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.
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,
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.
CONCLUSION
Model
of Teaching is just a blueprint designed in advance for providing necessary
structure and direction to the teacher for realizing the stipulated
objectives. A teaching model provides
guidelines and blueprint for carrying out the task of teaching for the
realization of some specific goals.
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