CHAPTER 5 : Models of Teaching

Glasers Teaching Model (1962)

Main function of teaching model:

1. Provide guidance
- Enable them to plan n carry out teaching process effectively
2. Formulate perfect teaching scheme for supervisors
- To use as reference during study @ evaluation of tching process
3. Basic guidance for teachers for reflection during feedback process
- To analyze its strength n weaknesses
- So implement appropriate follow-up activities
Types of Information Processing Model

InformationInformationProcessing
Model of
of
Processing Model
Memory
Memory

Gagnes
Gagnes Information
Information
Processing Model

The Expository
Teaching Model

Inquiry Teaching
Model

Scientific Inquiry
Model

Social Inquiry
Model
Juris-Prudential
Inquiry Model
Suchmans Inquiry
Model

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1. Information-Processing Model of Memory

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Sensory
Incoming
information
(sensory input)
pass
through:
Short-term memory
Short-term memory

Long-term memory

Retains information
for only
a fraction of a
Sensory
second but enough to
memory
select
the portion of
information that
arrests ones
attention. (The
information that
caught ones
attention is selected
for longer storage)

Can hold
unrehearsed
information for about
Short-term
5 20 seconds.

Information can be
stored longer if it is
engaged under
rehearsal. (Repetition
of memorizing).

Long-term

Information encoded
may last for weeks,
months or even
years.

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2. Gagnes Information Processing Model

Gagnes 8 stages of Learning Process

PHASE

ACTION RELATED

Motivation Phase

Expectancy

Apprehension Phase

Observation Perception Selection

Acquisition Phase

Encoding Prestoring

Retention Phase

Memory Retention

Recall Phase

Recall searching

Generalisation Phase

Transfer

Performance Phase

Response

Feedback Phase

Reinforcement

Important Aspects in Gagnes 8 Phases

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HOW IT WORKS?

Learning readiness
Motivation
Perception
Conceptualization
Memorizing
Forgetting
Learning transfer

Process begins from extrinsic @ intrinsic

motivation to perceive stimuli from environment.

New information recorded in short-term memory.
Information will be processed by relating stored

information in long-term memory.

New information is reinforced, retained & applied
when required.

3. The Expository Teaching Model

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Expository: Referred as explicit explanation in details of certain facts.

??= Presenting learning materials by explanation, narration or demonstration.

IMPLICATIONS:
Suitably use to teach certain concept and skill during the beginning of the lesson.
Principle and concept are explained verbally, as all the facts are written on the
board, showed on the screen.
Main Strength
Time saving: Enables teacher to finish all related concepts in a shorter period &
pupils merely listen quietly.
Weakness:
More to a lecturing method. (Less effective for primary schools).

4. The Inquiry Teaching Model

Types of Inquiry
1. Scientific Inquiry Model

Used to study principles, phenomena & characteristics of scientific

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CHAPTER 5 : Models of Teaching

knowledge.

Research process based on 5 stages:

1. Identify the problem.
2. Ascertain relevant information.
3. Determine hypothesis.
4. Testing hypothesis.
5. Evaluate, interpret, infer & conclude.

2. Social Inquiry Model

Used to study topics related to social & humanity aspects.

Based on activities such as observation, interview, @ questionnaire.

Emphasizes on social interaction process.

6 steps:
1. Formulation of problem by teacher.
2. Formulation of hypothesis by pupils.
3. Define hypothesis.
4. Discuss & confirm validity of the hypothesis.
5. Collect & analyse evidences for the hypothesis.
6. Interpret & derive inference @ conclusion.

3. Juris-Prudential Inquiry Model

Used to look for reality & accuracy in current issues (learning science is
more useful than learning arts).

Concerns with science & philosophy of human law.

Based on activities, discussions and debates.

2 types:
1. Guided inquiry: Teacher guides pupils to carry out the whole discussion process.
2. Open Inquiry: No guidelines given. Students have to do the discussion
themselves. Interpret & derive inference @ conclusion.

4. Suchmans Inquiry Model

Based on assumption that strategies used by scientists can be used as a
teaching model especially in the study of science.

Procedures:
Teacher determines & indicates the problem.
Teacher explains the inquiry process to solve the previous problem.
Students are guided to form hypothesis, follows by the collection of relevant data.
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Students use collected data to test hypothesis, aim to formulate theorem, law,
principle or theory.
Discussion & making inferences.
Teacher & students discuss together and analyse.

Implication of Suchmans Inquiry Model in T&L

Determine of t&L objective according to level of learning ability & prepare suitable
learning materials

Plan appropriate steps to formulate concept

Guide and if necessary, correct pupils activities which show deviation from
original learning objectives

Encourage pupils engaged actively

After final inquiry stage, teacher give appropriate comment @ evaluation on

pupils inquiry performance

Importance of Information Processing Model

Students are prepared with better equipments and information for learning.

Students are enforced with good mental exercises through different methods and
approaches.

Students are informed of the objectives and learning outcomes that should be achieved.

Help students to remember the information for a longer period of time.

6. Inquiry-Discovery Model
Integration of inquiry & discovery method
-

Needs skills such as making comparison n looking for similarities

To formulate certain generalization

PROCESS:
Identify
research

Plan strategy for

Collect related

solving

information

topic

Study and
analyze
information

Derive generalization
or conlcusion

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TEACHING PROCEDURES:

1. Identify
research topic
2. Plan strategy for
solving
3. Collect related
information
4. Study and
analyze

Topic: determined by teacher

Introduce topic to students
Discuss aim of research with students

Predict n formulate hypothesis

Determine method and procedure through Q&A activity

Collect information by observing. Measuring, carrying out experiment n

looking for references

Note down all collected information

Tabulate n classify information collected

Analyze n interpret information

Derive generalization
Record the conclusion

information
5. Derive
generalization or
conclusion

BEHAVIOURAL MODEL

Direct Instruction
Model

Behavioural
Model

Programmed
Instruction
Model

Mastery Learning

1.

Direct Instruction Model

Demonstration:
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A teaching technique involves the use of a teachers skill to demonstrate @

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).
2. Mastery Learning

??= Involves learning one concept or topic thoroughly before moving on to a more
difficult one.

Refers to a theory & practice of using remedial teaching based on feedback of pupils
performance to assist them to achieve the learning objectives.

Procedures:
1. Determine learning outcomes by planning explicit learning objective (based on
students performance).
2. Teach pupils with effective teaching method & technique (use of suitable learning
materials to suit different learning styles)
3. Evaluate learning result by diagnostic test & summative test (level of mastering &
achievement)
4. Carry out remedial activities for pupils who have not fully mastered certain skills
& provide enrichment activities for pupils who have mastered the lesson.

3. Programmed Instruction Model

Computer Assisted Instruction (CAI) or Computer Aided Learning (CAL)

The application of technology & computer system in teaching.

Pupils follow designed learning materials in software without teachers help.

Teacher has to facilitate the pupils to have interest in manipulating computer.

Implication of Behavioral Model in T&L

1. Get students set to learn
- Give students a review question while pass out papers or do other housekeeping
chores.
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- Communicate the lesson objectives.
2. Provide information effectively
- Present information clearly and simply.
- Use familiar terms, examples, illustration.
- Model what you mean / demonstrate.
3. Check for understanding, and give guided practice.
- Ask question and have every student signal an answer.
- Ask for choral response.
- Sample individual responses.
4. Allow for independent practice

SOCIAL MODEL

Simulation Model
Sociodrama
Role Play

Model of Group
Teaching & Cooperative Learning

SOCIAL
MODEL

Uses group inquiry and problem-solving strategies

Encourages assimilation and understanding of the learners
Relies on the students personal and social values
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1. Model of Group Teaching & Co-operative Learning
- Group teaching implemented in 2 ways:
1. Similar ability group (according same ability)
2. Mixed ability group (different abilities)
- 3 main groups= high, average, low achievement group
- Similar ability group: mathematics & language skills
- Mixed ability group: brainstorming, science experiment, projects, competitive activities

2. Simulation Model
?? = learning situation occurred in a controlled situation & purposely crafted to resemble actual
situation.
= AIM to carry out activity to solve certain problem
2 types of simulation: sociodrama & role play
1. 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

2. Role Play
Spontaneous act without referring script
Situation usually already set by teacher

Procedures
1.
2.
3.
4.

Preparation and explanation of the activity by the teacher

Student preparation of the activity
The role-playing
Discussion after the role-playing activities

Implication of Role Play

1. Strengthen skill of conversation
2. Train to think spontaneously (solve problem ASAP)
3. Enable pupils understand better regarding reason and attitude of behavior of
other people in real situation to role play
4. Enable students to release tensions and feelings.

Implication of Social Model

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1. Helps them to become aware of the typical ways they solve problems
2. Increases both social and personal awareness
3. Promote acceptance, cooperation in classroom
4. Allow for independent practice

PERSONAL MODEL
1. 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.
THE PHASES:

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Phase 1 : Defining the Helping Situation

Teacher encourages free expression of feelings.

Phase 2: Exploring the Problem

Student is encouraged to define
Teacher accepts and clarifies feelings.
problem.

Phase 3: Developing Insight

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 insightPhase

and 5: Integration
Teacher is supportive.
develops more positive actions.

Action Outside the Interview

Student initiates positive actions.

Importance
Teacher helps students to explore new ideas.
Students have freedom to making decisions and choices.
Teacher and students are partners in learning.
Nurtures and moulds students to be the way they are.
Encourages students to think and reflect their uncertain feelings and become better and
be positive.
2. 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.

Importance
Gain knowledge and experiences by enhancing their interests in learning through self

concepts.
Teacher shows positive approaches and optimistic reinforcements.
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Boost their confidence.

Provide opportunities for students to express their ideas and listen to others opinions.

3. 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:
a. Research Project.
b. Handicraft Project.
c. Educational Visit.

1. Research Project
- In order to implement research project effectively, must follow Principles:
Principles
1. Teacher determines suitable research topic in accordance to the pupils
experience, ability and interest.
2. Aims and procedures must be determined first and pupils are informed about this.
3. Teacher prepares relevant materials (check list, questions to be answered, etc.) to
facilitate pupils.
4. Research should be carried out safely & every pupil should actively involve in
group activities.
5. Teacher supervises and provides guidance to pupils.
6. Teacher discusses the outcomes of research & evaluation should be conducted
after research is completed.

2. Handicraft Project
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- Usually given after pupils acquired certain knowledge
Principles
1. Planning of the project is based on pupils interest and ability.
2. Prepare sufficient materials.
3. Explain procedure precisely.
4. Show examples of correct ways to do the project.
5. Time period is required!
6. Discussion is carried out to assess the work when it is done.
7. Display good quality work to the other students.

3. Educational Visit
Supporting activity
Enables pupils to verify practically in actual situation what they have learned from books

Principles:
(a) Before the visit
1. Identify the place of visit.
2. Obtain permission.
3. Arrange for transport.
4. Conduct briefing session regarding safety, precautions, behaviours, aims of visit
and regulations.
5. Prepare sufficient equipments.
(b) During the visit
1. Divide pupils into several small groups.
2. Every pupil should actively involve.
3. Watch out for pupils safety.
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4. Give appropriate response to pupils inquiry
(c) After the visit
1. Hold discussion session with pupils regarding their observations.
2. Plan follow-up activity (making model, draw plan or model, display things)

Importance
Students 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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5. Teaching as a Process
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-

in order achieve aim of teaching. Teaching process has to be implemented scientifically

according to procedures:

6.
-

Teaching as a Form of Communication

Formerly, form of teaching: teacher-oriented (one-way communication process)
Pupils listen & follow teachers instruction
NOW, two-way communication process (Pupil-oriented)

7. Teaching as a Scientific Activity

- Bcz: effective teaching is based on application of principles & methods of
-

teaching constructed through research studies by educationists.

Planning, organization, presentation, evaluation process: based on principles,
methods, theories of teaching

8. Teaching as an Artistic Activity

- BCZ: teaching involves human emotions, values, behaviours & individual
-

technique
For effective teaching, teacher has to be competent, innovative & skillful to plan
and implement teaching process

Teaching
??= assignment actvty which systematically planned, organized, implemented &
assessed by teacher
Characteristics of Teaching:
1. 2 imprtant elements: teacher & student.
2. Teacher: instructor and student: as the learner.
3. Main teaching activities: instruction, follows by training, indoctrination and finally
conditioning.
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4. 2 ways interaction between a teacher and students.
5. Meaningful teaching: should hav achievement @ assignment & when learning
occurs

Learning

6 stages of learning process

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Principles of Learning (Ewell)

1. Active involvement
- seeking meaning from Experience.
- allowed to learn by testing their own hypothesis & by learning to reflect on their
own learning processes and outcomes
2. Pattern Recognition & Connectivisme
- Pupils make a selection from the Stimuli.
- Connectivisme: Meaningful learning occurs when new knowledge Is connected to
3.
4.
5.
6.
7.

existing knowledge
Informal learning
Not directly learning
EG: Teacher ask student to think b4 discuss idea
Compelling situation
Interesting + Meaningful Situation
Reinforcement
Giving feedback
Evaluating the learning outcomes
Stimulating environment
Or conducive environment
Reflection

8. First hand experience

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PRINCIPLES of Teaching & Learning
-

Strategy of teaching-learning should suitable with pupils stages of:

1. Physical Development
Organize physical educ, game actvties,
practical work according to physical

dvlpment
Avoid teaching such as complex living
skills; IF pupils physical abilities not
mature enough

3. Emotional & Spiritual development

2. Cognitive Development
Plan interesting & meaningful T&L actvt
Prepare various teaching aids
Primary school pupils: relate concrete

with abstract concept

Learning contents should be planned n
arranged according to approaches:
o From easy complex
o General specific
o Concrete abstract
o Acquired new knwldge/exp
o Nearby distant surrounding
4. Social Development

Instill healthy emotional & spiritual

Use group teaching strategy to instill

values
Control undesirable behavior & spiritual

good social values

Adopt group activity strategy
Organize group activities so pupils can

dvlpment which might occur at certain

stage
Be empathetic & helpful to pupils
Understand pupils emotional & spiritual

cooperate to solve problem together

Organize co-curricular actvties to instill
social values

dvlpment so can guide them

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