLICATION- This element describes its application aspect. Some are meant for a
short lesson, some for the large, some for the both.  
Types of Teaching Models
1. INFORMATION PROCESSING MODELS
         - Refers to the ways people handle stimuli from the environment, organize data, sense
problems, generate concepts, and solutions to problems, and employ verbal and non verbal
symbols.

2. SOCIAL INTERACTION MODELS

                - The models belonging to the family of social interaction models are concerned with
the attainment of the social goals belonging to the affective domain.

3. PERSONAL DEVELOPMENT MODELS

           -The family of social development models also is concerned with the realization of
instructional goals belonging to the affective doamin.

4. BEHAVIOUR MODIFICATION MODELS

                     - The models belonging to the behaviour modification family are related to the
behaviour modification theories.

Description of Some teaching Models

Glaser's Basic Teaching 
             The basic teaching model was developed by Robert Glaser (1962) on the basis of
psychological principles. It is termed as "basic" because it tries to explain the whole teaching
process in an appropriate way dividing it into the following four basic components or parts:
1. Instructional Objectives
2. Entering Behaviour
3. Instructional Procedures
4. Performance Assessment
Advance Organizer Model of Ausbel
                         The Advance organizer model owes its existence to the basic ideas and efforts of
the famous educational psychologist David Ausbel.

Suchman's Inquiry Training Model

                   The inquiry training model was developed by J. Richard Suchman for deveoping
scientific inquiry training skills in the pupils.

Mastery Learning Model of Bloom

                      The mastery learning model represents the most useful and practicable models of
teaching being applied in the schools and training settings for improving the instructional
effectiveness.

Bruner's Concept Attainment Model 

                           The term "concept attainment" is historical linked with the work of Jerome S.
Bruner and associates and that it is why the model is name as Bruner's Concept Attainment
Model.

Jean Piaget's Cognitive Development Model

                     The cognitive development model is the outcome of the philosophy and views
expressed by Jean Piaget, a Swiss psychologist, about the pattern of cognitive or intellectual
development of the children right from the period of their birth. 

Social Enquiry Model

                     Is the outcome of the efforts of Benjamin Cox and Byron Massials. The essence of
this model lies in adopting social inquiry approach especially useful for the teaching of topics
and contents related to social sciences/ studied or dealing with the issues of social interests.
Laboratory Method Model
                     The laboratory Method Model as claimed by Well and Joyce (1978) has been
developed by Bethel and Maine while working in the National Training Laboratory, USA. As a
matter of classification, they have tried to put it in the family of social interaction models,
meaning thereby that the model may need a suitable social environment and social interaction
for its operation in order to realize the desired personal and social aims of education.

Synetics Model
                      The synetics mode of teaching owes its origin to William JJ Gordon (1968). Initially
this method was used to developed creativity groups within industrial organization. 

Operant Conditioning Teaching Model

                           The operant conditioning model belongs to the family of behavior modification
models. It is based on the operant conditioning theory propounded by the eminent psychologist
B.F. Skinner.

Models of Teaching/Instruction

Behavioral Systems

The focus of the methods associated with this category is on observable skills and behaviors. These
methods have generally proved more likely to positively impact scores on standardized tests of basic
skills than models in other categories.

Direct Instruction--highly structured, teacher-directed; maximization of student learning time

Mastery Learning--given enough time and quality instruction, nearly all students can master any set of
objectives

Information-Processing Approaches

The focus of the methods associated with information processing approaches are more linked to
concepts and principles developed in cognitive psychology. Many of the tests used to measure school
learning are being modified so that they consider important mental processing skills that these models
are designed to address.

Inquiry Training/Inductive Thinking--focus on concept formation, interpretation of data, and formation

of principles and theories

Concept Attainment--focus on categorizing, concept formation, and concept attainment

Intellectual Development--based on the cognitive developmental theory of Jean Piaget

Personal Development

The focus of these models is on those outcomes held in high regard by humanistic educators: high self-
concept and self-esteem; positive self-direction and independence; creativity and curiosity; and the
development of affect and emotions. Most of the methods used are associated with open education.
While these models have not demonstrated an ability to impact outcomes associated with traditional
education, they do show promise in impacting other outcomes important for the information age.

Facilitative teaching--student-centered; based on the methods of Carl Rogers

Increasing Personal Awareness--focus is on developing an awareness and fullfillment of individual

potential

Synectics--focus on the development and application of creativity

Social Interaction

The models associated with the social interaction family are focused on developing the concepts and
skills needed to work in groups. Cooperative learning has demonstrated an ability to impact standard
achievement measures as well as group interaction.

Cooperative Learning--focus is on working in groups; based on the methods of Slavin and Johnson and
Johnson

Role playing--focus is on the study and development of social behavior and values

Summary

In my review of the research literature on effective instruction, it is my opinion that most teachers will
work with most students more effectively using the direct or explicit instruction model when the desired
outcome is a score on a standardized test of basic skills. When this basic method is used as the
foundation for instruction and supplemented with techniques used in the others (e.g., asking higher-
level questions, using facilitative teaching techniques, and using cooperative learning activities for
guided and independent practice), I believe classroom teachers will use the best educational practices as
we now understand them.

Reference
Joyce, B., & Weil, M., & Calhoun, E. (2003). Models of teaching (7th ed.). Englewood Cliffs, NJ: Prentice-
Hall.