Models Of Instruction

Models of teaching provide teachers with research-based strategies and frameworks to guide planning and instruction. They describe effective teaching approaches and the roles of teachers and students. Using models of teaching can help meet the needs of diverse learners, improve the quality of instruction, and accelerate student learning. They benefit both teachers, by facilitating systematic planning and assessment, and students, by increasing engagement and academic self-esteem.

Presentation1 modular approach by Khalid

Modular teaching involves breaking course content into discrete, self-contained units called modules. Modules cover a single or group of related learning objectives and include varied learning activities, self-assessment, and an evaluation component. Modules allow students to learn at their own pace and receive immediate feedback. Some key advantages include flexibility, self-paced learning, and assessing mastery of individual objectives rather than overall grades. While effective for many students, modular teaching requires appropriate resources and may not be suitable for all learners.

Concept Attainment Model of Teaching

Dr.Amit Hemant Mishal

The document discusses the Concept Attainment Model (CAM) instructional strategy. It was developed by Jerome Bruner and focuses on concept formation through inductive reasoning. With CAM, students are presented with examples and non-examples of a concept and must determine the underlying attributes. They form hypotheses, test them against the data, and refine their understanding until they can define the concept. CAM promotes active, inquiry-based learning and helps students examine concepts from multiple perspectives.

Instructional Strategies

leesha roberts

Teaching models

Noriah Awang

The document discusses various teaching models, approaches, strategies and methods. It defines approaches as assumptions about language learning and teaching, and methods as plans for presenting language. Strategies are plans to ensure lessons are learned, and techniques are classroom activities. The models are grouped into behavioral, information processing, social, and personal families. Behavioral models use conditioning and stimuli, while information processing models emphasize acquiring and organizing data. Specific models discussed include mastery learning, simulations, advance organizers, and inquiry training.

Pedagogical theories and_pracrices

fluffynite

This document provides information about the course "Pedagogical Theories and Practices" including the course code, instructor, time, location and synopsis. The course introduces concepts of pedagogy, teaching, and learning as well as approaches, strategies, and classroom management. It discusses applying ICT and skills like questioning in the classroom. The 14-week schedule covers topics such as learning theories, teaching methods, effective teaching, and evaluation. Assessment is based on assignments, a midterm, and final exam.

The inductive model can effectively increase learner motivation by developing student interest and self-efficacy. It promotes interest through student involvement, allowing them to participate, experience autonomy and control. Open-ended questions ensure success and increase involvement. This success builds self-efficacy, which expectancy-value theories say motivate learners who expect to succeed at valuable tasks. High expectations combined with an emphasis on thinking can strongly increase motivation.

Models of Teacher Education

René Sánchez

The document describes three models of teacher education: 1) The Craft Model involves learning from a master teacher through observation, instruction and practice. 2) The Applied Science Model views teaching as a science where teachers learn research-based theories from experts and apply them in practice. 3) The Reflective Model assumes teachers develop skills through reflecting on their own experiences and using that reflection to improve future teaching.

Principles of teaching.structure of subject matter content.2015

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Bruner’s concept attainment model

NishaPandey42

Jerome Bruner developed the concept attainment model of teaching in the 1950s. The model uses an inquiry process to help students understand concepts. It involves presenting examples and non-examples to help students identify the attributes that define a concept. The teacher guides students to form hypotheses about the concept and refines their understanding through discussion and additional examples/non-examples. The goal is for students to inductively derive well-defined concepts.

Theory of Teacher Education Behavioral Perspective

marina ilyas

The document discusses teacher education from a behavioral perspective, specifically operant conditioning. It covers several topics: 1. The objectives of pre-service teacher training programs, which include imparting subject matter knowledge, developing pedagogical skills, understanding child psychology, and developing proper teaching attitudes. 2. The role of teacher educators is to transmit knowledge to prospective teachers and train them in research-backed pedagogical behaviors. Prospective teachers receive extensive practice and repetition to reinforce learning. 3. Behaviorist principles like Thorndike's law of exercise are applied, with a focus on rote learning, drills, repetition to prevent extinction of behaviors, and assessing mental states for optimal learning. The goal

Concept attainment model

Dr. shanti Tejwani

This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.

Concept Development

amy0830

The document discusses the concept development model, which involves building general understandings from specific examples. It describes concept development as acquiring vocabulary through concepts and extending knowledge by refining information in "filing cabinets" that represent concepts. The key steps in concept development are listing associated items, grouping like items, labeling groups, regrouping items under other concepts, and forming generalizations. Teachers can structure and implement concept development lessons flexibly based on student groupings and pacing.

Methods strategies tactics & techniques

1. Teaching methods refer to the overall presentation style used to deliver content, such as telling (lecture), showing (demonstration), or doing (project-based). 2. Teaching strategies are plans of action designed to achieve learning objectives and are part of a larger curriculum scheme. Strategies include teacher-controlled, learner-controlled, interactive, and group-controlled. 3. Teaching tactics are the specific actions and behaviors teachers use to implement strategies and influence student behavior to meet instructional goals.

Learning and teaching strategies

Shavneet Sharma, CFE

This document discusses various learning and teaching strategies including active learning, case studies, collaborative learning, cooperative learning, enquiry-based learning, inquiry-based learning, just-in-time teaching, peer learning, peer led team learning, problem-based learning, project-based learning, small group learning, and team-based learning. Each strategy is defined in 1-2 sentences with examples provided for some strategies. The document provides high-level overviews of different approaches to engage students in the learning process.

Curriculum integration

Carlo Magno

Tsl3113 TOPIC 1

This document outlines the aims, characteristics, approaches, and ethics of educational research. The aims are to explain, predict, and control educational phenomena through disciplined and rigorous methods. There are two main approaches: the positivist/quantitative approach which uses experimental designs, surveys, and statistics to identify relationships between variables in an objective manner; and the interpretive/qualitative approach which relies on participants' views through open-ended questions to understand experiences and identify themes in a subjective manner. Important aspects of research ethics include following ethical standards to protect participants, obtaining informed consent, respecting research sites, and fully and honestly reporting research findings.

Inquiry training model

ManjuGehlawatHooda

The Inquiry Training Model was designed by Richard Suchman to teach students to engage in causal reasoning and become more proficient in asking questions, developing hypotheses, and testing them through interaction with teachers and peers. The model aims to help students develop intellectual discipline and inquiry skills by having them raise questions and search for answers related to problems or puzzles. Key elements include confronting students with problems, gathering data through verification and experimentation, and encouraging interaction as students develop and test hypotheses.

Selecting Instructional Strategies

Models of teaching

Engr.Muhammad Mujtaba Asad

The document discusses various teaching models including information processing models, behavioural models, personal models, and social models. It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play. The document provides an overview of key teaching models with the goal of guiding teachers in planning and

Teaching strategies

Aimanzahid6

The document discusses various teaching strategies that faculty can use to engage students and improve learning, including the lecture method, case method, discussion method, active learning, cooperative learning, integrating technology, and distance learning. It provides brief descriptions of each strategy and considerations for effective implementation. The overall message is that there is no single best approach and faculty should thoughtfully incorporate multiple strategies to maximize student comprehension and preparation for future roles.

Seminar-Workshop on Active Learning Strategies in Teaching Science Subject

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Pedagogy Clusters

MohammadIzadShuwardi

Mohammad Izad Bin Shuwardi was admitted to the TESL program in June 2021. His document discusses three pedagogical approaches: antiquated, classical, and contemporary. Antiquated pedagogy focused on rote learning with teachers imparting knowledge and students passively receiving it. Classical pedagogy developed the ability to think critically and learn independently with teachers guiding cognitive development. Contemporary pedagogy emphasizes adapting to technological changes by developing roles like being a self-navigator, social contractor, and globally connected citizen. Both teachers and learners must embrace appropriate uses of technology while maintaining high-quality pedagogical approaches.

Concept attainment model

yudhister berwal

This document provides an overview of the concept attainment model, a learning model developed by Jerome Bruner, Goodnow and George Austin in 1956. The concept attainment model is based on their research on thinking and aims to develop conceptual learning in students. It introduces students to the nature of concepts and provides training for concept attainment and clarification of known concepts. The model involves three phases - presenting examples to identify a concept, testing students' attainment of the concept, and analyzing student thinking strategies. The teacher's role is to support student hypotheses and focus attention on conceptual analysis. The model uses positive and negative examples to help students acquire new concepts through inductive reasoning.

Lesson plan on instructional design

arjun singh

Instructional design is the systematic development of instruction to ensure quality education. It involves analyzing learning needs and goals to develop effective instruction. Lesson planning is an important part of instructional design as it provides structure and guidelines for teaching. Different approaches to lesson planning include Herbartian's five steps of preparation, presentation, comparison, generalization, and application. The Regional College of Education Mysore approach consists of three aspects - input (objectives), process (teaching strategies), and outcome (learning assessment). An effective lesson plan is clear, organized, linked to previous knowledge, divided into units, flexible, and evaluates learning.

Instructional models

The Strategic Instruction Model (SIM) is a research-based approach to teaching students who struggle with reading, writing, and learning. It promotes effective teaching through the use of learning strategies and key components. The model includes several evidence-based strategies for reading, writing, studying, test-taking, math, and more. It also utilizes instructional design models like ADDIE and ASSURE to systematically design, develop, implement, and evaluate instruction that meets learner needs.

Models of teaching

ucte vaikom_dipu arayankavu

This document discusses models of teaching and their components. It defines teaching models as instructional designs that specify environmental situations to cause specific changes in student behavior. There are four families of teaching models: information processing, personal, social, and behavioral systems. Each model has four key components - syntax, social system, principles of reaction, and support system. The document provides examples of models within each family and describes the components.

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The information processing model (inquiry training)

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Models of Teacher Education

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Principles of teaching.structure of subject matter content.2015

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Bruner’s concept attainment model

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Theory of Teacher Education Behavioral Perspective

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Concept Development

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Methods strategies tactics & techniques

Learning and teaching strategies

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Curriculum integration

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Inquiry training model

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Selecting Instructional Strategies

Models of teaching

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Teaching strategies

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Lesson plan on instructional design

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What's hot (20)

The information processing model (inquiry training)

Inductive Model

Models of Teacher Education

Principles of teaching.structure of subject matter content.2015

Bruner’s concept attainment model

Theory of Teacher Education Behavioral Perspective

Concept attainment model

Concept Development

Methods strategies tactics & techniques

Learning and teaching strategies

Curriculum integration

Tsl3113 TOPIC 1

Inquiry training model

Selecting Instructional Strategies

Models of teaching

Teaching strategies

Seminar-Workshop on Active Learning Strategies in Teaching Science Subject

Pedagogy Clusters

Concept attainment model

Lesson plan on instructional design

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Instructional models

Models of teaching

ucte vaikom_dipu arayankavu

Models of teaching ppt

This document discusses models of teaching, defining them as plans or guidelines that can be used to design instruction, curriculum, and guide teacher actions. It presents several definitions of teaching models from education researchers. The main characteristics of models include specifying learning outcomes, environmental conditions, and performance criteria. Models of teaching are based on systematically modifying learner behavior. They can help teachers select methods and materials, bring about learner behavior changes, and design educational activities and curriculum. Examples of modern models discussed are information processing, social interaction, personal development, and behavior modification models.

Social interaction model

The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.

Social interaction models

Arul thirumurugan S

This document provides an overview of social interaction models of teaching. It defines social interaction models as instructional methods that facilitate group work and student-to-student interaction. The document discusses the theoretical origins of social interaction models according to thinkers like Dewey and Bandura. It also outlines the key strategies of social interaction teaching, including introducing topics, forming student groups, monitoring group work, and presenting findings. Finally, it notes some advantages and disadvantages of the social interaction approach.

Technology ppt

sbasty

The document summarizes several studies on the impact of technology on student learning and success. The CARET study found that increased computer-assisted instruction can positively influence student outcomes in areas like achievement, problem-solving, and career preparation. The Pitler study implied that technology can boost student engagement and support more student-centered learning when integrated into the classroom by educators. A study by Turner et al. showed that widespread wireless internet on college campuses provides students flexibility of time and location for study, as well as better collaboration and communication.

Direct instruction

Direct instruction is a teaching strategy that relies on strict lesson plans and lectures from the teacher with little room for variation. It is teacher-directed with specific steps to guide students toward clearly defined learning outcomes. Some key characteristics include an academic focus on content, whole-class or small-group delivery, and constant monitoring to check for understanding from students. The principles of direct instruction include introducing new topics, providing clear explanations and examples while checking for understanding, guided practice with monitoring, and concluding lessons with independent practice and evaluation.

Direct instruction

ldivincenzo

Direct instruction is an explicit teaching method where teachers demonstrate skills through lectures and examples rather than exploratory learning. It involves systematically teaching skills in scaffolded steps with no room for errors. The philosophy is that teachers must clearly explain and demonstrate what students are expected to learn so students learn more. Direct instruction rejects the idea that students will develop insights on their own and instead takes learners through systematic steps to help them see the purpose and results.

Direct Instruction - PowerPoint Presentation

cindydavis71

This document discusses direct instruction, an educational method where the teacher leads structured lessons and students practice skills with the teacher's guidance. It compares direct instruction to constructivism, noting direct instruction's benefits like skill building but potential limits on critical thinking. The document also outlines pros and cons of direct instruction, finding it effective for special education and standardized lessons but potentially dry. Finally, it discusses using different methods for high and low socioeconomic status schools and interviews teachers on using direct instruction versus cooperative learning.

Chapter 5 Direct Instruction

Michelle Bonner

This chapter discusses direct instructional strategies that are teacher-directed in a whole class format. It differentiates between deductive and inductive teaching strategies. Deductive strategies start with a known principle and then apply it to unknowns, while inductive strategies start with examples and build to principles. Direct instruction involves clear goals, careful monitoring of student outcomes, and consistent classroom organization. Techniques discussed include presentations, demonstrations, questions, and different types of student practice.

Instructional Design

jamalharun

This document discusses instructional design and its basic principles. It defines instructional design as a systematic process of developing instructional materials to ensure quality learning. The key phases of instructional design models are analysis, design, development, implementation, and evaluation. Following a systematic model helps identify learning needs, develop appropriate content and delivery methods, implement the instructional program, and evaluate learning outcomes.

Technology powerpoint presentations

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This document provides an overview of teaching technology to children. It discusses the three strands of technology: Strand A focuses on practical skills, Strand B covers terminology and methods, and Strand C examines the history and impact of technology. Various learning intentions and activities are presented to help teachers develop lessons on the nature of technology, including defining technology, understanding how it has shaped our lives, and creating teaching strategies. The document emphasizes developing students' broad understanding of technology beyond just the tools or activities they are engaged with.

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The document discusses writing instructional objectives according to Robert Mager's behavioral approach. It explains the three necessary parts of a behavioral objective: the student behavior, the situation or condition, and the performance criteria. Some examples of behavioral objectives are provided covering topics like identifying dramatic irony, using transitional words, ordering paragraphs, distinguishing between free verse and blank verse, and naming works by African American authors. The document encourages writing behavioral objectives for covering vocabulary words from To Kill a Mockingbird and for writing proper thesis statements.

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Assessment gathers information about students to understand them, while evaluation places judgment and assigns grades. There are two purposes of assessment: to provide feedback to students and diagnose instruction. Formative assessment assists teaching before and during instruction, while summative assessment evaluates after instruction. Alternative assessments like projects, performances, and portfolios can be used in addition to traditional tests. Rubrics are detailed descriptions of performance criteria that are used to score student work.

Writing Instructional Objectives

The document discusses writing instructional objectives according to Mager's behavioral objective approach. It explains that behavioral objectives should have three parts: the student behavior, the situation or condition, and the performance criteria. It provides examples of instructional objectives written according to this approach for teaching concepts like dramatic irony, use of transitional words, ordering paragraphs, and distinguishing between free verse and blank verse. The document encourages writing an objective for teaching quotation marks and having the reader try writing objectives for covering vocabulary words and writing thesis statements.

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Writing Instructional Objectives

The document discusses instructional objectives, including what they are, how they should be written, and why they are important. It explains that objectives should include both the material being taught and the specific performance or observable action students will be able to do once they have learned the material. Objectives are most effective when they are written with a noun to convey the material and verb to convey the expected performance, and they indicate what students will be able to do rather than just know. The document also discusses how objectives should be directly linked to assessment of whether students have achieved the objective.

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