INTRODUCTION
Development of models of teaching is one of the recent innovations in
teaching. An important purpose of discussing models of teaching is to assist
the teacher to have a wide range of approaches for creating a proper interactive
environment for learning.
An intelligent use of these approaches enables the teacher to adapt him to the learning needs of the students. In India the first National project on models of teaching was planned, designed and executed during 1985-86.
An intelligent use of these approaches enables the teacher to adapt him to the learning needs of the students. In India the first National project on models of teaching was planned, designed and executed during 1985-86.
MEANING
OF MODEL:
The term ‘model’ means exact
replica of the original. We generally use the term model or modelling in
presenting some ideal figure or behaviour for the purpose of its copying or
imitation by the individual concerned.
DEFINITION
OF MODEL:
According to Allen and Rajan (1969) “Modelling is an
individual demonstrating particular patterns which the trainee learns through
imitation.”
According to White (1972) “The term model is used to mean a teaching episode
done by an experienced teacher in which a highly focused teaching behaviour is
demonstrated.”
DEFINITION FOR MODELS OF TEACHING
OR TEACHING MODELS:
According to Hyman “The model is way to talk and think about instruction in
which certain facts may be organized, classified and interpreted.”
According to Weil and Joyce (1978:2): A model of teaching consists of guidelines
for designing educational activities and environments. It specifies ways of
teaching and learning that are intended to achieve certain kinds of goals.
According to Paul D. Eggen, et al. (1979:12): “Models are prescriptive teaching
strategies designed to accomplish particular instructional goals.”
NATURE AND CHARACTERISTICS OF
TEACHING MODELS:
1.
Models of teaching are some sort of
pattern or plans prepared in advance for the success of the teaching-learning
process.
2.
They differ from general teaching
techniques and strategies in the sense that they are designed to meet specific
objectives or goals.
3.
Provide specific guidelines or blueprint
in advance for the realization of the specific objectives by specifying the
teaching activities and controlling the teaching-learning environment.
4.
Give specific instructional designs for
particular type of instruction in a specifies teaching-learning situation.
5.
Help in creating a proper
teaching-learning environment.
6.
Help in specifying the criteria of
acceptable performance expected from the learners in a specific
teaching-learning situation.
7.
Provide systematic procedure and
organized efforts for the desirable modification of the behaviour of the
learners.
8.
They first specify the teaching or
learning outcomes in behavioural terms and then lay down a step-by-step
procedure for the attainment of these outcomes.
9.
Help the teacher in his task in the same
way as an engineer is helped in the construction of a building or bridge by an
appropriate model or blueprint in advance.
10.
Save the energy, time and efforts of the
teacher and the learners besides providing better economy to the best
utilization of the other teaching-learning resources.
11.
Models of teaching are known to serve
three major functions in a given teaching-learning situation,
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CHIEF CHARACTERISTICS OF TEACHING MODELS:
1.
Some Assumptions: Each teaching model has certain basic
assumptions which are kept in mind while these models are developed. These
basic assumptions are
(i)
Creation of appropriate environment for
learning
(ii)
Occurrence of an interaction between a
teacher and the pupils,
(iii)
Using proper teaching strategies and
tactics for making the teaching easy,
clear
and understandable. Each teaching model acts as an outline for creating the
environment.
2. Presenting Appropriate Experiences:
Teaching model provide proper experiences to both, teacher and the pupil.
Selecting the content and presenting it for learning before the pupils is the
main problem of teaching. This difficulty is solved when a teacher presents
appropriate experience before the students.
3. Answer to Fundamental Questions:
Teaching model provides answer to the fundamental questions.
a)
How does a teacher behave?
b)
Why does he like to do this?
c)
What would be effects of his such
behaviour on the pupils?
In Short, in every teaching model
answers to all the fundamental questions pertaining to the behaviours of teacher and pupils
are received.
4. Based on Individual Differences:
Teaching Model is constructed on the basis of individual differences and
according to various assumptions. Hence, some teachers formulate different
models of teaching under the influence of their own philosophies of life. They
either give importance to rote memory or to the clarification of concepts.
5. Use of Student’s Interest:
Teaching model uses the student’s interest. Herbart’s five step pattern is an important
base of teaching because all the five points look after the interest of the
pupils.
6. Influenced by Philosophy:
Each teaching model is influenced by the philosophy of life. A teaching
constructs a teaching model to change the behaviour of the pupils according to
his philosophy. For example, an idealistic teacher develops the pupils as an
idealist and pragmatist teacher develops pupils as pragmatist and they develop
the teaching models accordingly.
7. Maxims of Teaching:
The basis of a teaching model is the maxim of teaching. The maxim of teaching as
the foundation in each teaching model. These maxims develop those powers which
help in organizing the personalities of the pupils.
8. Practice and Concentration:
The development of teaching model takes place by continuous practice and study.
The development of teaching model is possible only when the assumptions are
made clear by thinking and necessary use of the problem.
9. Development of human Ability:
Teaching model helps in developing human abilities. Also, it increases
teacher’s social competency.
10. Encouraging Art of Teaching:
Teaching is known as an art. A teaching model encourages the art of teaching
which is caused by learning.
11. Qualitative Development of
Teacher’s Personality: Teaching models bring about the
qualitative development of the personality.
MAIN
CHARACTERISTICS OF MODEL OF TEACHING:
1. Scientific Procedure:
A model of teaching is based on a systematic procedure to modify the
behaviour of the learner. It is not a
haphazard combination of facts.
2. Specification of Learning Outcome:
All models of teaching specifies what the students will perform after
completing an instructional sequence.
3.
Specification
of Environment:
A teaching model specifies in definite terms the environmental
conditions under which a student’s response should be observed.
4.
Specification
of Criterion of Performance:
It specifies the criterion of performance which is accepted from the
students. The behavioural outcomes which
the learner would demonstrate after completing specific instructional sequences
are delineated in the teaching model.
5.
Specification
of operations:
It specifies the mechanism that provides for the reaction of students
and interaction with the environment.
ROLE
OF TEACHING MODELS:
1. Teaching
models assist teachers to develop their capacities to create conductive
environment for teaching.
2. Teaching model help curriculum planners to
plan learning activities and curriculum which provide a variety of educational
experiences to learners
3. Teaching models assist producers of materials
to create more interesting and effective instructional materials and learning
sources.
4. Teaching models stimulate the development of
new educational innovations which may replace the schools of today.
5. Teaching models help in the formation of a
theory of teaching.
6. Teaching models help to establish teaching and
learning relationship empirically.
7. Teaching models are useful in developing
social efficiency, personal abilities, cognitive abilities and behavioural
aspects of the students.
ELEMENTS
OF TEACHING MODELS
Generally, a teaching model is described with some fundamental
elements. Here we would be using the
following six elements:
- Focus:
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.
- Syntax:
This term refers to the description to 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.
- Principles of reaction:
While using the model, how a teacher should
regard and respond to the activities of the student is a concern of this
element. These responses should be quite
appropriate and selective. 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
- Social system:
This element refers to the following
descriptions:
1. Interactive roles and relationships
between the teacher and the student.
2. The kinds of norms that are encouraged
and the student behavior that is rewarded. The models differ from each other
with regard to the description of the aspects. In some models, the teacher is
the centre of activity, or activities are somewhere equally distributed between
the teacher and the students, while in other the students occupy the central
place. The leadership role of the teacher, comprising the location of authority
and the amount of control over that emerge from the process of interaction,
also varies from one model to another. Similarly, the way in which student behavior
is rewarded differs from one model to another.
- Support system: 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. Such type of additional support may demand some special skills, knowledge and capacities from the teacher or some special aid and material facilities like films, self-instructional system, visit to some place, a flexible schedule, and a particular organizational climate suiting to the requirement of the model. It is needless to emphasize that the support system contributes towards the success of a model by generating a desirable classroom environment.
- Application: This last element describes its application aspect. Some models are meant for a short lesson, some for the large, and some for both. They also differ in terms of the goal achievement conative, cognitive or affective and subsequently prove suitable for one or the other type of teaching. Therefore, each model through its element of application context tries to describe the feasibility of its use in varying contests, achieving specific educational goals and demanding specific work environment.
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