The document explores the difference between teaching methods and models, noting that methods involve principles for instruction while models focus on lesson planning structure. It highlights Suchman's Inquiry Training Model, which facilitates students' curiosity-driven questioning and scientific process skills through structured phases. The model emphasizes cooperative inquiry, analysis of thinking strategies, and the development of student autonomy in learning.

1. MODELS OF
TEACHING
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Prof. S.S.Chepe

2. How do models and methods of
teaching differ?
• Teaching is an interactive process, primarily
involving class room talk which takes place
between teacher and pupil and occurs during
certain definable activity.
• A teaching method comprises the principles
and methods used for instruction. Commonly
used teaching methods may include class
participation, demonstration, recitation,
memorization, or combination of these.
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Prof. S.S.Chepe

3. • Models of teaching are nothing but
planning of lesson to formulate its
structure and outline useful for successful
teaching.
• American Educationists Bruce Joyce and
Marsha Weill have invented these models
of teaching.
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Prof. S.S.Chepe

4. 5 aspects of a Model-
1. Objectives of a Model
2. Syntax
3. Support System
4. Social System
5. Principles of Reaction
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Prof. S.S.Chepe

5. INQUIRY TRAINING MODEL
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Prof. S.S.Chepe

6. Suchman’s Inquiry Training Model
• J. Richard Suchman presented his model
in the United States in 1962.
• This model is designed to assist students
in developing the skills required to raise
questions and seek out answers stemming
from their curiosity
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Prof. S.S.Chepe

7. Suchman’s Theory:-
• Student inquire when they are puzzled.
• They can become conscious of and learn
to analyze their thinking strategies.
• New strategies of thinking can be taught.
• Co-operative inquiry enriches thinking,
helps student to learn about the tentative
nature of knowledge & to appreciate
alternative explanations.
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Prof. S.S.Chepe

8. When do we use this model
• The Suchman’s Inquiry Training Model is most
commonly used in
• Science
• Social Studies
• Languages in Story Telling
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Prof. S.S.Chepe

9. Objectives of Inquiry Training Model
• To develop scientific process skills-observing,
collecting, and organizing data, formulating
hypothesis, testing etc
• To develop among students the strategies for creative
inquiry.
• To develop among students an independence or
autonomy in learning.
• To develop among students the ability to tolerate
ambiguity.
• To make students realize that all knowledge is
tentative.
• To develop verbal expressiveness among students.
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Prof. S.S.Chepe

10. Syntax
• Phase I - Presentation of discrepant event
• Phase II - Data gathering: Verification
• Phase III - Data Gathering :Experimentation
• Phase IV - Formulation of explanation
• Phase V - Analysis of Inquiry process.
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Prof. S.S.Chepe

11. Phase I -
Presentation of Discrepant
(inconsistent) Event
• Confrontation with the problem.
• Explain inquiry procedures.
• Present discrepant event.
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Prof. S.S.Chepe

12. Phase II-
Data gathering : Verification(Yes/No)
• Verify the nature of object & condition.
• Verify the occurrence of the problem.
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Prof. S.S.Chepe

13. Phase III-
Data Gathering :Experimentation (‘If‘)
• Isolate relevant variables .
• Hypothesize.
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Prof. S.S.Chepe

14. Phase IV-
Formulation of Explanation
• Organizing, formulating explanation
• Formulate rules, explanations.
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Prof. S.S.Chepe

15. Phase V -
Analysis of Inquiry Process
• Analysis of Inquiry process.
• Analyze Inquiry strategy.
• Develop more effective ones.
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16. Social System
• The teacher exercises control over the
interactions.
• All the ideas are open for discussion.
• Teachers and pupils participate as equal
partners.
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17. Support System
• A set of confronting materials and
resources related to the problem are
required.
• In case if the material is not available, the
teacher needs to develop it.
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18. Principles of Reaction
• Ensure that questions are phrased so that
the answers are Yes/No.
• If invalid questions are asked, ask
students to reframe those questions.
• Environment for questioning should be
free from stress. Don’t evaluate the
students on their questions.
• Encourage interaction among students.
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19. Instructional Effect & Nurturant
Effect
• Instructional Effect
-Scientific Process
-Strategies for Creative Inquiry
• Nurturant Effect
-Spirit of Creativity
-Autonomy in Learning
-Tolerance of Ambiguity
-Tentative nature of Knowledge
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20. Thank you
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Prof. S.S.Chepe