SOME MODELS OF TEACHINGBy: Xyrille Yves Zaide BSED II[Chapter 4]

What are MODELS ?

Models are mental reconstructions of reality.

They are representations used as aids to easily remember parts and/or functions of a certain system, cycle, objects, etc.

An interpretation formed by piecing together bits of evidence.

Curriculum Design

A particular shape, framework, or pattern of

learning opportunities

Curriculum Design’s Focus

1. Subject matter / disciplines

2. Specific competencies / technology

3. Human traits / processes

4. Social functions / activities

5. Individual needs & interests / activities

The design selected influences the following:

In designing a suitable and relevant curriculum, curriculum planners should always consider political, social, economic, technological and environmental factors and theories in the field of child psychology.

Instructional strategies

Roles of teachers and learners

Instructional materialsEvaluation

strategies

Understanding relationships & differences between:

Teaching

Instruction

curriculum

Relationships and Differences

Plan for providing sets of learning.

Actual engagement of learners with planned learning opportunities.

Curriculum Instruction Teaching A process whereby a

person mediates between another person & the substance of this world to facilitate.

Effective plans for opportunities for learning.

Make provision for their implementation

For the mediating functions between persons and materials.

Teaching Model

A pattern of teaching made up of a number of discrete behaviors but with a specific focus.

Can clarify educational ends by laying out a panorama of possible objectives.

Expands horizons of teaching possibilities for community agency.

Provides a review updating for individuals who have had method of courses.

Fourteen Teaching Models

1. Lecture2. Discussion-

questioning3. Viewing-listening4. Inquiry Training5. Instructional

Systems Design6. Programmed

Instruction7. Practice and Drill

Fourteen Teaching Models

8. Role Playing9. Simulation10. Community

Activities11. Group Investigation12. Jurisprudential13. Independent

Learning & Self-instruction

14. Synectics

SEVEN of the 14 Teaching Models

Lecture is when an instructor is the central focus of information transfer. Typically, an instructor will stand before a class and present information for the students to learn

1. LECTURE

Lecture

MajorCharacte

ristics Grouping

Student Activity

Teacher Activity

Teaching Resource

s

Uses and Value

Drawbacks and

Defects

Can be a talk, address, or other types of verbal presentation by a teacher, speaker, or panel.

May be used with any size class but usually from 20-300 students.

Students are passive, and assimilating information through listening and note-taking.

There may be some viewing as supplement.

Teachers speak, read, and often use some visual illustration.

Chalkboard, model, transparencies, or other visual and auditory aids.

Creating interest in a topic or subject; transmitting knowledge to students; presenting new information/ interpretation; clarification ; etc.

There is little student activity and involvement.

SEVEN of the 14 Teaching Models

An alternative to straight lecture is class discussion. Instead of the teacher simply telling the students the material with only occasional questions, whole-group discussions are more interactive.

The teacher will still present some new materials but the students will be required to participate by answering and asking questions, and providing examples.

2. Discussion-questioning

Discussion-questioning

MajorCharacte

risticsGroupi

ng

Student Activity

Teacher Activity

Teaching

Resources

Uses and

Value

Drawbacks and Defects

Includes questions and answers about assigned material/ related topics; class discourse; working/ presenting solutions

Used in traditionally sized classes with 20-35 students..

Varies among members of the class, which sometimes depends on the topic/ subject.

Some class members are quite passive most of the time.

Teacher dominates classroom situation, and may show film or use audio materials as supplement to recitation and discussion.

The teacher is usually the only resource.

Other resources are printed, visual, and/or auditory materials.

Transmit knowledge; assists students in organizing knowledge and, developing concepts and generali-zations.

Much too often discussion and questioning may result in little real thought or reasoning apparent; often quite boring to students; low level of student participation

SEVEN of the 14 Teaching Models

With the use of model and other educational media equipment associated with inter-disciplinary approach, lessons are made more interesting for students to view and listen attentively.

3. Viewing-listening

Viewing-listening

MajorCharacteristics

Grouping

Student Activity

Teacher Activity

Teaching

Resources

Uses and Value

Drawbacks and Defects

Uses instructional media; materials for viewing and listening; students may personally observe habitats, existing events, etc.

Media are used with regular-sized classes to large groups, at all school levels and higher education.

Ranges from very passive to very active – varying exceedingly according to kind of resource used and purpose in using it.

Teacher does not dominate the learning activity itself.

Teacher arranges for the use of equipment, plan, explains, instructs, demonstrates and evaluates.

Printed materials, visual and auditory materials, actual observation, models, and teaching machines.

Helpful in providing individual instruction; useful in providing remedial work and concept development; highly valuable in motivating student activity; provides meaningful experiences.

Instructional media may be improperly or inappropriately used; teachers may overuse to the neglect of other desirable teaching models.

SEVEN of the 14 Teaching Models

Requires students to develop skills in searching for and processing data, and to develop concepts of logic and causality.

The ultimate goal is an autonomous learner.

4. Inquiry Training

Inquiry Training

MajorCharacterist

icsGroupi

ng

Student Activity

Teacher Activity

Teaching

Resources

Uses and

Value

Drawbacks and Defects

Procedures relate directly to the way individuals expand their intellect through 3 interacting & complementary functions:Encountering the environment, processing the data obtained, and reorganizing one’s own knowledge

Usually not larger than a size of a normal class; often small-group and committee activity; individual study and investigation.

Students are confronted with an event they cannot explain – a discrepant event; they have access to data through asking.

Identifies and presents the discrepant event; should be able to supply necessary data when questioned; assist the students in tracing their steps in the inquiry process

Puzzling situation or discrepant event from teacher.

Inquiry approach enables students to learn concepts within a discipline; approach encourages students to become autonomous learners.

Approach requires a teacher with a thorough grasp of the method of inquiry and a knowledge of the data relevant to discrepant events.

SEVEN of the 14 Teaching Models

Based on an information processing model of learning

It showcases the innovative ways in which teachers, school administrators, and district administrators use data to improve teaching and learning in schools.

5. Instructional Systems Design

Instructional Systems Design

MajorCharacteristi

cs

Grouping

Student Activity

Teacher Activity

Teaching Resources

Uses and

Value

Drawbacks and Defects

Conduct instructional analysis, identify entry behavior characteristics, develop instructional strategy, etc.

May be used with class groups or individuals; strategies depend upon behavior character-istics of learners;

Determined by pretest results. Students with the prerequisite skills are provided with a series of activities for learning often utilizing a variety of media.

Teachers who use pre-developed system are primarily facilitators and monitors of student progress, while teachers who develop their own programs are instructional system designers.

Predetermined units or modules may be available together with necessary supportive materials. Instructional system designers may need consultative assistance and access to variety of media

Teachers can pinpoint their teaching to specific skills and adapt instruction to individual needs of students.

Students may become bored for constant use of approach; not appropriate for all goals of education.

SEVEN of the 14 Teaching Models

The learner is motivated through the initial selection of a preferred activity.

The appropriate response to this activity is given positive reinforcement.

6. Programmed Instruction

Programmed instruction

MajorCharacter

isticsGroupi

ng

Student Activity

Teacher

Activity

Teaching

Resources

Uses and Value

Drawbacks and Defects

Linear programmed instruction allows students to progress at their own pace.

An individual activity; whereas a group may be using the same program, they may progress through it at different rates.

Student is responsible for responding to each stimulus through checking a response or answering and attending to positive reinforcers provided by correct answers.

Responsible for selecting programmed materials and monitoring student progress through the material.

Program-med materials may be presented in printed forms or through a computer program.

Industry and military continue the use of programmed instruction; a carefully designed program is effective when used approriately.

Promotes superficial activity.

SEVEN of the 14 Teaching Models

Models that rely on practice.

Used extensively to enable students to acquire a skill or a proficiency in doing some overt act.

7. Practice and Drill

Practice and Drill

MajorCharacteristics Groupi

ng

Student Activity

Teacher Activity

Teaching Resources

Uses and

Value

Drawbacks and

Defects

There is a repeated perfor-mance of a learning act until a desired level of skill is attained.

May be one in unison or by one or more class members of any group size.

There is complete student involvement with perfor-mance of overt acts.

Teachers explains and demonstrates the nature of the act and proper ways of doing it, supervise, observe, and evaluate.

Models, equipment, chalkboard, films, videotapes, recordings, machines, tools, materials needed for the performance, computers, and communication systems are used.

May be used to develop a desirable skill, gradually acquiring proficiency.

If overused,, it can become stultifying and boring.

Educational Technology 2 Project

Prepared by: Submitted to:

Xyrille Yves Zaide

Ms. Rosaminda Valdez