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Unit II

Classification of teaching
models

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
“Teaching model is a pattern or plan, which can be
used to shape a curriculum or course, to select
instructional materials and to guide a teacher’s
action.”

–Joyce and Weil (1972)

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU
Components

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Instructional objectives

Goals that a student is supposed to


attain upon completion of instruction

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Entering behaviour

Initial behaviour before beginning the


instruction
Previous knowledge of the subject,
intellectual ability, motivational state

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Instructional procedure

Most active part of the process


Includes teaching methods, strategies,
student-teacher interactive pattern

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Performance assessment
Terminal behaviour assessment
Test, observation
Feedback- objectives may be modified and
instructional procedure may be improved
based on the end results shown under the
performance step

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Fundamental elements

Focus
Pinpoint four basic functions, processes and
major activities comprising the whole teaching
learning process

Sequence of instructional process

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Fundamental elements

Syntax
Sequential activities

instructions carried out by the teacher is fixed

Entry behaviour > instructional work > achieved


objectives

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Fundamental elements
Principle of reaction
Principle of active involvement and expertise

Active role of teacher

Require essential skills

Understand potential and difficulties of students


for reaching goals

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Fundamental elements

Principle of reaction
Principle of independence

Four stages - entry behaviour > instructional


process > assessment

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Fundamental elements
Principle of reaction
Principle of correction and follow up

Terminal behaviour should match with set


objectives and entry behaviour

Mistakes should be detected for the


improvement of the process

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Fundamental elements
Social system
Dominated role and control of the teacher on the
whole process of instruction

Success depends on competency of the teacher


interns of formulation of objectives, employment
of methods and strategies and techniques of
evaluation

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Fundamental elements
Support system
Sufficient pre - service and in-service training
facilities

Desirable teaching learning situations

Need for the appropriate evaluation devices

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU


Applicability of the model

Applicable to any teaching-learning situation

Systematic and structured way of instruction

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU