4.11.24 Mass Incarceration and the New Jim Crow.pptx
Models of teaching
1.
2. WHAT IS A MODEL OF TEACHING ?
Bruce Joyce & Marsha Weil defined
“A model of teaching is a pattern or plan which can be
taken up with a view to shape a curriculum or course to
select appropriate instructional material and to guide the
teacher’s action”
“Teaching models are just instructional designs .They
describe the process of specifying and producing
particular environmental situations which cause the
students to interact in such a way that specific changes
occur in the behaviour”
4. FUNCTIONS
Help in bringing about desirable changes in the behaviour of
learners
Help in achieving desirable teacher-pupil interaction during
teaching
Help in the construction of a curriculum or content of a
course
Useful to develop social efficiency, personal abilities,
cognitive abilities and behavioural aspects of the student
Help in designing appropriate educational activities
Help in guiding the teacher to select appropriate teaching
techniques, strategies and methods
Help in the formation of a theory of teaching
5. ELEMENTS
Four major components are included in all teaching models.
Each of these components will vary with the models
The five major components are;
1. Focus
2. Syntax
3. Social system
4. Principles of reaction
5. Support system
Two effects can gained through the practise of a model
1. Instructional effect
2. Nurturant effect
6. Focus
Central aspect of a model
It includes the objectives of teaching and aspects of the
environment
Syntax
The sequence of steps involved in the organization of the
complete programme of teaching
The phases involved in the different models will differ
Social system
The relationship between the teacher and the learners as
well as the role played by each in the activities that take
place
7. Principles of reaction
The nature of reaction expected from the teacher to every
pupil activity
It give guidance to the teacher as to how he is expected to
react to each activity of the learners, to suit the
characteristics of the model selected
Support system
Additional requirements other than the usual human skills
or capacities of the teacher
The facilities usually available in the classroom
A description of this support system in advance will help
the teacher ensure that he can apply the model
successfully.
8. Instructional effect
Direct effects
Effects of a lesson as purposefully envisaged by the
teacher
Nurturant effects
Indirect effects
Effects that might happen as a by-product
9. FAMILIES OF TEACHING MODELS
Teaching models are organized into four families on
the basis of the way they approach educational goals
and means
1. The information processing family
2. The personal family
3. The social interaction family
4. The behavioural modification family
10. INFORMATION PROCESSING FAMILY
This family focus on intellectual capacity
The primary purpose are;
Mastering of the method of enquiry
Developing the skill for processing information
Fostering the ability to think logically
Examples
• Concept Attainment Model - Jerome S Bruner
• Inductive Thinking Model - Hilda Taba
• Inquiry Training Model - J. Richard Suchman
• Advance Organizer Model - David Ausubel
• Memory Model - Jerry Lucas
• Biological Science Inquiry Model - Joseph Schwab
• Cognitive Growth model - Jean Piaget, Edmund Sullivan
11. PERSONAL FAMILY
This deals with the personal development of the individual
The primary goals are
To increase the students sense of self worth
To help students understand themselves more fully
To help students refine their emotions
To foster the students creativity
Examples
• Non-Directive Teaching model - Carl Rogers
• Synetics Model - William J. J. Gordon
• Conceptual System Model – David Hunt
• Awareness Training model - William Schutz, George Brown
• Class room teaching model - William Glasser
12. SOCIAL INTERACTION FAMILY
This family emphasis the relationship of the individual to society
The primary goals are;
• To train work together
• To develop students skills for maintaining human
relations
• To inculcate personal and social values
Examples
Group Investigation Model - Herbert Thelen
Role Playing Model - Fannie Shaftel & Gerorge Shaftel
Jurisprudential Inquiry Model - Donald Oliver
Social Simulation Model - Saren Boocock
Social Inquiry Model - Benjamin Cox, Byren Massialas
13. BEHAVIOURAL MODIFICATION FAMILY
It emphasis on changing the observable behaviour of the
learner
The specific goals are;
To develop competency to adopt behaviour styles
appropriate to given situations
To learn strategies for self control through operant
methods
To master techniques for stress reduction
To foster leadership quality
Examples
• Contingency Management Model - B. F. skinner
• Managing Behaviour Model - B. F. Skinner
• Stress Reduction Model - Joseph Wolpe
• Desensitisation Model - Rimm & Master
• Assertive Training Model - Wolpe & Lazarus
14. CONCEPT ATTAINMENT MODEL
Developed by Jerome S Bruner
Designed to help the students become more effective in
learning concepts
Concept
A mental representation or a mental picture of some
object or experience
Represents a category of objects which share common
properties
A concept include five elements
1. Name
2. Exemplars (Positive and Negative)
3. Attributes (Essential and Non essential)
4. Attribute value
5. Rule
15. Name
A word that describes the concept for communication
e.g. Pollination, Respiration, Parasite
Exemplars
Instances or items that could be observed and studied in
the process of categorization
Positive exemplars - Positive examples which obey all the
essential cues used for categorization leading to the
concept
Negative exemplars - Negative examples that do not satisfy
all the cues, but are needed for making the grouping
meaningful and definite
Attributes
Features or characteristics of objects
Every concept has two types of attributes
16. Essential attributes - Common features of the concept.
Theses are present in all the examples of the concept
Non essential attributes - Some of the slight differences
among of a category
Attribute value
The value range of each attribute
Rule
It is the definition of a concept
A definition is a statement specializing the attributes of a
concept
Rule is based on essential attributes
17. Description of the model
SYNTAX
Phase 1 - Presentation of the data and identification of
the concept
Phase 2 - Testing the attainment of the concept
Phase 3 - Analysis of the thinking strategies
SOCIAL SYSTEM
The nature of social structure goes on changing
Teacher assumes a major role initially in choosing the
concept, selecting and organizing or sequencing the data
In subsequent phases student interaction is encouraged
18. PRINCIPLES OF REACTION
Teacher acts as a guide, motivator, facilitator etc.
Teacher creates an atmosphere of meaningful
dialogue
Encourages different strategies
SUPPORT SYSTEM
Materials in the form of examples (positive and
negative)
Free atmosphere that promotes active participation
19. INSTRUCTIONAL EFFECTS
Getting clear notions about nature of concepts
Developing skills in using appropriate concept building
strategies
Attaining the specific concepts
Develops skills in inductive reasoning
NURTURANT EFFECTS
Sensitivity to logical reasoning
Tolerance of ambiguity and initial errors
A sense of using alternative perspectives
20. INQUIRY TRAINING MODEL
Proposed by Richard Suchman
Aim - To teach the students the art of independent inquiry
in a disciplined way
General goal - To develop the intellectual disciplines and
skills necessary to raise questions and search out
answers stemming from curiosity
Basic assumptions
All knowledge is tentative
There cannot be one answer to particular cause and effect
question
People inquire naturally when they are puzzled
The process of inquiry can be taught to students
Team approach is better than individual approach to find
solutions to a problem
21. Description of the model
SYNTAX
Phase 1 - Encounter with the problem
Teacher explains inquiry procedure
Teacher presents discrepant events
Phase 2 - Data gathering : Verification
Learners verify the nature of objects and conditions
Learners verify the occurrence of the problem situation
Phase 3 - Data gathering : Experimentation
Learners with the help of the teacher search for related data and
isolate relevant ones with a view to find out relations
Learners hypothesize and test causal relationships
Phase 4 - Formulation of explanation
Learners formulate rules or explanation to the discrepant event
Phase 5 - Analysis of the inquiry procedure
Analyse inquiry strategy and develop more effective ones
22. SOCIAL SYSTEM
Social system is co-operation
Teacher plays a dominant role in presenting the puzzling
situation
In inquiry session teacher and students participate as
equals
PRINCIPLES OF REACTION
Teacher tasks are the following
Ensure that the phrasing of questions is done correctly
Ask students to rephrase invalid or vague questions
Point out invalidated statements
Use the language of the inquiry process
Neither approve nor reject student theories
Ask students to make clear statements of theories and provide
support for that generalisation
Encourage interaction among students
23. SUPPORT SYSTEM
A set of discrepant events
Teacher’s knowledge of the inquiry process
Resource material related to the problem
INSRUCTIONAL EFFECTS
Scientific process skills
Strategies for creative inquiry
NURTURANT EFFECTS
Spirit of creativity
Autonomy in learning
Tolerance of ambiguity
Tentative nature of knowledge
24. INDUCTIVE THINKING MODEL
Designed by Hilda Taba
ITM is designed to train learners in mental processes by
which we interact with data or bodies of information,
interpret these and arrive at generalisations
Aim - To help students in organizing information and
exploring relationship among sets of data
Basic assumptions
Thinking can be taught
Thinking is an active interaction between the individual
and the data
Process of thought evolve by a sequence that is lawful
25. Description of the model
SYNTAX
Phase 1 - Data categorisation (Concept formation)
Listing
Grouping
Labelling
Phase 2 - Interpretation of data
Comparing (Identifying critical relationships)
Explaining (Exploring relationships)
Generalising (Making inferences)
Phase 3 - Application of generalisation
Predicting
Supporting the prediction
Verifying the prediction
26. SOCIAL SYSTEM
Classroom atmosphere is co-operative with a good deal
of pupil activity
Teacher is the initiator and director of the activities
As the students learn the strategies, they assume
greater control
PRINCIPLES OF REACTION
Each of the phases of the model is initiated with
questions by the teacher, so that the data may be
processed in a particular manner
Teacher’s primary mental task is to closely monitor how
students are processing information
27. SUPPORT SYSTEM
Raw data which needs to be processed in a meaningful
manner
Chat, audio-visual aids, activities, or field trips etc. can
be used to present the data
INSTRUCTIONAL EFFECTS
Concept formation process
Specific concepts
NURTURANT EFFECTS
Attention to logic
Sensitivity to language
Awareness of the nature of knowledge
28. ROLE PLAY MODEL
Introduced by Fannie Shaftel and George Shaftel
It is used to open up discussions of values and how they
operate in daily life
Aim – To help students to understand social values and
develop their social values
Basic assumptions
It advocates an experience based learning situation
It can draw out students feelings
Emotions and ideas can be brought to consciousness and
enhanced by the group
29. Description of the model
SYNTAX
Phase 1 - Warm up the group
Identify or introduce the problem
Make problem explicit
Interpret problem using story and explore issues
Explain role playing
Phase 2 - Select participants
Analyse role
Select role players
Phase 3 - Set the stage
State line of action
Restate role
Get inside problem situation
Phase 4 - Prepare the observers
Decide what to look for
Assign observation task
30. Phase 5 - Enact
Begin role play
Maintain role play
Break role play
Phase 6 - Discuss and evaluate
Review action of role play
Discuss major focus
Develop next enactment
Phase 7 - Re-enact
Play revised roles
Suggest next step as behavioural alternatives
Phase 8 - Discuss and evaluate
Review action of role play
Discuss major focus
Develop next enactment
Phase 9 - Share experience and generalize
Relate problem situation to real experience and current
problems
Explore general principles of behaviour
31. SOCIAL SYSTEM
Moderately structured
Teacher as initiator and guide
Content of enactment and discussion is determined
largely by students
PRINCIPLES OF REACTION
Accept all student response in a non evaluative manner
Increase students awareness of their own views and
feelings by reflecting paraphrasing and summarizing
their responses
Use different ways to play a role
Emphasis that there are alternative ways to resolve a
problem
32. SUPPORT SYSTEM
Initial problem situation
Resource material related to the problem
A teacher who is aware of role playing
INSTUCTIONAL EFFECTS
Analysis of personal values and behaviour
Strategies for solving interpersonal problems
Empathy
NURTURANT EFFECTS
Fact about social problems and values
Comfort in expressing opinions
33. BSCS 5E MODEL
Biological Science Curriculum Study (BSCS) is an
educational centre that develops curricular materials,
provides educational support and conduct research and
evaluation in the field of Science and Technology
It was founded by William V Mayer, University of
Colorado, USA in 1959
5E constructivist model of BSCS was designed by Roger
Bybee
It was a model based on research oriented constructivist
learning theory and experimental activities
‘5E’ stands for the different sections of a lesson such as
engage, explore, explain, elaborate and evaluate
34. ENGAGE
Providing a problematic situation, elicit prior
knowledge, promote curiosity
EXPLORE
Students observe, record data, isolate variables,
design and plan experiments and organize their
findings
Students develop their own explanation
EXPLAIN
Students develop potentially new explanations
Then teacher introduces the term
35. ELABORATE
Providing an opportunity for students to apply their
knowledge to new contexts
It may include raising new questions and hypotheses
and draws reasonable conclusions from evidence
EVALUATE
Include both formative and summative evolutions of
student learning