WELCOME

MOUNT CARMEL COLLEGE OF

TEACHER
EDUCATION
FOR WOMEN
Edu103 : development
and resources
in
educational technology

practicum

MODELS OF
TEACHING
ANITA GEORGE
I BE D (PHYSICAL
SCIENCE)

 Models of teaching are instructional designs which describe

the

process

of

specifying

and

producing

particular

environmental situations which cause the student to interact

in such a way that specific change occurs in his behavior.
The teaching models may be described as some sort of
guidelines, plans, techniques or strategies designed to achieve
the specific learning outcomes.
Bruice Joyce and Marsha Weils developed four families of
teaching models.
According to Bruce Joyce, Models of Teaching are really
Model of Learning.

CHARACTERISTICS OF A TEACHING
MODEL

Models of teaching are some sort of plans , guidelines, patterns or

strategies of teaching.
Models of teaching are systematic procedures to modify the behavior of
the learners.
Models of teaching specify in definite terms the environmental
conditions under which a students response should be observed.
Models of teaching specify the criteria of acceptable performance
expected from the students.

FUNCTIONS
OF
TEACHING
MODELS
Designing of curriculum and courses of study
Development and selection of instructional materials.
Guiding the teachers activities in the teaching learning situations.

TYPES OR FAMILIES OF
TEACHING MODELS
Information processing family
Social family or social interaction models/Cooperative
learning models
Personal family or personal development models
Behavior modification family

INFORMATION PROCESSING
FAMILY
These models are designed to enable pupils to acquire and
organize information, to identify, analyze and work out
solutions to problems.
These models are more concerned with intellectual growth
rather than emotional or social development of individual.
The models belonging to this family are
Concept attainment model (Jerome s Bruner)
Inquiry training model(Richard suchman)
Advance organizer model(David Ausebel)
Inductive thinking model(Hilda Taba)

SOCIAL FAMILY OR SOCIAL INTERACTION

MODELS/COOPERATIVE LEARNING MODELS
These are designed to develop co-operative relationship of
pupils in the classroom. These models aim at developing
creative interaction among pupils.
The models belonging to this family are concerned with the
attainment of social goals belonging to affective domain.
The models belonging to this family
Laboratory method model
Jurisprudential model(Donald Diwer)
Group investigation model(Herbert)

PERSONAL FAMILY OR PERSONAL

DEVELOPMENT MODELS
These are designed to develop self-concept, self-esteem etc.
These models are also concerned with realization of
instructional goals belonging to affective domain.
The personal development models emphasize the process by
which individuals can establish productive relationship with
their environment and design their unique individuality for
realizing the personal goals.
Examples are Non directive model of Karl Rogers, Synetics
model of William Gordon and Awareness training model of
Fritz Peris.

BEHAVIOR MODIFICATION FAMILY

These models are related with behavior modification theories
and evolve from the attempt to develop efficient system for
securing learning tasks and shaping behavior.
Operant conditioning, Programmed learning and mastery
learning are some of the techniques employed in these models.
Examples are
the training model
stress reduction model
desensitization model

FUNDAMENTAL ELEMENTS OF A TEACHING

MODEL
Focus: means the central thing of a teaching model. It highlights
the main objectives of the teaching model.
Syntax: describes in terms of sequences activities which are
called a phase.Synax means the detailed description of the
model in action.
Principle of reaction: While using thee model how should a
teacher regard and respond to the activities of the student is a
concern of this element.
Social system: refers to description of the interactive roles and
relationships between the teacher and the student.
Support system: refers to the additional requirements beyond
the usual human skills or capacities from the teacher and the
facilities or schedules available in an ordinary classroom.

REFERENCE
Modern educational practices---Sojan Scaria

Thank
you.....