Models of teaching

1. By
Dr. Muhammad Tanveer Afzal
SED, AIOU

2. Introduction
• Name one of your best teachers.
• What made her/him an effective teacher?
• Life experiences impact the way people learn therefore there is
need to understand the context of learning.
• There are number of challenge for faculty to be effective in
teaching and to make teaching and learning relevant
• Many learners are surfers and scanners – not readers and
digesters
• Most of the time learner need constant and immediate feedback
• Want to learn

3. Introduction
 Research indicates that it is impossible for students to absorb all
of the information in a lecture (limited short term memory)
 As a teacher we need every student to learn – not just a few
 Effective techniques: get students actively thinking and learning
 Solid knowledge base and real-world applications
 Clear and organized presentation of material
 Want to be stimulated, active and participatory approaches
 Faculty to be enthusiastic, helpful and engaged
 Want face-to-face contact but accept boundaries

4. Introduction
Strategies
 Teachers must understand learners
 Accept differences among students and between students and
faculty
 Engage students in setting goals and expectations
 Be flexible, creative and try not to be surprised by anything that
happens in the classroom.
 Set context and tie topics together continually

5. Learning Outcomes
After the end of this unit you will be able to:
 Define the term teaching and model.
 Know what models of teaching are.
 List down the characteristics of teaching models.
 Describe the components/elements of models of
teaching.
 Describe the need and nature of models of teaching.
 Describe and differentiate the two models of teaching,
the social and personal.
 Apply these models of teaching in the real situation.

6. Need and Model of Teaching
Models are mainly representations, copies or
images of real objects. They can be used to
represents objectives, systems, concepts or ideas.
The model is a pattern of something to be made or
reproduced.
“models refers to a set of basic assumptions that
outline the universe of scientific inquiry specifying
both the concepts regarded as legitimate and the
method to be used in collecting and interpreting
data”.

7. Need and Model of Teaching
They defined a model as: “A model of teaching is a
set of inter-related components arranged in a
sequence which provides guidelines to realize a
specific goal. It helps to designing instructional
activities and provides an environment carrying out
these activities in order to realize the stipulated
objectives”.

8. Model of Teaching
 A pattern or plan which can be used to shape a curriculum
or course to select instructional materials and to guide a
teacher’s action.
 Models are primarily oriented towards a classroom teacher
who is interested in increasing his instructional
effectiveness in an interactive method of teaching.
 A teaching model can be considered as a type of blue print
for teaching. It provides structure and direction for the
teacher.
 In short ‘Models’ are perspective teaching-strategies
designed to accomplish particular instructional goals.

9. Activities in Model of Teaching
1. Practical shape to the learning achievement.
2. Select such stimulus so that the pupil may give expected
response.
3. Specify such situations in which the responses of the
pupils may be seen.
4. Determine such criterion behaviors so that the
performance of the pupils may be seen.
5. Identify specific teaching strategies for achieving the
desirable educational objectives.
6. Modify the teaching strategies and tactics if the expected
changes in the behavior do not occur.

10. Significance of Model
1. A teaching model helps in achieving some specific
objectives.
2. The nature of a teaching model is practical, therefore, it
makes possible to achieve learning.
3. A teaching model helps in making the teaching more
effective.
4. A teaching model helps in selecting such stimulating
situations which cause the desirable changes in the
behavior of the learner.
5. A teaching model evaluates the behavior of the pupils.
For this important task, it presents such a specific
criterion with the help of which the change in the
behavior of the pupils can be easily evaluated.

11. Components of a teaching model
1. Syntax:
It describes the model as a flow of actions or
sequence of steps or events. It involves a description
or structure of activities.
2. Principles of reactions:
These are the expected behaviors of the teacher or
the responses of the teacher to the learner’s
activities.

12. Components of a teaching model
3. Social system:
It provides the description of the student and teacher
roles; relationships and the kind of norms that are
encouraged.
Thus, three things are included in it
(a) student-teacher role,
(b) hierarchical relationships and,
(c) norms to be encouraged or pupil behavior to be
rewarded.

13. Components of a teaching model
4. Support system:
It refers to the additional requirements beyond the
usual human skills, capacities and technical facilities
necessary to implement a model.
It includes two sources
(a) role specification for the teacher
(b) requirements of the substantive nature

14. Characteristics of teaching models
Some assumptions
1-creation of appropriate environment for learning,
2-occurrence of an interaction between the teacher and
the taught,
3-using proper teaching strategies for making the
teaching easy, clear and understandable.

15. Characteristics of teaching models
 Presenting appropriate experiences
 Answer to fundamental question
 Based on individual differences
 Use of students’ interest
 Influenced by philosophy
 Maxims of teaching
 Practice and concentration
 Development of human ability
 Teaching as an art

16. The Social Family Models of Teaching
The models of this family are concerned with the social
relationship of the individual with others in the
society.
1. Group investigation model of Herbert Thelan and
John Dewey;
2. Role playing model of Shaftel and Shaftel
3. Social Simulation model of Seren Boocok and
Harold Guitzknow

17. The Social Family Models of Teaching

18. The Personal Family Models of Teaching
 The models of this family are intended to develop the
unique personality of the learner.
1. Non-directive model of Karl Rogers;
2. Classroom meeting model of William Glasser; and
3. Synectics model of William Gordon.

19. The Personal Family Models of Teaching

20. Thank you for your patience.