The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.

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

5. MODELS OF TEACHING
SOCIAL
PERSONAL
BEHAVIOUR
INFORMATION
PROCESS

6. Information
Processing
Model

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

8. What do OUR MEMORY HAVE?
Sensory Memory
Compartment
Hold a 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.

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

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
Instruction
Model
Mastery
Learning
Programmed
Instruction
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. (Teachercentered).

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.
Phase 2: Exploring the Problem
Student is encouraged to define problem.
Teacher accepts and clarifies feelings.
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
develops more positive actions.
Teacher is supportive.
Action Outside the Interview
Student initiates positive actions.
Phases in
Non-directive
Model

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
understanding of the
learners
Relies on the students’
personal and social
values

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

45. ROLE-PLAY
 Emphasize the social
nature of learning
 stimulate students both
socially and intellectually
Role-playing is a teaching
strategy that fits within the
social family models
-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
Interaction
Positive
Interdependence
Individual & Group
Accountability
Group Processing
Interpersonal & Smallgroup Skills

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

54. Teaching
Approaches

55. Approaches
Inductive
Deductive

56. Inductive Approach
Collecting
Conclusion
Analysing
Interpreting
Concept
Making
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