GLASER’S BASIC MODELS OF

Prepared By
Ashmi soja

TEACHING
Department of Mathematics
INTRODUCTION

● Robert Glaser developed this model in 1962.

● It is assumed that teaching is a specific activity which is focused
on the learning achievement of a student.
● Those activities are practiced by which students’ intellectual
integration and decision- making abilities are recognized.
It explains the relationship between teaching and learning.
 It provides a simple and adequate conceptualization of the
teaching process.
This model belongs to the category of psychological models of
teaching.
 Why this teaching model is basic teaching model

● It is called Basic Teaching Model, because it presents a very

basic analysis of the process of teaching in terms of the elements
of teaching.
● This model applies to all levels of education i.e., elementary,
secondary, higher etc.. It is also applied to subject matter related
to any subject as a teacher can use this model for teaching them.
Basic Teaching Model

● Robert Glasser Model

Classroom environment is the main component in the field of

education. Teaching is not up to the mark without the wide knowledge of
teaching methodologies. It is necessary for a teacher to keep pace and
compete with world. The methods which are used by a teacher if not
appropriate cannot be effective teaching.
 Bruce Joyce and Marsha Well have named this model as Classroom

Meeting Model. Teaching for any length of time (40 minutes, 1 hour, weeks

etc.) is possible using this model. It explains the whole teaching learning

process by dividing it into four basic components.

COMPONENTS OF BASIC TEACHING MODEL

Instructional
objectives

Entering behaviour

Instructional
procedures
Performance
Evaluation
Glaser has presented these four parts as given below:

Instructional Entering Instructional Performance

Objectives Behaviour Procedure Evaluation

Feedback

In this diagram are given all four parts of teaching process which have been lined by the feedback loop
Assumptions of Basic Teaching Model

● It is developed on the assumption that “every lesson assumes some

knowledge on the part of the learner”.

● Through instructional procedure, the teacher guides the learner from entry

behaviour to terminal behaviour.

Components of basic training model
1.  Instructional objectives

 A teacher determines objectives before commencing his teaching

 The teacher works for the realization of theses objectives
 The instructional objective is those objectives that the student should attain
upon completion of a unit of instruction. 
● These objectives may be stated in general, specific or in behavioural terms.
● For instruction to be effective and systematic, the instructional objectives are
stated in behavioural terms.
 2: Entering behaviour

● Before teaching process is commenced, student’s previous knowledge,

level of intelligence, learning abilities etc. are estimated.

● The entire teaching process depends on the entering behaviour. The level

of teaching is determined keeping in view the entire behaviour of students

● Every learner has initial behaviour before he enters teaching-learning

process.
● It is essential to detect the entering behaviour of the learner before giving instructions.

● It is just like previous knowledge of a subject or the performance of the learner in

terms of educational abilities.

● This step is important because only after this step the teacher can take the students

from entry behaviour to terminal behaviour.

3. Instructional procedures

● The instructional procedure is related with activities used in teaching

● Under this step, methods of teaching, techniques of teaching, teaching aids are used.
● Under this learning experiences are imparted.
● This is interactive phase of teaching
● It is the most active part of the teaching process.
● It indicates the method, procedure, and strategies of teaching which depends on
objectives and entry behaviour of the learner.
● This component depends on two previous components.
 4 Performance Evaluation.

● The chief objective of evaluation is to find out the limitations of the realization of
instructional objectives
● In this , a decision is taken as how to evaluate and what type of success or failure
should be ascertained by it which feedback can be given to students
● Performance evaluation should be true, valid, reliable, objective and effective
● Here ultimate behaviour of the learner is tested so that feedback may be
given.
● If the need arises objectives may be modified, the instructional procedure
may be improved and assessment of performance is made again.
● Evalution techniques used for the purpose of assessment tests are
observation, interview, rating scale etc.
● All four basic components are interrelated with one another. They interact
and influence each other.
● If the performance evaluation indicates that the learners have not been able
to achieve the objectives set for them, necessary changes are brought about
in any one or all proceeding components of this model so that the goals of
instruction are attained.
Description of Glaser’s Basic Training Model

Focus
Syntax
Social System
Principles of reaction
Support System
Application
1. Focus

● This model attempts to pinpoint the process and major activities

comprising the entire teaching, learning process.

2. Syntax

Formulation of educational objectives

Determining of entering behaviour
Instructional process
Performance evaluation
3. Social System

● Teacher dominated classroom climate

● Receptive and appreciative of the teaching activities
● Success of the model depends upon the competency and ability of
the teacher in terms of various skill like the formulation of objectives
etc.
4. Principles of Reaction

a. Principles of Interdependence

The student’s responses are to be understood and dealt within the light of the interaction and

interdependence, process and assessments.

b. Principle of active involvement

Proper execution of this model requires the active involvement of the teacher. The model requires the

active involvement of the teacher from the beginning to the end.

5. Support System

● Proper environment : proper teaching learning environment and situations are

required for the use of suitable teaching strategies
● Pre service and in service facilities : availability of adequate pre service and in-
service activities to the teachers to acquire needed skills for using this model.
● Availability of appropriate evolution device for the assessment of entering and
terminal behaviour of the students.
6. Application

● Quite systematic and structured

● Applicable to almost all the learning and teaching situations
● Implies a personal contact between the teacher and the students.
 Conclusion

○ Models of teaching make a teaching scientific, controlled and

purposeful, by which it becomes easier and natural to bring

about behavioural modification in students.