2. Basic Teaching Model
(Robert Glaser 1962)
Instructional
Objectives
Entering
Behavior
Instructional
Procedures
Performance
Assessment
The feedback loops- show how the information provided
by performance assessment feeds back to each component.
3. Instructional Objectives
• Are those the student should attain upon
completion of a segment of instruction
• Can vary in scope and character
• To cultivate students’interests and methods
in English Learning
• To foster students’ basic English skills。
• To promote listening and speaking skills
4. Entering Behavior
• Describes student’s learning ability ( his intellectual ability and
development, his motivational state and certain social and
cultural determinants.
• The present status of the student’s knowledge and skill.
• Strategies of classroom management.
• The percentage of English used in class.
• Students can focus on the job.
• 隨時協助學生了解自己的學習狀況
(如會了什麼，那裡還不會)。
5. Instructional Procedures
• Describe the teaching process. (teaching skills,
language, concepts, principles, and problem solving)
• Task-based Language Teaching.
• Learning community and learning autonomy.
• Ask for help, have a desire for learning and
have a good learning atmosphere.
• Teaching and learning fulfillment.
6. Performance Assessment
• Is the process of measuring the student’s auxiliary
and terminal performances during and at the end of
instruction.
• Can occur whenever the teacher or student needs
information about the adequacy of the student’s
present learning for subsequent instruction.
• Tests
• Observations
(To determine how well the student has achieved the
instructional objectives)
7. Development of MA
Cognitive Domain
Performance AssessmentPaper and Pencil Tests
Psychomoto Domain Affective Domain
Cognitive Domain
Affective DomainPsychomoto Domain
Portfolio Assessment
◎Teaching Goals (B. Bloom)
Portfolio assessment provides a body of student work–essentially, a
portfolio–that can be used to appraise student performance over time.
8. • Aim of TM: To produce effective teaching.
Figure 1.1: Glaser’s Teaching Model
9. Function of
Teaching
Model
Formulate a
complete &
perfect
teaching
scheme.
As basic
guidance for
teachers for
reflection during
feedback
session.
Enable
teachers to
analyse &
evaluate its
strengths &
weaknesses so
as to plan &
implement
appropriate
follow-up
actions
Provide
guidance to
planners &
teachers to
enable them to
plan & carry
out the
teaching
process
effectively.
11. The Importance of Project Model
• Students able to relate their previous experiences to what
they are studying.
• Able to understand objectives of the projects before and after
lesson.
• Fun activities that attract students’ interests in learning more
& apply what they have learnt.
• Moral values are applied.
• Theories, facts & hypotheses are brought into practices (I do,
I remember & understand).
• Co-operations among students.
• Direct experiences & additional knowledge.
