The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.

1. MODELS OF
TEACHING
Plans, Patterns and Blue Print

2. HISTORY
 Models of teaching emerged out of the search by
Bruce Joyce and Marsha Weil(1972) to find a
variety of approaches and strategies of teaching to
match the various learning styles.
 They find a solution to the dilemma of different
learning styles , with the purpose of all round
development of a child.
 They researched on variety of strategies developed
by different learning theories and designed a
number of models of teaching.

3. MEANING AND CONCEPT
 Acc to Joyce and Weil
• Teaching models are just instructional designs. They
describe the process of specifying and producing
particular environmental situations which cause the
student to interact in such a way that specific change
occurs in his behaviour.
• Teaching model is a pattern or plan which can be used
to shape a curriculum or course, to select instructional
materials and to guide a teacher’s actions.
• 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.

4. CHARACTERISTICS OF MOT
 Teaching strategies
 Guidelines
 Prescriptive
 Realisation of objectives
 Instructional material
 Scientific procedure
 Specification of environment

5. FUNCTIONS OF MOT
 Three major functions in teaching learning process
1) designing of curriculum or courses of study.
2) development and selection of instructional
materials
3) guiding the teachers’ activities in the teaching
learning situation

6. FAMILY OF MODELS
Information
processing
family
• These models help learners to seek and master information, organise it,
build and test hypothesis
• Concerned with intellectual skills and acquisition of knowledge by students
• Egs. Inductive thinking, concept attainment, advance organizer
Personal
family
• Stresses on personal development of individual
• More concerned with human feelings and emotions
• Egs. Non directive teaching, classroom meeting models
Social
interaction
family
• Emphasize the development of capabilities for interpersonal relationships.
• Development of social skills
• Egs. Group investigation, laboratory methods, role playing
Behaviour
modification
family
• Shaping behaviour by manipulating, stimulus, response and reinforcement.
• Egs. Self control, stress reduction, direct training model

7. ADVANTAGES OF TEACHING MODELS
 Achievement of specific objectives
 Effective teaching
 Teaching and learning relationship
 Research work
 Formulation of theories of teaching
 Psychological teaching
 Indian models

8. FUNDAMENTAL ELEMENTS OF
TEACHING MODEL
Joyce and Weil designed a procedure for implementation of
any instructional model.
1) FOCUS – central aspect of teaching model, objective of
teaching
2) SYNTAX- model in action, sequence of steps
3) SOCIAL SYSTEM- relationship between student and
teacher
4) PRINCIPLES OF REACTION- reaction of the teacher to
students response. By this teacher tune in to the student
and select an appropriate response to what the student
does.
5) SUPPORT SYSTEM- refers to additional requirements
beyond usual capacities and technical facilities necessary
to implement model.
6) APPLICATION- learner is able to apply the learnt things in
different situations.

9. CONCEPT ATTAINMENT
MODEL
BY J.S. Bruner, J.Goodrow and George Austine(1956)

10. INTRODUCTION
 Model emerged out of the study of thinking process
of human beings
 The model is used to teach concepts to students
 Assumption is that human being has a capacity to
discriminate and to categorize things into groups.

11. WHAT IS A CONCEPT?
 It is a thought/an opinion/a mental image of the
thing formed by generalization from particulars,
also, an idea of what a thing in general is to be.
 Deccecco(1968) defines concept as a class of
stimuli which have common characteristics.
 “Concepts are the ideas of abstractions that are
formed as a result of categorizing data from a
number of observations”
 Egs. Book, house, plant, adjective, park etc.

12. ELEMENTS OF A CONCEPT
 NAME(of the Concept)- term given eg. Lake, village, fruits,
dog. items which form groups together in a single category
may differ from another in certain respects.
 EXAMPLES(Positive & Negative) – positive example
demonstrate what the concept is and negative examples what
it is not.
 ATTRIBUTES( Essential and non essential) – characteristic
features of a concept. It is any discrete feature of an event
that is susceptable some distinct feature is used as means of
inferring the identify of something.
 ATTRIBUTE VALUES- explain the attribute further. Attribute
has a range of values. For egs. Colour. Some attributes don’t
have range of attribute value.
 RULE- it is a definition or statement specifying the essential
attributes of a concept. For eg triangle is a concept. The rule-a
triangle is a closed figure with three sides.

13. BASIC ASUMPTIONS OF CAM
1) Capacity of concept formation- discriminate and categorise
2) Reducing complexities
3) Elements of a concept – N,E,A,AV,R
4) Same strategies – all concepts are product of same
thought process
5) Reception, selection and unorganised model –
*reception- teacher presents egs. (positive and negative),
label as ‘yes’ or ‘no’, one by one, form hypothesis and
frame rule.
* selection – teacher presents egs. ,labelling not done,
student select one and inquires whether ‘yes’ or ‘no’,
greater responsibility on learner(thinking)
* unorganised- group discussion, attain concepts from
unarranged material.

14. ELEMENTS OF CAM
1) FOCUS- develop inductive reasoning
2) SYNTAX-a)
presentation of data- teacher introduces about
activity
b) analysis of hypothesis
* formation of hypothesis
* teachers reaction
* rejection and confirmation of hypothesis
* more examples
c) closure- unorganized data
d) practice

15. 3) Principle of reaction- teacher reacts to responses,
for wrong answer aware students, encourage
students
4) Social system- control o teacher, reasonable
freedom, proper interaction
5) Support system- blackboard, flash cards, flannel
board for egs.
6) Application – various disciplines, language and
maths

16. MERITS OF CAM
1) Development of reasoning
2) Development of imagination
3) Intellectual development
4) Observation
5) Analytical abilities
6) Active participation
7) Self study habit
8) Individual attention
9) No strain
10) application

17. DEMERITS OF CAM
1) Absent minded
2) Wrong thinking
3) Non participation