Models, approaches, strategies &

methods of teaching

Models
Approaches
Strategies
Methods
LHL/BTSL/09
 TEACHING
Models

4 types

Approaches

4 types

Strategies

4 types

Methods/Technique

LHL/BTSL/09 6 types
Inquiry Project

MODELS
LHL

Information processing Expository

Inductive Deductive

Approach
JO

Integrative Thematic

Eclectic
Teacher centered Student centered

Strategies
SS

Resources-based Task-based
 Brain-storming Thematic

Methods Discussion
LHL

Story-telling

Mastery learning Demonstration

Models of Teaching & Its
Implications on T-L
Scope
Inquiry
Information-processing
Expository
Project
Constructivist (5E)**
LHL/BTSL/09
Models of Teaching
Prescriptive system of procedures for
planners & teachers
Goal: Effective process of teaching to
achieve instructional goals
Functions:
Provide guidance in planning materials,
interactions, environment & feedback
Blueprint for instruction
Provides a scheme for research to use as
reference.

LHL/BTSL/09
4 Families/Groups of Models of
Teaching (Bruce Joyce)
1. The social family
partners in learning, role play, inquiry, etc.
2. The information-processing family
Teaching students the skills of learning through
thinking (inductive/deductive thinking)
3. The personal family
Non directive, learner centered
4. The behavioral systems family
Human beings ability to modify behavior
(Skinner, Mastery learning)

LHL/BTSL/09
INQUIRY
Activity: Story of the Mormon or The
Battle Ship
o Discrepant event
o Group work: hypothesizing
o Plenary: Collecting further information
o Plenary testing the hypotheses & theorizing
o Reflection

LHL/BTSL/09
INQUIRY : Richard Suchman

INQUIRY is the active pursuit of meaning

involving thought processes that change
experiences to bits of knowledge. When we
see a strange object, for example, we may
be puzzled about what it is made of, what it
is used for, To find answers to questions
such as these we might examine the object
closely, subject it to certain tests, compare
it..All these activities observing,
LHL/BTSL/09
Cont

theorizing, experimenting, theory testing

are part of inquiry. The purpose is to
gather enough information to put
together theories that will make new
experiences less strange and more
meaningful (Suchman, 1968)

LHL/BTSL/09
Inquiry
Natural process
Autonomous, self-directed learners
For all disciplines/subjects
Presenting a puzzling problem
Learners ask questions
Teacher answer with yes, no or maybe

LHL/BTSL/09
Suchman Inquiry
1. Choose a problem
2. Explain the process
3. Built hypothesis & collect data
4. Test hypothesis & form theory
5. Explain theory
6. Reflection analysis inquiry process

LHL/BTSL/09
Suchman Inquiry
Step 1: Presenting the problem
Teacher chooses a situation/ issue and present
the problem
Problem chosen must be interesting and
challenging

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Suchman Inquiry
Step 2: Explain the process
Teacher explains the process how to go about
it so as to ensure no one is left out
The problem given is then read, distributed as
work sheets

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Suchman Inquiry
Step 3: Build hypothesis & collect data

Students discuss & make references

Students can ask teacher questions but
with only Yes, No and Maybe
answers
Students will then build the hypothesis

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Suchman Inquiry
Step 4: Testing hypothesis & form theory

Students use data to test out hypothesis

If hypothesis is correct, students will form
theory
If hypothesis is incorrect, students will
build another new hypothesis and test it
out again

LHL/BTSL/09
Suchman Inquiry
Step 5: Explaining the theory

Students are required to explain their

theory used to solve the problems given

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Suchman Inquiry
Step 6: Analyze the inquiry process

Students are asked to reflect on the

processes they used to build the theory and
solve the problem
The aim of this analysis of the process is to
ensure a more effective and faster way of
solving the problem in future

LHL/BTSL/09
Many types of Inquiry Model
Besides Suchman inquiry model:

Scientific Inquiry Model

Social Inquiry Model
Juris-Prudential Model

LHL/BTSL/09
Scientific Inquiry Model
Used to study principles, phenomena &
characteristics of science elements.
Research model with 5 investigation stages:
Identify problem
Look for relevant information
Design hypothesis
Test hypothesis
Evaluate, interpret, infer & conclude

LHL/BTSL/09
Social Inquiry Model
Used to study topics related to society and
humanity
Research process based on observations,
interviews or questionnaires
Emphasizes social interaction process

LHL/BTSL/09
Juris-Prudential Inquiry Model
Used to look at current issues, e.g. Greater
focus should be places on the learning of
science than arts
Particularly concerned with science,
philosophy, law
Inquiry process based on debate

LHL/BTSL/09
What are the implications
of inquiry model
to teaching & learning ?
 Information Processing Model
Focus:
view of memory (Gagne)
Key words:
Sensory register, short-term memory, long-
term memory
Rs:
receptors; repetition; rehearsal; remembering;
retrieval; recall.

LHL/BTSL/09
Information-Processing (IP) Model:
Outline of Session
Intended learning outcomes/objectives:
1) Awareness of IP theorists view of learning
& teaching
2) Application of IP in the classroom
3) Description of expository procedures used
by presenter

LHL/BTSL/09
 Information-Processing Model:
Concept
IP theorists: learning is information-
processing
Investigation: How are stimuli from the
environment
Perceived?
Transformed?
Stored?
Recalled?

LHL/BTSL/09
 Information-Processing:
Basic Assumptions
People have mental structure for
processing information
The structures carry out processes like
perceiving, coding information,
remembering
Past knowledge influences what we will
learn & remember in a new situation.
What is already known is stored in memory
Learning & memory are closely related
LHL/BTSL/09
IP: The Human Computer Analogy
Human being: very sophisticated computer
Uses different transformations to process
input & generate output
Built-in problem-solving strategies to deal
with new information
Difficulty processing if programmers are not in
storage to act on information

LHL/BTSL/09
IP: View of Memory (Gagne)
Stimuli & environment
Receptors (eyes, ears, 5 senses)
Sensory register ( sensory input held for
second; pattern recognition)
Short-term memory ( 20 seconds)
Rehearsal/repetition semantic coding
(information organized according to meaning)
Long-term memory

LHL/BTSL/09
 Information Processing Model

Retrieval
Long-term memory

Sensory Rehearsal
Processing
Stimulus Register
Short-term memory
Forgetting

Forgetting
Applying IP: Guidelines
Make sure you have the students attention

EXAMPLES
Novelty in presenting materials ( dont
overuse)
Move around the room, use gestures, avoid
monotone

LHL/BTSL/09
Applying IP: Guidelines
Help students focus on the most important
information

EXAMPLES
Highlight important points with pauses, writing
on the board, or review important points
Ask students to summarize the important
points in a presentation

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Applying IP: Guidelines
Help students combine new information with
old information

EXAMPLES
Use outlines, diagrams, analogies, examples
or advance organizers
Give assignments that specifically call for the
use of new information along with information
already learned

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Applying IP; Guidelines
Help students remember

EXAMPLES
Help students develop images
Help students develop verbal cues for
remembering important ideas
Have meaningful lessons

LHL/BTSL/09
Exercise on Remembering

Look at each line for a second & write

down all the letters you remember
1. KYBVODUWGPJMSQTXNOGMCTRSOG
Very few letters remembered
Makes no sense
No way to organize at a glance

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Exercise on Remembering
2. READY JUMPS WHEAT POOR BUT SEEK

More letters remembered

More meaningful
Dont have to see each word because of
knowledge of vocabulary & spelling

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Exercise on Remembering
3. SOLDIERS RODE HORSES INTO WAR

Most meaningful
Prior knowledge of vocabulary & spelling
Prior knowledge of structure & history of war
Teachers can help learners remember
through meaningful lessons: make learning
more like line 3 & less of line 1

LHL/BTSL/09
 What are
the implications to
teaching & learning ?
EXPOSITORY MODEL

LHL/BTSL/09
 Discussion:
EXPOSITORY Procedures used by
presenter (checklist)

Did the lesson begin with introductory

statements about the information that will
follow?
Were examples given such as analogies,
diagrams & exercises?

LHL/BTSL/09
 Discussion

Was the approach

deductive in nature? YES
Was the instruction
presented in an organized YES
fashion?
Was there a focus on YES
explanation & narration?
Was it relatively teacher
centered? YES

LHL/BTSL/09
Expository Model
Ausubel was influenced by Piaget cognitive
development theory
Focus is meaningful learning of large amounts of
materials
the most important single factor influencing
learning is what the learner already knows
(Ausubel, 1968)
The incorporation of new information into
existing ones by making the connections
(subsumption theory)

LHL/BTSL/09
Main ideas
People acquire knowledge primarily
through reception rather than through
discovery. Concepts, principles & ideas
are presented and understood
The more organized, sequenced and
focused the presentation, the more
thoroughly the individual will learn
Meaningful learning can only occur id
connections are made between new &
existing knowledge
LHL/BTSL/09
Main ideas ( cont)

Learning should progress deductively

(general to specific) and not inductively
Meaningful NOT rote learning
Lessons should start with advanced
organizers
Only applies to learning in school settings
(Info-Processing human learning in
general)
LHL/BTSL/09
Advanced organizer (AO)

Definition: AO is information that is

presented prior to learning and that can be
used by learner to organize and interpret
new incoming information
Overviews & summaries presented at a
higher level of abstraction & generality
Integrated & interrelated lesson content
even before the lesson
LHL/BTSL/09
Advanced organizer ( cont)

Builds external connections with existing

relevant knowledge ( act as a subsuming
bridge)
Enhances assimilation of to-be-learned
information into existing schemas
Provides scaffolding ( support new info)
Directs attention to what is important in the
coming material
LHL/BTSL/09
Types of AO
1. Expository
Used when new materials is completely
novel; also it provides new knowledge
that students will need to understand
before they can follow the new lesson
2. Comparative
used when new material is somewhat
familiar; also it activates already existing
knowledge
LHL/BTSL/09
 E.g. of a Graphic AO

Global organizer

Drama Poetry Novel Short story Essay

Comedy Tragedy Satire Romance

Greek Shakespearean

Hamlet King Lear

LHL/BTSL/09
 Expository stages of lesson presentation
Stage 1: Presentation of AO
Relates new info to students existing
schemas
Stage 2: Presentation of the learning task &
materials
Step by step progression from general to
specific information
Stage 3: Strengthening cognitive organization
Reminding students how each specific detail
is tied to the big picture. Assessment.
LHL/BTSL/09
Principles of expository teaching

The most general ideas of a subject

should be presented first & then
progressively differentiated in terms of
detail and specifics
Instructional materials should attempt to
integrate new materials with previously
presented info through comparisons and
cross-referencing of new and old ideas

LHL/BTSL/09
 Implications to teaching & learning

Inputs to learning are important

Learning materials (inputs) should be
well organized
New ideas & concepts must be organized
meaningful to learner
anchoring new concepts into the learners
already existing cognitive structure as itll
make new concepts recallable
 PROJECT MODEL
An in-dept investigation of a real world
topic worthy of childrens effort &
attention
For all age groups
Opportunities to do 1st. hand research,
present their findings, apply basic math,
language skills & knowledge

LHL/BTSL/09
 Project model
Any form of teaching strategy that allows
students to study in-depth about a problem /
issue/ topic that related to real world or real
situation.
Types of project:
Survey

Practical

Visits

Research
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 Aims of projects:
To enrich / develop further the skills,
knowledge, experience and potential of
students.

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 Main characteristics:
After certain skills/knowledge acquired
Structured
Students very motivated
Suitable for all age group
Enrichment
Hands-on

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Criteria when choosing project topics:
The topic chosen must enable students to:
built on the knowledge of the students

understand the world better

better understanding of others ( interpersonal

relationship)
realize the importance of language &
mathematical skills in the context of the real world
source for information outside the text book
/school context
motivate themselves in their search for
knowledge/solve problems etc.
solve problems in a systematic way

LHL/BTSL/09
 Phases of a project model
Phase I ( Introduction)
Students to recall previous experience

Phase II ( Development)
Students will experience new learning, explore,

investigate, observe, build, record, experiment,

discuss and innovate, invent
Phase III ( Conclusion)
Analyze & conclude /sum-up, to reinvent or redesign
new things/method/ideas.
LHL/BTSL/09
 Can you give some
implications to teaching & learning ?
Constructivist Model
5E

LHL/BTSL/09
 Discussion
Choosing the activity
Creating opportunities to think
Allowing opportunities to give opinions
Debate/discussion
Learning to think

Procedure is constructivist model of teaching

LHL/BTSL/09
 5 E Constructivist Model

Based on the constructivist theory of learning

Teaching strategy that draws on learners existing
knowledge, beliefs & skills
Learners synthesize new understanding from prior
learning & new information
Teacher sets up problem & uses 5 Es
Suitable for all ages

LHL/BTSL/09
 Model Constructivism 5 E
5 phases
1. Engage
2. Explore
3. Explain
4. Elaborate
5. Evaluate

LHL/BTSL/09
 5 Es Lesson Components
I. ENGAGEMENT

Aktiviti Lat

Beginning activities
capture the learners YES/NO
attention, stimulate
their thinking & help
them access prior
knowledge

LHL/BTSL/09
 5 Es Lesson Components
II. EXPLORATION

Aktiviti Lat

Learners are given time

to think, plan, YES/NO
investigate and
organize information

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 5 Es Lesson Components
III. EXPLANATION

Aktiviti Lat

Learners are involved in

an analysis of their YES/NO
exploration
Their understanding is YES/NO
clarified or modified
because of dialogue or
reflective activities

LHL/BTSL/09
 5 Es Lesson Components
IV. ELABORATION

Aktiviti Lat

Learners are given the

opportunity to expand YES/NO
and solidify their
understanding of the
concept ( e.g., of
right & wrong)

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 5 Es Lesson Components
V. EVALUATION

Aktiviti Lat

Learners assess their

understanding and abilities YES/NO
Teacher evaluates learners
understanding of key YES/NO
concept (s) & skill

LHL/BTSL/09
 Ciri-ciri Utama
Pelajar berpeluang mengemukakan
pandangannya tentang sesuatu konsep
Pelajar berpeluang berkongsi persepsi antara satu
sama lain
Pelajar menghormati pandangan alternatif
rakan-rakan sebaya
Aktiviti berpusatkan pelajar

LHL/BTSL/09
 Ciri-ciri Utama
Pelajar mengaplikasikan kemahiran berfikir,
berkomunikasi, membuat refleksi, menilai
Pelajar berpeluang berubah idea asal, sikap
Pelajar mengaplikasikan pembelajaran baru
dalam kehidupan seharian

LHL/BTSL/09
 Model 5 Fasa Konstruktivisme
Orientasi
Pencetusan idea
Penstrukturan semula idea
Penggunaan idea
Refleksi

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 Social Constructivism
Lev Vygotsky
Zone of Proximal Development (ZPD)
Social learning theory
Scaffolding

LHL/BTSL/09
Implications to teaching & learning ?