Model of teaching

                                                        Model of teaching

The term model is used to mean a teaching episode done by an experienced teacher in which a highly focused teaching behaviour is demonstrated, in it an individual demonstrating particular patterns which the trainee learns through imitation. It is a way to talk and think about instruction in which certain facts may be organized, classified and interpreted.

Bruce Joyce and Marsha Weil describe a Model of Teaching as a plan or pattern that can be used to shape curricula, to design instructional materials and to guide instruction in the classroom and other settings. 

Models of Teaching are really models of learning. As we helps students acquire information ideas skills, values, ways of thinking, and means of expressing themselves, we are also teaching them how to learn. Each model results in two types of effects Instructional and Nurturant.

A- Instructional effects are the direct effects of the model which result from the content and skills on which the activities are based.

B- Nurturant effects are those which are implicit in the learning environment. They are the indirect effects of the model.

Teaching Models in Teaching

§  Teaching models are useful in developing social efficiency, personal abilities, cognitive abilities and behavioural aspects of the students. It helps in selecting and stimulating situations which causes the desirable changes in students

§  Teaching models help to establish teaching and learning relationship empirically. It helps in making the teaching more effective.

§  Teaching models helps in providing a theoretical rationale to the teaching, which will provide changes and rectifications in teaching.

§  Teaching models stimulates the development of new educational innovations in teaching strategies and tactics, which may replace the existing ones in schools of today.

§  Teaching models assist makers of materials to create more interesting and effective instructional materials and learning sources.

§  Teaching models assist teachers to develop their capacities to create conductive environment for teaching, as its nature is practical.

§  Teaching models help curriculum planners to plan learning activities and content material which provide a variety of educational experiences to learners.

§  Teaching model evaluates the behaviour of the students. For this important task, it presents such a criterion with the help of which the changes in the students behaviours can be easily evaluated.

Characteristics of a Teaching model

1-     Encourage Art of Teaching- Teaching is considered as an art.. Teaching models encourages this art by providing learning environment.

2-     Development of Inherent Abilities -Teaching models bring about the qualitative development of personality as it helps in developing human abilities. It also increases the teacher’s social competency.

3-     Based on Individual Differences- Teaching model uses the student’s interest, as it is constructed on the basis of individual differences.

4-     Influenced by Philosophy- Every teaching model is influenced by the philosophy of education. Hence, teachers formulate different models of teaching under the influence of the philosophy they believe.

5-     Answers Fundamental Questions- In every teaching model answers to all the fundamental questions pertaining to the behaviour of students and teachers are included.

6-     Providing Appropriate Experiences- Teaching models provides proper experiences to both teacher and student. Selecting the content and presenting it for learning  before the students is the main essentiality of teaching. This difficulty is solved when a teacher presents appropriate experience before the students.

7-     Maxims of Teaching- The basis of teaching model is the maxims of teaching.  They are the foundation of each teaching model.

8-     Practice and Concentration- The development of a teaching model is based on regular and continuous practice and concentration. The proper development of a teaching model is only possible when the assumptions are made clear by related thinking.

Fundamental Elements of a Teaching Model:

Normally majority of teaching models are based on the following six elements:

Focus

Focus is the central aspects of a teaching model.  Objectives of teaching and aspects of environment generally constitute the focus of the model. Every teaching model is based on one or the other objective as its focal point. Any teaching model is developed by keeping this focal point in mind.  Every teaching model differs from another in terms of its objectives. It is the nucleus of a teaching model. Every model is developed by keeping in view its focal point or objective. Every model has various phases, some particular types of competencies are developed by it.

Syntax

Syntax of the model describes the model in action. Syntax includes the sequences of steps involved in the organization of the complete programmed of teaching. It is the systematic sequence of the activities in the model. Each model has a distinct flow of phases. It means the detailed description of the model in action.

Principles of Reaction

Principles of Reaction tell the teacher how to regard the learner and to respond to what the learner does. This element is concerned with the way a teacher should regard and aspects respond to the activities of the students.  These responses should be appropriate and selective. They provide the teacher with rules of thumb by which to select model, appropriate responses to what the student does. This element is concerned with the teacher’s reaction to the students’ responses.

The Social System

This element is concerned with the activities of pupil and the teacher and their mutualrelationships.   Every teaching model has separate objectives and will have therefore separate social systems. It is related with the interactive roles and relationship between the teacher and the student, and the kinds of norms that are observed and student behaviour which is rewarded. The Social System describes the role of and relationships between the teacher and the pupils. In some models the teacher has a dominant role to play. In some the activity is centred around the pupils, and in some other models the activity is equally distributed.  This element is based on the assumption that every class is a miniature society.

Support system

Support System describes the supporting conditions required to implement the model. ‘Support’ refers to additional requirements beyond the usual human skills, capacities and technical facilities. The support system relates to the additional requirements other than the usual human skills or capacities of the teacher and the facilities usually available in the ordinary classroom. Teacher requirements refer to special skills, special knowledge of the teacher and special audio-visual material like films, elf-instructional material, visit to special place etc.

Application

It is an important element of a teaching model. It means the utility or usage of the learnt material in other situations. Several types of teaching modes are available. Each model attempts to desirable the feasibility of its use in varying contexts related with goal achievements in terms of cognitive, and affective behaviour modification.

Types of Models of teaching

Modern teaching models

The most comprehensive review of teaching models is that of Joyce and Weil (1980). Bruce R.Joyce has divided all the teaching models under the title “Modern teaching models”. They identified 23 models which are classified into four basic families based on the nature, distinctive characteristics and effects of the models. These four families are :

1. information Processing Models

2. Personal Models

3. Social Interaction Models and

4. Behaviour Modification Models.

Within the families, there are specific models which are designed to serve particular purposes.

Information Processing Models

The models of this type are concerned with the intellectual development of the individual and help to develop the method of processing information from the environment. These models focus on intellectual capacity. They are concerned with the ability of the learner to observe, organise data, understand information, form concepts, employ verbal and nonverbal symbols and solve problems. The primary purposes are :

1. The mastery of methods of inquiry

2. The mastery of academic concepts and facts

3. The development of general intellectual skills such as the ability to reason and think more logically

The models which belong to this family are :

a. The Concept Attainment Model

b. Inquiry Training Model

c. The Advance Organiser Model

d. Cognitive Growth Development Model

e. Biological Science Inquiry Model

Brief Review of the Information Processing Source Models

SOURCE	TEACHING MODEL	INNOVATOR	AIMS AND APPLICATION
The Information Processing Source	1-Concept Attainment Model 2-Inductive Model	Bruner, Hilda Taba	To develop inductive reasoning, mental inductive process, and understanding of concepts and principles.
	Inquiry Training Model	Richard Suchman	To develop individual competencies to achieve the social objective.
	Biological Science Inquiry Model	Joseph J. Schwab	To develop understanding of research methodology, to think logically on social problems.
	Advance Organizational Model	David Asubel	To understand concepts and facts and to make the content purposeful and interesting.
	Cognitive Growth Developmental Model	Jean Piaget	To develop general intelligence and logic,social and moral development.

II. Personal Models

Personal development models assist the individual in the development of selfhood, they focus on the emotional life an individual,.

The emphasis of these models is on developing an individual into an integrated, confident and competent personality. They attempt to help students understand themselves and their goals, and to develop the means for educating themselves. Many of the personal models of teaching have been developed by counselors, therapists and other persons interested in stimulating individual’s creativity and self expression.

The primary goals are :

§  To increase the student’s self worth,

§  To help students understand themselves more fully.

§  To help students recognise their emotions and become more aware of the way emotions effect other aspects of their behaviour,

§  To help them develop goals for learning,

§  To help students develop plans for increasing their competence,

§  To increase the students’ creativity and playfulness,

§  To increase the students’ openness to new experience.

The models which belong to this family are :

a. Non-Directive Teaching Model,

b. Synectics Teaching Model,

c. Awareness Training Model,

d. Classroom Meeting Model.

e-Conceptual System Model

Brief Review of The Personal Source Models

SOURCE	TEACHING MODEL	INNOVATORS	AIMS AND APPLICATION
The Personal Source	Non-Directive Teaching Model,	Carl Rogers	To develop self learning by auto instructions, self research and self understanding
	Synectics Teaching Model,	William Gordon	To develop creative competencies for problem solving.
	Awareness Training Model,	W.S. Fietz	To develop individual competencies and mutual relations.
	Classroom Meeting Model.	William Glasser	To develop skills of self –understanding and capacities of dutifulness.
	Conceptual System Model	David. F. Hunt	To adjust with the environment with flexibility in the personality.

Ill. Social Interaction Models

The models in this family emphasise the relationships of the individual to the society or other persons. The core objective is to help students learn to work together. to identify and solve problems, either academic or social in nature.

The primary goals are :

To help students work together to identify and solve problems

§  To develop skills to human relations, and

§  To become aware of personal and social values.

The models which belong to this family are :

a. Group Investigation Model,

b. Role Playing Model,

c. Jurisprudential Inquiry Model,

d. Laboratory Training Model,

e. Social Simulation Model,

f. Social Inquiry Model.

Brief review of The Social Interaction Source Models

SOURCE	TEACHING MODEL	INNOVATOR	AIMS AND APPLICATION
The Social Interaction Source	Group Investigation Model	John Dewey, Herbert	To develop democratic abilities, use of knowledge and skills in life of individual and society.
	Jurisprudential Model	Donald Oliver, James P. Shaver	To solve problems on the basis of information and reasoning power.
	Social Inquiry Model Social Simulation Model, Role Playing Model.	Benjamin Cox, Byron	To develop competencies of problem solving and adjustment
	Laboratory Method Model	Bethal, Maine	To develop group skills individual capacities and adjustment.

IV. Behaviour Modification Model

All the models in this family share a common theoretical base, a body of knowledge which referred to as behaviour theory. The common thrust of these models is the emphasis on changing the visible behaviour of the learner. The models which belong to this family is Operant Conditioning Model

Brief Review of The Behaviour Modification Source Model

SOURCE	TEACHING MODEL	INNOVATORS	AIMS AND APPLICATION
Behaviour Modification Source	Operant Conditioning Model	B.F.Skinner	To achieve the objectives of lower level of  cognitive domain on the basis of individual differances

A number of instructional strategies to realise different instructional goals have been developed recently by different researchers They have transformed existing knowledge in the learning and teaching processes into ‘Models of Teaching’ which can be used by teachers in the teaching, learning process for realising different instructional objectives. There is a need to incorporate a few ‘Models of Teaching’ in the curriculum of teacher education programme at the secondary as well as elementary level so that prospective teachers attain a higher degree of ‘ability to teach’.

Reference:

http://www.vkmaheshwari.com/WP/?p=1312

https://shodhganga.inflibnet.ac.in/bitstream/10603/76373/9/09_chapter%202.pdf