Models of teaching orientation sonali
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Models of teaching are one of the techniques of teaching so that teaching learning process becomes very effective. It is useful for all teachers from pre primary to higher education
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Basic teaching
The document summarizes Robert Glaser's basic teaching model from 1962. The model has four main components: (1) instructional objectives that specify what students should learn, (2) entry behavior that identifies students' prior knowledge, (3) instructional procedures that outline how teaching will transform students' knowledge, and (4) performance assessment to evaluate if students achieved the objectives. The model assumes instruction builds on students' existing knowledge and guides them from their initial understanding to the desired learning outcomes through effective teaching methods.
Basic model of teaching.pptx kashif (2)
This document summarizes Robert Glaser's basic model of teaching from 1962. The model includes four main components: instructional objectives, entering behavior of students, instructional procedures, and performance assessment. It also includes feedback loops to show how performance assessment informs the other components. The document further explains each component in more detail, including examples of instructional objectives, factors influencing entering behavior, approaches to instructional procedures, and methods of performance assessment.
Revised glaser teaching model
Glaser's Basic Teaching Model is a model developed by Robert Glaser in 1962 based on psychological principles. It divides teaching into four main components: instructional objectives, entry behaviors of learners, instructional procedures, and performance assessment with feedback. The model aims to make teaching more effective and systematic by explaining the basic components. It focuses on establishing a well-structured social system with an active teacher role and control, and emphasizes the importance of teacher competency, skills, training, suitable teaching methods, and evaluation techniques in ensuring student success.
C:\Documents And Settings\Administrator\Desktop\Curriculum Development
Curriculum development involves systematic planning with the following key steps:
1. Assessing educational needs through analyzing student feedback and existing data to determine priority areas.
2. Formulating measurable objectives by considering factors like relevance, appropriateness, and logical grouping.
3. Selecting organized content that contributes to students' knowledge and matches objectives, considering criteria like significance, validity, and learnability.
4. Choosing learning experiences and sequencing content in a way that facilitates continuous and integrated understanding.
5. Evaluating the curriculum implementation and whether objectives are achieved through activities in a comprehensive and consistent manner.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Roles and functions of educational technology in the 21st century
Miss Red Im sorry now pa na sent karon lang jud naka time.. kagabie unta ko nagpasend failed man sad......
Pet485 supervision presentation
This document discusses strategies for enhancing the student teaching experience through reflection and supervision. It identifies the roles in the supervisory chain of command between the student teacher, cooperating teacher, university supervisor, and student teaching coordinator. It also outlines Donald Schön's models of reflection-in-action and reflection-on-action. Finally, it discusses a study that found reflection can be learned and help professional growth, but student teachers often focus reflections on technical teaching issues rather than situational factors, and supervision is critical to developing reflective skills.
Cognitivism in the classroom (1)
The document discusses principles of cognitivism and humanism that can be applied to teaching and learning. It provides lists of techniques for each approach. Cognitivism focuses on organizing and processing information, while humanism emphasizes establishing a supportive learning environment, self-directed learning, and developing human potential. The document also covers various topics related to curriculum development, including definitions of curriculum, principles of curriculum design, models for curriculum planning, and approaches to instruction and assessment.
Recommended
Basic teaching
The document summarizes Robert Glaser's basic teaching model from 1962. The model has four main components: (1) instructional objectives that specify what students should learn, (2) entry behavior that identifies students' prior knowledge, (3) instructional procedures that outline how teaching will transform students' knowledge, and (4) performance assessment to evaluate if students achieved the objectives. The model assumes instruction builds on students' existing knowledge and guides them from their initial understanding to the desired learning outcomes through effective teaching methods.
Basic model of teaching.pptx kashif (2)
This document summarizes Robert Glaser's basic model of teaching from 1962. The model includes four main components: instructional objectives, entering behavior of students, instructional procedures, and performance assessment. It also includes feedback loops to show how performance assessment informs the other components. The document further explains each component in more detail, including examples of instructional objectives, factors influencing entering behavior, approaches to instructional procedures, and methods of performance assessment.
Revised glaser teaching model
Glaser's Basic Teaching Model is a model developed by Robert Glaser in 1962 based on psychological principles. It divides teaching into four main components: instructional objectives, entry behaviors of learners, instructional procedures, and performance assessment with feedback. The model aims to make teaching more effective and systematic by explaining the basic components. It focuses on establishing a well-structured social system with an active teacher role and control, and emphasizes the importance of teacher competency, skills, training, suitable teaching methods, and evaluation techniques in ensuring student success.
C:\Documents And Settings\Administrator\Desktop\Curriculum Development
Curriculum development involves systematic planning with the following key steps:
1. Assessing educational needs through analyzing student feedback and existing data to determine priority areas.
2. Formulating measurable objectives by considering factors like relevance, appropriateness, and logical grouping.
3. Selecting organized content that contributes to students' knowledge and matches objectives, considering criteria like significance, validity, and learnability.
4. Choosing learning experiences and sequencing content in a way that facilitates continuous and integrated understanding.
5. Evaluating the curriculum implementation and whether objectives are achieved through activities in a comprehensive and consistent manner.
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Roles and functions of educational technology in the 21st century
Miss Red Im sorry now pa na sent karon lang jud naka time.. kagabie unta ko nagpasend failed man sad......
Pet485 supervision presentation
This document discusses strategies for enhancing the student teaching experience through reflection and supervision. It identifies the roles in the supervisory chain of command between the student teacher, cooperating teacher, university supervisor, and student teaching coordinator. It also outlines Donald Schön's models of reflection-in-action and reflection-on-action. Finally, it discusses a study that found reflection can be learned and help professional growth, but student teachers often focus reflections on technical teaching issues rather than situational factors, and supervision is critical to developing reflective skills.
Cognitivism in the classroom (1)
The document discusses principles of cognitivism and humanism that can be applied to teaching and learning. It provides lists of techniques for each approach. Cognitivism focuses on organizing and processing information, while humanism emphasizes establishing a supportive learning environment, self-directed learning, and developing human potential. The document also covers various topics related to curriculum development, including definitions of curriculum, principles of curriculum design, models for curriculum planning, and approaches to instruction and assessment.
Meaning of prncples
The document discusses the meaning and importance of principles of teaching. It defines principles of teaching as the psychological laws of learning, educational concepts, and rules that guide educational procedures. Principles are derived from expert opinions, comparative studies of teachers, and experimental teaching studies. They serve as a basis for intelligent practice and guide instruction to students' capabilities. The document then discusses starting, guiding, and ending principles of teaching and learning as well as techniques, functions, and types of principles. It emphasizes that principles should be based on facts and guide teaching while considering students' nature.
Anatomy(structure) and phases of teaching
Teaching involves planning, instruction, assessment, and evaluation. It can be analyzed using three variables: the teacher, students, and content/presentation strategies. The teaching process involves three phases - pre-active, interactive, and post-active. In the pre-active phase, the teacher sets goals, plans content sequencing and strategies. In the interactive phase, the teacher stimulates students through explanations, questions, and guidance. In the post-active phase, the teacher assesses student learning through questions and evaluates strategy effectiveness based on evidence.
A role for teacher research in initial teacher education
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
instructional Module
Modular teaching involves self-contained instructional units that each focus on a specific set of learning objectives. A module has clear goals and utilizes varied media and active learning. It includes components like an introduction, objectives, learning activities, and formative assessments. Modular instruction allows for individualized learning and establishes alternative assessment systems. While time-consuming, modular teaching can be effective and appropriate for mature students, especially in subjects like science and technology.
Teacher Education at Different Stages
Teacher Education meaning and concept. Teacher Education at Different stages i.e. Primary, Secondary and Higher.
Teaching phases
This document outlines the phases of teaching and maxims that teachers should follow. It discusses three phases: the pre-active planning phase which involves selecting content, organization, principles, and evaluation tools; the interactive execution phase; and the post-active evaluation phase which involves assessing results, identifying problems, and changing strategies. It also lists maxims for teaching such as going from known to unknown, simple to complex, and whole to parts.
Advance orgniser model
Models of Teaching include many but not all of the major philosophical and psychological orientations towards teaching and learning. Each of them has coherent theoretical bases. An advance organizer is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. They are used during expository instruction, which is the use of an expert to present information in a way that makes it easy for students to make connections from one concept to the next.
Instructional designmodels jodywood_weekfive
This document discusses several instructional design models that can be used by elementary school teachers, including ADDIE, ARCS, PIE, and backwards design.
The ADDIE model provides a clearly defined process with stages for planning and implementing instruction. It can be applied to different situations and allows adjustments during planning and delivery.
The ARCS model focuses on gaining students' attention, making the content relevant to their lives, building their confidence to learn, and providing satisfaction from completing the learning. Each stage builds upon the last to motivate students.
The PIE model represents a continuous cycle of planning, implementing, and evaluating instruction to improve student focus on learning goals.
Backwards design structures curriculum design
Roles and Functions of Educational Technology in 21st Century
The document discusses the roles and functions of educational technology in 21st century education. It states that instruction should be student-centered and collaborative, with learning having real-world context. It then lists several important functions of educational technology, including improving teaching and learning, enhancing educational goals, developing curriculum and teaching materials, and helping identify community needs. Educational technology can revolutionize education by analyzing and improving all aspects of the teaching and learning process.
Systematic Appraoch to Teaching
The document outlines the elements of a systematic approach to teaching:
1) Instruction begins with defining clear objectives based on students' needs, interests, and readiness.
2) Teachers select appropriate methods and learning experiences/materials to meet the objectives.
3) During instruction, teachers implement planned lessons using selected methods, activities, and materials with help from other personnel.
4) After instruction, teachers evaluate whether objectives were met and determine next steps to attain objectives or provide remediation.
Tefl 2 group investigation
This document discusses group investigation, a cooperative learning strategy where students work in small groups to investigate subtopics of a larger topic. It is comprised of 3-6 members who freely choose their subtopic. Characteristics include investigation, interaction, interpretation, and intrinsic motivation. Important aspects are grouping students based on capability and planning. Advantages include motivating participation and engagement, while disadvantages include inability to cover all material and difficulty assessing individuals. Implementation involves the teacher presenting a topic, students generating questions, organizing into subtopics, planning, investigating, presenting, and evaluating their projects.
Theories of nursing education
This document discusses several theories of nursing education. It begins by defining theory and teaching. It then describes formal theories including the Socratic method theory, communication theory, and molding theory. Descriptive theories covered include Gagne's hierarchical theory of instruction and Atkinson's optimal learning theory. Normative theories discussed are Gage's cognitive theory, Ryan's theory of teacher behavior, and Mira's psychological theory. The document concludes by outlining Clarke's general theory of teaching.
Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Inquiry training model [compatible]
The Inquiry Training Model is an educational approach developed by Richard Suchman that uses a scientific process of inquiry to teach students. It assumes that students are naturally motivated to inquire and can be taught scientific inquiry procedures. The model aims to teach students scientific process skills, strategies for creative inquiry, a spirit of creativity, independence in learning, and tolerance of ambiguity. It involves five phases - presenting a discrepant event, data gathering through verification, data gathering through experimentation, formulating an explanation, and analyzing the inquiry process. Teachers create lesson plans that implement these five phases of the inquiry process.
Systemaic Approach to Teaching ppt
The document outlines an 8-step systematic approach to instructional planning: 1) define objectives, 2) choose appropriate methods, 3) choose appropriate experiences, 4) select materials, equipment and facilities, 5) assign personnel roles, 6) implement instruction, 7) evaluate outcomes, and 8) refine the process if needed. The approach emphasizes defining objectives based on student needs and selecting teaching methods, experiences, and resources accordingly. It also stresses evaluating outcomes to determine if objectives were met and refining the process if needed.
Mastery learning
This document discusses the behaviour modification model, mastery learning instructional strategy, and direct instruction. It provides details on:
- The behaviour modification model focuses on changing external behaviours through reinforcement and replacing old behaviour patterns.
- Mastery learning breaks content into small chunks, allows individual pacing, and focuses on mastering content through assessment and reteaching as needed.
- Direct instruction clearly outlines objectives, uses formative assessment, and requires students demonstrate mastery of a unit before advancing to the next.
Systematic approach to teaching
The document outlines a systematic approach to teaching that views the entire educational program as an interrelated system. It involves defining objectives based on student needs, choosing appropriate methods and experiences to meet the objectives, assigning roles, implementing the instruction, evaluating outcomes, and refining the process. The approach aims to integrate traditional and new instructional methods and tools like computers into a harmonious whole for an orchestrated learning pattern.
Systematic approach to teaching
The document outlines a systematic approach to teaching that involves 7 steps: 1) Define objectives by identifying content based on student needs, interests and readiness. 2) Choose an appropriate teaching method based on the objectives. 3) Select appropriate materials, equipment and facilities and assign personnel roles. 4) Implement planned instruction using the selected method, activities and materials. 5) Evaluate outcomes to determine if objectives were attained. 6) Refine the process by remediating anything not learned or moving to the next lesson. 7) The process considers elements like student background and developmental stage to ensure an effective and orderly teaching-learning experience.
Levels of teaching
The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.
Systematic approach in Teaching( report in edtech1)
The document discusses the systematic approach to teaching, which views the entire educational program as an interconnected system. It involves defining student-centered objectives, selecting appropriate teaching methods and learning experiences, and refining the process based on evaluations to achieve the objectives. The key aspects are: (1) focusing on students and their needs, (2) planning instruction using objectives and aligned methods/materials, and (3) evaluating and refining to improve outcomes. All elements are interrelated - if one fails, learning is affected. The goal is to harmoniously integrate all parts into an effective whole.
Social Models Unit-1_MTA.ppt
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
Models of teaching
This document discusses models of teaching, which provide systematic procedures and criteria to design instruction. There are four main families of teaching models: social models that focus on social goals, information processing models that enhance understanding, personal models that develop selfhood, and behavioral models based on behaviorism. Effective models create an optimal learning environment, specify teacher and student roles, and can be used to design curriculum, materials, and guide teaching activities.
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Meaning of prncples
The document discusses the meaning and importance of principles of teaching. It defines principles of teaching as the psychological laws of learning, educational concepts, and rules that guide educational procedures. Principles are derived from expert opinions, comparative studies of teachers, and experimental teaching studies. They serve as a basis for intelligent practice and guide instruction to students' capabilities. The document then discusses starting, guiding, and ending principles of teaching and learning as well as techniques, functions, and types of principles. It emphasizes that principles should be based on facts and guide teaching while considering students' nature.
Anatomy(structure) and phases of teaching
Teaching involves planning, instruction, assessment, and evaluation. It can be analyzed using three variables: the teacher, students, and content/presentation strategies. The teaching process involves three phases - pre-active, interactive, and post-active. In the pre-active phase, the teacher sets goals, plans content sequencing and strategies. In the interactive phase, the teacher stimulates students through explanations, questions, and guidance. In the post-active phase, the teacher assesses student learning through questions and evaluates strategy effectiveness based on evidence.
A role for teacher research in initial teacher education
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
instructional Module
Modular teaching involves self-contained instructional units that each focus on a specific set of learning objectives. A module has clear goals and utilizes varied media and active learning. It includes components like an introduction, objectives, learning activities, and formative assessments. Modular instruction allows for individualized learning and establishes alternative assessment systems. While time-consuming, modular teaching can be effective and appropriate for mature students, especially in subjects like science and technology.
Teacher Education at Different Stages
Teacher Education meaning and concept. Teacher Education at Different stages i.e. Primary, Secondary and Higher.
Teaching phases
This document outlines the phases of teaching and maxims that teachers should follow. It discusses three phases: the pre-active planning phase which involves selecting content, organization, principles, and evaluation tools; the interactive execution phase; and the post-active evaluation phase which involves assessing results, identifying problems, and changing strategies. It also lists maxims for teaching such as going from known to unknown, simple to complex, and whole to parts.
Advance orgniser model
Models of Teaching include many but not all of the major philosophical and psychological orientations towards teaching and learning. Each of them has coherent theoretical bases. An advance organizer is a tool used to introduce the lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. They are used during expository instruction, which is the use of an expert to present information in a way that makes it easy for students to make connections from one concept to the next.
Instructional designmodels jodywood_weekfive
This document discusses several instructional design models that can be used by elementary school teachers, including ADDIE, ARCS, PIE, and backwards design.
The ADDIE model provides a clearly defined process with stages for planning and implementing instruction. It can be applied to different situations and allows adjustments during planning and delivery.
The ARCS model focuses on gaining students' attention, making the content relevant to their lives, building their confidence to learn, and providing satisfaction from completing the learning. Each stage builds upon the last to motivate students.
The PIE model represents a continuous cycle of planning, implementing, and evaluating instruction to improve student focus on learning goals.
Backwards design structures curriculum design
Roles and Functions of Educational Technology in 21st Century
The document discusses the roles and functions of educational technology in 21st century education. It states that instruction should be student-centered and collaborative, with learning having real-world context. It then lists several important functions of educational technology, including improving teaching and learning, enhancing educational goals, developing curriculum and teaching materials, and helping identify community needs. Educational technology can revolutionize education by analyzing and improving all aspects of the teaching and learning process.
Systematic Appraoch to Teaching
The document outlines the elements of a systematic approach to teaching:
1) Instruction begins with defining clear objectives based on students' needs, interests, and readiness.
2) Teachers select appropriate methods and learning experiences/materials to meet the objectives.
3) During instruction, teachers implement planned lessons using selected methods, activities, and materials with help from other personnel.
4) After instruction, teachers evaluate whether objectives were met and determine next steps to attain objectives or provide remediation.
Tefl 2 group investigation
This document discusses group investigation, a cooperative learning strategy where students work in small groups to investigate subtopics of a larger topic. It is comprised of 3-6 members who freely choose their subtopic. Characteristics include investigation, interaction, interpretation, and intrinsic motivation. Important aspects are grouping students based on capability and planning. Advantages include motivating participation and engagement, while disadvantages include inability to cover all material and difficulty assessing individuals. Implementation involves the teacher presenting a topic, students generating questions, organizing into subtopics, planning, investigating, presenting, and evaluating their projects.
Theories of nursing education
This document discusses several theories of nursing education. It begins by defining theory and teaching. It then describes formal theories including the Socratic method theory, communication theory, and molding theory. Descriptive theories covered include Gagne's hierarchical theory of instruction and Atkinson's optimal learning theory. Normative theories discussed are Gage's cognitive theory, Ryan's theory of teacher behavior, and Mira's psychological theory. The document concludes by outlining Clarke's general theory of teaching.
Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Inquiry training model [compatible]
The Inquiry Training Model is an educational approach developed by Richard Suchman that uses a scientific process of inquiry to teach students. It assumes that students are naturally motivated to inquire and can be taught scientific inquiry procedures. The model aims to teach students scientific process skills, strategies for creative inquiry, a spirit of creativity, independence in learning, and tolerance of ambiguity. It involves five phases - presenting a discrepant event, data gathering through verification, data gathering through experimentation, formulating an explanation, and analyzing the inquiry process. Teachers create lesson plans that implement these five phases of the inquiry process.
Systemaic Approach to Teaching ppt
The document outlines an 8-step systematic approach to instructional planning: 1) define objectives, 2) choose appropriate methods, 3) choose appropriate experiences, 4) select materials, equipment and facilities, 5) assign personnel roles, 6) implement instruction, 7) evaluate outcomes, and 8) refine the process if needed. The approach emphasizes defining objectives based on student needs and selecting teaching methods, experiences, and resources accordingly. It also stresses evaluating outcomes to determine if objectives were met and refining the process if needed.
Mastery learning
This document discusses the behaviour modification model, mastery learning instructional strategy, and direct instruction. It provides details on:
- The behaviour modification model focuses on changing external behaviours through reinforcement and replacing old behaviour patterns.
- Mastery learning breaks content into small chunks, allows individual pacing, and focuses on mastering content through assessment and reteaching as needed.
- Direct instruction clearly outlines objectives, uses formative assessment, and requires students demonstrate mastery of a unit before advancing to the next.
Systematic approach to teaching
The document outlines a systematic approach to teaching that views the entire educational program as an interrelated system. It involves defining objectives based on student needs, choosing appropriate methods and experiences to meet the objectives, assigning roles, implementing the instruction, evaluating outcomes, and refining the process. The approach aims to integrate traditional and new instructional methods and tools like computers into a harmonious whole for an orchestrated learning pattern.
Systematic approach to teaching
The document outlines a systematic approach to teaching that involves 7 steps: 1) Define objectives by identifying content based on student needs, interests and readiness. 2) Choose an appropriate teaching method based on the objectives. 3) Select appropriate materials, equipment and facilities and assign personnel roles. 4) Implement planned instruction using the selected method, activities and materials. 5) Evaluate outcomes to determine if objectives were attained. 6) Refine the process by remediating anything not learned or moving to the next lesson. 7) The process considers elements like student background and developmental stage to ensure an effective and orderly teaching-learning experience.
Levels of teaching
The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.
Systematic approach in Teaching( report in edtech1)
The document discusses the systematic approach to teaching, which views the entire educational program as an interconnected system. It involves defining student-centered objectives, selecting appropriate teaching methods and learning experiences, and refining the process based on evaluations to achieve the objectives. The key aspects are: (1) focusing on students and their needs, (2) planning instruction using objectives and aligned methods/materials, and (3) evaluating and refining to improve outcomes. All elements are interrelated - if one fails, learning is affected. The goal is to harmoniously integrate all parts into an effective whole.
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Similar to Models of teaching orientation sonali
Social Models Unit-1_MTA.ppt
This document discusses models of teaching and their importance. It defines models of teaching as sets of interrelated components arranged in a sequence to achieve learning outcomes. Models provide structure for teachers and represent teaching strategies for accomplishing goals. The document outlines the need for models to understand learners, components of models like syntax and principles of reactions, and characteristics like creating learning environments and using student interests. It also describes two main families of models - social models focused on relationships and personal models aimed at individual development. Overall, the document provides an overview of what constitutes teaching models and their significance.
Models of teaching
This document discusses models of teaching, which provide systematic procedures and criteria to design instruction. There are four main families of teaching models: social models that focus on social goals, information processing models that enhance understanding, personal models that develop selfhood, and behavioral models based on behaviorism. Effective models create an optimal learning environment, specify teacher and student roles, and can be used to design curriculum, materials, and guide teaching activities.
Models of teaching smitarani behera final
This document discusses teaching models, including definitions, types, characteristics, and elements. It defines teaching models as plans or patterns that can be used to design instruction and guide teachers. Four modern teaching models are described: information processing, social interaction, personal, and behavior modification. The key elements of teaching models are also outlined, including focus, syntax, principles of reaction, social system, supportive system, and application context. Overall, the document provides an overview of the concept of teaching models and their purpose in education.
The information processing model (inquiry training)
Model of Teaching is a pattern or plan which can be used to shape a curriculum to select instructional material and to guide the actions of a teacher.
Modelsofteaching
The term model is used to mean a teaching episode done by an experienced teacher in which a highly focused teaching behaviour is demonstrated, in it an individual demonstrating particular patterns which the trainee learns through imitation.
Bruce Joyce and Marsha Weil describe a Model of Teaching as a plan or pattern that can be used to shape curricula, to design instructional materials and to guide instruction in the classroom and other settings.
Models of teaching
The document discusses the Direct Instruction Model of teaching. It notes that the Direct Instruction Model was proposed by Tom Good and has its theoretical origins in the Behavioral Systems family. The Direct Instruction Model involves direct, scripted teaching where the teacher explains concepts, students observe and practice, and mastery is expected. It has a high academic focus and places an emphasis on active student participation, a stress-free environment, high expectations, systematic instruction, and frequent assessment. Practice is at the core of the Direct Instruction Model.
Models of teaching
Models of Teaching are prescriptive teaching strategies developed by researchers to achieve specific instructional goals. They provide plans for designing curriculum, instructional materials, and classroom guidance. Joyce and Weil identified 24 models across four families: information processing, personal, social interaction, and behavior modification. Each model contains components like purpose, assumptions, instructional guidelines, and research evaluation. To implement a model, teachers consider its syntax, principles of reaction, social system, and support system. Models aim to directly impact learning and indirectly influence students through experiencing the learning environment.
Mastery Learning Model
The document summarizes the mastery learning model of teaching. It defines mastery learning as an approach that helps students attain satisfactory performance in school subjects by breaking content into discrete units and requiring demonstration of mastery of one unit before advancing to the next. The key elements of the mastery learning model include planning for mastery, teaching for mastery, formative evaluation, providing remediation, and summative evaluation to assess mastery across units. Benefits include helping students identify their strengths and weaknesses, individualizing instruction, and reducing variation in achievement levels.
Role of teacher in curriculum development
The document discusses the structure and components of curriculum development. It identifies 5 key components: 1) The Learner and Society, focusing on individual and social needs, 2) Aims and Objectives which reflect needs and serve as a basis for content, 3) Content/Subject Matter which is organized to achieve aims and presented through textbooks, 4) Teaching Methodology which results in learning outcomes through techniques chosen by teachers, and 5) Evaluation which measures learning outcomes and provides feedback. Teachers play an essential role by providing insights during planning, implementing the written curriculum, and assessing/modifying it based on their knowledge of students' needs.
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.
Traditional learning method
The document discusses traditional learning materials and models of teaching. It defines a teaching model as a plan or pattern that can be used to design instructional materials and guide classroom instruction. The purpose of teaching models is to help teachers create engaging learning environments and modify student behavior. Educators have developed various teaching models that provide guidelines for teachers to select teaching methods and strategies.
OERDoc_575_35579_11_08_2021.pptx
The document describes various models of teaching, including the concept attainment model, inquiry training model, and 5E model. It discusses the key elements and syntax of these models. The concept attainment model is designed to help students learn concepts through identifying attributes and developing definitions. The inquiry training model teaches students to investigate problems and form explanations through gathering data and experimentation. The 5E model uses engagement, exploration, explanation, elaboration and evaluation to incorporate constructivism into science instruction.
Teaching Methods - Project-Based Learning_ Improve Your School by Slidesgo-2....
This presentation includes
Teaching Methods
Teaching Techniques
modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pdf
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Models of Teaching - Unit IV - Dr.C.Thanavathi
This document discusses different models of teaching, including philosophical, psychological, and modern models. It provides definitions of a teaching model from various experts and outlines the key elements and functions of teaching models. Specifically, it describes Plato's insight model, John Locke's impression model, and Immanuel Kant's rule model as examples of philosophical teaching models. It also discusses Robert Glasser's basic teaching model and Ned Flanders' interaction model as examples of psychological teaching models. The document emphasizes that teaching models help guide instruction, select materials, develop social skills and cognitive abilities in students, and establish effective teaching-learning relationships.
Models of teaching
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Models of teaching orientation sonali
- 1. WELCOME
- 2. ORIENTATION ON MODELS OF TEACHING Presented by Prof. Sonali Murtadak
- 3. INTRODUCTION •Development of models of teaching is the recent innovation in teaching. An important purpose of discussing models of teaching is to assist the teacher to have a wide range of approaches for creating a proper interactive environment for learning. An intelligent use of these approaches enables the teacher to adopt him to the learning needs of the students •Educators and psychologist have design several types of teaching models which provides suitable guidelines to the teachers for modifying the behavior of the learners.
- 4. Models of Teaching A model of teaching is a pattern or plan which can be taken up with a view to shape a curriculum or course, select appropriate instructional material to guide the teacher’s action. Definition (Bruce Joyce & Marsha Weil): A Model of Teaching is a plan or pattern that can be used to shape curriculum, to design instructional materials & to guide instruction in the class room & other settings.
- 5. USE OF MODELS OF TECHING • Planning for teaching. •Interaction in classroom. •Framing of instructional process •Selection of teaching aids •Behavior modification •Stimulus & motivation •Evaluation as per objectives •Choosing response &reactions •Curriculum framing
- 6. Classification of Models of Teaching 1. Information Processing Models: e.g. Concept Attainment Model 2. Personal Development Models: e.g.Synectics Model 3. Social Interaction Model e.g. Role Playing Model 4. Behavioral Model e.g. Stress Reduction Model
- 7. Concept attainment model This model belongs to Information processing model group. It is based on the theory of Jerome Bruner, Jacklin Goodnow, and Jorge Austin. To understand the process of concept attainment and to help the students to attain the concept, are the main objectives of this model.
- 8. Elements of Concept Attainment Model 1. Focus Point 2. Syntax 3. Social System 4. Principal of Reaction 5. Support System
- 9. Merits •It is a natural way of teaching and learning. •It is helpful in developing the power of imagination of the students. •It helps in the developments of reasoning power of the students. •It helps the students to analyze things systematically. •It keeps students actively engaged in the classroom activity. •It helps in making students good observers.
- 10. Limitations It makes high demands on the students as well as teachers. All the students of the class may not be able to participate in the teaching- learning process. Some students, on account of their shyness, fail to derive the requisite advantage of this model.