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Concept of Models of Teaching
Date-19 September 2011
Models of Teaching consist of guidelines for designing educational activities and environments. The Models of Teaching are meant for creating suitable learning environment. From the Dictionary meaning a Model‟s is a pattern of something to be made or reproduced.( Good,C.V.(1973).
Weil,M. and Joyce, B. (1980) describe a Models of Teaching as a plan or pattern that can be used to shape curricula to design instructional materials and to guide instruction in the classroom and other setting Psychologists and educationists had proposed a number of methods. The main contribution of Weil,M and Joyce, B. was to organize each such method in a particular order. Weil and Joyce facilitated their implementation in the class. Each method has been described under six subheads
Syntax
‘Support system’. Head of the Models
Social System’ ‘Principles of Reaction’ Effect of the Model A
lication
The first is the‟ Syntax „ , this is the central component of the model and gives the different phases through which the model is to be taught. The phases may range from three to nine. Three phases were included in Advanced Organizer Model and nine in Role Playing Model. Each model will require certain aids, technical facilities and teaching skill. These have been described under „Support system‟. The roles of the teacher and the student have been described under „Social System‟ and how to deal with the reaction of the students is discussed under „Principles of Reaction‟. The results of the instruction are described under nurturing effects and finally there is application under which applicability of the model for different classes and subjects is discussed.
In 1984 Bruce Joyce came to India. He was attached to the department of teacher education in the NCERT. He organized several orientation programmes and training programmes and also trained a resource group. They organized programmes on Models of Teaching in different colleges of education.( Rajput,J.S.(2004). The NCERT took lead in establishing a national resource and research group on models of teaching, which received orientation under the guidance of Dr. Joyce. Organized efforts were also done by the NCERT in collaboration with the Department of education, Devi Ahilya University, Indore, in launching two national researches cum training projects on Models of Teaching. All these culminated into formation of a team of research scholars who developed special interest in Models of Teaching. (Joshi,A.N.(1987). In 1978 Marsha Weil and Joyce Bruce published three books, Information processing Models of Teaching, Social Models of Teaching and Personal Models of Teaching. These publications were followed in 1982 by a book titled “Models of Teaching” which included all the Models of Teaching that had been visualized by the authors. These books, particularly the last, made considerable impact on Indian educationists. Looking at the demand for the book, an eastern economy edition of the book was published.
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Models are classified into four families on the basis of their instructional effects. 1.5.1
The families of Models of Teaching areInformation Processing Models of Teaching
Personal Models of Families of Models of Teaching
Teaching Social Interaction Models of Teaching Behaviour modification Models of Teaching
I Information Processing family of MOT The MOT of this family are concerned with the organization, presentation of verbal and nonverbal symbols in a way that helps in the formation of concept, solution problem, development of social relationship and integrated personality. Thus these models are concerned with the productive thinking and development of general intellectual ability. (Joyce,B. & Weil,M. (1997). Models Inductive thinking model Inquiry Training Model Scientific Inquiry Concept attainment Cognitive growth
Major Theorist Hilda Taba Richard Suchman Joseph Schwab Jerome Bruner Jean Piaget
Advanced Organiser Model
David Asubel
Memory Training
Harry Lorayne
Goal Develop inductive thinking Inquiry Skill Teach the research system Concept development Increase intellectual development Increase the efficiency of knowledge Increase capacity to memorise
I I Personal family Of MOT The models of this family are intended to develop the unique personality of the learner. These models pay more attention to the emotional life of the person and also focus on helping individual to develop a productive relationship with their environment. Models Nondirective teaching
Theorist Carl Rogers
Awareness training Synectics
Fritz Peris and William Schulz William Gordon
Conceptual systems Classroom Meeting
David hunts William Glasser
Goal Capacity to building personal development in terms of self awareness, self concept Capacity for self exploration Development creativity and problem solving Increse personal complexity Dev. Of self understanding
I I I Social family of MOT The models of this family are concerned with the social relationship of the individual with others in the society. These models aim at the development of social relationship, democratic processes and work productivity in the society. They are also concerned with the development of mind and the learning of academic subjects.
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Models Group Investigation Model
Theorist John Dewey Herbert Thelen
Role Playing Model Social Simulation Model Jurisprudential Social inquiry
George Shaftal Harold Guetzkow Donald Oliver Benjamin Cox
Goal Skill of participation in democratic social process Inquire personal by role playing Social process Solve social issue Social problem solving
I V Behavioral family of MOT The main thrust of these models on modification of the visible behaviour of the learner rather than the underlying psychological structure and unobservable behaviour. The important models of this family are, Contingency Management Model, Self Control through Operant Method Model, Training Model, Desensitization Model Assertiveness Training Model and Stress Reduction Model. The researcher selected the Stress Reduction Model for the research study. Models Contingency management Self control Relaxation Stress Reduction Assertive training Desensatization
Theorist B.F. Skinner B.F. Skinner Rimm Master Wolph Rimm Master Wolph, Salter Wolph
Goal Fact concept Skill Social behevior Personal goal Reduce stress Expression of feeling Stress reduce Pattern of behavior
1.5.2Components of Models of Teaching The Models of teaching consist of the following components
Syntax -- It describes the phases of the model. Each model has different strategies Social system - It describes the role and relationship of the student and teacher and the kind of norms that are encouraged. Principles of reaction – It explains the procedure in which the teacher deals with the reaction of the students. Support system - It deals with the use of other teaching aids and human skills, capacities and technical facilities necessary to implement a model. Instructional and Nurturing Effects - The description of the effects of model are categorized as the direct or instructional effects and the indirect or nurturing effects. Instructional effects are those directly achieved by leading the learner in certain direction. Nurturing effects come from experiencing the environment created by the model. This is indicated with the help of the following diagram. Figure 1- Effects of Model
EFFECT-A
MODEL EFFECT-B
----------- Nurturing Effect
EFFECT- C
Instructional Effect
EFFECT- D
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Difference between Models of Teaching and Method of Teaching
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Models of teaching It is based on the research
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Specific objective for specific model is decided. Specific structural framework for every model. Specific model use for specific purpose and specific subject. Role of the teacher and students is specified.
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Method of teaching It is developed from the traditional practice, opinion. Student teachers interaction in classroom. Flexibility no specific framework. May be all subject. One method for different content and subject can be used. No definite role sometime it is student oriented and sometime it is teacher centric.
