Different Types of Teaching Model and their Charactieristics
- 1. Teaching Models Part 2 Sut Ngai Htoi Pan 1
- 2. By the end of this module you are expected to demonstrate the knowledge in.. • Common Teaching Models • Lesson Planning • Learning Objectives • Instructional strategies 2
- 3. Day 1: Objectives By the end of this session, you will be able to: • identify the concept of teaching and learning • Identify the concept of teaching model 3
- 5. Cocept of Model of Teaching • An instructional design, a plan or pattern that can be used to shape curricula to design instructional material and to guide instructions in the classroom and other settings. (Mujeebula Hasah, 1991) 5 Aim of any model of teaching is to improve the instructional effectiveness in an interactive atmosphere and to improve or shape the curriculum.
- 6. Focus: – the central idea of the model: (a) Objectives of teaching (b) Aims to be achieved Syntax: – specifically sequencing of steps (phases and activities) of activities involved in the organization teaching; description or structure of the model in action Social System: – the interaction between students and teacher. It concerns about the interactive roles and relationships between the teacher and student, facilitators?, mentor? The principle of reaction: – the guidelines for the teacher’s response to the learner; how should a teacher regard and respond to the activities of the students; e.g., reward, punish Support system: – the supporting conditions to meet the model goal (create the environment specified by the model goal), is extra requirement beyond the usual human skills, capacities, and teaching facilities. (special books, films, laboratory kits, reference materials, facilities etc.) Effects: – Effects of the Model Instructional effect : These are the direct effects of the model which result from the content and the skill on which the activities are based. (e.g., the unit of that day lesson) Nurturant effect : They are indirect effect of the model .These are the implicit in the learning environment. (e.g., soft skills; collaborative etc,.) Fundamental elements of Models of Teaching 6
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- 10. Basic Teaching Model (Glaser 1962) A Instructional Objective B Entering Behaviour C Instructional Procedure D Performance Assessment Box A - what the students have to attain after the teacher has completed his unit of instructions Box B - the students’ previous level of knowledge, intellectual ability and developmen, motivational state, social & cultural determinants of his learning abilities Box C - the teaching process: teacher has to decide mostly on this procedure (proper handling of this component will result in changes in stuents’ behaviour; learning or achievement) Box D - test and observation that determine how well students have mastered the instructional objetives After performance assessment the feedback will be given to C or B or A or any two or all the process Feedback 10
- 11. 5Es Instructional Model 11 1. Engage (Get attention) 2. Explore (Pose real learning and get some question from students) 3. Explain (Explanation by teacher) 4. Elaborate (Students practice) 5. Evaluate (Assess) • Developed in 1987 by the Biological Sciences Curriculum Study, team led by Principal Investigator Roger Bybee • Promotes collaborative, active learning in which students work together to solve problems and investigate new concepts by asking questions, observing, analyzing, and drawing conclusions (STEM)
- 12. 12 Engage - Capture students’ interest, uncover what students know and think about a topic and determine student misconception , to get student excited and ready to learn the topic (begin with questions, show something interesting or poses a problem, video, literature and real life) Explore - Provides students with one or more actual experiences (they are ready to learn), students investigate a problem and begin to pose real questions, develop hypothese and test certain variables. Explain - more teacher-directed and guides, teacher clarifies concepts, correct misconceptions and introduce terminology, important to connect students’ explanations to excperiences they had in the engage and explore phases Elebrate - Students apply their understanding of the concept learned to a new situation Evaluate - Evaluate students’ understanding of concepts and their proficiency with various skills, they get opportunity to assess their understanding and skills (checklist, feedback) 5E Model
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- 14. Gagne’s Nine Events of Instruction 14 Preparation Level 1: Gaining attention Level 2: Informing learners of the objective Level 3: Stimulating recall prior to learning Instruction and Practice Level 4: Presenting the stimulus Level 5: Providing learning guidance Level 6: Eliciting performance Level 7: Providing feedback Assessment and Transfer Level 8: Assessing performance Level 9: Enhancing preparation and transfer Robert Mills Gagné American Educational Psychologist
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- 19. Flipped Model • The phrase ‘flipped learning’ came into general use in the early mid-2000s when it was popularised by chemistry teachers Jon Bergman and Aaron Sams (Bergmann and Sams 2012) and the founder of the Khan Academy Sal Khan (TED 2011). However the concept of flipped learning goes back much further than this. • In the 1990s Harvard Professor Eric Mazur developed a model of ‘peer instruction’ in which he provided material for students to prepare and reflect on before class and then used class time to encourage deeper cognitive thinking via peer interaction and instructor challenge. He called this “just in time teaching” (Crouch and Mazur 2001). 19 Jon Bergmann Aaron Sams https://flippedlearning.org/ Sal Khan (Khan Academy)
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- 22. Flipped Classroom (Flipped Model) • A flipped classroom is a pedagogical model that flips traditional lectures and homework. https://flippedlearning.org/ • Flipped learning is a pedagogical approach in which the conventional notion of classroom-based learning is inverted so that students are introduced to the learning material before class with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers. 22
- 23. Pillars of Flipped Classroom • F—Flexible Environments • L-–Learning Culture • I—Intentional Content • P—Professional Educators. 23
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- 26. Which Model are you using now? 26
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- 28. References • https://physicscatalyst.com/graduation/glasers-basic-teaching- model/ • https://citejournal.org/volume-9/issue-1-09/general/what-is- technological-pedagogicalcontent-knowledge/ • https://flippedlearning.org/ 28
- 29. Thank You 29