PEDAGOGY

(EDUP3123)

TOPIC 2.0
Models of Teachings
Ts. MOHD ZAKI BIN SAID
(Atmosperic Science & Environmental Technology)
Jabatan Sains Teknologi Engineering dan Matematik (STEM)
IPG Kampus Tuanku Bainun
Contents
● Introduction
● Theory-based teaching models
- Information processing model
- Behavioral model
- Social model
- Personal model
● Teaching model based on phases/ stages
● Implications of teaching models in teaching
and learning.
Theory-based teaching model

B. Behavior Model
Theory-based teaching model
B. Behavior Model
• Focus on observable behaviors and clear assignments and
ways to communicate progress to students
• This teaching model has a broad research base (Joyce,
Calhoun and Hopkins, 2002).
• A set of behavioral teaching models
1) Mastery learning (bloom, 1968)
2) Direct teaching (good et al., 1994)
Theory-based teaching model
B. Behavior Model
Is an approach to teaching skills - basic skills, where lessons are goal-oriented and the
● Direct teaching

learning environment structured.

Three aspects:
1) Types of student learning outcomes,
2) The flow of teaching activities, and
3) Learning environment.
Designed to stimulate student knowledge learning that is structured and taught step by
step
Five steps:
1) Be determined
2) Explanation/demonstration
3) Practical/guided training
4) Feedback
5) Advanced practice/practice
Theory-based teaching model
B. Behavior Model
▪ Is an approach to teaching skills - basic skills, where lessons are
● Direct teaching

goal-oriented and the learning environment structured.

▪ Three aspects:
1) Types of student learning outcomes,
2) The flow of teaching activities, and
3) Learning environment.
▪ Designed to stimulate student knowledge learning that is
structured and taught step by step
▪ Five steps:
1) Be determined
2) Explanation/demonstration
3) Practical/guided training
4) Feedback
5) Advanced practice/practice
Theory-based teaching model
B. Behavior Model
● Direct teaching
Theory-based teaching model
B. Behavior Model
▪ An approach to ensure that all students master the learning
● Mastery Learning

outcomes produced in a learning unit before moving on to the next

learning unit (curriculum development center, 2001).
▪ Structured curriculum - small units of knowledge and skills to be
learned
▪ Learning times are flexible and students receive instruction on
learning targets, required exercises and feedback.
▪ Involves traditional group-based instruction, remedial and individual
enrichment.
▪ Strategies - teachers diagnose students' abilities and then suggest
appropriate individual teaching activities.
▪ The two main elements of mastery learning are precise instructions
and the use of time.
Theory-based teaching model
B. Behavior Model
● Mastery Learning

Important elements in mastery

learning are:
▪ Define clearly what is to be
learned and how the
assessment will be conducted.
▪ Allow students to learn at their
own pace.
▪ Assess progress and provide
appropriate feedback; and
▪ Test to determine learning
criteria has been achieved.
Theory-based teaching model
B. Behavior Model
● Mastery Learning

Principles of mastery learning:

▪ All normal students can master anything taught by the teacher.
▪ Learning is divided into small units where knowledge is arranged
from easy to difficult
▪ The time allocated should be sufficient and flexible for all
students to achieve learning objectives/outcomes.
▪ The teacher is confident that all students can master what is
taught. Teachers need to encourage students to master what is
taught.
▪ Teachers should plan and diversify teaching methods taking into
account students' learning styles.
Theory-based teaching model
B. Behavior Model
Principles of mastery learning:
● Mastery Learning

▪ Teachers are encouraged to diversify teaching and learning methods or

activities in order to master what is taught in a short time.
▪ Teachers need to be proficient in:
i. Diagnose students to find out the level of student achievement.
ii. Know the differences between students
iii. Using various teaching methods as well as planning various fun teaching and
learning activities
iv. Manage various teaching aids
v. Keep records of student progress
vi. Conduct summative assessment to track learning outcomes.
vii. Plan and implement appropriate rehabilitation and enrichment activities.
 ▪ Teachers need to be
proficient in:
i. Diagnose students to find out
● Mastery Learning

the level of student

achievement.
ii. Know the differences between
students
iii. Using various teaching methods
as well as planning various fun
teaching and learning activities
iv. Manage various teaching aids
v. Keep records of student
progress
vi. Conduct formative assessment
to track learning outcomes.
vii. Plan and implement appropriate
rehabilitation and enrichment
activities.
● Mastery Learning
● Mastery Learning
Practice 1
• Think of hands-on teaching
activities in your classroom and
present in class.
Theory-based teaching model

C. Social Model
Theory-based teaching model
C. Social Model
▪ Designed to take the opportunity to build a learning community
▪ Purpose - to help students hone their thinking through interaction and
collaboration with other individuals in a productive way and how to function
as a group member (teamwork).
▪ Train students to use listening skills and understand the context, be able to
organize information quickly and formulate questions to obtain data and be
able to combine all information to solve problems (joyce et al.,2001).
▪ Emphasize the element of social interaction as students work together to
complete assignments that involve the following activities:
a) Collect information
b) Review and analyze information
c) Evaluate and interpret
d) Make a conclusion
Theory-based teaching model
C. Social Model
▪ Designed to take the opportunity to build a learning community
▪ Purpose - to help students hone their thinking through interaction and
collaboration with other individuals in a productive way and how to function
as a group member (teamwork).
▪ Train students to use listening skills and understand the context, be able to
organize information quickly and formulate questions to obtain data and be
able to combine all information to solve problems (joyce et al.,2001).
▪ Emphasize the element of social interaction as students work together to
complete assignments that involve the following activities:
a) Collect information
b) Review and analyze information
c) Evaluate and interpret
d) Make a conclusion
Theory-based teaching model
C. Social Model
• Engages all students in the learning process. This
involves students working together in small groups,
so all pupils can actively participate in a task or
group discussion.
● Cooperative

The principle that underpin cooperative

learning
Learning

▪ Positive interdependence
▪ Individual accountability
▪ Equal participation
▪ Group processing
▪ Simultaneous interactions
● Cooperative
Learning
● Role Play
Learning
● Role Play
Learning
 Theory-based teaching model
C. Social Model
● Role Play
Learning
 Theory-based teaching model
C. Social Model
● Role Play
Learning
● Role Play
Learning
● Role Play
Learning
● Simulation
Learning
● Simulation
Learning
● Simulation
Learning
● Simulation
Learning
Theory-based teaching model

D. Personal Model
Theory-based teaching model
D. Personal Model
▪ Starting from the perspective of the individual himself.
▪ Emphasize the development of an individual and encourage
students to be productively independent and create self-
awareness and responsibility for their own goals.
▪ Purpose - to form a competent, integrated and confident
personality.
▪ The main personal goal - the formation of the individual as well
as the achievement of individual values.
▪ Consists of an approach to form and integrate emotional and
intellectual aspects in producing a balanced personality.
Non-directive Model
Theory-based teaching model
D. Personal Model
• Non-directive model (learning through counseling)
Non-directive Model

• Elaborating the philosophy and teaching techniques of the personal

model (Carl Rogers, )
• Purpose: to form a student community that is disciplined and has a high
personal awareness.
• Teaching by focusing on human relationships as opposed to teaching
subject concepts (eg: Rogers uses therapy as a teaching method)
• Teachers are considered counselors
• The teacher's role is to guide students to understand how they can play
a major role in learning to achieve their own goals.
• In the process of self-development, teachers provide feedback on
personal progress and help students solve problems or assignments.
Theory-based teaching model
D. Personal Model
• The purpose of the non-directive model is:
Non-directive Model

a) Guide students towards better mental and emotional health by

building self-confidence, realistic self-esteem and empathy for
others.
b) Improve the part of education that emphasizes needs and
aspirations, where each student is taken as an alliance to
determine what and how the student will learn.
c) Form certain types of qualitative thinking such as creativity and
personal expression.

Joyce et al., (2002)

Non-directive Model
Fasa dalam model pembelajaran tidak direktif (non-directive)

FASA 1
Kenal pasti dan mendefinisi situasi
Guru menggalakkan luahan perasaan pelajar

FASA 2
Meneroka masalah.
Pelajar digalak untuk menerangkan masalah.
Guru menerima dan memperjelas perasaan pelajar

FASA 3
Membentuk pengertian baru.
Pelajar membincang masalah.
Guru memberikan sokongan kepada pelajar.

FASA 4
Perancangan dan membuat keputusan.
Pelajar merancang untuk membuat keputusan
Guru memperjelas keputusan-keputusan yang mungkin diambil

FASA 5
Integrasi/kesepaduan.
Pelajar memperoleh pengertian lanjutan dan membentuk tindakan yang lebih positif.
Guru memberikan sokongan kepada pelajar.

Tindakan luar daripada temu bual:

Diterjemahkan daripada
Pelajar Joyce
sendiri et al. (2002).
mengambil Models
tindakan of Learning: Tools for
positif
Teaching. (edisi kedua) Buckingham: Open University Press.
Non-directive Model
Non-directive Model
Non-directive Model
Non-directive Model

*Counselors tend to be oriented toward the present and the

future, while counselees are oriented toward the past, the
present, and the future.
 Implications of Personal Models in Teaching and Learning
▪ A learning environment needs to be created so that individuals form
awareness and identity from the very beginning.
▪ The personal model helps each student to be responsible for the
Non-directive Model

development and successfully achieve self-esteem and self-harmony.

▪ Teachers need to form and combine intellectual aspects with emotions
to produce a balanced personality. The content and activities of
teaching and learning are not fixed, but determined by the students
when they meet and interact with the teacher, so this non-directive
model depends on natural factors and is not determined by the effects
of teaching. Therefore teachers need to provide a social climate that
allows students to express their feelings and freely express their
feelings.
Practice 2
• How many teaching models?
• Which model is best to
implement as English teacher?
Summary of Teaching Model
• Help pupils to seek and master information, organize it, build
Information and test hypothesis
Processing • Ex: Inductive thinking, concept attainment, advance organizer.
Model
• Stresses on personal development on individual
Personal • More concerned with human feelking and emotion
• Ex: Non directive teaching, classroom meeting models
Model
• Emphasize the development of capabilities for interpersonal
relationships
Social • Development of social skills
Model • Ex: Group investigation, laboratory method, role playing

• Shaping behaviour by manipulating, stimulus, response and

reinforcement.
Behaviour
• Ex. Self control, stress reduction, direct training model
Model
Conclusion

“Education is not to be viewed as something like

filling a vessel with water but, rather, assisting a
flower to grow in its own way” – Bertrand Russell.

5 philosophies: Essentialism, Perennialism,

Progressivism, Existentialism and Behaviourism.
References
• Pavio, A. (1986). Mental representations: A dual coding approach. New York, NY: Oxford Press.
• Arends, R.I. (2001). Learning to teach. (5th ed.) New York: McGraw-Hill Co.
• Bandura, A.(1977). Social learning theory.Englewood Cliffs,NJ: Prentice Hall.
• Block, J.H. & Anderson,L.W.(1975). Mastery learning in classroom instruction. New York:
Macmillan.
• Bloom, B.S.(1976). Human characteristics and school learning.New York: McGraw-Hill Co.
• Boon, P.Y. & Ragbir, K. (1997). Educational psychology 1. Fajar Bakti Sdn Bhd.
• Brophy, J.E. & Good, T.L. (1977). Educational psychology. A realistic approach. New York:
Holt, Rinehart and Winston.
• Bruner, J.S.(1966). Towards a theory of instruction.Cambridge,MA:Harvard University Press.
• Good, T.L. & Brophy, J.E. (1994). Looking into classrooms.(6th ed.).New York:HarperCollins.
• Joyce,B.,Calhoun,E. & Hopkins,D.(2002). Models of learning-tools for learning.(2nd ed.).
Buckingham: Open University Press
• Slavin, R. E. (2005). Educational psychology. Theory and practice. Boston: Allyn and Bacon.