CHAPTER 5 : Models of Teaching
Glasers Teaching Model (1962)Main function of teaching model:1.
Provide guidance Enable them to plan n carry out teaching process
effectively2. Formulate perfect teaching scheme for supervisors To
use as reference during study @ evaluation of tching process3.
Basic guidance for teachers for reflection during feedback process
To analyze its strength n weaknesses So implement appropriate
follow-up activities
1. Information-Processing Model of Memory
2. Gagnes Information Processing Model
Gagnes 8 stages of Learning ProcessPHASEACTION RELATED
Motivation PhaseExpectancy
Apprehension PhaseObservation Perception Selection
Acquisition PhaseEncoding Prestoring
Retention PhaseMemory Retention
Recall PhaseRecall searching
Generalisation PhaseTransfer
Performance PhaseResponse
Feedback PhaseReinforcement
Important Aspects in Gagnes 8 Phases
Learning readiness Motivation Perception Conceptualization
Memorizing Forgetting Learning transferHOW 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.
3. The Expository Teaching Model Expository: Referred as
explicit explanation in details of certain facts. ??= Presenting
learning materials by explanation, narration or demonstration.
IMPLICATIONS: Suitably use to teach certain concept and skill
during the beginning of the lesson. Principle and concept are
explained verbally, as all the facts are written on the board,
showed on the screen.
Main Strength Time saving: Enables teacher to finish all related
concepts in a shorter period & pupils merely listen
quietly.
Weakness: More to a lecturing method. (Less effective for
primary schools).
4. The Inquiry Teaching ModelTypes of Inquiry
1. Scientific Inquiry Model
Used to study principles, phenomena & characteristics of
scientific knowledge. Research process based on 5 stages:1.
Identify the problem.2. Ascertain relevant information.3. Determine
hypothesis.4. Testing hypothesis.5. Evaluate, interpret, infer
& conclude.
2. 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:1.
Formulation of problem by teacher.2. Formulation of hypothesis by
pupils.3. Define hypothesis.4. Discuss & confirm validity of
the hypothesis.5. Collect & analyse evidences for the
hypothesis.6. Interpret & derive inference @ conclusion.
3. 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. 2 types:1. Guided inquiry: Teacher guides
pupils to carry out the whole discussion process.2. Open Inquiry:
No guidelines given. Students have to do the discussion themselves.
Interpret & derive inference @ conclusion.
4. 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.
Implication of Suchmans Inquiry Model in T&L
Determine of t&L objective according to level of learning
ability & prepare suitable learning materials Plan appropriate
steps to formulate concept Guide and if necessary, correct pupils
activities which show deviation from original learning objectives
Encourage pupils engaged actively After final inquiry stage,
teacher give appropriate comment @ evaluation on pupils inquiry
performance
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.
6. Inquiry-Discovery ModelIntegration of inquiry & discovery
method Needs skills such as making comparison n looking for
similaritiesTo formulate certain generalizationPROCESS:Identify
research topicPlan strategy for solvingCollect related
informationStudy and analyze informationDerive generalization or
conlcusion
TEACHING PROCEDURES:
1. Identify research topic Topic: determined by teacher
Introduce topic to students Discuss aim of research with
students
2. Plan strategy for solving Predict n formulate hypothesis
Determine method and procedure through Q&A activity
3. Collect related information Collect information by observing.
Measuring, carrying out experiment n looking for references Note
down all collected information
4. Study and analyze information Tabulate n classify information
collected Analyze n interpret information
5. Derive generalization or conclusion Derive generalization
Record the conclusion
BEHAVIOURAL MODEL
1. 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. (Teacher-centered).
2. Mastery Learning ??= Involves learning one concept or topic
thoroughly before moving on to a more difficult one. Refers to a
theory & practice of using remedial teaching based on feedback
of pupils performance to assist them to achieve the learning
objectives. Procedures:1. Determine learning outcomes by planning
explicit learning objective (based on students performance).2.
Teach pupils with effective teaching method & technique (use of
suitable learning materials to suit different learning styles)3.
Evaluate learning result by diagnostic test & summative test
(level of mastering & achievement)4. Carry out remedial
activities for pupils who have not fully mastered certain skills
& provide enrichment activities for pupils who have mastered
the lesson.3. Programmed Instruction Model
Computer Assisted Instruction (CAI) or Computer Aided Learning
(CAL) 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.
Implication of Behavioral Model in T&L
1. Get students set to learn- Give students a review question
while pass out papers or do other housekeeping chores.- Communicate
the lesson objectives.
2. Provide information effectively- Present information clearly
and simply. - Use familiar terms, examples, illustration.- Model
what you mean / demonstrate.
3. Check for understanding, and give guided practice.- Ask
question and have every student signal an answer.- Ask for choral
response.- Sample individual responses.
4. Allow for independent practice
SOCIAL MODEL
Uses group inquiry and problem-solving strategies Encourages
assimilation and understanding of the learners Relies on the
students personal and social values
1. Model of Group Teaching & Co-operative Learning Group
teaching implemented in 2 ways:1. Similar ability group (according
same ability)2. Mixed ability group (different abilities) 3 main
groups= high, average, low achievement group Similar ability group:
mathematics & language skills Mixed ability group:
brainstorming, science experiment, projects, competitive
activities
2. Simulation Model?? = learning situation occurred in a
controlled situation & purposely crafted to resemble actual
situation. = AIM to carry out activity to solve certain problem2
types of simulation: sociodrama & role play1. 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
2. Role Play
Spontaneous act without referring script Situation usually
already set by teacher
Procedures1. Preparation and explanation of the activity by the
teacher2. Student preparation of the activity3. The role-playing4.
Discussion after the role-playing activities
Implication of Role Play1. Strengthen skill of conversation2.
Train to think spontaneously (solve problem ASAP)3. Enable pupils
understand better regarding reason and attitude of behavior of
other people in real situation to role play4. Enable students to
release tensions and feelings.
Implication of Social Model
1. Helps them to become aware of the typical ways they solve
problems
2. Increases both social and personal awareness
3. Promote acceptance, cooperation in classroom
4. Allow for independent practice
PERSONAL MODEL1. 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.THE PHASES:
Importance
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 and be positive.
2. 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 performances, stage performances.
Importance
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 ideas and listen to
others opinions.
3. 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:a. Research Project.b.
Handicraft Project.c. Educational Visit.
1. Research Project
In order to implement research project effectively, must follow
Principles:
Principles1. Teacher determines suitable research topic in
accordance to the pupils experience, ability and interest.2. Aims
and procedures must be determined first and pupils are informed
about this.3. Teacher prepares relevant materials (check list,
questions to be answered, etc.) to facilitate pupils.4. Research
should be carried out safely & every pupil should actively
involve in group activities.5. Teacher supervises and provides
guidance to pupils.6. Teacher discusses the outcomes of research
& evaluation should be conducted after research is
completed.
2. Handicraft Project
Usually given after pupils acquired certain knowledge
Principles1. Planning of the project is based on pupils interest
and ability.2. Prepare sufficient materials.3. Explain procedure
precisely.4. Show examples of correct ways to do the project.5.
Time period is required!6. Discussion is carried out to assess the
work when it is done.7. Display good quality work to the other
students.
3. Educational Visit
Supporting activity Enables pupils to verify practically in
actual situation what they have learned from books
Principles:(a) Before the visit1. Identify the place of visit.2.
Obtain permission.3. Arrange for transport.4. Conduct briefing
session regarding safety, precautions, behaviours, aims of visit
and regulations.5. Prepare sufficient equipments.
(b) During the visit1. Divide pupils into several small
groups.2. Every pupil should actively involve.3. Watch out for
pupils safety.4. Give appropriate response to pupils inquiry
(c) After the visit1. Hold discussion session with pupils
regarding their observations.2. Plan follow-up activity (making
model, draw plan or model, display things)
Importance
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.
5. Teaching as a Process
in order achieve aim of teaching. Teaching process has to be
implemented scientifically according to procedures:
6. Teaching as a Form of Communication
Formerly, form of teaching: teacher-oriented (one-way
communication process) Pupils listen & follow teachers
instruction NOW, two-way communication process (Pupil-oriented)
7. Teaching as a Scientific Activity
Bcz: effective teaching is based on application of principles
& methods of teaching constructed through research studies by
educationists. Planning, organization, presentation, evaluation
process: based on principles, methods, theories of teaching
8. Teaching as an Artistic Activity
BCZ: teaching involves human emotions, values, behaviours &
individual technique For effective teaching, teacher has to be
competent, innovative & skillful to plan and implement teaching
process
Teaching
??= assignment actvty which systematically planned, organized,
implemented & assessed by teacher
Characteristics of Teaching:1. 2 imprtant elements: teacher
& student.2. Teacher: instructor and student: as the learner.3.
Main teaching activities: instruction, follows by training,
indoctrination and finally conditioning.4. 2 ways interaction
between a teacher and students.5. Meaningful teaching: should hav
achievement @ assignment & when learning occurs
Learning
6 stages of learning process
Principles of Learning (Ewell)
1. Active involvement
seeking meaning from Experience. allowed to learn by testing
their own hypothesis & by learning to reflect on theirown
learning processes and outcomes
2. Pattern Recognition & Connectivisme
Pupils make a selection from the Stimuli. Connectivisme:
Meaningful learning occurs when new knowledge Is connected to
existing knowledge
3. Informal learning
Not directly learning EG: Teacher ask student to think b4
discuss idea
4. Compelling situation
Interesting + Meaningful Situation
5. Reinforcement
Giving feedback Evaluating the learning outcomes
6. Stimulating environment
Or conducive environment
7. Reflection
8. First hand experience
PRINCIPLES of Teaching & Learning Strategy of
teaching-learning should suitable with pupils stages of:1. Physical
Development2. Cognitive Development
Organize physical educ, game actvties, practical work according
to physical dvlpment Avoid teaching such as complex living skills;
IF pupils physical abilities not mature enough Plan interesting
& meaningful T&L actvt Prepare various teaching aids
Primary school pupils: relate concrete with abstract concept
Learning contents should be planned n arranged according to
approaches: From easy complex General specific Concrete abstract
Acquired new knwldge/exp Nearby distant surrounding
3. Emotional & Spiritual development4. Social
Development
Instill healthy emotional & spiritual values Control
undesirable behavior & spiritual dvlpment which might occur at
certain stage Be empathetic & helpful to pupils Understand
pupils emotional & spiritual dvlpment so can guide them Use
group teaching strategy to instill good social values Adopt group
activity strategy Organize group activities so pupils can cooperate
to solve problem together Organize co-curricular actvties to
instill social values
9Dini Marinah (2013)