Concepts: Information Processing Model Behavioural Model Social Model Personal Model

What is Teaching Model?

A model of teaching is a plan or pattern that can be used to shape curriculums (long-term courses of studies), to design instructional materials, and to guide instruction in the classroom and other settings based on Joyce and Weil (1980).

 Aim of TM: To produce effective teaching.

Figure 1.1: Glasers Teaching Model

Function of Teaching Model

Formulate a complete & perfect teaching scheme.

Enable teachers to analyse & evaluate its strengths & weaknesses so as to plan & implement appropriate follow-up actions

Provide guidance to planners & teachers to enable them to plan & carry out the teaching process effectively.

As basic guidance for teachers for reflection during feedback session.

MODELS OF TEACHING
SOCIAL PERSONAL

BEHAVIOUR

INFORMATION PROCESS

Information Processing Model

Types of Information Processing Model

InformationProcessing Model of Memory

Gagnes Information Processing Model

The Expository Teaching Model

Inquiry Teaching Model

Scientific Inquiry Model

Social Inquiry Model

Juris-Prudential Inquiry Model

Suchmans Inquiry Model

What do OUR MEMORY HAVE?

Sensory Memory Compartment Hold a large amount of information in a duration just enough for a small portion to be selected for longer storage. Capacity is limited. Storage duration is brief (unless assisted with rehearsal) A very large storage capacity (unlimited). Stored longer.

Short-term Memory

Long-term Memory

Information-Processing Model of Memory

Figure 1.2: Atkinson & Shiffrins Model of Memory Storage (1971)

Information-Processing Model of Memory

Incoming information (sensory input) pass through:
Sensory

Sensory memory

Short-term

Long-term

Short-term memory

Long-term memory

Retains information for only a fraction of a second but enough to select the portion of information that arrests ones attention. (The information that caught ones attention is selected for longer storage)

Can hold unrehearsed information for about 20 30 seconds.

Information can be stored longer if it is engaged under rehearsal. (Repetition of memorizing).

Information encoded may last for weeks, months or even years.

Gagnes Information Processing Model

Figure 1.3: Gagnes Theory of Learning Process

Gagnes 8 stages of Learning Process

PHASE Motivation Phase Apprehension Phase Acquisition Phase Retention Phase Recall Phase Generalisation Phase ACTION RELATED Expectancy Observation Perception Selection Encoding Prestoring Memory Retention Recall searching Transfer

Performance Phase
Feedback Phase

Response
Reinforcement

Important Aspects in Gagnes 8 Phases

Learning readiness Motivation Perception Conceptualization Memorizing Forgetting Learning transfer

How it works?
Process begins from extrinsic @ intrinsic motivation to perceive stimuli from environment. New information recorded in short-term memory. Information will be processed by relating stored information in long-term memory. New information is reinforced, retained & applied when required.

Expository Teaching Model

Referred as explicit explanation in details of certain facts. A way of presentation of information @ learning contents to pupils directly. Presenting learning materials by explanation, narration or demonstration. Suitably use to teach certain concept and skill during the beginning of the lesson.

..continue..
Principle and concept are explained verbally, as all the facts are written on the board, showed on the screen. Time saving: Enables teacher to finish all related concepts in a shorter period & pupils merely listen quietly. More to a lecturing method.

Inquiry Teaching Model Scientific Inquiry Model:

Used to study principles, phenomena & characteristics of scientific knowledge. Research process based on 5 stages:
Identify the problem. Ascertain relevant information. Determine hypothesis. Testing hypothesis.

 Social Inquiry Model:

Used to study topics related to social & humanity aspects. Based on activities such as observation, interview, @ questionnaire. Emphasizes on social interaction process. 6 steps:
Formulation of problem by teacher. Formulation of hypothesis by pupils. Define hypothesis. Discuss & confirm validity of the hypothesis. Collect & analyse evidences for the hypothesis. Interpret & derive inference @ conclusion.

 Juris-prudential Inquiry Model:

Used to look for reality & accuracy in current issues (learning science is more useful than learning arts). Concerns with science & philosophy of human law. Based on activities, discussions and debates. Two types:
Guided inquiry: Teacher guides pupils to carry out the whole discussion process. Open Inquiry: No guidelines given.

 Suchmans Inquiry Model:

Based on assumption that strategies used by scientists can be used as a teaching model especially in the study of science. Procedures:
Teacher determines & indicates the problem. Teacher explains the inquiry process to solve the previous problem. Students are guided to form hypothesis, follows by the collection of relevant data. Students use collected data to test hypothesis, aim to formulate theorem, law, principle or theory. Discussion & making inferences. Teacher & students discuss together and analyse.

The Importance of Information Processing Model

Students are prepared with better equipments and information for learning. Students are enforced with good mental exercises through different methods and approaches. Students are informed of the objectives and learning outcomes that should be achieved. Help students to remember the information for a longer period of time.

Behavioural Model

Behavioural Model

Direct Instruction Model

Mastery Learning

Programmed Instruction Model

Direct Instruction Model

Demonstration:
A teaching technique involves the use of a teachers skill to demonstrate @ perform a certain activity in the class. Teacher has a strong control over what is learnt in the classroom, provides feedback, monitoring students, grading work and strict classroom rules & regulations. (Teachercentered).

Mastery learning
Refers to a theory & practice of using remedial teaching based on feedback of pupils performance to assist them to achieve the learning objectives. Procedures:
Determine learning outcomes by planning explicit learning objective (based on students performance). Teach pupils with effective teaching method & technique (use of suitable learning materials to suit different learning styles) Evaluate learning result by diagnostic test & summative test (level of mastering & achievement) Carry out remedial activities for pupils who have not fully mastered certain skills & provide enrichment activities for pupils who have mastered the lesson.

Programmed Instruction Model

Computer Assisted Instruction (CIA)
The application of technology & computer system in teaching. Pupils follow designed learning materials in software without teachers help. Teacher has to facilitate the pupils to have interest in manipulating computer.

Personal Model

Personal Model
Non-directive Teaching Model Developing Positive Self-concepts Project Model
Research Project Handicraft Project Educational Visit

Non-directive Teaching Model

Based on Carl Rogers work, he believes that positive human relationships enable people to grow. Therefore instruction should be based on concepts of human relations.

Phase 1 : Defining the Helping Situation

Teacher encourages free expression of feelings.

Phase 2: Exploring the Problem

Student is encouraged to define problem. Teacher accepts and clarifies feelings.

Phase 3: Developing Insight

Student discusses problem. Teacher supports student.

Phases in Nondirective Model

Phase 4: Planning and Decision Making

Student plans initial decision making. Teacher clarifies possible decision.

Phase 5: Integration
Student gains further insight and develops more positive actions. Teacher is supportive.

Action Outside the Interview

Student initiates positive actions.

The Importance of Non-directive Teaching Model

Teacher helps students to explore new ideas. Students have freedom to making decisions and choices. Teacher and students are partners in learning. Nurtures and moulds students to be the way they are. Encourages students to think and reflect their uncertain feelings and become better

Developing Positive Self-concepts

Appreciate the abilities and talents one possesses. Positive self-concepts evolves with the moral values that should be emphasised among students. Activities that help: Group/Individual Presentation, musical

The Importance of Positive Self-concepts

Gain knowledge and experiences by enhancing their interests in learning through self-concepts. Teacher shows positive approaches and optimistic reinforcements. Boost their confidence. Provide opportunities for students to express their

Project Model
Based on the belief that learning would be effective if pupils are interested and ready to carry out learning activities. Examples of Project Model:
Research Project. Handicraft Project. Educational Visit.

1. Research Project (Principles)

Teacher determines suitable research topic in accordance to the pupils experience, ability and interest. Aims and procedures must be determined first and pupils are informed about this. Teacher prepares relevant materials (check list, questions to be answered, etc.) to

Continued
Research should be carried out safely & every pupil should actively involve in group activities. Teacher supervises and provides guidance to pupils. Teacher discusses the outcomes of research & evaluation should be conducted after research is completed.

2. Handicraft Project (Principles)

Planning of the project is based on pupils interest and ability. Prepare sufficient materials. Explain procedure precisely. Show examples of correct ways to do the project. Time period is required! Discussion is carried out to assess the work when it is done. Display good quality work to the other students.

3. Educational Visit (Principles)

Before the Visit:
Identify the place of visit. Obtain permission. Arrange for transport. Conduct briefing session regarding safety, precautions, behaviours, aims of visit and regulations. Prepare sufficient equipments.

.continued
During the Visit:
Divide pupils into several small groups. Every pupil should actively involve. Watch out for pupils safety. Give appropriate response to pupils inquiry.

After the Visit:

Hold discussion session with pupils regarding their observations. Plan follow-up activity (making

The Importance of Project Model

Students able to relate their previous experiences to what they are studying. Able to understand objectives of the projects before and after lesson. Fun activities that attract students interests in learning more & apply what they have learnt. Moral values are applied. Theories, facts & hypotheses are brought into practices (I do, I remember & understand). Co-operations among students. Direct experiences & additional knowledge.

Social Model

Social Model Model of Group Teaching & Co-operative Learning Simulation Model
Sociodrama Role play

Uses group inquiry and problem-solving strategies

SOCIAL MODEL
Encourages assimilation and understanding of the learners

Relies on the students personal and social values

Ways of Teaching
GROUP TEACHING AND CO-OPERATIVE LEARNING
INFORMAL LEARNING GROUP FORMAL LEARNING GROUP

SIMULATION

STUDY TEAMS

ROLE-PLAY

SOCIODRAMA

ROLE-PLAY

Emphasize the social nature of learning stimulate students both socially and intellectually

Role-playing is a teaching strategy that fits within the social family models
-Joyce and Weil, 2000-

Improves interpersonal skills and enhances communication

ROLE-PLAY
FOUR STAGES 1. Preparation and explanation of the activity by the teacher 2. Student preparation of the activity

3. The role-playing

4. The discussion after the role-playing activities

SOCIODRAMA

More like an acting activity Based on a story which reflects a certain situation involving conflicting issue, for example, Hang Tuah and Hang Jebat

Script should be prepared earlier

Next

ADVANTAGES

Helps them to become aware of the typical ways they solve problems

Increases both social and personal awareness

Promote acceptance, cooperation in classroom Back

Informal learning group

Basically temporary within a single class session

Formal learning group

Being formed to complete a specific tasks, such as to carry a project, performing a lab experiment, etc

Study Teams

Long-term groups with a stable membershi p

ELEMENTS
Positive Interdependence Face-to-face Interaction

Individual & Group Accountability

Group Processing

Interpersonal & Smallgroup Skills

Emphasize the worth of cooperative learning

The Importance of Social Model

Incorporate the collective energy of the group

Promote social skills including selfdiscipline, negotiation, democracy, etc.

Teaching Approaches

Approaches

Inductive

Deductive

Inductive Approach
Collecting Analysing Interpretin g

Conclusio n

Concept

Making generalisa tion

Example of Inductive Approach

Deductive Approach
General Rule Specific Example

Practice

Examples of Deductive Approach

Any questions ?

Presented by: Aileen Yohanieca