Chapter Outline:
- Meaning and Definitions
- Characteristic of teaching Models
- Fundamental: Elements
- Types of Teaching Models
- Description of Some Teaching Models
Meaning and Definitions:
The term "Model" carries different meaning in our day-to-day life. We look out the model of Taj Mahal and find it an exact replica of the original. This is why models prove a quite effective aid as a substitute for reality in the classroom situation.
In behavior modification and in the task of helping individual to learn good habits, to imbibe desirable attitudes, interest and other may personality characteristics, we generally use the term "model" or modelling in presenting some ideal figure of behavior for the purpose of its copying or imitation by the individual concerned. A teacher, a leader or a screen hero may work as a model for a child and he may pick up the behavioral traits of the personality of that model.
In another way the term "model" profoundly used by artists, architects or engineers in their professional activities, Initially, the models of dams, projects, installation or construction of machinery and equipment are prepared and then the work is carried out exactly as it has been laid down in the model.
thus, different meanings may prove quite helpful in understanding or defining the term "Models of Teaching" or "Teaching Models". It has been defined by the research workers and writers in a number of ways. Some this definitions are produced here:
JOYCE and WELL (1972:2): Teaching models are just instructional designs. They describe the process of specifying and producing particular environmental situations which cause the student to interact in such a way that specific change occurs in his behavior
JAYCE and WELL (1972:3): Teaching model is a "pattern or plan" which can be used to shape a curriculum or course, to select instructional materials and to guide a teachers action.
JAYCE and WELL (1978:2): A model of teaching consist of guidelines for designing educational activities and environments. It specifies ways of teaching and learning that are intended to achieve certain kinds of goals.
PAUL D. EGGEN, ET AL. (1979:12): Models are prescriptive teaching strategies designed to accomplish particular instructional goals.
JANGIRA AND OTHERS (1983:10): A model of teaching is a set of interrelated components arranged in a sequence which provides guidelines to realize specific goal. It helps in designing instructional activities and environmental facilities, carrying out of these activities and realization of the stipulated objectives.
Analysis of the Definitions
The first definition considers models as instructional designs, These designs helps in the process of teaching in the following ways:
- They suggest the ways and techniques of creating a favorable environmental condition for carrying out the teaching process
- They help in achieving desirable teacher-pupil interaction during teaching.
- The ultimate goal of bringing desirable changes in the behavior of pupil may be achieved through these designs.
The second definition considers models as a sort of some patterns or plans prepared in advance for the success of the learning teaching process:
- In the construction of a curriculum or contents of a course.
- In the proper selection of the instructional materials for teaching the prepared curriculum or course
- In guiding the teacher to select appropriate teaching techniques, strategies and methods for the effective utilization of the teaching situation and material for realizing the set of objectives.
The Third definition considers models are sort of specific guidelines helpful in the accomplishment of the following task:
- Designing appropriate educational activities
- Arranging proper teaching environment
- Specifying suitable ways and means of teaching learning
- Directing all resources of teaching to achieve the specific objective or goals.
The fourth definition views models in terms of some specific teaching strategies aimed at the realization of the set objectives.
The fifth definition considers models as a well planned guide sheet helpful in realizing the stipulated objectives of teaching by controlling the teaching environment and specifying the teaching activities.
Characteristics of Teaching Models
- Models of teaching are some sort of pattern or plans prepared in advance for the success of the teaching learning process.
- The differ from general teaching techniques and strategies in the sense that they are designed to meet specific objectives or goals.
- Provide specific guidelines or blue print in advance for the realization of the specific objectives by specifying the teaching activities and controlling the teaching- learning environment.
- Give specific instructional design for particular type of instruction in specified teaching-learning situation.
- Help in creating a proper teaching- learning environment
- help in specifying the criteria of acceptable performance expected from the learners in a specific teaching- learning situation.
- Provide systematic procedure and organized efforts for the desirable modification of the behavior of the learners.
- They first specify the teaching or learning outcomes in behavioral terms and then lay down a step by step procedure for the attainment of these outcomes.
- Help the teacher in the task in the same way as an engineer is helped in the construction of a building or bridge by an appropriate model or blueprint prepared in advance.
- Save the energy, time and efforts of the teacher and the learners besides providing economy to the best utilization of the other teaching learning resources.
- Models of teaching are known to serve three major function in a given teaching learning situation:
Fundamental Elements
A teaching model provides valuable guidelines and blueprint for carrying out the task of teaching for the realization of some specific goals.we should be using the following fundamentals:
- FOCUS- It is the central aspect of teaching model
- SYNTAX- This term (or phasing the model) refers to the description of the model in the action.
- PRINCIPLES OF REACTION- These responses should be quite appropriate and selective
- SOCIAL SYSTEM- The models differ from each other with the regard to the description of the above aspects.
- SUPPORT SYSTEM- This element refers to the additional requirements beyond the usual human skills or capacities from the teachers and the facilities or schedules, available in an ordinary classroom.
- APPLICATION- This element describes its application aspect. Some are meant for a short lesson, some for the large, some for the both.
Types of Teaching Models
1. INFORMATION PROCESSING MODELS
- Refers to the ways people handle stimuli from the environment, organize data, sense problems, generate concepts, and solutions to problems, and employ verbal and non verbal symbols.
2. SOCIAL INTERACTION MODELS
- The models belonging to the family of social interaction models are concerned with the attainment of the social goals belonging to the affective domain.
3. PERSONAL DEVELOPMENT MODELS
-The family of social development models also is concerned with the realization of instructional goals belonging to the affective doamin.
4. BEHAVIOUR MODIFICATION MODELS
- The models belonging to the behaviour modification family are related to the behaviour modification theories.
Description of Some teaching Models
Glaser's Basic Teaching
The basic teaching model was developed by Robert Glaser (1962) on the basis of psychological principles. It is termed as "basic" because it tries to explain the whole teaching process in an appropriate way dividing it into the following four basic components or parts:
- Instructional Objectives
- Entering Behaviour
- Instructional Procedures
- Performance Assessment
Advance Organizer Model of Ausbel
The Advance organizer model owes its existence to the basic ideas and efforts of the famous educational psychologist David Ausbel.
Suchman's Inquiry Training Model
The inquiry training model was developed by J. Richard Suchman for deveoping scientific inquiry training skills in the pupils.
Mastery Learning Model of Bloom
The mastery learning model represents the most useful and practicable models of teaching being applied in the schools and training settings for improving the instructional effectiveness.
Bruner's Concept Attainment Model
The term "concept attainment" is historical linked with the work of Jerome S. Bruner and associates and that it is why the model is name as Bruner's Concept Attainment Model.
Jean Piaget's Cognitive Development Model
The cognitive development model is the outcome of the philosophy and views expressed by Jean Piaget, a Swiss psychologist, about the pattern of cognitive or intellectual development of the children right from the period of their birth.
Social Enquiry Model
Is the outcome of the efforts of Benjamin Cox and Byron Massials. The essence of this model lies in adopting social inquiry approach especially useful for the teaching of topics and contents related to social sciences/ studied or dealing with the issues of social interests.
Laboratory Method Model
The laboratory Method Model as claimed by Well and Joyce (1978) has been developed by Bethel and Maine while working in the National Training Laboratory, USA. As a matter of classification, they have tried to put it in the family of social interaction models, meaning thereby that the model may need a suitable social environment and social interaction for its operation in order to realize the desired personal and social aims of education.
Synetics Model
The synetics mode of teaching owes its origin to William JJ Gordon (1968). Initially this method was used to developed creativity groups within industrial organization.
Operant Conditioning Teaching Model
The operant conditioning model belongs to the family of behavior modification models. It is based on the operant conditioning theory propounded by the eminent psychologist B.F. Skinner.
