Skip to main content. Lead Author s : Dr. Source: Edmodo. In this homework assignment students will be asked to comprehend the concept of Models of Teaching. This content is licensed under the Creative Commons Attribution 4.
Later in my university career I also developed an online graduate class focused on the models topic. Accordingly alternative teaching plan is presented. Models of teaching. It is full of very useful forms, and not only ones that will help readers implement the models, but ones designed to improve teaching practices and professional self-evaluation. Application It is an important element of a teaching model. Nitesh Maurya. Teachint is the utility of the model as it can be transferred to other situations. Og, J. Group Investigation Model, b. Phase Two Participant Types of teaching model Set up the scenario rules, roles, procedures, scoring, types of decisions to be made, goals.
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Phase Five: Analysis of the Inquiry Process - Analyze inquiry strategy and develop more effective ones.
- In their book, Interactions: Collaboration Skills for School Professionals , Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration.
- Conceptual Models are qualitative models that help highlight important connections in real world systems and processes.
- Every teacher has her or his own style of teaching.
Phase Five: Analysis of the Inquiry Process - Analyze inquiry strategy and develop more effective ones. Phase Two: Developing Connections - Make material familiar and develop connections using key word, substitute —word, and link-word system techniques.
Revise images. Phase Four: Practicing Recall - Practice recalling the material until it is completely learned. Phase One: Description of the Present Condition - Teacher has students describe situation or topic as they see it no.
Phase Two: Direct Analogy - Students suggest direct analogies, select one, and explore describe it further. Phase Four: Compressed Conflict - Students take their descriptions from phases two and three, suggest several compressed conflicts, and choose one. Phase Five: Direct Analogy - Students generate and select another direct analogy, based on the compressed conflict.
Phase Three - tudents formulate study task and organize for study problem definition, role, assignments, etc. Models of Teaching. Robert Sweetland's notes [ Home homeofbob. Inductive-Thinking Model : Syntax Determine a focus and boundaries of the inquiry and clarify goals. Collect Data and determine how it should be presented and enumerated. Group, label, and categorize data set and share results.
Labeling, Categorizing. Form concepts from classification and analysis of the data to identify what the data represent and their attributes. Students compare attributes in positive and negative examples. Students generate and test hypotheses. Students state a definition according to the essential attributes. Phase Two: Testing Attainment of the Concept Students identify additional unlabeled examples as yes or no.
Teacher confirms hypotheses, names, concept, and restates definitions according to essential attributes. Students generate examples. Students discuss role of hypotheses and attributes.
Students discuss type and number of hypotheses. Have students identify what they see in the picture. Label the picture parts identified. The teacher draws a line from the picture to the word, says the word, spells the word and points to each letter with her or his finger or the marker, says the word again, and students spell the word with the teacher. Have students classify the words into a variety of groups. Identify common concepts in the words to emphasize with the class as a whole.
Have students think of a title for their picture-word chart. Have student generate a sentence, sentences, or a paragraph directly related to their picture-word chart. Students may classify group-generated sets of sentences. The teacher models putting the sentences together into a good paragraph. Phase Two: Students structure the problem.
Phase Three: Students identify the problem in the investigation. Phase Four: Students speculate on ways to clear up the difficulty. Present discrepant event. Verify the occurrence of the problem situation. Hypothesize and test causal relationships. Present organizer. Identify defining attributes. Give examples or illustrations where appropriate. Provide context. Prompt awareness of learners relevant knowledge and experience. Make logical order of learning material explicit.
Link material to organizer. Elicit critical approach to subject matter. Clarify ideas. Apply ideas actively such as by testing them. Phase Two - Students explore reactions to the situation.
Phase Four - Independent and group study. Phase Five - Students analyze progress and process. Phase Six - Recycle activity. Make problem explicit. Interpret problem story, explore issues. Explain role playing. Phase Two: Select Participants Analyze roles. Select role players. Phase Three: Set the Stage Set line of action. Restate roles. Get inside problem situation.
Phase Four: Prepare the Observers Decide what to look for. Assign observation tasks. Phase Five: Enact Begin role play. Maintain role play. Break role play. Phase Six: Discuss and Evaluate Review action of role play events, positions, realism. Discuss major focus. Develop next enactment. Phase Seven: Reenact - Play revised roles; suggest next steps or behavioral alternatives. Phase Eight: Discuss and Evaluate - As in phase six.
Phase Nine: Share Experiences and Generalize Relate problem situation to real experience and current problems. Explore general principles of behavior. See also Role Play Reversal and sample role play steps Sample role play in classroom and behavior management scenario.
Teacher reviews facts. Phase Two: Identifying the Issues Students synthesize facts into a public policy issue. Students select one policy issue for discussion. Students identify values and value conflicts. Students recognize underlying factual and definitional questions. Phase Three: Taking Positions Students articulate a position. Students state basis of position in terms of the social value or consequences of the decision.
Prove the desirable or undesirable consequences of a position factual. Clarify the value conflict with analogies. Set priorities. Assert priority of one value over another and demonstrate lack of gross violation of second value.
Phase Five: Refining and Qualifying the Positions Students state positions and reasons for positions, and examine a number f similar situation. Students qualify positions. Phase Six: testing Factual Assumptions behind Qualified Positions Identify factual assumptions and determine if they are relevant. Determine the predicted consequences and examine their factual validity will they actually occur? Phase Two: Exploring the Problem Student is encouraged to define problem Teacher accepts and clarifies feelings.
Teacher clarifies possible decisions. Phase Five: Integration Student gains further insight and develops more positive actions. Teacher is supportive. Action Outside the Interview Student initiates positive actions. Teacher reviews previous learning.
Teacher establishes lesson objectives. Teacher establishes the procedures for the lesson. Teacher provides visual representation of the task. Teacher checks for understanding.
They attempt to help students understand themselves and their goals, and to develop the means for educating themselves. Non-Directive Teaching Model, b. The format layout graphics were adapted from an image created by Dr. Students have an opportunity to increase their understanding and respect for students with special needs. The focus is not much on what is being worked on students but on what students think as long as they do. College, Roorkee, India The term model is used to mean a teaching episode done by an experienced teacher in which a highly focussed teaching behaviour is demonstrated, in it an individual demonstrating particular patterns which the trainee learns through imitation. Remedial teaching is provided on the basis of diagnosis.
Types of teaching model. Recommended
CHAPTER Models of Teaching : MODELS OF TEACHING
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Models of teaching 1. 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 Figure 1.
Information Processing Model 7. Sensory Memory Hold a large amount of informationCompartment 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. Information-Processing Model of Memory Figure 1.
Information-Processing Model of Memory Incoming information Sensory memory Short-term Long-term sensory input pass through: Sensory Retains information Can hold for only a fraction of unrehearsed a second but information for about enough to select the 20 — 30 seconds. The even years. Long-term memory for longer storage Repetition of memorizing. How it works? Less effective for primary schools. Students have to do the discussion themselves. Behavioural Model Teacher- centered. Personal Model Phase 1 : Defining the Helping Situation Teacher encourages free expression of feelings.
Phases in Phase 2: Exploring the ProblemStudent is encouraged to define problem. Teacher accepts and clarifies feelings. 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 Teacher is supportive.
Action Outside the Interview Student initiates positive actions. SocialModel 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 Informal learning group Basicallytemporary within a single class session Formal learning groupBeing formed to complete a specific tasks, such as to carry a project, performing a lab experiment, etc Study Teams Long-termgroups with a stablemembership Emphasize the worth of cooperative learning The Importance of Social Model Incorporate the Promote social skills includingcollective energy of the self- group discipline, negotiation, democrac y, etc.
TeachingApproaches ApproachesInductive Deductive Example of Inductive Approach Examples of Deductive Approach Presented by: Aileen Yohanieca. You just clipped your first slide!
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