Models of Teaching
Families of Models
Bruce
Joyce and Marsha Weil have identified four main families of models
1. Information Processing Family
Main
Focus:
Help students in the mastery of methods of inquiry; mastery of
academic concepts and facts; development of general intellectual skills
such as the ability to think more logically .
Eg:
Concept Attainment Model
Advance
Organizer Model
Biological
Science Inquiry Training Model
Cognitive
Development Model
Synetics
Model (to develop creativity)
2. Behaviour Systems Family
Main
Focus:
To change the behaviour of the learner; to transmit culture by teaching skills
and knowledge
Eg.
Direct Instruction Model
Contingency
Management Model
Mastery
Learning
Learning
from Simulations
Model
to develop the six varieties of performances identified by Gagne
3. Social Family
Main
Focus
: To help students work together to identify and solve problems; to
develop skills in human relations,: to become aware of personal and social
values
Eg:
Jurisprudential Inquiry Model (learning to think about social policy)
Cooperative
learning
Group
Investigation
Role
Playing
4. Personal Family
Main
Focus:
To increase the students’ sense of self-worth; to help students
understand themselves more fully; to help students recognize their
emotions and become more aware of the way emotions affect 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 and to increase the students’ openness to new
experience.
Eg:
Awareness Training Model
Classroom
Meeting Model
Non-directive
Teaching Model
Concept
Attainment model
What is Concept Attainment?
Concept Attainment is an
indirect instructional strategy that uses a structured inquiry process. It is
based on the work of Jerome Bruner. In concept attainment, students figure out
the attributes of a group or category that has already been formed by the
teacher. To do so, students compare and contrast examples that contain the
attributes of the concept with examples that do not contain those attributes.
They then separate them into two groups. Concept attainment, then, is the
search for and identification of attributes that can be used to distinguish
examples of a given group or category from non-examples.
What is its purpose?
Concept attainment is
designed to clarify ideas and to introduce aspects of content. It engages
students into formulating a concept through the use of illustrations, word
cards or specimens called examples. Students who catch onto the idea before
others are able to resolve the concept and then are invited to suggest their
own examples, while other students are still trying to form the concept. For
this reason, concept attainment is well suited to classroom use because all
thinking abilities can be challenged throughout the activity. With experience,
children become skilled at identifying relationships in the word cards or specimens.
With carefully chosen examples, it is possible to use concept attainment to
teach almost any concept in all subjects.
Advantages:
helps make connections
between what students know and what they will be learning
learn how to examine a
concept from a number of perspectives
learn how to sort out
relevant information
extends their knowledge
of a concept by classifying more than one example of that concept
students go beyond
merely associating a key term with a definition
concept is learned more thoroughly and retention is improved
concept is learned more thoroughly and retention is improved
How do I do it?
Steps of Concept
Attainment:
Select and define a
concept
Select the attributes
Develop positive and
negative examples
Introduce the process to
the students
Present the examples and
list the attributes
Develop a concept
definition
Give additional examples
Discuss the process with
the class
Evaluate
How can I adapt it?
This activity can be
done on the chalkboard, chart paper or overhead projector to a large or small
group. It also works well as one-on-one work. Rather than starting with the
teacher's concept, use a student's concept. Concept attainment can be used to
introduce or conclude a unit of study.
Variations on the
Concept Attainment Model
Present all of the
positive examples to the students at once and have them determine the essential
attributes.
Present all of the
positive and negative examples to the students without labeling them as such.
Have them group the examples into the two categories and determine the
essential attributes.
Have the students
define, identify the essential attributes of, and choose positive examples for
a concept already learned in class.
Use the model as a group
activity.
Assessment and
Evaluation Considerations
Have the students:
write the definition
from memory.
determine positive and
negative examples from a given group.
create their own
examples of the concept.
"think aloud"
Write a learning log
Do an oral presentation
Create a web, concept
map, flow chart, illustrations, KWL chart, T chart
ADVANCE ORGANISER MODEL
David
Ausubel
An advance
organizer is a tool used to introduce the lesson topic and illustrate the
relationship between what the students are about to learn and the information
they have already learned. They are used during expository instruction,
which is the use of an expert to present information in a way that makes it
easy for students to make connections from one concept to the next.
By using an advance
organizer to link the new information to old information, the new information
can be remembered more easily.
There are three basic
purposes of advance organizers.
First, they direct
students' attention to what is important in the upcoming lesson.
Second, they highlight
relationships among ideas that will be presented.
Third, they remind
students of relevant information that they already have.
An advance organizer
is not a summary or review of a previous lesson. It also doesn't provide a
structure for the current lesson. Instead, it provides a structure for student
thinking. It acts as a conceptual bridge from the old information to the new
information. A person's existing knowledge about a concept is the most
important factor in whether new material will be meaningful and how well it can
be learned and retained.
Analogies and
metaphors are frequently used as advance organizers because they help students
recognize that the topic they are beginning to learn is not totally new, but
rather can be related to something they are already comfortable with. This not
only helps the students better understand the new concept, but it also helps to
encourage and motivate students, as it makes them more confident about the
material to come. They also help teachers fit the new information into a larger
framework or existing schema. They help students understand the governing
questions, issues and propositions that are reflected in that hierarchy. If
students understand the basic outline of the structure, they are able to fill
in the gaps with new and related information as it is presented to them.
ADVANCE ORGANIZER MODEL
Goal
of learning subject matter and improvement of presentational methods of
teaching is important.
His theory of meaningful verbal
learning deals with three concerns-
* how knowledge(curriculum content)
is organised.
* how mind works to process new
information(learning).
* how teachers can apply these ideas
about curriculum and learning when they present new material to
students(instruction).
GOALS
AND ASSUMPTIONS
This
model helps teacher to organise and convey information as meaningfully and
effectively as possibly.
Advance
organisers provide concepts and principles to students directly.
This
model is designed to strengthen students cognitive structure.
Cognitive
structure deals with – what kind of knowledge of a field is in our mind, how
much of it there is, and how well it is organised.
Before
presenting new material, existing cognitive structure should be increased by
presenting concepts.
Meaningful
learning can occur if material is solidly organised and this depends on the
learner.
Acc to Ausubel, any subject is a
chain of concepts and in our mind also, when we accept these facts, that is
also settled as a chain in our mind, if new concept is presented as related with
the old one.
