1. Models of Teaching
Haibin & Kenyatta

2. 2
Models of Teaching
Memorization
Synectics
Learning from Presentations
Learning to Learn from Mastery
Learning
Learning from Simulations

3. 3
Memorization
Designed to increase the capacity to
store and retrieve information.
Assumes that learning task is to
master unfamiliar material.
Applicable to all curriculum areas
where material needs to be
memorized.

4. 4
Memorization (Method)
Link-Word Method (Two Components)
 Provide familiar material to link with the
unfamiliar items.
 Provide an association to establish the
meaning of the new material.
Teacher’s Tasks
 Arrange instruction to make it easy for
students to make associations
 Teach students to make their own links

5. 5
Memorization
(Concepts about Memory)
Awareness
Association
Link System
Ridiculous Association
Substitute-Word System

6. 6
Memorization
(Syntax)
Phase 1: Attending to the Material
Phase 2: Developing Connections
Phase 3: Expanding Sensory Images
Phase 4: Practicing Recall

7. 7
Memorization
(Instructional Effects)
Mastery of facts and ideas
Tools for mastering information and
concepts
A sense of intellectual power

8. 8
Memorization
(Nurturant Effects)
Self-esteem
Self-understanding
Self-reliance and independence

9. 9
Synectics
Designed to increases the creative
capacity by by bringing the creative
process to consciousness and by
developing explicit aids to creativity.
Assumes creative invention is similar
in all fields; Individual and groups
generate ideas and products in much
the same fashion.

10. 10
Synectics (Syntax for Creating
Something New)
Phase 1: Description of the Present
Condition
Phase 2: Direct Analogy
Phase 3: Personal Analogy
Phase 4: Compressed Conflict
Phase 5: Direct Analogy
Phase 6: Reexamination of the
Original Task

11. 11
Synectics (Syntax for Making the
Strange Familiar)
Phase 1: Substantive Input
Phase 2: Direct Analogy
Phase 3: Personal Analogy
Phase 4: Comparing Analogies
Phase 5: Explaining Differences
Phase 6: Exploration
Phase 7: Generating Analogy

12. 12
Synectics (Application)
Creative Writing
Exploring Social Problems
Problem Solving
Creating a Design or Product
Broadening Perspective of a Concept

13. 13
Synectics (Instructional Effect)
Group cohesion and productivity
Tools for metaphoric thinking
Problem-solving capability

14. 14
Synectics (Nurturant Effect)
Self-esteem
Adventurousness
Achievement of curricular content

15. 15
Advance Organizer
 Designed to help teachers organize and
convey large amounts of information
meaningfully and efficiently, and to
strengthen students’ cognitive structures.
 Assumes a person’s cognitive structure (the
organization of knowledge in one’s mind) is
critical in acquiring new material and
making them meaningful.

16. 16
Advance Organizer
(Syntax)
Phase 1: Presentation of Advance
Organizer
 Clarify the aims of the lesson
 Present organizer
 Identify defining attributes
 Give examples or illustrations where approriate
 Provide context
 Repeat
 Prompt awareness of learner’s relevant
knowledge and experience

17. 17
Advance Organizer
(Syntax)
Phase 2: Presentation of Learning
Task or Material
 Present material
 Make logical order of learning material explicit
 Link material to organizer

18. 18
Advance Organizer
(Syntax)
Phase 3: Strengthening Cognitive
Organization
 Use principles of integrative reconciliation
 Elicit critical approach to subject matter
 Clarify ideas
 Apply ideas actively (such as by testing them)

19. 19
Advance Organizer
(Application)
 To structure extended curriculum
sequences or courses
 To instruct students systematically in the
key ideas of a field
 To facilitate learner’s grasp of factual
information linked to and explained by the
key ideas
 To teach the skills of effective reception
learning

20. 20
Advance Organizer
(Effects)
Instructional Effect
 Conceptual structures
 Meaningful assimilation of information and
ideas
Nurturant Effect
 Interest in inquiry
 Habits of precise thinking

21. 21
Mastery Learning
Mastery Learning is a framework for
planning instructional sequences.
The idea is based on the view of
aptitude as the amount of time it takes
someone to learn any material, rather
than the capacity to master it.

22. 22
Mastery Learning
(Steps)
1. Mastery of a subject is defined as a set of
objectives
2. Larger substance is divided into sets of smaller
learning units
3. Learning materials are identified and
instructional strategy selected
4. Diagnostic tests are administered after each unit
is learned
5. Data obtained from tests are used to provide
supplementary instruction to student to help
overcome problems

23. 23
Mastery Learning (Individually
Prescribed Instruction)
1. Enable each pupil to work at his/her own rate
through units of study
2. Develop in each pupil a demonstrable degree of
mastery
3. Develop self-initiation and self-direction of
learning
4. Foster the development of problem solving
through processes
5. Encourage self-evaluation and motivation for
learning

24. 24
Learning from Simulation
 Simulation is to use software or other system to
approximate realistic conditions to facilitate
students’ learning process.
 Students accumulate knowledge and improve
skills by interacting with the simulated
environment.
 The approximation should be close to real
conditions as much as possible so that the
concepts learned and solutions generated are
transferable to the real world.

25. 25
Learning from Simulation
(Teacher’s Role)
 Explaining: help students understand the rules
sufficiently to carry out most of the activities.
 Refereeing: control student participation in the
game to ensure educational benefits are realized.
 Coaching: give players advices that enable them
to play better.
 Discussing: discuss with students about
difficulties, insights, differences between the
simulation system and real world, etc.

26. 26
Learning from Simulation
(Syntax)
Phase 1: Orientation
 Present the broad topic of the simulation
and the concepts to be incorporated into
the simulation activity
 Explain simulation and gaming
 Provide overview of the simulation

27. 27
Learning from Simulation
(Syntax)
Phase 2: Participant Training
 Setup the scenario (rules, roles,
procedures, scoring, goals, etc.)
 Assign roles
 Hold abbreviated practice session

28. 28
Learning from Simulation
(Syntax)
Phase 3: Simulation Operations
 Conduct activity
 Feedback and evaluation
 Clearify misconceptions
 Continue simulation

29. 29
Learning from Simulation
(Syntax)
Phase 4: Participant Debriefing
 Summarize events and perceptions
 Summarize difficulties and insights
 Analyze process
 Compare simulation activity to the real
world
 Appraise and redesign the simulation

30. 30
Learning from Simulation
(Instructional Effects)
Self-teaching capacity
Curricular knowledge and skills
Self-confidence as learner

31. 31
Learning from Simulation
(Nurturant Effects)
Responsiveness to feedback
Independence as learner
Sensitivity to cause-effect relationships

32. Models of Teaching
Questions?