1. SOME MODELS
OF TEACHING
[Chapter 4] By: Xyrille Yves Zaide BSED II

2. What are MODELS ?
 Models are mental
reconstructions of
reality.
 They are
representations used
as aids to easily
remember parts and/or
functions of a certain
system, cycle, objects,
etc.
 An interpretation
formed by piecing

3. Curriculum Design
A particular
shape, framework, or
pattern of learning
opportunities

4. Curriculum Design’s Focus
1. Subject matter /
disciplines
2. Specific competencies /
technology
3. Human traits / processes
4. Social functions /
activities
5. Individual needs &
interests / activities

5. The design selected influences the
following:
In designing a  Instructional strategies
suitable and
relevant
curriculum, cur  Roles of teachers and
riculum
planners
should always
learners
 Instructional
consider
political, social,
economic, tech
nological and materials
environmental
factors and  Evaluation
theories in the
field of child
psychology. strategies

6. Understanding relationships & differences between:
curriculum
Instructio
n
Teachi
ng

7. Relationships and Differences
Curriculum Instruction Teaching
 Plan for providing  Actual  A process whereby a
person mediates
sets of learning. engagement of between another
learners with person & the
substance of this
planned learning world to facilitate.
opportunities.
Effective plans for Make provision for For the mediating
opportunities for their implementation functions between
learning. persons and
materials.

8. Teaching Model
 A pattern of teaching made up of a number of
discrete behaviors but with a specific focus.
 Can clarify educational ends by laying out a
panorama of possible objectives.
 Expands horizons of teaching possibilities for
community agency.
 Provides a review updating for individuals who
have had method of courses.

9. Fourteen Teaching Models
1. Lecture
2. Discussion-
questioning
3. Viewing-listening
4. Inquiry Training
5. Instructional Systems
Design
6. Programmed
Instruction
7. Practice and Drill

10. Fourteen Teaching Models
8. Role Playing
9. Simulation
10. Community Activities
11. Group Investigation
12. Jurisprudential
13. Independent
Learning & Self-
instruction
14. Synectics

11. SEVEN of the 14 Teaching
Models
1. LECTURE
 Lecture is when an
instructor is the
central focus of
information transfer.
Typically, an
instructor will stand
before a class and
present information
for the students to
learn

12. Lecture
Major Student Teacher Teaching Uses and Value Drawbacks
Characteristics Grouping Activity Activity Resources and Defects
Can be a May be Students are Teachers Chalkboard, Creating There is
talk, used with passive, and speak, read, model, interest in a little
address, or any size assimilating and often transparencies topic or subject; student
other types class but information use some , or other transmitting activity and
of verbal usually through visual visual and knowledge to involvemen
presentation from 20- listening and illustration. auditory aids. students; t.
by a teacher, 300 note-taking. presenting new
speaker, or students. information/
panel. There may be interpretation;
some viewing clarification ;
as etc.
supplement.

13. SEVEN of the 14 Teaching
Models
2. Discussion-
questioning
 An alternative to straight
lecture is class discussion.
Instead of the teacher
simply telling the students
the material with only
occasional
questions, whole-group
discussions are more
interactive.
 The teacher will still
present some new
materials but the students
will be required to
participate by answering
and asking questions, and
providing examples.

14. Discussion-questioning
Major Student Teacher Teaching Uses and Drawbacks and
Characteristics Grouping Activity Activity Resources Value Defects
Includes Used in Varies Teacher The Transmit Much too often
questions traditionally among dominates teacher is knowledge; discussion and
and answers sized members of classroom usually the assists questioning
about classes the class, situation, and only students in may result in
assigned with 20-35 which may show film resource. organizing little real
material/ students.. sometimes or use audio knowledge thought or
related depends on materials as Other and, reasoning
topics; class the topic/ supplement to resources developing apparent;
discourse; subject. recitation and are printed, concepts often quite
working/ discussion. visual, and generali- boring to
presenting Some class and/or zations. students; low
solutions members are auditory level of
quite passive materials. student
most of the participation
time.

15. SEVEN of the 14 Teaching
Models
3. Viewing-listening
 With the use of model
and other educational
media equipment
associated with inter-
disciplinary
approach, lessons are
made more
interesting for
students to view and
listen attentively.

16. Viewing-listening
Major Student Teacher Activity Teaching Uses and Value Drawbacks
Characteristi Grouping Activity Resources and Defects
cs
Uses Media are Ranges Teacher does Printed Helpful in Instructional
instruction used with from very not dominate materials, providing media may
al media; regular- passive to the learning visual and individual be
materials sized very active activity itself. auditory instruction; improperly
for viewing classes to – varying materials, useful in or
and large exceedingly Teacher actual providing inappropriat
listening; groups, at according to arranges for the observation, remedial work ely used;
students all school kind of use of models, and and concept teachers
may levels and resource equipment, teaching development; may
personally higher used and plan, explains, machines. highly valuable overuse to
observe education. purpose in instructs, in motivating the neglect
habitats, using it. demonstrates student activity; of other
existing and evaluates. provides desirable
events, meaningful teaching
etc. experiences. models.

17. SEVEN of the 14 Teaching
Models
4. Inquiry Training
 Requires students to
develop skills in
searching for and
processing
data, and to develop
concepts of logic
and causality.
 The ultimate goal is
an autonomous
learner.

18. Inquiry Training
Major Student Teacher Teaching Uses and Drawbacks
Characteristics Grouping
Activity Activity Resources Value and Defects
Procedures Usually not Students are Identifies and Puzzling Inquiry Approach
relate directly to larger than confronted presents the situation approach requires a
the way a size of a with an event discrepant or enables teacher with
individuals normal they cannot event; should discrepant students to a thorough
expand their class; often explain – a be able to event learn grasp of the
intellect through small- discrepant supply from concepts method of
3 interacting & group and event; they necessary teacher. within a inquiry and a
complementary committee have access data when discipline; knowledge
functions: activity; to data questioned; approach of the data
Encountering individual through assist the encourages relevant to
the environment, study and asking. students in students to discrepant
processing the investigatio tracing their become events.
data obtained, n. steps in the autonomous
and reorganizing inquiry learners.
one’s own process
knowledge

19. SEVEN of the 14 Teaching
Models
5. Instructional Systems
Design
 Based on an
information processing
model of learning
 It showcases the
innovative ways in
which teachers, school
administrators, and
district administrators
use data to improve
teaching and learning in
schools.

20. Instructional Systems Design
Major Student Teacher Activity Teaching Uses and Drawbacks
Characteri Grouping Activity Resources Value and Defects
stics
Conduct May be Determined Teachers who Predetermined Teachers Students
instructio used with by pretest use pre- units or modules can pinpoint may
nal class results. developed may be available their become
analysis, groups or Students system are together with teaching to bored for
identify individuals; with the primarily necessary specific constant
entry strategies prerequisite facilitators and supportive skills and use of
behavior depend skills are monitors of materials. adapt approach;
character upon provided with student Instructional instruction not
istics, behavior a series of progress, while system to individual appropriate
develop character- activities for teachers who designers may needs of for all goals
instructio istics of learning develop their need students. of
nal learners; often utilizing own programs consultative education.
strategy, a variety of are instructional assistance and
etc. media. system access to variety
designers. of media

21. SEVEN of the 14 Teaching
Models
6. Programmed
Instruction
 The learner is
motivated through
the initial selection
of a preferred
activity.
 The appropriate
response to this
activity is given
positive
reinforcement.

22. Programmed instruction
Major Student Activity Teacher Teaching Uses and Value Drawbacks and
Characteristics Grouping
Activity Resources Defects
Linear An Student is Responsi Program Industry Promotes
programme individu responsible ble for -med and military superficial
d al for selecting materials continue activity.
instruction activity; responding program may be the use of
allows whereas to each med presente programme
students to a group stimulus materials d in d
progress at may be through and printed instruction;
their own using checking a monitorin forms or a carefully
pace. the response or g student through designed
same answering progress a program is
program and through compute effective
, they attending to the r when used
may positive material. program. approriately
progres reinforcers .
s provided by
through correct

23. SEVEN of the 14 Teaching
Models
7. Practice and Drill
 Models that rely on
practice.
 Used extensively to
enable students to
acquire a skill or a
proficiency in doing
some overt act.

24. Practice and Drill
Major Student Teacher Teaching Uses and Drawbacks
Characteristi Grouping Activity Activity Resources Value and
cs Defects
There is May be There is Teachers Models, May be If
a one in complete explains equipment, used to overuse
repeated unison or student and chalkboard, develop a d,, it can
perfor- by one or involveme demonstrat films, desirable become
mance of more nt with es the videotapes, skill, stultifyin
a class perfor- nature of recordings, gradually g and
learning members mance of the act and machines, acquiring boring.
act until of any overt acts. proper ways tools, proficienc
a desired group of doing it, materials y.
level of size. supervise, needed for the
skill is observe, performance,
attained. and computers,
evaluate. and
communicatio
n systems are

25. Educational Technology 2
Project
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