PEDAGOGY

EDUP2093
(WEEK 2: TOPIC 2 – MODELS OF TEACHING)

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Topic 2: models of teaching
LEARNING OUTCOMES:
• 1. Explain the teaching models.
• 2. Discuss the teaching models based on
phases/stages.
• 3. Discuss critically the implications of teaching
models in teaching and learning.

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What is Model of Teaching?
Model of teaching is a description of a learning
environment, including our behavior as teachers
when the model is used.
It is a plan or pattern that can be used to shape curriculums
(long-term courses of studies), to design instructional
materials, and to guide instruction in the classroom and
other settings

Joyce and Weil (2014).

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 Every model of teaching is also
a Model of Learning.

We teach our learning communities the

models that will pay off for them at their
Grade Level and in the Core Curriculum
Areas.

The students work together to LEARN and

to BECOME MORE POWERFUL learners.
(Joyce, Weil & Calhoun.2015.Models of Teaching, 9th edition)

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Concept of Models of Teaching
• Aim of Models of Teaching : To produce effective teaching.

Figure 1.1: Glaser’s Teaching Model

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 Functions Formulate a
of complete &
perfect
Teaching teaching
scheme.
Model
Enable teachers
to analyse &
evaluate its
Provide strengths &
guidance to As basic
planners &
weaknesses so
guidance for as to plan &
teachers to
enable them to
teachers for implement
plan & carry out reflection appropriate
the teaching during
feedback follow-up
process
effectively. session. actions
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Characteristics of a good teaching model:
1. Effective interaction between teacher and students.
2. Clear and specified roles of teacher and students.
3. Large scope of supporting materials.
4. Planned use of appropriate strategies.
5. Raises students’ level of aspiration, motivation and interest in
learning.

To find out more on those refer to:

• https://tophat.com/marketplace/social-science/education/course-
notes/oer-models-of-teaching-dr-rafeedalie/1194/34347/

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 MODELS OF TEACHING

Joyce and Weil (2014) categorised the models of teaching as 4

models based on the teaching and learning theories:

i. Information Processing Model

ii. Behavioural Model
iii. Social Model
iv. Personal Model

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 INFORMATION PROCESSING MODEL

This model emphasizes the

- acquisition,
- mastery, and
- processing of information.

The cognitive functioning of the student is the

focus.

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 PERSONAL MODEL

The emphasis in this model is on the development of the

individual’s self concept.

This involves development of the processes an individual uses to

build and organize his or her unique self. The focus on a strong,
realistic self concept helps to build productive relationships with
others and the environment.

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 SOCIAL MODEL

This model emphasizes the personal and societal relationships

among people.

The focus is on improving the students’ ability to relate to

others, to engage in democratic processes, and to work
productively in society.

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 BEHAVIOURAL MODEL

The behavioural model emphasizes changing the visible

behaviour of the learner to be consistent with his or her own
self concept.

As a result of its basis in the stimulus control/reinforcement

theories, the behavioural model of instruction stresses that
learning tasks should be broken into a series of small,
sequenced tasks and behaviours.

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 Point to remember….

The four models are not necessarily exclusive. A unit of

instruction might draw from several of the models, while a
single lesson might incorporate aspects of more than one
model.

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 MODELS OF TEACHING
(Information Processing Model)
CONCEPT

Cognition can be defined as "the act or process of knowing in the

broadest sense; specifically, an intellectual process by which
knowledge is gained from perception or ideas" (Webster's
Dictionary).

Cognition is central to the development of psychology as a

scientific discipline.

An example of cognitive learning theories is the information

processing theory.
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 MODELS OF TEACHING
(Information Processing Model)
The following are the key assumptions:

1. Cognitive processes influence the nature of what is

learned.
2. People are selective about what they process and learn
3. Meaning is constructed by the learner, rather than being
derived directly from the environment
4. Prior knowledge and beliefs play a major role in the
meanings that people construct
5. People are actively involved in their own learning.

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 MODELS OF TEACHING
(Information Processing Model)
Information processing model - makes a parallel between a human learner
and a computer.

A human learner is seen as a processor of information the same way that

a computer is, that is, using the input-output model.

Information is "input" or fed into the learner from the learning environment.
The information is then processed and stored in memory. It can then later be
"output" through a search and retrieval process.

Studies based on this theory focus on how information is processed,

organized, stored and retrieved from memory.
The mental operations of receiving, encoding, storing and recalling
information or how humans learn is known as information processing.
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 MODELS OF TEACHING
(Information Processing Model)

According to Information Processing Model, there are

three modes of memory (or buffers) through which
processing of information occurs in the human mind.
i. sensory
ii. short-term memory
iii. long term memory.

Figure 1 sums up how information is processed by the

human mind.
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 Information-Processing Model of Memory
Incoming
information (sensory Sensory memory Short-term Long-term
input) pass through:
Retains information
Sensory for only a fraction of a Can hold unrehearsed
second but enough to information for about
select the portion of 20 – 30 seconds.
information that Information encoded
Short-term memory arrests one’s may last for weeks,
attention. (The months or even years.
Information can be
information that stored longer if it is
caught one’s attention engaged under
Long-term memory is selected for longer rehearsal. (Repetition
storage) of memorizing).
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 EXPLORE AND SHARE (ASYNCHRONOUS
TASK):
GROUP WORK
• READ/FIND INFORMATION REGARDING:
1. INQUIRY BASED LEARNING (The ‘What’, ‘Why’ & ‘How’)
2. THE MODELS UNDER THE INQUIRY BASED LEARNING (Scientific
Inquiry Model, Social Inquiry Model, Juris-prudential Inquiry Model
& Suchman’s Inquiry Model)
3. THE EXPOSITORY TEACHING MODEL (The ‘What’, ‘Why’ & ‘How’)
• CHOOSE ONE OF THOSE AND DISCUSS IN GROUPS
• PRESENT YOUR UNDERSTANDING/FINDINGS IN ANY FORM OF GRAPHIC
ORGANISER ONTO OUR GC
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 Behavioural Model

Direct Instruction
Programmed
Model / Teacher- Mastery Learning
Instruction Model
centered Strategy
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 Direct Instruction Model (Teacher-centered
Strategy)
• Demonstration:
• A teaching technique that involves the use of a
teacher’s skill to demonstrate or 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).

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 Mastery learning
• Refers to a theory & the practice of using remedial teaching based on
feedback of pupil’s performance to assist them to achieve the learning
objectives.
• Procedures:
• Determine learning outcomes by planning explicit learning objectives
(based on students’ performance).
• Teach pupils with effective teaching method & technique (use of
suitable learning materials to suit different learning styles)
• Evaluate learning result by diagnostic test & summative test (level of
mastery & achievement)
• Carry out remedial activities for pupils who have not fully mastered
certain skills & provide enrichment activities for pupils who have
mastered the lesson.
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 Programmed Instruction
Model
• Computer Assisted Instruction (CAI)
• The application of technology & computer system in
teaching.
• Pupils follow designed learning materials in software
without teacher’s help.
• Teacher has to facilitate the pupils to have interest in
manipulating computer.

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 Personal
Model
• Non-directive Teaching Model
• Developing Positive Self-concepts
• Project Model
• Research Project
• Handicraft Project
• Educational Visit

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 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.

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 Phase 1 : Defining the Helping Situation
Teacher encourages free expression of feelings.
Phases in
Phase 2: Exploring the Problem Non-
Student is encouraged to define problem. Teacher accepts and clarifies feelings.
directive
Phase 3: Developing Insight Model
Student discusses problem. Teacher supports student.

Phase 4: Planning and Decision Making

Student plans initial decision making. Teacher clarifies possible decision.

Phase 5: Integration
Student gains further insight and develops more
Teacher is supportive.
positive actions.

Action Outside the Interview

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Student initiates positive actions.
 The Importance of Non-directive Teaching
Model
• Teacher helps students to explore new ideas.
• Students have freedom in making decisions and choices.
• Teacher and students are partners in learning.
• Teacher nurtures and moulds students to be the way they are.
• Teacher encourages students to think and reflect their uncertain
feelings and become better and be positive.

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 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.

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 The Importance of Positive Self-concepts

• 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.

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The Importance of Project Model
• Students are 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.
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 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:
• Research Project.
• Handicraft Project.
• Educational Visit.

**READ AND FIND OUT MORE ABOUT

PROJECT MODEL
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 Social
Model
• Model of Group Teaching & Co-operative
Learning
• Simulation Model
• Sociodrama
• Role play

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 Uses group inquiry and problem-
solving strategies

SOCIAL MODEL

Encourages assimilation and Relies on the students’ personal and

understanding of the learners social values

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 Ways of Teaching

GROUP TEACHING AND CO-

SIMULATION
OPERATIVE LEARNING
INFORM
FORMAL
AL
LEARNI STUDY ROLE- SOCIOD
LEARNI
NG TEAMS PLAY RAMA
NG
GROUP
GROUP
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 ROLE-PLAY

❖ Emphasize the social Role-playing is a

nature of learning teaching strategy that
fits within the social
❖ stimulate students family models
both socially and
intellectually -Joyce and Weil, 2000-

❖ Improves interpersonal skills

and enhances communication
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 ROLE-PLAY

FOUR STAGES

1. Preparation and explanation of the activity by the teacher

2. Student preparation of the activity

3. The role-playing

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4. The discussion after the role-playing activities
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 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

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 ADVANTAGES

Helps them to become aware of the typical ways to

solve problems

Increases both social and personal awareness

Promote acceptance, cooperation in classroom

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 The Importance of Non-directive Teaching
Model
• Teacher helps students to explore new ideas.
• Students have freedom in making decisions and choices.
• Teacher and students are partners in learning.
• Teacher nurtures and moulds students to be the way they are.
• Teacher encourages students to think and reflect their
uncertain feelings and become better and be positive.

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 Informal learning group

Basically temporary within a single

class session

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 Formal learning group

Being formed to complete specific tasks, such

as to carry out a project, performing a lab
experiment, etc.

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 Study Teams

Long-term groups with a stable

membership

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 ELEMENTS

Positive Face-to-face
Interdependence Interaction

Individual & Group Group Processing

Accountability

Interpersonal &
Small-group Skills

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 Emphasizes the worth of
cooperative learning

The Importance of Social Model

Incorporates the Promotes social skills including

collective energy of the self-discipline, negotiation,
group democracy, etc.
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5Es TEACHING AND LEARNING MODEL
(BYBEE, 1997)
• ENGAGE
• EXPLORE
• EXPLAIN
• ELABORATE
• EVALUATE
READ AND FIND OUT MORE REGARDING THIS MODEL FOR BETTER
UNDERSTANDING:
https://primaryconnections.org.au/5es-teaching-and-learning-model
https://wehavekids.com/education/How-to-create-a-5-E-Lesson-Plan
https://www.youtube.com/watch?v=EnWuQorxBUY

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E-LEARNING : fruit of thought
• 1. Video analysis
• Watch the videos on teaching models:
• https://www.youtube.com/watch?v=pMMRE4Q2FGk (information processing
model)
• https://www.youtube.com/watch?v=x7wZCtFWblE (behavioural model)
• https://www.youtube.com/watch?v=lqScOIrHx2A&t=2s (social learning model
• https://www.youtube.com/watch?v=B9ITISeV5r4 (humanistic – personal model)
• Sum-up the findings regarding the video analysed into a Graphic Organizer (GO)
• Provide constructive feedback to the peer’s GO
2. Online forum – Q & A related to the teaching models (you can discuss in the WA
group)

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 Thank you

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