Models of Teaching

                                     Teaching becomes more successful and fruitful when it follows some systematic procedure of activities. Models of teaching provide us direction on what ways we can move ourselves for imparting effective teaching. 

Teaching greatly affects the learning capacity. 

Models of teaching are one way to organize intelligence oriented education, giving our students the means to educate themselves.

Teaching effectively means guiding students learn well; that is mastery of the concepts as well as learning skills. Models of teaching are designed for the development of learners to increase their learning capacity to think clearly and wisely and to build social skills and commitments. 

Well developed models of teaching are the product of inquiry into 

“How students learn…”?

Definitions

Model of Teaching are plan or pattern that can be used to shape curricula, to design instructional materials and to guide instruction in the classroom and other settings.

Bruce Joyce and Marsha Weil

“Models of teaching is an individual demonstrating particular pattern which the trainee learns

through imitation”

‐ Alley & Ryan

Models are prescriptive teaching strategies designed to accomplish particular instructional goals.

Paul D Eggen

A model of teaching is a step by step procedure that leads to specific learning outcomes. 

Gunter

“A pattern or plan that we can use to design face to face teaching in class rooms or tutorial settings and shape instructional materials”

• A model of teaching is an instructional plan or instructional pattern based on a specific learning theory.
• Development of models of teaching is one of the important innovations in learning.
• It provides directions like what to teach, how to teach, and what actions to take for teaching.
• It enables a teacher for designing educational activities and environments.
• It is based on educational psychology.
• A logical, psychological and scientific procedure intended to bring behavioral modification among learners.
• Each and every model has direct and indirect effects on learners; namely instructional effects and nurturant effects.
• It breaks the monotony of the conventional methods of teaching.
• It act as a guideline for teaching –learning process; teach the learners how to learn

Characteristics:

All good and systematic models of teaching have some common identifiable characteristics

which are described as follows.

1. Scientific procedure:

A model of teaching is not a haphazard, it is a systematic procedure to modify the behavior of learners. They are based on certain assumptions as well as grounded on specific learning theories.

2. Specification of learning outcome:

All models of teaching specify the learning outcome in details in observable student’s performance. What the student will perform after completing an instructional phase is specified in detail.

3. Specification of environment :

Every model of teaching specifies the learning environmental condition under which a student will learn and modify his behavior as focused in the model.

4. Criterion of performance :

A model specifies the criteria of acceptable performance which is expected from the students.The model of teaching delineates the behavioral outcomes which the learner would demonstrate after completing specific instructional sequences.

5. Specification of operation :

All models of teaching specify mechanism that provide for students reaction and interaction with the environment of learning that is assumed to create with the interplay of the tasks indicated in the model.

6. Assumption :

Each model of teaching has certain basic assumptions which are kept in mind while a model of teaching to be developed. Assumptions about

a) Creation of appropriate learning environment.

b) Occurance of the nature and quality of interaction between the teacher and learners

c) Using appropriate learning stratagies.

7. Answer to some fundamental questions :

A model of teaching should clearly answer the questions like

a) How does a teacher behave ?

b) Why the teacher does like this ?

c) What would be the effect of teacher’s such behavior on learners ?

8. Based on individual differences :

A model of teaching should follow the principles of “maxims of teaching” so as to attain fruitful output.

9. Presenting appropriate experience :

A model of teaching should provide some kind of valuable experiences to both teacher and learners. The experiences should be on the basis of theories of psychology of learning and psychology of learner.

10. Development of human ability :

All models are humanist in nature as well as in orientation. They are developed and used for the development of human ability and capability. Teaching system of human act for the purpose of the development of the intellectual ability and social efficacy of the learners, in the best economic and efficient manner.

11. Influenced by philosophy :

Each model of teaching is influenced by some kind of philosophy of real life.

FUNCTIONS OF “MODELS OF TEACHING

Guidance :

The comprehensive instructional design serves as a guideline for the learners in attaining the anticipated outcomes. Thus the model of teaching provides guidance to the teacher as well as the students to attain the goal of instruction. Teaching is a controlled, scientific and goal oriented activity.

Selection of appropriate instructional materials :

A model of teaching specifies in detail the different types of instructional materials which are to be used by the teacher to bring desirable behavioral changes in learners.

Developing Curriculum :

A model of teaching helps in planning and construction of curriculum for different courses at different level of education which is functionally transacted by the teacher.

Improvement in teaching :

A model helps in improving the teaching learning process scientifically and systematically. 

Models of teaching

• Provides a variety of learning /educational experience to the learners.
• Gives practical dimension to the system of teaching acts.
• Suggests the ways and techniques of creating favourable environmental situations for fruitful learning.
• Helps in achieving desirable teacher‐pupil interaction during teaching.
• Determines criterion behavior so that performance of the learner could be observed, assessed and evaluated for further decisions.
• Helps to modify teaching techniques, strategies and methods more scientifically
• Helps to modify teacher behavior through teacher development programmes.

Families of Models

Models of teaching are based on the practice, empirical work, theories and on speculations of several teachers , researchers and educational practitioners. (Bruce Joyce and Marsha Weil ). 

Models of teaching are grouped into into four families on the basis of their orientation towards specific educational goals. They are

1. Information Processing family

2. Behavioural Systems Family

3. Social Family

4. Personal Family

Information Processing family

The family includes models based on information processing source. They mainly focus on problem solving through productive thinking. Information processing means the way in which learners handle stimuli, organize data, sense problem and solve them. Many models of this category develop creativity and general intellectual ability of the learners. Some common models involved in this family are given below.

1. Concept Attainment model        :::  Jerome. S. Bruner

2. Inquiry Training model              :::  Richard Suchman

3. Cognitive Development model  :::  Jean Piaget, Kohlberg

4. Advance Organizer model         :::  David Ausubel

5. Inductive Thinking model         :::  Hilda Taba

6. Scientific Inquiry model            :::  Joseph Schwab

7. Synectics model                          ::: William Gordan

8. Mnemonics                                 ::: Micheal Pressley

Behavioural Systems Family (Behaviour modification family)

In this family, the orientation of the instructional procedure is based on behavior theory. They address to more than one concepts like learning theory , social learning theory and behavior modification. They emphasis on changing the observable behavior of the learner rather than the underlying structure and the invisible behavior. The main models involved in the family are

1. Mastery Learning model     ::: Benjamin.S. Bloom

2. Simulation model                ::: Carl Smith

3. Social Learning model        ::: Albert Bandura

4. Programmed Learning        ::: B.F Skinner

5. Direct Instruction model     ::: Tom Good, Jere Brophy

Social Family (social interaction family)

This family emphasizes the importance of social relationship of the learners, based on the assumption that social relation is the vehicle of education. This models of teaching learning process fosters democratic attitude and social efficacy in learners. Some of the main models are

1. Jurisprudential Inquiry training model   ::: Donald Oliver & James. P. Shaver

2. Group Investigation model                     ::: John Dewey & Herbert Thelen

3. Role Playing                                           ::: Fannie Shaftel

4. Laboratory training model                      ::: National Training laboratory

5. Social inquiry model                               ::: Benjamin Cox & Byren Massialas

Personal Family

This family deals with the personal development of the individual. These models emphasize the process by which the individual constructs and organizes his unique reality. Personal and emotional life of the individual and their internal organization as it affects relationship with his environment are the main orientation of this family of models of teaching. They focus on helping individuals to develop a productive relationship with their environment and to view themselves as capable persons rich in interpersonal skills. The main models involved in this category are

1. Non directive Teaching model      ::: Carl Roger

2. Enhancing Self‐esteem model      ::: Abraham Maslow

3. Awareness Training model           ::: William Schutz & George Brown

4. Classroom meeting model            ::: William Glasser

FUNDAMENTAL ELEMENTS OF TEACHING MODEL

Bruce Joyce and Marsha Weil designed a basic procedure for implementation of any instructional model.

The fundamental elements are briefly described as follows

1) FOCUS – The central aspect of teaching model, objective of teaching

2) SYNTAX‐

• It is the plan of action in a descriptive way.
• It shows how the lesson starts, how the lesson progress and how the lesson ends.
• It is the sequentially arranged teacher student activities completed through different phases.
• These phases are different in different models.
• Syntax describes the model in action.

3) SOCIAL SYSTEM‐

It tells the nature of teacher‐pupil relationship

It represents the style of learning environment.

It describes the students and teachers role.

It describes the structure of the learning environment, or to what extent the instruction will be teacher centric or learner centric

There are three types of teacher pupil relationship.

i. Highly Structured            :: Teacher role is dominant than pupil.

ii. Moderately Structured    :: Teacher and pupil has equal role.

iii. Low Structured              :: Teacher role is less than pupil. Students dominates in learning activities.

4) PRINCIPLES OF REACTION‐

This highlights the behaviour of the teacher towards the student’s response.

This explains the rules to be followed in the class room.

It tells the teacher how to regard the learner and how to respond to what the learner does.

In some models of teaching the teacher overtly attempts to shape the behavior by rewarding certain student activities and maintaining a neutral stance towards others. On the contrary, in other models such as those designed to develop creativity, the teacher tries to maintain a non‐evaluative equal stance so that the learner become self‐directing.

5) SUPPORT SYSTEM‐ 

It refers to the additional requirements of the model beyond the usual human skills and capacities, that is the technical facilities necessary for creating appropriate learning environment as suggested in the focus and syntax of the particular model of teaching.

These are the materials and resources used by the teacher to complete the plan. Simply it is the teaching learning materials.

6) Instructional and Nurturant Effects :

Models of teaching brings explicit and implicit effect in learners.

Instructional effects refers to the direct effect (explicit)

Nurturant effects refers to the indirect effect of teaching model (implicit), It is termed as the byproduct of model of teaching