05 Hmef5123 T1

Topic Teaching and
1 Learning
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1." Identify four factors that affect the effectiveness of teaching and
learning;
2." Define the meaning of teaching and learning;
3." Differentiate between teacher-centred and student-centred
instruction;
4." Differentiate between inductive and deductive approaches to
learning; and
5." Summarise four models of teaching and learning.
" INTRODUCTION
In general, teaching and learning are two important aspects related to an
educator. As a teacher, he or she needs to know how each learner learns as
studies have shown that each student attempts learning in a particular way. In
other words, each learner has his or her own learning styles. Knowing these
learning styles would be beneficial for a teacher to seek the best possible ways of
identifying and executing the best teaching practices in the classroom. By
identifying the differences in learning styles among learners, we can plan and
apply teaching strategies which best meet the needs of learners. Similarly, the
differences in styles of teaching among teachers have some effects on the success
of the lesson too. Do you have any idea what they are? Let us look at these
aspects in detail to learn more.
ACTIVITY 1.1
Describe your teaching style in brief. Why do you prefer this style?
Copyright Open University Malaysia (OUM)

2 TOPIC 1 TEACHING AND LEARNING
1.1 DEFINING TEACHING AND LEARNING

As mentioned earlier, teaching and learning are two important aspects which
teachers should look into when planning to teach. In the following subtopics, you
are going to look into some factors that affect teaching and learning process and
what one should be aware of as an educator.
1.1.1 Styles of Teaching

Joyce, Weil and Calhoun (2009) posit that teachers teaching styles are very much
influenced by their own personalities. They have identified four variances of
personalities associated to learning styles. These four variances are explained in
Table 1.1.
Table 1.1: Four Variances of Personalities
Variance of
Description
Personality
Warmth Refers to the positive effect one gives to the classroom. For
example, expressing positive comments such as "well done"
regularly. The teacher is able to exude positive vibes by motivating
the students and giving them frequent assurances during the
learning process.
Gregariousness/ It is the degree for a teacher to involve students in decision making.
Sociability For example teacher can take the stand of allowing the students to
make decisions together as a class unit. The teacher and the
students become partners in the classroom whereby the students
are empowered and have a voice in the classroom.
Academic Teachers' past learning experiences may influence the way they
Learning teach in the classroom. For example, those who have struggled as a
learner are more likely to see learning as a struggle and are less
likely to provide higher-order and open-ended tasks in their
teaching.
Conceptual Refers to the way teachers process information. Teachers who
Level develop simpler, linear structures tend to ask lower-order
questions and practise rote learning compared to those who
develop complex networks of concepts.
Source: Joyce et al. (2009)
On the other hand, Grasha (1996) has identified four approaches to teaching
styles. They are formal authority, demonstrator, facilitator and delegator. These
four approaches are explained further in Table 1.2.
TOPIC 1 TEACHING AND LEARNING 3
Table 1.2: Four Approaches to Teaching Styles
Style Description
Formal This focuses on content and can be very instructor-centred. The
Authority instructor defines the theories, principles, concepts or terms that the
student needs to learn and organises them into a sequenced set of
goals or objectives. Evaluations are a necessary part of course
planning as they allow the instructor to ascertain the amount of
learning that has taken place.
Demonstrator This approach concentrates on the performance of an academic
procedure. The instructor defines the steps as how an expert in the
field would use to accomplish necessary tasks as well as defines the
standards which would indicate mastery in applying these
procedures. The instructor then develops situations in which these
steps can be performed and results observed. The instructor may be
the one who demonstrates the procedures; students may be the ones
practising the procedures, or some combination of both.
Facilitator Teachers who have a facilitator teaching style tend to focus on
activities. This teaching style emphasises student-centred learning
and there is much more responsibility placed on the students to take
the initiative for meeting the demands of various learning tasks.
Teachers typically design group activities which necessitate active
learning, student-to-student collaboration and problem solving.
Delegator Teachers who practise a delegator teaching style tend to place control
and responsibility for learning on individuals or groups of students.
This teacher will often give students a choice in designing and
implementing their own complex learning projects and will act in a
consultative role.
Source: Grasha (1996)
ACTIVITY 1.2
Explain how the various teaching styles can affect the choice of
strategies employed in the classroom.

1.1.2 Types of Learners

Types of learners also play an important role in the selection of suitable strategies
in the classroom. McCarthy (1997) has identified four types of learners. These
learners are elaborated further in Table 1.3.
Table 1.3: Four Types of Learners
Type Characteristics
Innovative They are primarily interested in personal meaning. They need
Learners to have reasons for learning ideally, the reasons that connect
new information with personal experience and establish that
information's usefulness in daily life. Some of the many
instructional modes that are effective with this learner type are
cooperative learning, brainstorming and integration of content
areas (such as science with social studies, writing with the arts
and so on).
Analytic They are primarily interested in acquiring facts in order to
Learners deepen their understanding of concepts and processes. They are
capable of learning effectively from lectures and enjoy
independent research, analysis of data and hearing what "the
experts" have to say.
Common They are primarily interested in how things work; they want to
Sense "get in and try it". Concrete, experiential learning activities work
Learners best for them using manipulative, hands-on tasks, kinaesthetic
experience and so on.
Dynamic They are primarily interested in self-directed discovery. They
Learners rely heavily on their own intuition and seek to teach both
themselves and others. Any type of independent study is
effective for these learners. They also enjoy simulations, role
play and games.
Source: McCarthy (1997)
ACTIVITY 1.3
Can you identify the types of learners that you have in your classroom?
Explain the criteria you use to identify them.

1.1.3 What is Teaching and Learning?

Are you aware that the traditional method of teaching and learning is a one-way
interaction empowering the teacher on the teaching and learning procedure?
However, changes have taken place where students needs are also taken into
consideration. Educators realise that students do not come into the classroom
with empty heads. They do bring in their own beliefs based on their experiences
gained outside the classroom. These should be considered when planning for the
best teaching practice. In addition, there are also four basic elements of teaching
in general to be considered and practised. Figure 1.1 shows you these four basic
elements.
Figure 1.1: Four basic elements in teaching and learning
Before we go further, let us define teaching and learning. Let us take a look at the
definition of teaching.
Teaching involves planning and implementation of instructional activities

and experiences to meet intended learner outcomes according to a teaching
plan.
How about learning?
On the other hand, learning involves acquiring knowledge, skills and

attitude leading to relatively permanent change to learners behaviour.
Learning involves three important domains: cognitive, affective and

psychomotor. Each of these domains plays a crucial role in the mastery of skills
or knowledge.

Bear in mind that the effectiveness of teaching and learning is dependent on

several factors. Some of the factors are explained in Table 1.4.
Table 1.4: Four Factors that Affect the Effectiveness of Teaching and Learning
Factor Description
Meaningful This refers to the need for meaningful learning to take place for
Learning students to acquire knowledge and skills. Otherwise, they will not be
able to recall what they have learned.
Active This involves students wanting to learn and taking part in the activities
Participation planned by the teacher. Through learning how to do, students will be
able to grasp the learnt concepts much faster.
Positive Feedback needs to be provided by the teacher to enable students to
Feedback know how they progress. Likewise, students do need to provide
feedback on their own learning as well.
Two-Way There is a need for two-way interaction between the teacher and the
Interaction student. This will enable learners to question their doubts and for the
teacher to clarify those doubts. Besides, constant checking on students
understanding will help the teacher to pace his/her teaching.
ACTIVITY 1.4
Can you think of other factors that influence teaching and learning
process? List them.
1.2 TEACHER-CENTRED AND STUDENT-

CENTRED INSTRUCTION
Are you aware that instruction is an important aspect involved in the teaching
and learning process? In this subtopic, you are introduced to the teacher-centred
instruction and the student-centred instruction and how they can benefit the
learners to achieve meaningful learning.
1.2.1 Teacher-Centred Instruction

In this method, the teacher plays an important role as knowledge provider.
Students focus on the teachers delivery and exclusively listen to what is being
conveyed. There are several characteristics of this form of instruction. Among
them are (Cuban, 1983):

(a)" Teacher talk exceeds student talk during instruction;

(b)" Instruction occurs frequently with the whole class small-group or
individual instruction occurs less often;
(c)" Use of class time is largely determined by the teacher;
(d)" The teachers rely heavily on the textbook to guide curricular and
instructional decision making; and
(e)" The classroom furniture is usually arranged into rows of desks or chairs
facing a chalkboard with a teachers desk nearby.
1.2.2 Student-Centred Instruction

Student-centred instruction refers to students exercising a substantial degree of
responsibility for what is taught, how it is learned and for movement within the
classroom. Some indicators for this method are (Cuban, 1983):
(a)" Student talk about learning tasks is at least equal to, if not greater than,
teacher talk;
(b)" Most instruction occurs individually, in small groups (two to six students)
or in moderate-sized groups rather than being directed at the entire class;
(c)" Students help choose and organise the content to be learned;
(d)" Teachers permit students to determine, partially or wholly, rules of
behaviour, classroom rewards and penalties and how they are to be
enforced;
(e)" Varied instructional materials (such as activity centres, learning stations
and interest centres) are available in the classroom so that students can use
them independently or in small groups; and
(f)" The classroom is usually arranged in a manner that permits students to
work together or separately, in small groups or in individual work spaces
no dominant pattern in arranging classroom furniture exists and desks,
tables and chairs are aligned frequently.
Weimer (2002) then presented seven principles of student-centred instruction.

These seven principles are further explained in Table 1.5.

Table 1.5: Seven Principles of Student Centred Instruction
Principle Description
Teachers do learning Learners do more of:
tasks less " Organising the content;
" Generating the examples;
" Asking the questions;
" Answering the questions;
" Summarising the discussion;
" Solving problems; and
" Constructing diagrams.
Teachers do less telling; This is messier, in that classrooms may be louder, it
students do more may take longer for students to get concepts and the
discovering teacher learns new teaching methods. Students
progressively take more responsibility for their learning
through discovering and uncovering what they need to
know.
Teachers do more This is done through effective assignments and activities,
design work (of which are designed to help students:
activities and learning " Increase learning skills (learning how to learn);
experiences)
" Motivate student involvement and participation;
" Discover work that is related to the discipline/real
world; and
" Develop content knowledge, learning skills and
awareness.
Teachers do more Demonstrate to the students on how an expert approaches
modelling a learning task and how to solve problem.
Teachers do more to get Use collaborative activities and cooperative groups for
students learning from learning.
and with each other
Teachers work to create Create learning environments conducive to students taking
climates for learning responsibility for their own learning.
Teachers do more with Feedback is not just about grades, but also informal and
feedback helps students learn from mistakes.
Source: Weimer (2002)

Do you know that Kolbs Model of Experiential Learning provides one of the
foundations for this model of how learning occurs in the classroom? Figure 1.2
shows you this model.
Figure 1.2: Kolbs Model of Experiential Learning

Source: Kolb (1984)
As shown in Figure 1.2, you can see that this model of learning consists of four
steps. These steps are further explained in Table 1.6.
Table 1.6: Four Steps of Kolb's Model of Experiential Learning
Step Description
Action/ The learner performs some type of activity related to the lesson or
Activity subject.
Reflection The learner reflects on what they did and what happened as a result of
their activity. This can be in one of several forms free writing,
journaling or small or large group discussions.
Knowledge/ The learner uses the results of the reflection to develop knowledge and
Theory theories, which help further the learning process because the learner is
conceptualising their own theories, not just accepting the theory of the
instructor.
Planning Based on the learners theories, they plan what to do next and anticipate
the results of further activity. This process moves the learner into the
higher levels of thinking than merely recall/recite facts or information.
1.2.3 Teacher versus Student-Centred Instruction

In this subtopic, we are going to compare the two instructions that we learnt
previously. Generally, teacher-centred instruction is a traditional method of
teaching involving the teacher as the dictator deciding what and how to teach.

This method of teaching is a one way interaction where the students are passive
learners.
On the other hand, the student-centred instruction requires that students be

responsible for their learning. This will lead them to start experiencing the
consequences of decisions they make about learning.
There are other differences between these two types of instruction. The following
Table 1.7 summarises them further.
Table 1.7: Teacher versus Student-Centred Instruction
Teacher-Centred Student-Centred
Focus is on instructor Focus is on both students and instructor
Instructor talks; students listen Instructor models; students interact with
instructor and one another
Students work alone Students work in pairs, in groups or alone
depending on the purpose of the activity
Instructor monitors and corrects Students talk without constant instructor
every student utterance monitoring; instructor provides
feedback/correction when questions arise
Instructor answers students Students answer each others questions, using
questions instructor as an information resource
Instructor chooses topics Students have some choice of topics
Instructor evaluates student Students evaluate their own learning; instructor
learning also evaluates
Classroom is quiet Classroom is often noisy and busy
Source: www.nclrc.org/essentials/goalsmethods/learncentpop
ACTIVITY 1.5
Can you provide other differences between student-centred and
teacher-centred instruction? Explain the differences.
Which form of instruction do you think works well in the classroom?

Justify your answer.

1.3 INDUCTIVE AND DEDUCTIVE APPROACHES

TO LEARNING
Are you aware that inductive and deductive approaches to learning are
commonly used by teachers in a learning environment? Both approaches have
their own strengths and are dependent on the role of the teacher. Now let us look
at each one more closely.
1.3.1 Inductive Approach to Learning

Let us begin this subtopic by looking at Scenario 1.1 which shows you how
Ms Johana begins her lesson using the inductive approach.
Scenario 1.1:
Ms Johana begins her lesson by presenting five words (that represent
examples) and another five words (that represent non-examples) of a mystery
concept (noun) on the board. She asks her students to think about how the
words are related to each other but not to the non-examples of the mystery
concept. Her students start brainstorming possible characteristics of concepts
by comparing examples and non-examples in groups. They later come up with
a list of characteristics.
The inductive approach focuses on identifying examples and non-examples

leading to the characteristics of a concept. In Scenario 1.1, Ms. Johana presents
both examples and non-examples of a concept (noun). Students are required to
study and identify the characteristics of the concept. This allows them to
emphasise critical and higher order thinking skills into finding the unknown.
What is unique about the inductive approach in teaching grammar is the fact that
rules are presented in a real language context. Students learn through practice
and gain the rules from the practical examples. The teacher plays the role of
providing meaningful contexts to encourage demonstration of the rule.
There are several advantages of the inductive approach. Among them are:
(a)" Students can focus on the use of the language without being held back by
grammatical terminology and rules that can inhibit fluency; and
(b)" It increases student participation and practice of the target language in the
classroom, in meaningful contexts.

Another example of using the inductive approach is presented in Scenario 1.2.

The teacher is teaching science to a group of young learners.
Scenario 1.2:
Mrs Lim starts the class with a short talk or discussion about real life
experiences related to water holding capacity (e.g. erosion of school's sports
grounds). The teacher poses questions and the pupils state the types of soil
near their houses and in the school garden. Next, the teacher provides samples
of soil. Pupils touch/feel and describe the soil samples in terms of colour,
texture and particle size, and record their observations in a table. Using the
same type of soil samples, pupils find out if the different types of soil allow
water to pass through them at the same rate.
The teacher instructs the group leaders to read out their observations and
discuss their groups findings with the class. The teacher finally discusses with
pupils which soil type will be best for planting tomatoes in the school garden
or their gardens at home.
In the above scenario, the teacher does not provide direct answers or information
to the pupils. Through the question and answer session, the pupils with the help
of the teacher explore the types and characteristics of soil. They will finally arrive
at their respective findings in which the teacher will guide and facilitate the
learning when necessary.
This form of inductive approach will benefit the pupils as they become more
competent in seeking answers and overcoming ambiguities in learning.
1.3.2 Deductive Approach to Learning

Now let us move on to the deductive approach. Let us read Scenario 1.3 where
Mrs Lim uses the deductive approach in her classroom.
Scenario 1.3:
Mrs Lim begins her lesson by introducing gases to her students. She asks her
students to generate a list of gases that they encounter on a daily basis. Mrs Lim
writes the answers provided by the students on the board. She divides her
students into groups and asks each group to brainstorm on the characteristics
related to the concept. Students examine the class-generated list of gases and
write their own new list of characteristics or properties. Students organise the
concept characteristics by placing the brainstormed ideas into categories.

Based on Scenario 1.3, the deductive approach to learning begins with the
introduction of the concept to the students. The teacher plays an important role
in disseminating knowledge to her students. This method of teaching is
traditional in nature where rote learning is highly emphasised. Students learn the
rule and apply it after they have been introduced to the rule. Teacher plays an
important role as knowledge provider through presentation and explanation.
This approach is suitable for learners of lower level.
However, there are several disadvantages of the deductive approach. Among

them are:
(a)" Teaching is in isolation;
(b)" Little attention is paid to meaning; and
(c)" Practice is often mechanical.
ACTIVITY 1.6
Describe how a teacher decides which approach, inductive or
deductive, is the better choice for a given topic.
1.4 OVERVIEW OF MODELS OF TEACHING

AND LEARNING
Lastly, let us get to know some models of teaching and learning. As a teacher,
you need to be aware of these models in catering to the needs of your learners
with different learning styles. These models are frameworks that serve as guide
in designing suitable activities in the classroom. Awareness of the various types
of teaching models will also allow you to analyse and evaluate their strengths
and weaknesses so as to plan and implement appropriate follow-up actions.
In addition, models of teaching and learning are considered as a blueprint which

specifies approaches to instruction with three main focuses:
(i)" Goals (help students to develop critical thinking and understanding of
concepts);
(ii)" Phases (steps to reach specific goals); and
(iii)" Foundations (which are supported by theories and researches in learning
and motivation).

There are four models that will be introduced to you in this subtopic. They are
listed in Figure 1.3.
Figure 1.3: Four models of teaching and learning
Now let us look at each of the models closely.
1.4.1 Social Learning Models

The social learning models are based on the social learning theory. This theory
emphasises that the learning focus is within a social context. Learning can take
shape through observation and imitation of actions. Reinforcement of behaviour
is achieved through reward and punishment.
In addition, these models also enable learners to work together to identify and
solve problems, to develop skills in human relations and to become aware of
personal and social values. Table 1.8 lists the types of social learning models.
These models will be discussed in greater detail in other topics that follow.

Table 1.8: The Social Learning Models
Models Developer Feature

"Partners in Learning " Development of strategies to help
"Positive " David Johnson students work effectively together.
Interdependence " Roger Johnson
" Margarita
Calderson
" Elizabeth Cohen
" Structured Inquiry " Robert Slavin
"Group Investigation " John Dewey " Development of skills for
" Herbert Thelen participation in democratic
process.
" Simultaneously emphasises social
development, academic skills and
personal understanding.
"Role Play " Fannie Shaftel " Study of values and their role in
social interaction.
" Personal understanding of values
and behaviour
"Jurisprudential " Donald Oliver " Analysis of policy issues through
Inquiry " James Shaver a jurisprudential framework.
" Collection of data, analysis of
value questions and positions and
study of personal beliefs
1.4.2 Information-Processing Models

The information-processing models are based on cognitive psychology where the
human brain is perceived as the information processor that resembles computers.
In other words, these models refer to the way people handle stimuli from the
environment, organise data, identify problems, generate concepts and solution to
problems and use verbal and non-verbal symbols.
The information processing modes are seen as beneficial in the learning process
where students are better equipped, enforced with good mental exercises
through different methods and approaches (for example, mastery of concepts
and skills). They also enable students to remember the information for a longer
period of time. Table 1.9 describes eight types of information-processing models.

Table 1.9: The Information-Processing Models

Inductive Thinking Hilda Taba Development of classification skills,
hypothesis building and testing and
understanding of how to build
conceptual understanding of concept
areas.
Concept Attainment Jerome Bruner Used to teach concepts and to help
students become more effective at
learning concepts (concept attainment).
The Picture Word Emily Calhoun How to acquire print literacy,
Inductive Model particularly reading and writing, also
how listening and speaking
vocabularies are developed.
Scientific Inquiry Joseph Schwab Used to study principles, phenomena
and characteristics of scientific
knowledge.
Inquiry Training Richard Suchman Based on the assumption that strategies
used by scientists can be used as a
teaching model especially in the study
of science
Mnemonics Michael Pressley Strategies for memorising and
Joel Levin assimilating information.
Richard Anderson
Synectics William Gordon Enhancing creative thoughts.
Advance Organisers David Ausubel Provide students with a cognitive
structure for comprehending material
presented through lectures, readings
and other media.
1.4.3 Behaviourist Models

The behaviourist models of teaching and learning focus on the teacher as one
who plays a dominant role. It operates on a principle of stimulus-response. This
theory assumes learners as passive and that they start off as a clean slate.
Behaviour of learners can be shaped through positive or negative reinforcement.
There are five types of behaviourist models and these are explained further in
Table 1.10.

Table 1.10: The Behaviourist Models

Mastery Learning Benjamin Bloom Students can master any topic if it is broken
James Block down into small chunks and if they are
given enough time to learn at their own
pace.
Direct Instruction Tom Good Mastery of academic content and skills in a
Jere Brophy wide range of areas of study.
Carl Bereiter
Ziggy Engleman
Wes Becker
Simulation Carl Smith Mastery of complex skills and concepts in a
Mary Smith wide range of areas of study.
Social Learning Albert Bandura The management of behaviour: Learning

Carl Thoresen new patterns of behaviour, reducing phobic
and other dysfunctional patterns and
Wes Becker
learning self-control.
Programmed B. F. Skinner Mastery of skills, concepts and factual
Schedule information.
(Task Performance
Reinforcement)
1.4.4 Personal Family Models

Personal family models of teaching and learning allow students to increase their
sense of self-worth and recognise their emotions and are aware on how emotions
affect their behaviour. The models also increase their creative thinking. There are
two types of personal family models; these are explained in Table 1.11.
Table 1.11: The Personal Family Models
Models Developer Purpose

Non-Directive Teaching Carl Rogers Building capacity for personal
development, self understanding and
autonomy and esteem of self.
Enhancing Self-Esteem Abraham Development of personal understanding
Maslow and capacity for development.

Before we end this topic, let us make a conclusion on the teaching and learning
models. Bear in mind that it is important to be aware of the different types of
teaching models in order for one to identify the best method of teaching his/her
learners. This awareness will guide teachers to create conducive environment for
their learners who consist of different types of learners.
SELF-CHECK 1.1
List two models that represent social learning models, information-
processing models, behaviourist models and personal family models
perspectively.
" Two main factors that affect teaching and learning processes are styles of
teaching and types of learners.
" Teaching involves planning and implementation of instructional activities

and experiences to meet intended learner outcomes according to a teaching
plan.
" As for learning, it involves acquiring of knowledge, skills and attitude

leading to relatively permanent change to learners behaviour.
" In teacher-centred instruction, the teacher plays an important role as a

knowledge provider to students. The students focus on the teachers delivery
and exclusively listen to what is being conveyed.
" Student-centred instruction refers to students exercising a substantial degree

of responsibility for what is taught, how it is learned and for movement
within the classroom.
" The inductive approach focuses on identifying examples and non-examples

leading to the characteristics of a concept.
" The deductive approach uses introduction to begin the learning process.
Teacher plays an important role as a knowledge provider through
presentation and explanation.
" The four models of teaching and learning discussed in this topic are social
learning models, information-processing models, behaviourist models and
personal family models.
" The social learning models are based on the social learning theory.
" The information-processing models are based on cognitive psychology

where the human brain is perceived as the information processor that
resembles a computer.
" The behaviourist models of teaching and learning focus on the teacher as one
who plays a dominant role.
" Personal family models of teaching and learning allow students to increase
their sense of self-worth and recognise their emotions and are aware on how
emotions affect their behaviour.
Deductive approach Models of teaching

Inductive approach Student-centred instruction
Learning Teaching
Learning styles Teacher-centred instruction
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. Boston, MA:
Pearson Education.
Cuban, L. (1983). How teachers taught. New York, NY: Teachers College Press.
Grasha, A. F. (1996). Teaching with style. Pittsburgh, PA: Alliance Publishers.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and
development. Englewood Cliffs, NJ: Prentice-Hall.
McCarthy, B. (1997). A tale of four learners: 4MATs learning styles. How
Children Learn, 54(6), 46-51.
Weimer, M. (2002). Learner-centered teaching. San Francisco, CA: Jossey-Bass.
National Capitol Language Resource Center. (2013). Teaching goals and methods.
Retrieved from http://www.nclrc.org/essentials/goalsmethods/gmindex.htm

05 Hmef5123 T1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

05 Hmef5123 T1

Uploaded by

Copyright:

Available Formats

Topic Teaching and

Copyright Open University Malaysia (OUM)

1.1 DEFINING TEACHING AND LEARNING

1.1.1 Styles of Teaching

Table 1.1: Four Variances of Personalities

Source: Joyce et al. (2009)

Table 1.2: Four Approaches to Teaching Styles

Source: Grasha (1996)

Copyright Open University Malaysia (OUM)

1.1.2 Types of Learners

Table 1.3: Four Types of Learners

Source: McCarthy (1997)

Copyright Open University Malaysia (OUM)

1.1.3 What is Teaching and Learning?

Figure 1.1: Four basic elements in teaching and learning

Teaching involves planning and implementation of instructional activities

How about learning?

On the other hand, learning involves acquiring knowledge, skills and

Learning involves three important domains: cognitive, affective and

Copyright Open University Malaysia (OUM)

Bear in mind that the effectiveness of teaching and learning is dependent on

1.2 TEACHER-CENTRED AND STUDENT-

1.2.1 Teacher-Centred Instruction

Copyright Open University Malaysia (OUM)

(a)" Teacher talk exceeds student talk during instruction;

1.2.2 Student-Centred Instruction

Weimer (2002) then presented seven principles of student-centred instruction.

Copyright Open University Malaysia (OUM)

Table 1.5: Seven Principles of Student Centred Instruction

Source: Weimer (2002)

Copyright Open University Malaysia (OUM)

Figure 1.2: Kolbs Model of Experiential Learning

Table 1.6: Four Steps of Kolb's Model of Experiential Learning

1.2.3 Teacher versus Student-Centred Instruction

Copyright Open University Malaysia (OUM)

On the other hand, the student-centred instruction requires that students be

Table 1.7: Teacher versus Student-Centred Instruction

Which form of instruction do you think works well in the classroom?

Copyright Open University Malaysia (OUM)

1.3 INDUCTIVE AND DEDUCTIVE APPROACHES

1.3.1 Inductive Approach to Learning

The inductive approach focuses on identifying examples and non-examples

Copyright Open University Malaysia (OUM)

Another example of using the inductive approach is presented in Scenario 1.2.

1.3.2 Deductive Approach to Learning

Copyright Open University Malaysia (OUM)

However, there are several disadvantages of the deductive approach. Among

1.4 OVERVIEW OF MODELS OF TEACHING

In addition, models of teaching and learning are considered as a blueprint which

Copyright Open University Malaysia (OUM)

Figure 1.3: Four models of teaching and learning

Now let us look at each of the models closely.

1.4.1 Social Learning Models

Copyright Open University Malaysia (OUM)

Table 1.8: The Social Learning Models

Models Developer Feature

Source: Joyce et al. (2009)

1.4.2 Information-Processing Models

Copyright Open University Malaysia (OUM)

Table 1.9: The Information-Processing Models

Models Developer Feature

Source: Joyce et al. (2009)

1.4.3 Behaviourist Models