Models of Teaching

(Part 1)
Made Hery Santosa

Universitas Pendidikan Ganesha, Bali

mhsantosa@undiksha.ac.id
 Overview
•PART 1
•Models of Teaching •PART 2
•Discovery/Inquiry •Cooperative
based Learning
Learning
•Problem based
Learning •Differentiated
•Project based Instruction
Learning
Models of Teaching
 Models of Teaching
• Descriptions of a learning environment, including teachers’
behaviours when certain model is implemented.

• Teaching models frame how the teachers find ways to

create appropriate environmental learning condition for
carrying out the teaching process.

• It also guides the teachers to design the instructional

materials, plan the lesson, determine the roles, and so forth.

• By doing so, the teachers enable the students achieve both

cognitive and non-cognitive gains (Joyce & Weil, 2003)
Criteria of Good Teaching Models
1. The teaching model is rooted from particular learning theory

2. The teaching model provides positive atmosphere in the classroom

3. The teaching model provides effective interaction between the teacher and students

4. The teaching model guide the teachers to plan appropriate teaching strategies

5. The teaching model allows the teachers to arrange a systematic, sequential, and logical teaching
process

6. The teaching model specifies the role of the teachers and the students clearly

7. The teaching model provides a large scope for supporting material

8. The teaching model provides a lot of opportunities for students to participate actively in the
classroom

9. The teaching model could arouse students’ interest and motivation in learning

10. Every model foster and strengthen the cognitive structure of the student
Elements of Teaching Models

• Focus

• Syntax

• Social System

• Principles of Reaction

• Support System
 Elements
• Focus: the central aspect

• Provides the intended objective or focal point of the

learning outcome

• Characterises the teaching model.

• For example, cooperative learning — the importance

of social interchange and peer support in learning
new things.
 Elements

• Syntax: the actual steps or phases on how the teaching

model will be implemented in the classroom

• The logical and sequential order of the teacher-

student activities of the instruction procedure.
 Elements
• Social System: the nature of the learning environment
and social interaction between the teachers and the
students in the classroom

• Shapes the students’ and teachers’ role through the

entire phases of the implementation

• May vary according to the learning theory used

• The teachers is dominant or passive (facilitating)

 Elements

• Principles of Reaction: the rules of the teacher’s reactions

to the students’ responses

• The reaction of the teachers in responding to the

students must be in line with the underlying learning
theory used.
 Elements

• Support system: additional elements beyond the human

skills and capabilities, which help the teachers to
implement the teaching model effectively

• Instructional aids: Books, Encyclopedia, Video clips,

slides, Newspaper and school facilities, such as
laboratory, library.
 Effects
• Effects: how certain teaching model give impact to
students

• Each model is designed in order to give both

instructional and nurturant effect to the students.

• Instructional effects: direct effects

• Nurturant effects: implicit effects (after)

• These will provide some changes in learners in terms

of their behaviors, thinking, and social interactions.
 Teaching Models

• Information Processing Models

• Personal Models

• Social Interaction Models and

• Behaviour Modification Models.

Information Processing Model
• Intellectual development of the individual and help to develop the method of
processing information from the environment

• Intellectual capacity.

• ability of the learner to observe, organise data, understand information,

form concepts, employ verbal and nonverbal symbols and solve problems.

• The primary purposes are:

• The mastery of methods of inquiry

• The mastery of academic concepts and facts

• The development of general intellectual skills such as the ability to reason

(be critical) and think more logically
Information Processing Model

• The Concept Attainment Model

• Inquiry Training Model

• The Advance Organiser Model

• Cognitive Growth Development Model

• Biological Science Inquiry Model

Information Processing Model
MODEL PROPONENTS AIMS AND APPLICATION

CONCEPT ATTAINMENT Jerome Bruner To develop inductive reasoning,

mental inductive process, and
understanding of concepts and
INDUCTIVE MODEL Hilda Taba principles.

To develop individual
INQUIRY TRAINING MODEL Richard Suchman competencies to achieve the social
objective.
To develop understanding of
BIOLOGICAL SCIENCE
Joseph Schwab research methodology, to think
INQUIRY MODEL
logically on social problems.
To understand concepts and facts
ADVANCE ORGANIZER
David Ausubel and to make the content
MODEL
purposeful and interesting.
To develop general intelligence and
COGNITIVE GROWTH
Jean Piaget logic,social and moral
DEVELOPMENT MODEL
development.
 Personal Model

• Assist the individual in the development of selfhood, they focus

on the emotional life an individual.

• The emphasis of these models is on developing an individual

into an integrated, confident and competent personality.

• They attempt to help students understand themselves and their

goals, and to develop the means for educating themselves.

• Many of the personal models of teaching have been developed

by counsellors, therapists and other persons interested in
stimulating individual’s creativity and self expression.
 Personal Model
• The primary goals are:

• To increase the student’s self worth,

• To help students understand themselves more fully,

• To help students recognise their emotions and become more aware of

the way emotions effect other aspects of their behaviour,

• To help them develop goals for learning,

• To help students develop plans for increasing their competence,

• To increase the students’ creativity and playfulness,

• To increase the students’ openness to new experience.

 Personal Model

• Non-Directive Teaching Model

• Synectics Teaching Model

• Awareness Training Model

• Classroom Meeting Model

• Conceptual System Model

 Personal Model

MODEL PROPONENTS AIMS AND APPLICATION

To develop self learning by auto

NON DIRECTIVE TEACHING
Carl Rogers instructions, self research and self
MODEL
understanding

SYNECTICS TEACHING To develop creative competencies

William Gordon
MODEL for problem solving

AWARENESS TRAINING To develop individual

W. S. Fietz
MODEL competencies and mutual relations

To develop skills of self –

CLASSROOM MEETING
William Glassser understanding and capacities of
MODEL
dutifulness

CONCEPTUAL SYSTEM To adjust with the environment

David F. Hunt
MODEL with flexibility in the personality
 Social Interaction Model

• Emphasise the relationships of the individual to the society or

other persons.

• The core objective is to help students learn to work together, to

identify and solve problems, either academic or social in nature.

• The primary goals are:

• To help students work together to identify and solve problems

• To develop skills to human relations, and

• To become aware of personal and social values.

 Social Interaction Model

• Group Investigation Model

• Role Playing Model

• Jurisprudential Inquiry Model

• Laboratory Training Model

• Social Simulation Model

• Social Inquiry Model

 Social Interaction Model
MODEL PROPONENTS AIMS AND APPLICATION

To develop democratic abilities,

GROUP INVESTGATION
John Dewey use of knowledge and skills in life
MODEL
of individual and society

To solve problems on the basis of

JURISPRUDENTIAL MODEL Donald Oliver, James, Shaver
information and reasoning power

SOCIAL INQUIRY MODEL

To develop competencies of
SOCIAL SIMULATION MODEL Benjamin Cox
problem solving and adjustment

ROLE PLAYING MODEL

LABORATORY METHOD To develop group skills individual

Maine Bethal
MODEL capacities and adjustment
Behaviour Modification Model

• Relates to behaviour theory

• The common thrust of these models is the emphasis on

changing the visible behaviour of the learner.

• changing the observable behaviour of the learner

Behaviour Modification Model

• The specific goals are:

• To develop competency to adopt behaviour styles

appropriate to given situations

• To learn strategies for self control through operant

methods

• To master techniques for stress reduction

• To foster leadership quality

Behaviour Modification Model

• Operant Conditioning Model

Behaviour Modification Model

MODEL PROPONENTS AIMS AND APPLICATION

To achieve the objectives of lower

OPERANT CONDITIONING
B. F. Skinner level of  cognitive domain on the
MODEL
basis of individual differances
 Read more

• 5th Ed Book of Models of Teaching (Joyce and Weil,

2003): http://niepid.nic.in/
MODELS%20OF%20TEACHING.pdf

• https://www.slideshare.net/priyapillai1992/models-of-
teaching-54599982
mhsantosa@undiksha.ac.id