This document discusses different models of teaching and where they come from. It describes several families of teaching models, including social models, information-processing models, personal models, and behavioral system models. The models provide tools for designing instruction, curriculums, and learning environments to best support students' learning and development.

1. WHEREDO MODELSOF TEACHING
COMEFROM?

2. The core of the teaching process is
the arrangement of environments
within which the students can
interact and study how to learn
(Dewey, 1916)

3. A model of teaching is a description of a
learning environment. The descriptions have
many uses, ranging from planning curriculums,
courses, units, and lesson to designing
instructional materials – book and workbooks,
multimedia programs, and computer-assisted
learning programs. Because the models provide
learning tools to the students.

4. The Social Family
The social models of teaching are constructed
to the advantage of this phenomenon by
building learning communities, Essentially,
“classroom management” is a matter of
developing cooperative relationships in the
classroom. The development of positive school
cultures is a process of developing integrative
and productive ways of interacting and norms
that support vigorous learning activities. We
begin with the social family.

5. Partners in Learning
In recent years there has been a great deal of
development work on cooperative learning,
and great progress has been made in
developing strategies that help students work
effectively together

6. The entire cooperative learning community
has been active in exchanging information
and techniques and in conducting and
analyzing research , the result is a large
number of effective means for organizing
students to carry out simple learning task in
pairs to complex models for organizing classes
and even schools in learning communities that
strive to educate themselves.

7. Cooperative learning procedures facilitate
learning across all curriculum areas and ages,
improving self-esteem, social skill and
solidarity, and academic learning goals
ranging from the acquisition of information
and skill through the modes of inquiry of
academic disciplines.

8. Group Investigation
Group investigation is the direct route to
the development of the community of
learners.
All the simpler forms of cooperative
learning are preparation for rigorous,
active, and integrative collective action as
learners.
The models also provides a social
organization within which many other
models can be used when appropriate.

9. Group investigation has been used in all
subject areas, with children of all ages, and
even as the core social model for entire
schools (Chamberlin and Chamberlin,
1943). The model is designed to lead
students to define problems, explore various
perspectives on the problems, and study
together to master information, ideas, and
skills-simultaneously developing their social
competence.

10. Role Playing
Role playing is included next because it leads
students to understand social behavior, their role in
social interactions, and ways of solving problems
more effectively. Designed by Fannie and George
Shaftel (1982) specifically to help students study
their social values and reflect on them, role playing
also helps students collect and organize information
about social issues, develop empathy with others,
and attempt to improve their social skills. In
addition, the model asks students to “act out”
conflicts, to learn to take the roles of others, and to
observe social behavior .

11. Jurisprudential Inquiry
As students mature, the study of social
issues at community, state, national, and
international levels can be made available to
them. The jurisprudential model is designed
for this purpose. Created especially for
secondary students in social studies

12. The Information-Processing Family
Information-processing models emphasize
ways of enhancing the human being’s innate
drive to make sense of the world by acquiring
and organizing data, sensing problems and
generating solutions to them, and developing
concepts and language for conveying them.
Some models provide the learner with
information and concepts, some emphasize
concepts formation and hypothesis testing, and
still other generate creative thinking.

13. Inductive Thinking
The ability to analyze information and
create concepts is generally regarded as the
fundamental thinking skills. The model
presented here is an adaptation from the
work of Hilda Taba (1966) and of many others
(Schwab, 1965; Tennyson and Cocchiarella,
(1966) who have studied how to teach
students to find and organize information and
to create and test hypotheses describing
relationships among sets of data

14. Concept Attainment
This model, built around the studies of
thinking conducted by Bruner, Goodnow, and
Austin (1967) is a close relative of the
inductive model. Designed both to teach
concepts and to help students become more
effective at learning concepts, it provides an
efficient method for presenting organized
information from a wide range of topics to
students at every stage of development.

15. Mnemonics (Memory Assists)
Mnemonics are strategies for memorizing and
assimilating information teachers can be use
mnemonics to guide their presentation of
material (teaching is such a way that students
can easily absorb the information), and they
can teach devices that students can use to
enhance their individual and cooperative study
of information and concepts.

16. Advance Organizer
During the last 35 years this model, formulated
by David Ausubel (1963), has become one of
the most studied in the information-processing
family

17. Scientific Inquiry
Of the several models that engage students in
scientific inquiry, we use as the primary
example the work of the Biological Science
Study Committee, led by Joseph Schwab
(1965) from the beginning, the student is
brought into the scientific process and helped
to collect and analyze data, check out
hypotheses and theories, and reflect on the
nature of knowledge construction.

18. Inquiry Training
Designed to teach students to engage in causal
reasoning and to become more fluent and precise in
asking questions, building concepts and hypotheses,
and testing them, this model was first formulated by
Richard Suchman (1962). Although originally used
with the natural science, it has been applied in the
social science and in the training programs with
personal and social content. It is included here
because it has value for teaching students how to
make inferences and build and test hypotheses

19. Adjusting to the Student:
The Developing Intellect
Models based on studies of students
intellectual development (Kohlberg, 1976;
Sigel, 1969; Sullivan, 1967) are used to help us
adjust instruction to the stage of maturity of an
individual student and to design ways of
increasing the students rate of development.
These models can be used in all types of
educational settings and with all types of
content

20. The Personal Family
• Ultimately human reality resides in our individual
consciousness. We develop unique personalities and see the
world from perspectives that are the products of our
experience and positions. Common understanding are a
product of the negotiation of individual who must live and
work and create families together.
• The personal model of learning begin from perspective of the
selfhood of the individual. They attempt to shape education so
that we come to understand ourselves better, take
responsibility for our education, and learn to reach beyond our
current development to become stronger, more sensitive, and
more creative in our search for high-quality lives.

21. Non Directive Teaching
Psychologist and counselor Carl Gogers
(1961, 1982) was for three decades the
acknowledged spokesperson for models in
which the teacher plays the role for counselor.
Developed from counseling theory, the model
emphasizes a partnership between students and
teachers. The teacher endeavors to help the
students understand how to play major roles in
directing their own education

22. • First, at the most general level, it is used as the basic model
for the operation of entire educational program
• Second, it is used in combining with other models to ensure
that contact is made with the students.
in this role, it moderates the educational environment.
• Third, it is used when students are planning independent and
cooperative study projects
• Fourth, it is used periodically when counseling students,
finding out what they are thinking and feel, and helping them
understand what they are about.
The models is used in several
ways.

23. Enhancing Self-Esteem
The personal, social, and academic goals of
education are compatible with one another.
The personal family of teaching models
provides the essential part of the teaching
repertoire that directly addresses the students’
needs for self-esteem and self-understanding
and for the support and respect of other
students.

24. The Behavioral System Family
A common theoretical base-most commonly called social
learning theory, but also known as behavior modification,
behavior therapy, and cybernetics guides the design of the
models in this family. The stance taken is that human beings
are self-correcting communication systems that modify
behavior in response to information about how successfully
task are navigated. For example, imagine a human being who
is climbing an unfamiliar staircase in the dark, the 1st few steps
are tentative as the foot reaches for treads. If the stride is to
high, feedback is received as the foot encounter air and has to
descend to make contact in the surface. If a step is to low
feedback result as the foot hits the riser. Gradually behavior is
adjust in accordance with the feedback until progress up the
stairs is relatively comfortable.

25. Mastery Learning and Programmed
Instruction
The most common application of behavioral systems
theory for academic goals takes the form of what is
called mastery learning (Bloom, 1971). First, material
to be learned is divided into units ranging from the
simple to the complex. The material is presented to
the student, generally working as individuals,
through appropriate media. Piece by piece, the
students work their war successively though the
units of materials, after each of witch they take a
test designed to help them find out what they have
learned. If they have not mastered any given unit,
they can repeat it or an equivalent version until they
have mastered the material

26. Direct Instruction
From the studies of the differences between
more and less affective teachers and from
social learning theory, a paradigm for
instructing directly has been assembled. Direct
statements of objectives, sets of activities
clearly related to the objectives, careful
monitoring of progress, and feedback about
achievement and tactics for achieving more
affectively are linked with sets of guidelines
for facilitating learning.

27. Simulation
Two approaches to training have been developed
from the cybernetic group of behavior theorists. One
is a theory-to-practice model and the other one is
simulation. The former mixes information about a
skill with demonstrations, practice, feedback, and
coaching until the skill is mastered. For example, if
an arithmetic skill is the object, it is explained and
demonstrated, practice is given with corrective
feedback, and the student is asked to apply it with
coaching from peers or the instructor. This variation
is commonly used for athletic training. Simulation are
constructed from descriptions of real-life situations.

28. Professional Skill and Development
Part VI presents a model for thinking about the
design of curriculum and instruction, a
procedure for learning to expand the teaching
repertoire, and a position of helping students
learning to increase their repertoire.