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

1. Concepts:
Information Processing Model
Behavioural Model
Social Model
Personal Model

2. What is Teaching Model?
A model of teaching is a plan or
pattern that can be used to
shape curriculums (long-term
courses of studies), to design
instructional materials, and to
guide instruction in the
classroom and other settings
based on Joyce and Weil
(1980).

3. • Aim of TM: To produce effective teaching.
Figure 1.1: Glaser’s Teaching Model

4. Formulate a
Function of complete &
Teaching perfect teaching
scheme.
Model
Enable teachers to
analyse & evaluate its
strengths &
Provide guidance to
planners & teachers weaknesses so as to
As basic plan & implement
to enable them to
plan & carry out the guidance for appropriate follow-up
teaching process teachers for actions
effectively. reflection during
feedback session.

5. MODELS OF TEACHING
SOCIAL PERSONAL
BEHAVIOUR INFORMATION
PROCESS

6. Information
Processing
Model

7. Types of Information Processing Model
Information- Inquiry Teaching
The Expository
Processing Model of Gagne’s Information Model
Teaching Model
Memory Processing Model
Scientific Inquiry
Model
Social Inquiry
Model
Juris-Prudential
Inquiry Model
Suchman’s Inquiry
Model

8. What do OUR MEMORY HAVE?
Sensory Memory Hold a large amount of information
Compartment in a duration just enough for a
small portion to be selected for
longer storage.
Short-term Memory Capacity is limited.
Storage duration is brief (unless
assisted with rehearsal)
Long-term Memory A very large storage capacity
(unlimited).
Stored longer.

9. Information-Processing Model of Memory
Figure 1.2: Atkinson & Shiffrin’s Model of Memory
Storage (1971)

10. Information-Processing Model of Memory
Incoming
information
Sensory memory Short-term Long-term
(sensory input)
pass through:
Sensory Retains information Can hold
for only a fraction of unrehearsed
a second but information for about
enough to select the 20 – 30 seconds.
portion of Information encoded
may last for
information that
Short-term memory weeks, months or
arrests one’s
attention. (The even years.
Information can be
information that stored longer if it is
caught one’s engaged under
attention is selected rehearsal.
Long-term memory for longer storage) (Repetition of
memorizing).

11. Gagne’s Information Processing Model
Figure 1.3: Gagne’s Theory of Learning Process

12. Gagne’s 8 stages of Learning Process
PHASE ACTION RELATED
Motivation Phase Expectancy
Apprehension Phase Observation – Perception Selection
Acquisition Phase Encoding – Prestoring
Retention Phase Memory Retention
Recall Phase Recall – searching
Generalisation Phase Transfer
Performance Phase Response
Feedback Phase Reinforcement

13. Important Aspects in Gagne’s 8 Phases
• Learning readiness
• Motivation
• Perception
• Conceptualization
• Memorizing
• Forgetting
• Learning transfer

14. How it works?
• Process begins from extrinsic @ intrinsic motivation to
perceive stimuli from environment.
• New information recorded in short-term memory.
• Information will be processed by relating stored
information in long-term memory.
• New information is reinforced, retained & applied when
required.

15. Expository Teaching Model
• Referred as explicit explanation in details of certain
facts.
• A way of presentation of information @ learning
contents to pupils directly.
• Presenting learning materials by
explanation, narration or demonstration.
• Suitably use to teach certain concept and skill during
the beginning of the lesson.

16. ..continue..
• Principle and concept are explained
verbally, as all the facts are written on
the board, showed on the screen.
• Time saving: Enables teacher to finish all
related concepts in a shorter period &
pupils merely listen quietly.
• More to a lecturing method. (Less
effective for primary schools).

17. Inquiry Teaching Model
• Scientific Inquiry Model:
–Used to study principles, phenomena &
characteristics of scientific knowledge.
–Research process based on 5 stages:
• Identify the problem.
• Ascertain relevant information.
• Determine hypothesis.
• Testing hypothesis.
• Evaluate, interpret, infer & conclude.

18. • Social Inquiry Model:
– Used to study topics related to social & humanity aspects.
– Based on activities such as observation, interview, @
questionnaire.
– Emphasizes on social interaction process.
– 6 steps:
• Formulation of problem by teacher.
• Formulation of hypothesis by pupils.
• Define hypothesis.
• Discuss & confirm validity of the hypothesis.
• Collect & analyse evidences for the hypothesis.
• Interpret & derive inference @ conclusion.

19. • Juris-prudential Inquiry Model:
– Used to look for reality & accuracy in current issues
(learning science is more useful than learning arts).
– Concerns with science & philosophy of human law.
– Based on activities, discussions and debates.
– Two types:
• Guided inquiry: Teacher guides pupils to carry out the whole
discussion process.
• Open Inquiry: No guidelines given. Students have to do the
discussion themselves.

20. • Suchman’s Inquiry Model:
– Based on assumption that strategies used by scientists can be
used as a teaching model especially in the study of science.
– Procedures:
• Teacher determines & indicates the problem.
• Teacher explains the inquiry process to solve the previous problem.
• Students are guided to form hypothesis, follows by the collection of
relevant data.
• Students use collected data to test hypothesis, aim to formulate
theorem, law, principle or theory.
• Discussion & making inferences.
• Teacher & students discuss together and analyse.

21. The Importance of Information
Processing Model
• Students are prepared with better equipments and
information for learning.
• Students are enforced with good mental exercises through
different methods and approaches.
• Students are informed of the objectives and learning
outcomes that should be achieved.
• Help students to remember the information for a longer
period of time.

22. Behavioural
Model

23. Behavioural Model
Direct Programmed
Instruction Mastery
Instruction
Model Learning
Model

24. Direct Instruction Model
• Demonstration:
– A teaching technique involves the use of a teacher’s skill to
demonstrate @ perform a certain activity in the class.
– Teacher has a strong control over what is learnt in the
classroom, provides feedback, monitoring students, grading
work and strict classroom rules & regulations. (Teacher-
centered).

25. Mastery learning
• Refers to a theory & practice of using remedial teaching based on
feedback of pupil’s performance to assist them to achieve the learning
objectives.
• Procedures:
– Determine learning outcomes by planning explicit learning objective (based
on students’ performance).
– Teach pupils with effective teaching method & technique (use of suitable
learning materials to suit different learning styles)
– Evaluate learning result by diagnostic test & summative test (level of
mastering & achievement)
– Carry out remedial activities for pupils who have not fully mastered certain
skills & provide enrichment activities for pupils who have mastered the
lesson.

26. Programmed Instruction Model
• Computer Assisted Instruction (CIA)
– The application of technology & computer system in
teaching.
– Pupils follow designed learning materials in software
without teacher’s help.
– Teacher has to facilitate the pupils to have interest in
manipulating computer.

27. Personal
Model

28. Personal Model
• Non-directive Teaching Model
• Developing Positive Self-concepts
• Project Model
– Research Project
– Handicraft Project
– Educational Visit

29. Non-directive Teaching Model
• Based on Carl Rogers’ work, he
believes that positive human
relationships enable people to
grow.
• Therefore instruction should be
based on concepts of human
relations.

30. Phase 1 : Defining the Helping Situation
Teacher encourages free expression of feelings.
Phases in
Phase 2: Exploring the Problem
Student is encouraged to define problem. Teacher accepts and clarifies feelings.
Non-directive
Model
Phase 3: Developing Insight
Student discusses problem. Teacher supports student.
Phase 4: Planning and Decision Making
Student plans initial decision making. Teacher clarifies possible decision.
Phase 5: Integration
Student gains further insight and
Teacher is supportive.
develops more positive actions.
Action Outside the Interview
Student initiates positive actions.

31. The Importance of Non-directive
Teaching Model
• Teacher helps students to explore new ideas.
• Students have freedom to making decisions and choices.
• Teacher and students are partners in learning.
• Nurtures and moulds students to be the way they are.
• Encourages students to think and reflect their uncertain
feelings and become better and be positive.

32. Developing Positive Self-concepts
• Appreciate the abilities and talents one
possesses.
• Positive self-concepts evolves with the
moral values that should be emphasised
among students.
• Activities that help: Group/Individual
Presentation, musical performances,
stage performances.

33. The Importance of Positive Self-concepts
• Gain knowledge and experiences by
enhancing their interests in learning
through self-concepts.
• Teacher shows positive approaches
and optimistic reinforcements.
• Boost their confidence.
• Provide opportunities for students to
express their ideas and listen to
other’s opinions.

34. Project Model
• Based on the belief that learning would be
effective if pupils are interested and ready
to carry out learning activities.
• Examples of Project Model:
– Research Project.
– Handicraft Project.
– Educational Visit.

35. 1. Research Project (Principles)
• Teacher determines suitable research
topic in accordance to the pupils’
experience, ability and interest.
• Aims and procedures must be determined
first and pupils are informed about this.
• Teacher prepares relevant materials
(check list, questions to be answered, etc.)
to facilitate pupils.

36. Continued…
• Research should be carried out safely
& every pupil should actively involve in
group activities.
• Teacher supervises and provides
guidance to pupils.
• Teacher discusses the outcomes of
research & evaluation should be
conducted after research is
completed.

37. 2. Handicraft Project (Principles)
• Planning of the project is based on pupils’
interest and ability.
• Prepare sufficient materials.
• Explain procedure precisely.
• Show examples of correct ways to do the
project.
• Time period is required!
• Discussion is carried out to assess the work
when it is done.
• Display good quality work to the other
students.

38. 3. Educational Visit (Principles)
• Before the Visit:
– Identify the place of visit.
– Obtain permission.
– Arrange for transport.
– Conduct briefing session regarding safety,
precautions, behaviours, aims of visit and
regulations.
– Prepare sufficient equipments.

39. ….continued
• During the Visit:
– Divide pupils into several small groups.
– Every pupil should actively involve.
– Watch out for pupils’ safety.
– Give appropriate response to pupils’ inquiry.
• After the Visit:
– Hold discussion session with pupils regarding their
observations.
– Plan follow-up activity (making model, draw plan
or model, display things)

40. The Importance of Project Model
• Students able to relate their previous experiences to what
they are studying.
• Able to understand objectives of the projects before and after
lesson.
• Fun activities that attract students’ interests in learning more
& apply what they have learnt.
• Moral values are applied.
• Theories, facts & hypotheses are brought into practices (I do,
I remember & understand).
• Co-operations among students.
• Direct experiences & additional knowledge.

41. Social
Model

42. Social Model
• Model of Group Teaching & Co-operative
Learning
• Simulation Model
–Sociodrama
–Role play

43. Uses group inquiry and
problem-solving
strategies
SOCIAL MODEL
Encourages assimilation and Relies on the students’
understanding of the personal and social
learners values

44. Ways of Teaching
GROUP TEACHING
AND CO-OPERATIVE SIMULATION
LEARNING
INFORMAL FORMAL
STUDY
LEARNING LEARNING ROLE-PLAY SOCIODRAMA
TEAMS
GROUP GROUP

45. ROLE-PLAY
 Emphasize the social Role-playing is a teaching
nature of learning strategy that fits within the
social family models
 stimulate students both
socially and intellectually -Joyce and Weil, 2000-
 Improves interpersonal skills and
enhances communication

46. ROLE-PLAY
FOUR STAGES
1. Preparation and explanation of the activity by the teacher
2. Student preparation of the activity
3. The role-playing
4. The discussion after the role-playing activities

47. SOCIODRAMA
More like an acting activity
Based on a story which reflects a certain situation
involving conflicting issue, for example, Hang Tuah and
Hang Jebat
Script should be prepared earlier
Next

48. ADVANTAGES
Helps them to become aware of the typical ways
they solve problems
Increases both social and personal awareness
Promote acceptance, cooperation in classroom
Back

49. Informal learning group
Basically
temporary within a
single class
session

50. Formal learning group
Being formed to complete
a specific tasks, such as
to carry a project,
performing a lab
experiment, etc

51. Study Teams
Long-term
groups with a
stable
membership

52. ELEMENTS
Face-to-face
Positive
Interaction
Interdependence
Individual & Group Group Processing
Accountability
Interpersonal & Small-
group Skills

53. Emphasize the worth of
cooperative learning
The Importance of Social Model
Incorporate the Promote social skills including
collective energy of the self-
group discipline, negotiation, democrac
y, etc.

54. Teaching
Approaches

55. Approaches
Inductive Deductive

56. Inductive Approach
Collecting Analysing Interpreting
Making
Conclusion Concept
generalisation

57. Example of Inductive Approach

58. Deductive Approach
General Rule
Specific
Example
Practice

59. Examples of Deductive Approach

60. Any
questions?
Presented by:
Aileen
Yohanieca