Page 1 :
UNIT III, MODELS OF TEACHING, PRESENTED BY, , THUSHARA PP
Page 2 :
Content, , ❖Models of teaching- meaning, definition and characteristics, ❖Families of models of teaching, , ❖Concept attainment model, Inquiry training model, Inductive, thinking model- theoretical orientation , criteria for selecting a, , model for Mathematics teaching and lesson planning.
Page 3 :
Meaning and Definition, ➢ A model of teaching is an instructional plan or pattern based on specific learning theory. It provides, guidelines as to what to teach, how to teach, and what action to take for teaching., , ➢, , “Models of teaching can be described as pattern of plan which can be used to shape a curriculum or, course, to select instructional materials and to guide teacher's action”-Bruce Joyce and Marsha Well., , ➢, , Models of teaching consist of guidelines for designing educational activities and environments., , ➢, , “Models of teaching is a plan that can also be utilised to shape courses of studies ,to design, instrumental material and to guide instruction”- B.K Passi
Page 4 :
Characteristics of models of teaching, •, , Models of Teaching: -, , ✓ Are some sort of plans or guidelines or patterns or strategies of teaching., ✓ Are systematic procedures to modify the behaviour of the learners., ✓ Specify the learning outcomes in terms of observable and measurable performance of students., ✓ Specify indefinite terms the environmental conditions under which a students response should be, observed., , ✓ Specify the criteria of acceptable performance expected from the students.
Page 5 :
Functions of models of teaching, ❑Designing of curriculum., ❑Development and selection of instructional materials., ❑Guiding the teacher's activity in the teaching -learning process.
Page 6 :
Fundamental elements of a teaching model, •, , Joyce and Well (1982) suggest some concept in the procedure of the implementation of any instructional model., , •, , These concept are : -, , ➢ Focus, ➢ Syntax, ➢ Principles of reaction, ➢ Social system, , ➢ Support system, ➢ Instructional and Nurturant effects.
Page 7 :
Cont…., •, , Focus:-, , ✓ Focus is the central aspect of a teaching model., ✓ Focus refers to the goals or objectives of the model., , •, , Syntax:-, , ❖ It describes model in action., ❖Syntax includes the sequence of, , steps involved in the organisation of the complex programme of, , teaching., , •, , Principles of reaction:-, , ➢ This element is concerned with the way a teacher should regard and respond to the activities of, the students or the rues to be followed by the teacher in responding to the learner.
Page 8 :
Cont…, • Social system:•, , This refers to the relationship between the teacher and students., , •, , It is the nature of environment of the classroom., , •, , Different models envisage different social systems., , •, , If it is teacher centred, then the social system is highly structured, if it is student centred , then the social system is low structured,, and if the model gives importance to both teacher and student , then it is moderately structured., , •, , •, , Support system:-, , •, , It refers to the requirements in additional to the usual human skill, capacities and technical facilities., , •, , Eg:- books, aids, films, self instructional material and visit to special places., , Instructional effects and Nurturant effects:-, , •, , Instructional effects refers to the direct effect of a teaching model., , •, , Nurturant effects refers to indirect effect of the model or hidden effects formed as bi- product of the teaching.
Page 9 :
•, , Families of models, Joyce and Well in their book “Models of Teaching” grouped the model into four families on the basis, of specific educational goals. These four families are:-, , 1. Information, , processing family, , 2. Personal family, , 3. Social interaction model, 4. Behaviour modification model
Page 10 :
Information processing family, •, , Helping students learn to process information to improve logical thinking process, to develop, critical thinking. The models which belongs to this family are:-, , ➢ The concept attainment model -J.S Bruner, ➢ Inductive thinking model- Hilda Taba, ➢ Advance organizer model- D.P Ausubel, ➢ Inquiry training model -Richard Suchman, , ➢ Scientific inquiry model, ➢ Memory model, , ➢ Cognitive development model-Jean Piaget, Kohlberg
Page 11 :
Personal family, • To, , develop internal resources to see thing in new or different ways. The, , model which belongs to this family are:-, , ➢Non directive teaching model- Carl Rogers, , ➢Awareness training model, ➢Synectic's model, ➢Class room teaching model
Page 12 :
Social interaction model, •, , To teach social skills and communication . The models belongs to this family are :-, , ➢, , Social inquiry model, , ➢, , Group investigation model, , ➢, , Jurisprudential inquiry model, , ➢, , Laboratory training model, , ➢, , Role playing model, , ➢, , Social simulation model
Page 13 :
Behaviour modification family, •, , To change behaviour of the learner , to transmit culture by teaching skills and knowledge. The, , models belongs to this family are:-, , ✓, , Mastery learning, , ✓, , Social learning, , ✓, , Programmed learning, , ✓, , Contingency management model, , ✓, , Stress reduction model, , ✓, , Self control model
Page 14 :
Information processing family, Concept attainment model-Jerome S Bruner, •, , Jerome S Bruner, Jacqeline Godrow and George Austine developed this model in 1956., , •, , This model was based on the assertion that human beings have the inherent capacity to discriminate and, categorise things in to group., , •, , There are three variations of the CAM are:-, , ✔The reception model of concept attainment, ✔The selection model of concept attainment, ✔The unorganised model of concept attainment
Page 15 :
Syntax for Reception model of concept attainment, Phase I, , Phase II, , Phase III, , Presentation of data and, , Testing attainment of the concept, , Analysis of thinking strategies, , identification of concept, Teacher present labelled examples, , Students identified additional examples Students describe thoughts, as 'yes' or 'no', , Students compare attributes in positive Teacher confirms hypotheses, names,, , Students discuss the role of hypotheses, , and negative examples, , and attributes, , concept and restates the definition, according to essential attributes, , Students generate and test hypotheses Students generates examples, , Students discuss type and number of, hypotheses, , Students state a definition according to, the essential attributes
Page 16 :
Syntax for selection model of concept attainment, Phase I, , Phase II, , Phase III, , Presentation of data and identification, , Testing attainment of the concept, , Analysis of thinking strategies, , of attributes, , Teacher present unlabelled examples, , Students identified additional unlabelled Students describe thoughts, examples, , Students enquires unlabelled examples, , Students, , Students discuss the role of hypotheses, , including their own, are positive, , generates examples, , and attributes, , Students generate and test hypotheses, , Teacher confirm hypotheses, names, , Students discuss type and number of, , ,concept and restates definition, , hypotheses, , according to essential attributes
Page 17 :
Syntax for Unorganised model of concept attainment, Phase I, , Phase II, , Description of concept as it is used, , Evaluation of concept, , Locate and label concept, , Discuss adequacy and appropriateness of the concept being, used, , Identify attributes being used, , Compare examples to other data using same concept
Page 18 :
Concept, •, , Concept is a mental representation or mental picture of some objects or experience, , •, , “A concept is simply a label of a set of things that something in common” Archer (1969)., , •, , Elements of a concept:-, , •, , A concept is attained when all the elements of the concept are correctly identified and learnt., , The following are the elements of a concept., , ✓Name:- It is term or label given to a category., •, , e.g:- triangle, prism, trapezium etc.
Page 19 :
Cont…, ✓ Attributes:- The feature or characteristics of objects are called attributes. Every, , •, , concept has two types of attributes., , Essential attributes:- These are the common features of the concept. If we remove any one of the essential attributes the, concept will be changed., , •, , Non-essential attributes:- These attributes are not essential for a concept. If we remove any one of the non-essential, , attributes, the concept remains unchanged., , •, , e.g:- concept -Triangle, , •, , Essential attributes:- closed geometrical figure, 3 sides, 3 angles, , •, , Non -essential attributes:- length of sides, measures of angles, colour., , ✓ Example:- Most of the concept have more than one example. Examples of a concept contain all essential attributes, of a concept. The non essential attributes are present in some examples and absent in others.
Page 20 :
Description of the CAM, ✓ Focus:-To help the students to learn organising information and to help students become more, effective at learning concept., , ✓ Syntax:- this model has three phases as given below:Phase I, Presentation of data and identification of, concept, , •, , Teacher present labelled examples, , •, , students compare the attributes in, positive and negative examples, , •, •, , Phase-II, Testing attainment of the concept, , •, •, , Students identify additional, , •, , Students describe thoughts, , unlabelled examples as 'yes' or 'no'., , •, , students discuss role of hypotheses, , Teachers confirm hypotheses, names,, , students generate and test, , concept and restate definition to the, , hypotheses, , essential attributes, , students state a definition according, to essential attributes, , •, , Phase-III, Analysis of thinking strategies, , students generate examples, , and attributes, •, , students discuss type and number of, hypotheses
Page 21 :
Cont…, ➔ Social system:- This, , model has moderate structure , though the teacher controls the classroom , students interaction is, , always encouraged., , ➔ Principle of reaction:- During the teaching learning process, teacher supports the hypotheses formulated by the students., Students supports, students designing the hypotheses formulation. Teacher help students to test their hypotheses., Students discuss and evaluate their thinking strategies with proper assistance of the teacher., , ➔ Support system:- Creative environment for attaining concept carefully selected and organised materials and data to be, presented as examples., , ➔ Instructional, , effect:- Students learn about the specific concept and the nature of the concept. They get practice in, , inductive reasoning. They get opportunities to improve concept building strategies., , ➔ Nurturant effect:- sensitivity to logical reasoning in communication, Tolerance of ambiguity ,Awareness of alternative, perspectives.
Page 22 :
Inquiry Training Model- Richard Suchman, •, , The Inquiry training model was developed by Richard Suchman for developing scientific inquiry, training skills in the pupils. It is used for giving training of inquiry to the students . By using this model, in the classroom, inquiry skill can be developed. Developed of inquiry skill needs individual attention., , •, , Description of Inquiry Training model, , ➢ Focus:-, , The inquiry training model was has following goals., , ✔To enhance the thinking ability of the students., ✔To enable them to have fluency in their thinking and speaking., ✔To enable them to form conclusion based on facts., ✔More specially to impart training of inquiry skills.
Page 23 :
Syntax:- The inquiry training model has5 phases, Phases, , Major activity, •, , Explains the inquiry procedure., , •, , Present discrepant event., , •, , Verifying the nature of objects and conditions., , •, , Verifying the occurrence of the situation., , •, , Isolating relevant variables., , •, , Hypothesising and test causal relationships., , Phase IV:- Formulating an explanation, , •, , Formulating rules or explanations., , Phase V:- Analysis of the inquiry process, , •, , Analysing inquiry strategy and developing more effective, , Phase I:-Encounter with the problem, , Phase II:- Data gathering process for verification, , Phase III:- Data gathering process-experimentation, , ones.
Page 24 :
Cont…., , ➢ Principles of reaction:1. Ensure that the questions are phrased in such a way that they can be answered with 'yes' or 'no'., , 2. Ask students to rephrase, , invalid questions., , 3. Use the language of inquiry process for instance, identify student questions as theories and inviting testing., , 4. Create a free intellectual environment., 5. Encourage interaction among students and provide support to their generalisation., ➢ Social, , system:- During inquiry session teachers and students participate as equals. Thus it is a moderately, , structured session. However it can be highly structured also with the teacher controlling the interaction and, prescribing the inquiry procedure.
Page 25 :
Cont…, , ➢ Support system:A set of confronting materials., Technical understanding of the intellectual processing and strategies of inquiry., , Resources materials like books, films, posters and apparatus required for experimentation., , ➢ Instructional effect:-, , •, , Scientific process, Strategy for creative inquiry., , ➢ Nurturant effect:-, , •, , Spirit of creativity, tolerance of ambiguity, Independence or autonomy is learning, tentative nature of, knowledge.
Page 26 :
Inductive thinking model -Hilda Taba, •, , Hilda Taba is a curriculum theorist, a curriculum reformer, and a teacher educator., , •, , She had a strong belief that students could be taught to think specifically to analyse information and create, concepts., , •, , She believed that students make generalisations only after data are organized., , •, , She believed that students can be led towards making generalisations through concept development and, concept attainment strategies., , •, , Assumptions:-, , •, , Thinking can be taught., , •, , Thinking is an active transaction between the individual and data., , •, , processes of taught evolve by a sequence that is lawful.
Page 27 :
Description of inductive thinking model, ➢Focus:➢ Its focus is to develop the mental abilities and lay emphasis up on concept formation., , ➢Syntax or teaching, , strategies:-, , ➢ Taba developed 3 effective strategies in the inductive thinking model that enable students to, form concepts, interpret data and apply principles., , ➢ They are :-
Page 28 :
Phases, , Major activity, , Concept Formation, , Phase I:-Identifying and listing : differentiation, , •, , What did you see?, What did you hear? What do you know about?, , Phase II:-Grouping: identify the common attributes., , •, , What belongs together?, , Phase III:- Labelling and categorising: determine the hierarchical order of items., , •, , How would you name these groups?, , Interpretation of data, Phase IV:- Identifying critical relationships: differentiating, , •, , What do you notice about the data?, What did you see?, , Phase V:-Exploring relationships: relating categories to each other or see the, , •, , What did this or that happen? What do you think this means?, , cause- effect relationship., Phase VI:- Making inferences: going beyond what is given. Finding implications. •, , What can you conclude?, , Application of principles, , Phase VII:- Predicting consequences, explaining an unfamiliar phenomenon,, , •, , What would happen if?, , hypothesising: analysing the situation and retrieving the relevant knowledge., , Phase VIII:- Explaining and /or supporting predictions: determine the causal links. •, , Why do you think this or that would happen?, , Phase IX:-Verifying predictions: using logical principle to determine the necessary •, , What would it take to make this generally true?, , conditions.
Page 29 :
Cont…., , ➢ Social, , system:- A good deal of freedom should be given for pupil activities. The teacher is usually the, , controller and initiator of information. Teaching activities are arranged in a logical sequence in advance., , ➢ Principles of reaction:- teacher matches the tasks to the students level of cognitive activities. Teacher senses, the students readiness for new experiences and monitor how the students process the information using, appropriate eliciting questions., , ➢ Support, , system:- the teacher should help the students in dealing with the more complex data and, , information. He should encourage them in processing the data, designed to develop thinking capacity. A, particular mental and cognitive task requires specific strategy to improve thinking., , ➢Instructional, , effect:- the mastery of the concept formation process, and the learning of the specific, , concept., , ➢Nurturant effects:-, , attention to logic, sensitivity to language, and awareness of the nature of knowledge.
Page 30 :
Previous question paper, 1., 2., 3., , Explain the elements of a concept (2)-2016, , 4., 5., 6., 7., , Define models of teaching. (2)-2017, , Briefly explain Concept attainment model. List out the phases of CAM model.(4), Prepare a lesson plan using Inquiry training model by choosing a suitable topic from std. IX, mathematics text book (10), What is an attribute of a concept ? Give an example?(2), Describe the syntax of Inquiry training model (4), Prepare a lesson plan using Inductive thinking model by choosing a suitable topic from high school, mathematics text book (10), , 8. What do you mean by ‘ models of teaching’? (2)-2018, 9. What is a concept? What are the elements of a concept? (4), 10. Prepare a lesson plan using Inquiry training model by choosing a suitable topic from std. IX, mathematics text book (10), , 11. Prepare a lesson plan using Inductive thinking model by choosing a suitable topic from std. IX, mathematics text book (10), , 12. What are the fundamental elements of a teaching model? (4)-2019, 13. Select any of the topic from secondary school mathematics textbook and prepare a lesson based on, Concept attainment model.(10)
Page 31 :
1., 2., , What you meant by information processing family of models? (2)-2020, select a topic from secondary school mathematics textbook and prepare a lesson plan based on, inductive thinking model ? (10)
Page 32 :
THANK YOU
