This document discusses models of teaching and information processing models. It describes the information processing model of memory which includes sensory memory, short-term memory, and long-term memory. It also discusses Gagne's information processing model and its 8 stages of learning. Several types of inquiry teaching models are explained, including the scientific inquiry model, social inquiry model, juris-prudential inquiry model, and Suchman's inquiry model. The importance of information processing models is that it prepares students with better equipment and information for learning, enforces good mental exercises, informs students of objectives and outcomes, and helps students remember information longer.

1. Models of Teaching:
Information-Processing Model
PRESENTED BY: MOHAMMAD IZAD BIN SHUWARDI
PDPP TESL1 JUNE 2021

2. Meaning
Models of Teaching : Teaching of model is a pattern or
plan, which can be a curriculum or courses to select
instructional materials and to guide a teachers actions.
(Joyce and Weil, 1972)
Information-Processing Model: refer to the way people
handle stimuli from the environment, organize data, sense
problem, generate concepts and solution to problems
and use verbal and nonverbal symbols.

3. Types of information processing model
Types of
Information- Processing Model
Information
Processing Model
of Memory
Gagne’s
Information
Processing Model
The Expository
Teaching Model
Inquiry Teaching
Model
Scientific Inquiry
Model
Social Inquiry
Model
Juris-prudential
Inquiry Model
Suchman’s
Inquiry Model

4. 1. Information Processing
Model of Memory
Sensory Memory
Compartment
Hold large amount of
information 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.

5. Information-Processing Model of
memory

6. Atkinson & Shiffrin's Model of Memory Storage

7. 2. Gagne’s Information Processing Model –
Gagne’s Theory of Learning Process

8. Gagne’s 8 Stages of Learning Process
PHASE
AC TI ONS
REL AT ED
Motivation Expectancy
Apprehension
Observation - Perception
Selection
Acquisition Encoding - Prestoring
Retention Memory Retention
Recall Recall – searching
Generalization Transfer
Performance Response
Feedback Reinforcement
Aspects in Gagne’s 8 Phases
Learning readiness
Motivation
Perception
Conceptualization
Memorizing
Forgetting
Learning transfer

10. Inquiry Teaching Model
How it works?
 Process begins from extrinsic or 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 and applied when
required.

11. 3. Expository Teaching Model
 Referred as explicit explanation in details of certain facts.
 A way of presentation of information or 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.

12. ...continue...
 Principle and concept are explained verbally, as all the
facts are written on the board or 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).

13. 4.1: 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.

14. 4.2: Social Inquiry Model:
 Used to study topic related to social & humanity aspects.
 Based on activities such as observation, interview or
questionnaire.
 Emphasizes on social interaction process.
 6 steps:
Formulation of problem by teacher.
Formulation of hypothesis by pupils.
Define hypothesis.
Discuss & confirm validity of hypothesis.
Collect & analyze evidence for the hypothesis.
Interpret & derive inference or conclusion.

15. 4.3: 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.
 2 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.

16. 4.4: 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 & analyze.

17. 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.

18. Thank you.