The document outlines two teaching models: the Concept Attainment Model, which focuses on categorizing and understanding concepts through guided phases of learning, and the Inquiry Training Model, developed to enhance cognitive skills through structured inquiry and problem-solving. Both models emphasize the role of the teacher in facilitating learning and supporting student engagement. Applications include language teaching, grammar, and scientific inquiry, aimed at fostering independent learning and creativity.

1. Teaching Models
By
Dr. I. Uma Maheswari
iuma_maheswari@yahoo.co.in

2. Concept attainment model
• Jerome S.Bruner, Jacqueline Goodrow and
George Austine in 1956.
• It was emerged out of the study of thinking
process in human beings.
• It discriminate and categories things in
groups.
– It reduces the complexity of the environment.
– It gives the meaning to identify the objects in
the world.
– It reduces the necessity of constant learning.

3. Four phases of this model
• Data are presented to the learner.
• Analysis of the strategies to attain the
concepts by the students.
• Students analyse the kinds of concepts and
their attributes in a variety of materials
appropriate to their age and experience.
• Students practice forming concepts.

4. Social System
• Teacher is the controller of the learning.
• The teacher proceeds closely in tune with
the learners’ intellectual development.

5. Principles of reactions
• The teacher supports the students
hypotheses about concepts and Emphasize
in nature and to create a dialogue.
• The students analyse their concepts and
strategies.

6. Support System
• Material.
• Arranged in +ve to –ver order

7. Application
• Used in language teaching.
• Teaching grammar or structure of language.
• Fundamental mathematics.
• For all subjects – based on extensive man -
machine system.

8. Inquiry Training Model
• Developed by J. Richard Suchman.
• Aim – To develop the cognitive skills for
searching and data processing and the
concepts of logic.

9. 3 phases
• To encounter with a problem.
• Period of inquiry through questioning,
verbal or actual experimentation and
formation or hypothesis.
• Analysis of inquiry strategy with view of
develop more effective strategies.

10. Social system
• Teacher acts to generate a free intellectual
environment.
• Response to learners for information and
provides stimulus for summarizing inquiry.
• It is highly structured.
• Teacher controls all the activities and
presents the inquiry procedures.
• Teacher provides the feeling of cooperation,
intellectual freedom and equality.
• Teacher motives.

11. Support system
• The teacher gives maximum support to the
learners to encounters with the problems.
• Should understand process and strategies of
inquiry.

12. Classroom Application
• To teach the students scientific strategies of
inquiry.
• Increase creativity and independence or
autonomy in learning.