types of teaching model

1. Submitted to – Submitted by-
Dr. D. K. Sarraf Hariom Shardom
Assit. Professor M.Ed IV sem
Dept . Of Education Y17295006
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2.  1- model of teaching
 2- families of models
 3- social interaction model
 4- laboratory teaching model
 5-description of laboratory teaching model
 6-focus
 7- syntax
 8- principle of reactions
 9- social system
 10- support system
 11-classroom application
 12- references.
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3. A model of teaching is a plan or pattern that can be used to shape
curriculums, to design instructional materials and to guide instruction
in the classrooms and other setting on JOYCE & WEIL (1980).
Definition –
According to JOYCE & WEIL – A model of teaching consists of
guidelines for designing educational activities & environments. It is
specific ways of teaching and learning that are intended to achieve
certain kind of goals.
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4. (A)
SOCIAL INTRACTION MODEL
1- LABORATORY TRAINING MODEL
2- Social inquiry model
3- Jurisprudential model
4- Group investigation model
(B)
PERSONAL TEACHING MODEL
1- Syntactic teaching model
2- Non directive teaching model
3- Classroom meeting teaching model
4- Awareness teaching model
(C)
INFORMATION PROCCESSING MODEL
1- INQUIRY TRAINING MODEL- RICHARD SUCHMAN
2-Concept attainment model- J. BRUNER
3- Advanced organizer model –D. AUSUBEL
4- Induction model
5- Biological science model
6- Development model
(D)
BEHAVIOURAL MODIFICATION
MODEL
1- Programmed learning model
2- Operant conditioning model of
teaching
3- stress reduction model
4- behavior management model
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5.  Social interaction model of teaching family lays emphasis on social
relations. This model lays emphasis on this ability of an individuals
by which he improves his relation with others. It lays emphasis an
improvement of democratic activities and betterment of the society.
It also attaches importance with the development of individual mind
and soul and learning of the content.
 This family consist of four teaching models- group investigation,
Juris potential, social inquiry& laboratory teaching models.
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6.  Introduction
 The laboratory teaching model was developed by the
Bethel and Maine in 1947 at American training laboratory
during their research.
 Joyce and Weil enlisted this model in the family of social
interaction teaching model.
 The laboratory teaching model is used for the developing of
skill in groups which promote the leadership skills.
 It is also termed as t-group (training group).
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7. All teaching models is described by buy these elements
as
Focus.
Syntax
Principle of reaction
Social system
Support system.
On the basis of these elements describe the laboratory
teaching model
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8. It has been the focus to develop interpersonal
relationship of any group skills.
It is to develop an ability of adjustment, personal
awareness and flexibility.
It`s major objective of the focusing is to
promoted and modified the human behaviour.
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9. Syntax depends on the nature of problem.
Each training time has divided different outline.
Attention is paid to exercise principles, class nature activity,
inspection and analysis.
Outline is made for required skill development .
Usually t-group structure is used to realise the objectives of
the model.
The basic t- group is concerned with no planned pattern of
interaction and Moves the group through predictable
phases.

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10. During the uses of this teaching model
teacher had observed the individual and
group members of their adjustment,
capability and discipline.
After all the teacher appointed them on the
basis of their performance and they
classified their works in t- group.
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11. The trainer`s function is an observant participants like other
group members. It has leaderless group discussion. The
group must take responsibilities for the directing its growth.
In the laboratory teaching model teacher and students are
active.
Social motivation is an important factor to develop this
model.
Democratic environment is maintained.
Highly importance is given to personal development and
mutual communication.
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12. T- Group teaching model needs and experienced trainer.
T- Group can meet away from established pattern.
It is very informal and unstructured and unplanned
group discussion.
Sensitive teaching strategy is used.
Practical test are used for skill evaluation.
This model can also be used as a device of feedback for
the modification of teacher behaviour.
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13. This model can be used by the teachers
to help their students to understand their
own behaviour and to help group of
children work together more efficiently.
This model can also be used as a device
of feedback for the modification of
teachers behaviour.
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14.  Sharma, R. A. (1993) Advanced Educational Technology, Eagle book
International B.C. Bazar, Meerut Cantt ,121 PP.
 Kulshrestha, Dr. A.K. and Dr. S.P. (2011) Foundation of Education
Technology , Vinay Rakhi Lal Book Depot, Meerut, 135 to 167 PP.
 Mangal, S.K. and Uma (2016) Shiksha Takaniki (Hindi) PHI,
Learning Private Limited, Delhi, 724 27 26 PP.
 Bhargava, Lakshmi (2007) Shikshan Takniki ,Vandana Publication,
New Delhi, 185 PP.
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15. Thank you
Have A
NICE DAY15