teaching models

Teaching Models, Approaches, Strategies and Methods

At the end of the lessons, the students should be able to explain1.Various teaching models,

approaches, strategies and methods of teaching

2.The implications of teaching models on teaching and learning

objectives

Definitions …Approaches oA set of assumptions dealing

with the nature of language, learning, and teaching

oThe explanation of why we teach that way

Methods oAn overall plan for

systematic presentation of language based upon a selected approach

oThe way we teach

Definitions …Strategy oa plan or a program that is

extensively used to ensure that a certain message or lesson is passed from the teacher to the student

oa skill in planning and managing methods and teaching techniques to achieve learning outcomes Techniques

oSpecific activities manifested in the classroom that were consistent with a method and harmony with approach

TEACHING STRATEGY

APPROACH METHOD TECHNIQUES

InductiveDeductiveEclectiveCommunicativeComprehensionOralNaturalSituationalConstructivismContextual

• Direct• Grammar

Translation• Audiolingual• Cognitive

code• Natural• Translation

• Role play• Simulation• Debate• Brainstorming• Elocution• Discussion• Story telling• Reading

aloud• Drama• Interview

Teaching Models

1.The Behavioural Systems Family2.The Information – Processing Family3.Social Family4.The Personal Family

Tested steps and procedures to effectively generate desired outcomes.Can be classified into 4 categories

1. The Behavioural Systems Family

Drawn from the body of knowledge known as Behaviour Theory

Behavioural models of instruction and learning have their origins in classical and operant conditioning environments that stimulate individuals to act in certain ways

1.The Behavioural Systems Family

Educator’s task is to identify the kinds of environmental variables that affect learner behaviour and apply the findings to enhance learning

Among the models in this category are Mastery Learning, Learning from Simulations, Direct Learning and Social Learning


Mastery Learning based on the concept that all

students can learn when provided with conditions appropriate to their situation

students are to master certain skills – 80% before moving on to new materials

the student must reach a predetermined level of mastery on one unit before they are allowed to progress to the next


Mastery Learning organizes materials to be

learned in relatively small, sequenced instructional modules that are presented to the students with assessments of learning embedded

Learning tasks are regulated according to the progress of the learners and which teach students to pace themselves for optimal performance


Learning from Simulations Allows students to face realistic

conditions Learning by doing Done through simulations and

discussions Nurtures and instructs a

variety of educational outcomes – concepts and skills; cooperation and competition; critical thinking and decision-making.

2. The Information-Processing Family

Emphasize ways of enhancing the learner’s innate drive to make sense of the world by:

1. Acquiring and organizing data

2. Sensing problems and generating solutions to them

3. Developing concepts and language for conveying them


based on the idea that humans process the information they receive, rather than merely responding to stimuli.

equates the mind to a computer, which is responsible for analyzing information from the environment.

2. The Information-Processing FamilySome models provide the

learner with information and concepts

Some emphasize concept formation and hypothesis testing

Others generate creative thinking

A few are designed to enhance general intellectual ability

Many are useful for studying the self and society – suitable for achieving the personal and social goals of education


Among the models which are in this category:

Advance Organizer Inquiry Training Concept

Attainment/Concept Learning/ Concept Formation/ Category Learning


Advance Organizer an instructional unit that is

used before direct instruction, or before a new topic; this is sometimes called a hook, set induction, or anticipatory set

popularized by David Ausubel in 1968

introduced in advance of direct instruction

2. The Information-Processing FamilyAdvance Organizer presented at a higher level of

abstraction than the information presented later

designed to bridge the gap between what the learner already knows and what she needs to know

use of advance organizers has shown, through several research studies, to improve levels of understanding and recall


Inquiry Training Is built around sets of

puzzling problems which students attempt to solve by collecting and verifying data, developing concepts, and building and testing hypotheses

2. The Information-Processing FamilyInquiry Training Stemmed from the

observations “When children are young the world to them is full of questions to ask. Somewhere along the way, they get the idea that becoming an adult means leaving the world of questioning to enter the world of knowing the answers. ”

2. The Information-Processing FamilyInquiry Training describes approaches to

learning that are based on the investigation of questions, scenarios or problems - often assisted by a facilitator

Inquirers will identify and research issues and questions to develop their knowledge or solutions

2. The Information-Processing FamilyConcept Attainment Provides teachers with a

conceptual alternative to induction, enabling them to control data sets and help students develop precise knowledge of concepts

is largely based on the works of the cognitive psychologist Jerome Bruner

2. The Information-Processing FamilyConcept Attainment is a strategy which requires a

learner to compare and contrast groups or categories that contain concept-relevant features with groups or categories that do not contain concept-relevant features.

a learning task in which a human or machine learner is trained to classify objects by being shown a set of example objects along with their class labels.

teaching models

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