WHAT IS A MODEL OF TEACHING ?
Bruce Joyce & Marsha Weil defined
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“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”
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“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”
CHARACTERISTICS
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Scientific procedure
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Specification of learning outcome
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Specification of environment
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Specification of criterion of performance
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
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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
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Two effects can gained through the practise of a model
1. Instructional effect
2. Nurturant effect
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
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.
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
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
INFORMATION PROCESSING FAMILY
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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
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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
PERSONAL FAMILY
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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
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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
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
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Examples
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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
BEHAVIOURAL MODIFICATION FAMILY
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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
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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
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
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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
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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
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
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
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
INQUIRY TRAINING MODEL
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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
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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
Description of the model
SYNTAX
 Phase 1 - Encounter with the problem
Teacher explains inquiry procedure
Teacher presents discrepant events
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Phase 2 - Data gathering : Verification
Learners verify the nature of objects and conditions
Learners verify the occurrence of the problem situation
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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
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Phase 4 - Formulation of explanation
Learners formulate rules or explanation to the discrepant event
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Phase 5 - Analysis of the inquiry procedure
Analyse inquiry strategy and develop more effective ones
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
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
INDUCTIVE THINKING MODEL
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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
Description of the model
SYNTAX
 Phase 1 - Data categorisation (Concept formation)
Listing
Grouping
Labelling
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Phase 2 - Interpretation of data
Comparing (Identifying critical relationships)
Explaining (Exploring relationships)
Generalising (Making inferences)
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Phase 3 - Application of generalisation
Predicting
Supporting the prediction
Verifying the prediction
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
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
ROLE PLAY MODEL
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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
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
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Phase 2 - Select participants
Analyse role
Select role players
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Phase 3 - Set the stage
State line of action
Restate role
Get inside problem situation
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Phase 4 - Prepare the observers
Decide what to look for
Assign observation task
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Phase 5 - Enact
Begin role play
Maintain role play
Break role play
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Phase 6 - Discuss and evaluate
Review action of role play
Discuss major focus
Develop next enactment
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Phase 7 - Re-enact
Play revised roles
Suggest next step as behavioural alternatives
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Phase 8 - Discuss and evaluate
Review action of role play
Discuss major focus
Develop next enactment
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Phase 9 - Share experience and generalize
Relate problem situation to real experience and current
problems
Explore general principles of behaviour
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
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
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
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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
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