Creative Teaching Model

By
Mrs. Anisha B
Assistant Professor of Mathematics
Personal Model of Teaching

• In this family of models, more emphasis is laid on individual development

• These models consider the development of internal order of students

more important and lays stress on students’ affective domain.

• In this family, all models focus attention to the development of qualities

of self –comprehension and self- thinking

• The chief models in this family are:

The chief models
1. Syntactic/ Creativity teaching model
2. Non-directive teaching model
3. Class meeting teaching model
4. Comprehension teaching model
Syntactic/ Creative Teaching Model
• Developed by William J. J Gordon for the development of original
creative faculties
• Gordon had described this model in his book Synactics (1961) in
detail.
• In beginning, this was used in industrial field, later it was used
successfully on school –going children by Gordon himself.
Main Elements of Creative Model of Teaching
1. Focus
2. Syntax
i. First Phase
ii. Second Phase
iii. Third Phase
iv. Fourth Phase
v. Fifth Phase
vi. Sixth Phase
3. Social System
4. Support system
1. Focus

• The focus of the syntactic model of teaching is to cultivate students’

creative faculties, abilities and capabilities for problem.

2. Syntax
• In the syntax of this model, the entire teaching process has been divided
into six main phases:

i. First Phase: At first, concepts and facts are explained for teaching by this
model. A teacher presents the present situation or topic before students.

ii. Second Phase: in this phase, students present direct analogies and select
one of them and inquire into the selected direct analogical experience
and presents its details.
iii. Third Phase: In the third phase of this model, they try to apply their selected
individual/ direct analogical experience.

iv. Fourth Phase: In the fourth phase, students try to establish relation between
content and direct analogical experience.

According to Bruce, “Students take their descriptions from phase two and three,
suggest several compressed conflicts and choose one”.
v. Fifth Phase: According to Bruce and Weil “In this phase, students generate
and select another direct analogy, based on the compressed conflict”.

vi. Sixth Phase: in this final phase, a teacher carries students back to the
original task or problem (first phase) and applies the final analogical
experience or the entire creative experience. Besides, a test for similarity
between different analogical experiences is also taken.
3. Social system

• Require a classroom environment which can give importance to

creative responses and apply them. A teacher motivates students for
creativity by which students can be active and creative.

• “The class requires a workplace of its own and an environment in

which creative will be prized and utilized”.
• The format if this model is definite.

• Teacher begins activities in a definite sequence and provides

guidelines for the practical techniques for their educational
experiences.

• Give more freedom to students and provides all students equal

opportunities for problem solving and motivates students accordingly
• Students become creative and thus application bliss and satisfaction.

• The application of this model on the entire class (large Groups)

presents several difficulties.

• A teacher should divide a class into small groups for the efficient
application of this model for teaching
4. Support system
• A teacher gives all types of freedom to students for creative teaching
and to make them still more creative.
• Teacher and student have the similar role to play.
• Ready and active to work creatively
• Students’ creative is evaluated by many techniques such as
laboratory, classroom or other practical tests.
 Conclusion

This model is applied for strengthening students’ individual and

collective abilities. In this, students’ creative ability is cultivated besides
developing their analytical and synthetical abilities. This model is very
useful and successful in the fields of creative writing, discovery of social
problems, problem-solving and new forms of different objects or new
production and new inventions etc.