MODELS OF TEACHING

 Models of teaching are really a models of learning designed to help

students to acquire knowledge ,information ,ideas , skill, values ,way of
thinking.
 They are just instructional designs, which describe the process of specifying
and producing particular environmental situations which cause the students
to interact in such a way that specific changes occurs in his behaviour.
 Bruce Joyce and Marsha Weil ( 1980) describe a models of teaching as a
plan or pattern that can be used to shape curricula to design instructional
materials and to guide instruction in the classroom and other settings.
FAMILIES OF MODELS OF TEACHING

Bruce Joyce and Marsha Weil (1980) classified models into four families. They are:

1.Information Processing Models

2. Personal Model

3 .Social Interaction Models

4. Behaviour Modification Models.

 INFORMATION PROCESSING MODEL

These models focus on intellectual capacity.

The primary goals are :

a. Help individual to acquire knowledge through the analysis of data.

b .Helps to develop general intellectual skills

c. fostering the ability to think logically.

The Models which belong to this family are:
1. Concept Attainment Model
This model designed primarily to
develop inductive reasoning but also for
concept development analysis
2.Advance Organiser Model
This model is designed to
increase efficiency or information processing
capacities to absorb related body of knowledge.
David Ausubel is the exponent of this model.
3. Inductive Thinking model
This model designed primarily for
development of inductive mental processes and academic
reasoning . Hilda taba is the exponent this model.
4.Cognitive growth model
This model designed to increase the
general intellectual development especially logical
reasoning. Jean piaget is the exponent of this model.
5.Inquiry Training model
This model to teach students the art of
independent inquiry in disciplined way
6. Memory model
7. Biological science inquiry model
 SOCIAL INTERACTION FAMILY
The models in this family emphasis the
relationship of the individual to society.
The primary goals are
• To train students work together.
• To inculcate personal and social values
• To develop skill for maintaining human
relation
The model which belong to this family are:
a.Group Investigation model
b. Role playing Model
c. Jurisprudential Inquiry Model
d .Laboratory Training Model
e .Social Stimulation Model
f. Social Inquiry Model
 BEHAVIOUR MODIFICATION MODEL
The common thrust of these model is the emphasis on
changing the observable behaviour of the learner.
The specific goals are:
• To master techniques for stress reduction
• To develop the competency to adapt behaviour styles
• To foster leadership qualities
The models which belong to this family are
1.Anxiety Reduction model
2.Assertive Training Model
3.Managing Behaviour model
4.Programmed Instructional model
5.Relaxation model
 PERSONAL MODEL
Models which belongs to this family deal with the personal development of the individual . The
primary goals are.
• to help students understand
• To increase the students sense of self worth.
• To help students refine their emotion
• ‘to foster the students creativity
The models which belong to this family are
Non Directive Teaching Model
Synectics model
Awareness Training Model
Classroom Meeting Model
 ELEMENTS OF TEACHING MODEL
The models developed by Bruce Joyce and Marsha Weil
have a definite structure.
Each Model is described within the structure.
The six elements of this structure are:
1. Focus
2. Syntax
3. Social system
4. Principles of reaction
5. Support system
6. Instructional and nurturant effect
1.Focus
It is main the aspect of a teaching model.
Name and objective of teaching constitute the
focus. It refers to the goals or objective of teaching.
2.Syntax
It deals with phases of the model. It involves a
description or structure of activities. It refers the
presentation aspect of teaching.
3. Social system
It describes the role and relationship between
the teacher and the pupils.
4. Principles of reaction
Teacher reacts to the response of the students.
5. Support system
It refers to the additional requirements other than
facilities usually available in the classroom.
6.Effects of the Model
Instructional effect : These are the direct effects of the
model which result from the content and the skill on
which the activities are based.
Nurturant effect : They are indirect effect of the
model .These are the implicit in the learning
environment.
CONCEPT ATTAINMENT MODEL
The Concept attainment model is
designed to help students to learn concepts
and help them to become more effective in
learning concepts It has been based upon the
studies made by Jerome S Bruner and his
associates Jacqualine Good now and George
Austin.
What is a Concept ?
Concept is mental representation or a
mental picture of some objects or experience.
It represents a category of objects which share
common properties.
 Elements of a concept.
According to Bruner a concept includes
five elements.
They are:
a. Name
b. Exemplars
c. Attributes
d. Attribute value
e. Rule
1.Name: It is the term or label given to a category.
2.Exemplers : Exemplars are instances or items that
could be used in the process of categorization.
They are of two types , positive examples and negative
examples.
The items that are positive examples contain all
essential cues used for categorization leading to the
concept as well as negative items that donor satisfy
all the cues of a positive example ,but are needed for
making the grouping meaningful
3.Attributes : The features or characteristics on the
basis of which a number of items could be
categorised into particular group or class that
represent the concept.

4.Attribute values: Each attribute may have its value

range.

5.Rule: It is the definition formed to describe a

concept on the basis of the essential attributes.
 Description of the Model
Syntax
Phase 1 : Presentation of Data and Identification of Concept
Teacher presents labelled exemplars. students compare attributes and generate
hypothesis ,attempts a definition.

Phase 2 : Testing the Attainment of concept

Teacher presents unlabelled examples as Yes or No. Teacher confirms
hypothesis , gives the name and helps arrive at the restatement of the definition .
Students generate more examples.

Phase 3: Analysis of thinking strategies

Discussion of the process.The pupil recollect how they attain the concept.
Social system
Teacher care fully prepares in advance exemplars and non exemplars
and labels them and sequences them Teacher provides additional example.
system is highly
Principles of reaction
Teacher acts as a guide ,motivator, facilitator etc. Teacher supports the pupils
hypothesis and create dialogue. Encourages different strategies
Support system
Materials mainly in form of positive and negative examples
Instructional effects
• Getting a clear notions about nature of concepts
• Developing skills in using appropriate concept building strategies
• Attaining the specific concepts
• develop skills in inductive reasoning
• Nurturant effects
• sensitivity to logical reasoning
• Tolerance to ambiguity
• Sense of using alternative perspectives.
 INQUIRY TRAINING MODEL
Inquiry Training Model was developed by Richard Suchmann to teach students a process
for investigating and explaining unusual phenomenon
The main assumption behind this model are:
• New strategies can be taught directly and added to the students existing one
• Students inquire naturally when they are puzzled.
• Students can become conscious of and learn to analyse their thinking strategies.
• The objectives of Inquiry Training Model are:
1.To develop scientific process skills- observing ,collecting and organising data, identifying and
controlling variables, formulating and testing hypothesis and the ability to explain and infer.
2. To develop among students the strategies for creative inquiry.
3. To develop among students an independence or autonomy learning
4. To make students understand the tentative nature of knowledge.
 Description of the Inquiry Training Model
Syntax
Phase 1:Encounter with the problem
Teacher presents the preplanned discrepant event and explains the inquiry
procedure.
Phase 2: Data gathering verification
The students inquire about the nature of the objects events and conditions
related to the problem.
Phase 3: Data gathering : Experimentation
Asks students to organise the data which they have gathered and to give the
more appropriate explanation which fits the data.
Phase 4: Formulating rules or explanation
Teacher asks the pupil to formulate rules or explanation as solution to the
discrepent event.
Phase 5: Analysis of the Inquiry process
Asks the students to analyse their inquiry strategies and developing more
effective ones.
Social system
Teacher selects or designs the puzzling situation and presents it to the students. During the
inquiry session teachers and students participates as equals .As the students learn the
principles of inquiry the teacher guides them use the resources materials and perform
experiments and conduct discussion with other students.
Principles of reaction
Ensure that the phrasing of the questions eliciting yes/no answers is done correctly. If the
teacher is asked questions that cannot be answered by a yes or no ,she must ask the students
to rephrase the questions. Ask the students to make clear statements of theories and provide
support for their generalization.
Support system
The main requirements of the model are a set of discrepant events, teachers knowledge of
the inquiry process and the resource material related to the problem.
Instructional effects
Scientific process skills
Strategies for creative inquiry
Nurturant effects
Spirit of creativity
Autonomy in learning
Tolerance of ambiquity
Tentative nature of knowledge
 5 E Model of BSCS
Roger By bee (main investigator of Biological Science Curriculum Study) developed an
instructional model for constructivism is called Five E’s
1. Engage
The students first encounter and identify the instructional task. The learners are supposed to
make a link between their previous experience and the present one to be learnt . The students
are motivated to participate in the learning activities. This is done through questioning ,
creating a problem, defining a problem and acting out a problematic condition.
2. Explore
Learners get directly involved with the phenomenon and materials. Each student of the team
builds a base of common experience developed as a result of sharing and communication
among them selves.
3.Explain
Five students explain the phenomenon they have understand. The explanation may be
between two students of a group ,among the group members and the students explain the
phenomena to the facilitator who then explains in his own words with proper labelling of the
terms .
4.Elaborate
The students are expanding or elaborating the concepts they have learnt presently with those
they had learnt in the past.
5.Evaluate
This is an evaluation process in which if the learner has attained the desired level of
knowledge and understanding of concepts
 INDUCTIVE THINKING MODEL
 This model was put forward by Hilda Taba .
 The main focus of this model is on developing mental abilities
and emphasizing concept formation involving cognitive tasks.
 This model design to train the learners in mental process by
which they interact with the set of data and arrive in
generalizations.
Description of Inductive Thinking Model
Syntax
The sequence of steps include three phases:
a. Concept formation
b. Interpretation of Data
c. Application of generalization
A. Phase 1 : Concept formation
Listing
Grouping
Labelling
B. Phase 2:Interpretation of Data
Comparing
Explaining
Generalizing
C. Phase 3: Application of generalization
Predicting
Supporting the prediction
Verifying the prediction
Social system
Co-operative environment is maintained which provide
positive and encouraging atmosphere for students to
participate actively in the learning process
Principles of reaction
In this model the teachers primary task is to closely
monitor how the students are processing information
Support system
It includes devices provided in the learning environment
which help in processing information meaning ful.
Instructional and Nurturant effects
.
• This model is designed to instruct students in
concept formation and simultaneously teach
concepts.
• It nurtures attention to logic, sensitivity.
• To languages and the meaning of words and
to the nature of knowledge.