A model of Teaching is a set of interrelated

components arranged in a sequence which

provides guidelines to realize goals. It helps in
designing instructional activities and
environmental facilities, carrying out of these
activities and realization of the stipulated
objectives.
( Jangira and Singh).
Continued…
 Models are perspective teaching stratigies
designed to accomplish particular instructional
goals.
(Pant De Egger Et al.)
To confirm in behavior, action and to direct one’s
to action according to some particular design
or idea is called model.
(H.C. Wyld)
Continued…
The model of teaching is a way to talk and think
about instruction in which certain facts be
organized, classified and interpreted.
(Hyman)
Teaching models may be considered as a
combination of learning goals, environmental
manipulations and other processes.
(Bhatnagar)
Continued…
Teaching models are just instructional designs.
They 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.
(Joyce and Weil)
Continued…
 Teaching model is a pattern or plan which can
be used to shape a curriculum or course , to
select international material and to guide a
teacher’s action.
 A Model of Teaching consist of guidelines for
designing educational activities and
environments. It specifies ways of teaching and
learning that are intended to achieve certain
kinds of goals.
1. Focus
2. Syntax
3. Principles of reactions
4. The social system
5. The support system
6. Application
 It is the central aspect of a teaching model.
 For what the model stands is the theme of the
focus.
 All the teaching models are meant for
achieving some specific goals or objectives of
teaching in relation to the environment of the
learner. Therefore, the objectives of teaching
and aspects of the environment, generally
constitute the focus of the model.
 It refers to the description of the model in
action.
 Each model consists of several phases and
activities which have to be arranged in specific
sequence quite unique to a particular model.
The syntax helps a teacher use the model, and
how he should begin and proceed further.
 While using the model, how a teacher should
regard and respond to the activities of the
student is a concern of this element.
 Every model, through its principles of reaction,
provides the teacher with particular and
unique rules of thumb by which to “tune in” to
the student and select appropriate responses to
what the student does.
 This element refers to the following
descriptions:
i. Interactive roles and relationships between the
teacher and the student.
ii. The kinds of norms that are encouraged and the
student behavior that is rewarded.
 This element refers to the additional
requirements beyond the usual human skills or
capacities from the teachers and the facilities or
schedules available in an ordinary classroom.
 Support system contributes towards the
success of a model by generating a desirable
classroom environment.
 Each model through its element of application
context tries to describe the feasibility of its use
in varying contexts, achieving specific
educational goals and demanding specific
work environment.
 They help in bringing about the desirable change
in the behavior of the learner.
 They help in guiding the teacher to select
appropriate teaching technique, strategies and
methods for the effective utilization of the teaching
situation and material for realizing the objectives.
 They help in achieving desirable teacher- pupil
interaction during teaching.
 They help in finding out ways and means of
creating favorable environmental situation for
carrying out teaching process.
 They help in designing appropriate educational
activities.
 They help in the construction of a curriculum or
contents of a course.
 They help to establish teaching and learning
relationship empirically.
 They help in the formation of theory of teaching.
 They stimulate the development of new educational
innovations.
 They assist procedure of material to create interesting
and effective materials and learning source.
 They help in the proper selection of instruction
material for teaching the prepared course or
curriculum.
The classification of teaching models based on
their nature, characteristics and effects consists of
four families.
 Information Processing Model

 Social Interaction Models

 Personal Development Models

 Behaviour Modification Models

 The term information processing has been
introduced by Joyce and Weil(1972).
 Information processing refers to the way
people handle stimuli from the environment,
organize data, sense problems, generates
concepts and solutions to problems, and
employ verbal and non-verbal symbols.
Examples-
 Inductive thinking model – Hilda Taba

 Inquiry training model – Richard Suchman

 Concept attainment model – Jerome Bruner

 Advance organizer model – David Ausubel

 Social interaction models are concerned with
the attainment of the social goals belonging to
the affective domain.
 The model belonging to this category give
more emphasis on the development of the
society.
Examples-
 Classroom meeting model – William Glaser

 Jurisprudential model – Donald Oliver and

James P. Shaver
 Social inquiry model – Byron Massials and
Benjamin Cox
 Group investigation model – Herbert Thelen
and John Deway
 This family of models is concerned with the
realization of the instructional goals belonging
to the affective domain.
 They emphasize the process by which
individuals can establish productive
relationship with their environment and design
their unique individuality for realizing the
personal goals.
Examples-
 Non directive model – Carl Rogers

 Awareness training model – Fritz Pearls

 Synectics model – William gordon

 Conceptual system model – David Hunt

 The models belonging to this family are related
to behaviour modification theory.
 They have evolved from the attempts to
develop efficient systems for sequensing
learning tasks and shaping the behaviour
through management of the reinforcement
contingencies.
Examples –
 Mastery learning – Benjamin Bloom

 Programmed sheduled (Task performance

reinforcement) – B. F. Skinner
 Simulation – Carl Smith and Marry Smith
Thank you