E- Content For M.Ed.

I semester Students
Topic : Models of teaching
Dr.Shailendra k. Verma
Associate Professor
Deptt. of Education
M.G.Kashi Vidyapith ,Varanasi
skv.mgkvp@gmail.com
--------------------------------------------------------------------------------
 KEY WORDS : Meaning ,Types and component of Model of teaching

-----------------------------------------------------------------------------

DECLARATION

This e-content has been composed from various resources viz. books ,journal and
websites for the Understanding of PG students. This e- content will not be used for any
commercial Purpose in any way.

LEARNING OBJECTIVE
After studying this e-content students will be able to-
 Know the meaning of Model of teaching
 Know the Type of Model of teaching
 Know the Component of Model of teaching
===========================================

Model of Teaching

A model of teaching is a plan or pattern that can be used

to shape curricula, to design instructional materials & to guide

instruction in the class room & other setting. The most important

aim of any teaching model is to improve the instructional

effectiveness in an interactive atmosphere & to improve or shape

the curriculum.

A model of teaching according to joyce, Weil & Shower

(1992, P-4) is a plan or pattern that we can use to design face to

face teaching in classroom or tutorial setting & to shape

instructional materials - including books, films, tapes, computer -

Mediated programs & curricula (long term courses of study). Each

mode, guides us as we design instruction to help student achieve

various objectives.

A model of teaching is a prototype of teaching. It is just

an instructional design. It is useful in planning for systematic

teaching as well as in deciding the assignment of various materials

and events of instruction in the classroom.

Families of Model of Teaching

Dececco (1970) describe some historical & psychological

models of teaching which were known as methods or approaches

of instruction. Historical models have their own history & belong

to past. Psychological models generally originated in the middle of

twentieth century. Most of them came in light in 1960's & 1970's.

 Joyce Weil & Showers (1992) have developed more than

20 models of teaching by analyzing theories of learning over a

period of 25 years or so. They have grouped their models in to 4

families - namely - information processing, personal, social &

behavioral family.

A- Information processing family of Model of Teaching :-

These models are concerned with the productive

thinking & development of general intellectual ability. The

important models of this family are as following;

i. Inductive Thinking Model of Hilda Taba :-

It proposes to process the information through inductive

process.

ii. Biological - Science Inquiry Model of J. Schwab :

It is designed to teach the method employed by subject

for solving scientific & social problems.

iii. Concept Attainment Model of J. Bruner.

It proposes to develop concept induction reasoning i.e.

developing a concept after presenting its examples & non -

examples.
iv. Advance Organiser Model of David AuSubel :

It proposes to increase the capacity of learner to absorb

& relate bodies of knowledge.

v- Cognitive Growth Model of Jean Piaget

It has been designed to increase general intellectual

ability Specially logical reasoning.

vi. Memory Model of Hanry Lorayne :

It is designed to increase the capacity to memories

concepts facts etc.

B- Personal family of Models of Teaching :

The models of this family are intended to develop the

unique personality of the learner. These models pay more

attention to the emotional life of the person & also focus on

helping individual to develop a productive relationship with

their environment, some of the important models of this

family are as follows :

(i) Non Directive Teaching Model of Karl Rogers :-

It aims at the development of personal self in self

awareness, autonomy & self concept.

(ii) Synectics Model of William Gorden :

It is design to develop creativity & creative problem

solving activity in learners.

(iii) Classroom Meeting Model of William Glasser :

It aims at the development of sense of responsibility &

self confidence in one's social group.

C- Social family of Models of Teaching :

The models of this family are concerned with the social

relationship of the individual with others in the society.

These models aims at the development of social relationship,

democratic processes and the learning of academic subjects.

Some of the important models of this family are as follows :-

i. Group Investigation Model of Herbart Thelen & John Dewey :

It aims at the development of skills for participation in

democratic social processes through interaction skills &

inquiry skill.

ii. Role Playing Model of Shaftel & Shaftel :

It aims at motivating student to inquire different

personal & social values.

iii. Social simulation Model of Seren Boocock and Harold

Guitzknow :-

It is designed to help student to experience various

social processes & to examine their own reaction to them &

also acquire concept & decision making skills.

D - Behavioral Family of Models of Teaching :

The main thrust of these models is modification of the

visible or overt behavior of the learner rather than the

underlying & psychological structure & unobservable

behaviour. The main psychological basis of these models are

stimulus control & reinforcement as put forward in B.F.

skinner's theory of operant conditioning & bandura's theory

of social learning. The common characteristics of these

models are that they break down the learning task into series

of small sequences of behaviour. Each behaviour is so

designed that success is ensured ; the learner actively

responds to the situation to the problematic situation & gets

reinforcement & feed back, some of the important models of

this family are as follows :

i. Contingency Managements Model of B.F. Skinner :

It proposes to teach facts, concepts & skills.

ii. Self control model of B.F. Skinner :

It is designed to develop social behaviour & social skills.

iii. Stress Reduction Model of Rimm & Masters.

It aims at reduction of stress & anxiety in social situation

& their substitution by relaxation.

iv. Desensitization Model of Walpe -

It is designed to reduce anxiety through pairing deep

muscles relaxation with imaginative scenes that the student

has said cause him or her to feel tense.

The above mentioned models under different families of

models of teaching aim at the development of different

aspects of human personality that the social, personal,

informational & behavioral. Since education is mean for all

around development of different aspects of human

personality that the social, personal, informational &

behavioral. No single model can be selected for his or her

development. All of them will have to be employed according

to the requirements of the situation, that is, if some

information is to be given, models of the first family would be

required ; if creativity is to be developed in the child synectic

model would be needed ; if objective is to eliminate anxiety &

stress, Desensitization model of walpe would be needed and if

the objective is the development of the social skill then model

like Group investigation Model of Herbant Thelen would be

required.

The selection of model also can be dependent on

curriculum requirement, for example a biology teacher may

need the inductive model of Hilda Taba & concept attainment

model of Bruner & Social studies teacher who proposes to

teach about values would need role playing model of fannie

Shaftel & George Shaftel, which motivates to inquire in to

personal & social values. Some situation would require an

application of a combination of model, that is, in social

studies class, the teacher may have inductive thinking model

to help children master map - skill and group investigation.

Model for criticizing social issues.

 Component of Models of Teaching

1. The model of teaching consist following components;

i. Syntax - It describes the phases of Model. Each model have

different strategies.

ii. Social System - It describes the students & teacher roles &

relationships the kinds of norms that are encouraged.

iii. Principles of Reaction - It explains the procedure in which

the teacher deals with the reactions of students.

iv. Support System - It deals with the use of other teaching aids,

human skills & capacities & technical facilities.

v. Instructional & Nurturant Effect - It describes the direct &

implicit result of instructions.

vi. Application - It deals with the further applicability of the

model for different curriculum & classes

---------------------------------------------------------------------

REFERENCE

Joyle, B ; Well, M. & Showers, B. (1992). Models of Teaching (4th ed.). New Delhi :
Prentice Hall of India Pvt. Ltd. - 110001.
Pandey, K.P. ; (2001). Educational Technology, Vishvavidyalay Prakachan, Varanasi
Kulshrestha,s.p . (2004). EducationalTechnology, Vinod Pustak mandir Agra.
Kolodiy, G.O. (1977). "Cognitive Development and Science Teaching." J R S T , 1 , PP.
21-26