Modul 1C: Models of Teaching

10 August 2020

Presented by:

Prof Dr Yeo Kee Jiar

School of Education,

Faculty of Social Sciences and Humanities

Program Kursus BC4DCP

P&P 2020 Baseline Competencies for Differentiated Career Pathway

Let’s think about it…….

• What are the differences among our

students?

Difference among individuals

Sociocultural Diversity

# Culture

# bilingualism

# Socioeconomic

Status

# Ethnicity

Differences in Intelligence

# intelligence and

bell curve

# IQ, intellectual

intelligence;

# SQ, spiritual intelligence

#; EQ, emotional intelligence

Learning and

Thinking Styles

# Impulsive / Reflective

Styles

# Deep / Surface

Styles

Overview of Talk Main topics

Four models of Teaching supported by theories of

learning

Methods in Relation to Theories and Models

Conceptualization and how are they related

T&L Approach, strategy, method, technique

01

02

03

Meeting the needs of students

Spectrum of T&L methods: T-C & S-C

04

Five elements of effective instruction: methods for the

linkage

Methods in Relation to Effective Instruction

(1) Linking Theory to Teaching Model and Method

Joyce, B., Weil, M., & Calhoun, E. (2018). Models of Teaching. 9th ed. Boston: Allyn & Bacon.

Model

Information-

Processing Family

Focusing on :

• Acquiring & organizing

information,

• identifying problems,

• formulating hypotheses,

• learning concepts,

• generating solutions,

• fostering creativity

TCL? SCL?

Acquiring and process

information

Inquiry-oriented projects

Opportunities for the

testing of hypotheses

Curiosity encouraged

Staged scaffolding

Approach/method

Enhances making sense

of new information.

Help students learn how

to construct knowledge.

a) Inductive thinking model

b) Concept attainment

model

c) The picture-word

inductive model

d) Inquiry training model

e) Memory model

f) The Synectics Model

g) Advance organizer

THEORY;

Cognitivism /

Information-Processing

- process information

through attention,

memory, thinking, and

other cognitive processes

Linking Theory to Teaching Model and Method

Joyce, B., Weil, M., & Calhoun, E. (2018). Models of Teaching. 9th ed. Boston: Allyn & Bacon.

Model

Social Family

Focusing on :

• Working together within

a social context

• Cooperative relationship

• Sharpen cognition thru’

interaction, learn how to

work with individuals and

as a member of a team

TCL? SCL?

Interaction

Journaling

Experiential activities

Personal focus

Collaborative &

cooperative learning

Approach/method

Building learning

communities

Developing cooperative

relationships

a) Partners in learning

b) (Cooperative)

c) Group investigation

model

d) Roleplaying

e) Jurisprudential inquiry

learning

THEORY;

Social Constructivist

- knowledge is actively

constructed

- Learning is… • A search for meaning by the learner • Contextualized • An inherently social activity • Dialogic and recursive • The responsibility of the learner

Linking Theory to Teaching Model and Method

Joyce, B., Weil, M., & Calhoun, E. (2018). Models of Teaching. 9th ed. Boston: Allyn & Bacon.

Model

Personal Family

Focusing on :

- Individual perspective

- Encourage positive self-

direction& independence

- self-aware & responsible

for their own destiny

- Creativity & curiosity

- Get students to respond

to task to enhance

growth

TCL? SCL?

Self development

Teacher reaches out to

students, empathizes,

reacts to help students

define problems and take

action to achieve solution

Approach/method

Teacher guides growth &

development

Students explore new

ideas abt their lives,

a) Non-directive teaching

b) Enhancing self-esteem

THEORY;

Humanistic

- Outcomes held in high

regard by humanistic

educators:

- self-hood

- take responsibility for

individual development

- To be sensitive and

creative in search for high

quality lives

Linking Theory to Teaching Model and Method

Joyce, B., Weil, M., & Calhoun, E. (2018). Models of Teaching. 9th ed. Boston: Allyn & Bacon.

Model

Behavioral Family

Focusing on :

• Observable behavior

• Deal with things directly

• Sufficient amount of time

to learn any given

material rather than the

capacity to master it

• Smaller learning units

with own objectives

(parts of larger ones to

their master)

TCL? SCL?

Passive student learning

in a teacher-centric enviro

nment

Develop mastery in

subject matter or skills

acquisition.

Seeks specific

behavioral changes.

Measurable outcomes.

Approach/method

Organize task & feedback

structures to make it easy

for students

Self-correcting capability

to function

a) Mastery learning

b) Direct instruction

c) Simulation

d) Social learning

e) Programme schedule

THEORY;

Behaviorism

- Rewards and punishments

- Responsibility for student

learning rests squarely with

the teacher

- Lecture-based, highly

structured

Name a

suitable model

of teaching

Ms Dina is using various

teaching techniques to

enhance her students’

understanding, retrieval

and problem-solving skills

. Behavioral

model Information-

processing

model

Social

model

(2) Methods in Relation to Effective Instruction

Engaged students

Learning Environment

Clear, Shared Outcomes

Varied Content, Materials, and

Methods of Instruction

Feedback and Practice

Complex Thinking and Transfer

Thinking abt

how to teach?

My students should

think and find out

the answer…... let

me ask them

questions

let me think of an

appropriate venue

for them to Q&A..

forum? Discussion?

Debate?

Technique of

think-pair-share;

ground rules

T&L Approach, Strategy, Method & Technique

www.free-powerpoint-templates-design.com

Approach Method

Technique Strategy

a procedure or process

a systematic way of doing something;

implies an orderly logical arrangement of

steps; more precedural

systematic

Personalized, acquired

A well-defined procedure used to

accomplish a specific activity or task

skill

Holistic process

A set of principles, beliefs, or ideas abt

the nature of learning which is

translated into the classroom

holistic

Instructional strategies Planning to achieve learning objectives;

generalized plan for a lesson which

includes structure, desired learner behavior.

a careful plan

apply it effectively to enhance learning

Teaching Approach

Herbartian approach

By John Fredric Herbart; learner is like a clean

slate and all knowledge is given from outside;

emphasis is on content presentation

Evaluation approach or Bloom’ approach

By Bloom; testing should be based on teaching

and both these activities should be objectives

centered.

RCEM Approach

developed at Regional College of Education

Mysore (RCEM); teaching learning situations,

strategies and aid materials are arranged in

Input, process, output

Teacher centered approach

Traditional in nature; focusing on the

teacher as instructor; as direct instruction;

deductive teaching or expository teaching;

teacher controls what is to be taught and

how students

.

Student centered approach

Referred as discovery learning, inductive

learning, or inquiry learning; emphasis on

the learner’s role in the learning process;

.

Inductive and Deductive approach

Inductive: students moves towards

specified (example) to general (rules);

Deductive: present a principle or rule and

then it is clarified by giving examples.

Other approaches Subject-matter

centred

Subject matter gains primacy over that of the

learner.

Teacher dominate Only the teacher’s voice is heard. He/she is the sole dispenser of information

interactive An interactive classroom will have more student talk and less teacher talk.

Students are given the opportunity to interact with teacher and with other

students

constructivist The students are expected to construct knowledge and meaning out for what

They are taught by connecting them to prior experience.

Banking The teacher deposits knowledge into the “empty” minds of students for students to commit to

memory

Integrated The teacher connects what he/she teaches to other lessons of the same subject (intradisciplinary)

or connects his/her lessons with other subjects thus making his/her approach interdisciplinary

And multidisciplinary

Disciplinal It limits the teacher to discussing his/her lessons within the boundary of his/her subject.

Collaborative Itwill welcome group work, teamwork, partnerships, and group discussion

Other approaches individualistic It wants the individual students to work by themselves

Direct teaching The teacher directly tells or shows or demonstrates what is to be taught.

Indirect, guided The teacher guides the learner to discover things for himself/herself. The teacher facilitates the

learning process by allowing the learner to be engaged in the learning process with his/her

guidance.

Research-based Teaching and learning are anchored on research findings

Whole child The learning process itself takes into account not only the academic needs of the learners, but also

their emotional, creative, psychological, spiritual, and developmental needs.

Metacognitive The teaching process brings the learner to the process of thinking about thinking. The learner

reflects on what he learned and on his/her ways of learning

Problem-based The teaching-learning process is focused on problems. Time is spent on analyzing and solving

problems.

A General T&L Approach

deductive

Direct instruction

Teacher-centred teaching

inductive

Indirect instruction

Student-centred learning

Varying degrees

Teacher-centered Teaching

• Expository in nature.

• Easier to implement than

student-centered activities

.

Instructor’s role is to be primary information

giver and primary evaluator

Assessment to monitor learning.

Teaching & assessing are separate.

Competitive and individualistic

Knowledge is transmitted from

professor to student.

Focus on a single discipline. Emphasis on

right answer.

Student passively receive

information

Student-Centred Learning

What are the things they could be carrying out?

• More student talking time

• They are working in pairs, in groups, they are communicating

• They give presentation as though it is a public speaking in the class

• They are doing peer teaching or even teaching the whole class

• They will defend their opinions

• There is a huge element of research work involved, rather than teacher presenting you all the facts

• You have to be the one going out to find the fact, you have to sort through them, use critical thinking to decide what fact which fact is accurate, which fact is inaccurate,

• You have to be able to amalgamate the data, to be able to form informed opinion from the data that you have found,

Deductive Method

Deductive Method

1) Teacher-dominated approach

2) It begins with the abstract rule, generalization,

principle and ends with specific examples and

concrete details

3) Cover a wider scope of subject matter

4) Learning is passive process, the learners do

not take part in the generation of conclusion or

generalization

1) Drill or exercises come after the explanation of

the rule or principle

Inductive Method

Inductive Method

1) It begins with specific details, concrete data and

examples and ends with an abstract

2) Learners are more engaged in the teaching-learning

process

2) Learning becomes more interesting at the outset

because we begin with the experiences of our students.

Begin with what they know.

4) It helps the development of our learners’ higher order

thinking skills. To see patterns and analyze the same in

order to arrive at generalizations requires analytical

thinking.

5) It requires more time.

6) Teacher serves as a guide;

7) Teacher first provide examples, then have students

practice and figure out themselves Examples: ask students to find out words starting

with Letter “A”; making presentation or projects

Direct vs Indirect Approach

Direct Approach

a) Provide the rationale,

b) Demonstrate the skill,

c) Provide guided practice until mastery,

d) Check for understanding and provide feedback,

e) Provide extended practice and transfer, and

f) Assess learning at the end.

01

Indirect /guided/ exploration Approach

Indirect instruction method is best used when the learning

process is inquiry-based, the result is discovery and the

Learning context is a problem. This can come as:

1) Inquiry method/discovery method

2) Problem solving method

3) Project method.

02

Which is the best approach?

Teacher-centred

approach

Student-centred

approach

Strategy ”.

01

02

03

04

Anderson (1994): “student outcomes may heavily depend on the

teacher’s instructional planning, teaching method selection, and

having a variety of learning activities”. An effective teaching strategy

helps students to achieve their goals and success in life.

Blackboard

Blackboard is a strategy to provide visual structure during a

lecture or discussion

Debate

Free writing is a strategy for encouraging students to explore

ideas in writing

05 Use of digital technology

Using laptop and digital gadgets to enhance both teaching and

learning

Lawton: “teaching strategy is a generalized

plan for a lessons which include structure

desired learner behavior in terms of goals of

instructions and an outline of planned tactics

necessary to implement the strategy

Questioning

Checking for student understanding, effectiveness of a lesson,

increase higher level thinking; convergent and divergent question

Teaching Method A method is a description of the way that

information or behavior is carried forward

or consolidated during the instructional

process .

Method is an overall plan or is a way of

something is done no part of which

contradicts, and all of which is based upon,

the selected approach

.

It is a systematic way of doing

something. It implies an orderly

logical arrangement of steps. It is

more procedural.

1) Technique is applied in implementation

of approach/ strategy/ methods

2) It is a particular trick, procedure to

accomplish an immediate objective

3) It must be consistent with the method

and harmony with approach as well

Basic techniques in Football

Dribbling in soccer is the main thing. ...

Kicking a ball is one of the most dominant characteristics of

soccer games. ...

Feeding. Passing the ball is badly needed in football because

otherwise it can not play soccer well. ...

Control the ball.

Technique

Instructional Strategies/approach/method: Movement along the continuum

towards more student directed is possible and encouraged ..

Lectu

re :

Teacher-

centr

ed,

Deductive,

Direct but

possib

le t

o inte

gra

te a

ctive

learn

ing e

lem

ents

Teacher movie

• What is the best method to help Teddy Stallard?

• What should be the best teaching method for

Stallard? Was Ms Thompson’s method effective?

Explain.

Activity

• Find out different discussion methods –

define it, show us how you do it

Quotes for teachers

Good teaching is one-fourth preparation and

three-fourths theater.

― Gail Godwin

Quotes for teachers

Any genuine teaching will result, if successful,

in someone’s knowing how to bring about a

better condition of things than existed earlier.

― John Dewey