1. Teaching Models,
Approaches,
Strategies and
Methods

2. At the end of the lessons, the
students should be able to explain
1.Various teaching models,
approaches, strategies and
methods of teaching
2.The implications of teaching
models on teaching and learning
objectives

3. Definitions …
Approaches
oA set of assumptions dealing with
the nature of language, learning,
and teaching
oThe explanation of why we teach
that way
Methods
oAn overall plan for
systematic presentation of
language based upon a
selected approach
oThe way we teach

4. Definitions …
Strategy
oa plan or a program that is extensively
used to ensure that a certain message
or lesson is passed from the teacher to
the student
oa skill in planning and managing
methods and teaching techniques to
achieve learning outcomes
Techniques
oSpecific activities manifested in the
classroom that were consistent with
a method and harmony with

5. TEACHING
STRATEGY
APPROAC
H
METHOD TECHNIQUES
Inductive
Deductive
Eclective
Communicative
Comprehension
Oral
Natural
Situational
Constructivism
Contextual
• Direct
• Grammar
Translation
• Audiolingual
• Cognitive code
• Natural
• Translation
• Role play
• Simulation
• Debate
• Brainstorming
• Elocution
• Discussion
• Story telling
• Reading aloud
• Drama
• Interview

6. Teaching Models
1.The Behavioural Systems
Family
2.The Information – Processing
Family
3.Social Family
4.The Personal Family
Tested steps and procedures to
effectively generate desired outcomes.
Can be classified into 4 categories

7. 1. The Behavioural Systems Family
Drawn from the body of
knowledge known as Behaviour
Theory
Behavioural models of
instruction and learning have
their origins in classical and
operant conditioning
environments that stimulate
individuals to act in certain
ways

8. 1.The Behavioural Systems Family
Educator’s task is to identify
the kinds of environmental
variables that affect learner
behaviour and apply the
findings to enhance learning
Among the models in this
category are Mastery Learning,
Learning from Simulations,
Direct Learning and Social

9. 1. The Behavioural Systems Family
Mastery Learning
 based on the concept that all students
can learn when provided with
conditions appropriate to their
situation
 students are to master certain skills –
80% before moving on to new
materials
 the student must reach a
predetermined level of mastery on one
unit before they are allowed to

10. 1. The Behavioural Systems Family
Mastery Learning
 organizes materials to be learned in
relatively small, sequenced
instructional modules that are
presented to the students with
assessments of learning embedded
 Learning tasks are regulated
according to the progress of the
learners and which teach students
to pace themselves for optimal
performance

11. 1. The Behavioural Systems Family
Learning from Simulations
 Allows students to face realistic
conditions
 Learning by doing
 Done through simulations and
discussions
 Nurtures and instructs a variety of
educational outcomes – concepts
and skills; cooperation and
competition; critical thinking and
decision-making.

12. 2. The Information-Processing Family
Emphasize ways of enhancing
the learner’s innate drive to make
sense of the world by:
1. Acquiring and organizing data
2. Sensing problems and
generating solutions to them
3. Developing concepts and
language for conveying them

13. 2. The Information-Processing Family
based on the idea that
humans process the
information they receive,
rather than merely responding
to stimuli.
equates the mind to a
computer, which is responsible
for analyzing information from
the environment.

14. 2. The Information-Processing Family
Some models provide the learner
with information and concepts
Some emphasize concept
formation and hypothesis testing
Others generate creative thinking
A few are designed to enhance
general intellectual ability
Many are useful for studying the
self and society – suitable for
achieving the personal and social
goals of education

15. 2. The Information-Processing Family
Among the models which are in
this category:
 Advance Organizer
 Inquiry Training
 Concept Attainment/Concept
Learning/ Concept Formation/
Category Learning

16. 2. The Information-Processing Family
Advance Organizer
 an instructional unit that is used
before direct instruction, or
before a new topic; this is
sometimes called a hook, set
induction, or anticipatory set
 popularized by David Ausubel in
1968
 introduced in advance of direct
instruction

17. 2. The Information-Processing Family
Advance Organizer
 presented at a higher level of
abstraction than the information
presented later
 designed to bridge the gap between
what the learner already knows and
what she needs to know
 use of advance organizers has
shown, through several research
studies, to improve levels of
understanding and recall

18. 2. The Information-Processing Family
Inquiry Training
 Is built around sets of
puzzling problems which
students attempt to solve by
collecting and verifying data,
developing concepts, and
building and testing
hypotheses

19. 2. The Information-Processing Family
Inquiry Training
 Stemmed from the observations
“When children are young the
world to them is full of questions
to ask. Somewhere along the
way, they get the idea that
becoming an adult means
leaving the world of questioning
to enter the world of knowing
the answers. ”

20. 2. The Information-Processing Family
Inquiry Training
 describes approaches to learning
that are based on the
investigation of questions,
scenarios or problems - often
assisted by a facilitator
 Inquirers will identify and
research issues and questions to
develop their knowledge or
solutions

21. 2. The Information-Processing Family
Concept Attainment
 Provides teachers with a
conceptual alternative to
induction, enabling them to
control data sets and help
students develop precise
knowledge of concepts
 is largely based on the works of
the cognitive psychologist
Jerome Bruner

22. 2. The Information-Processing Family
Concept Attainment
 is a strategy which requires a learner
to compare and contrast groups or
categories that contain concept-
relevant features with groups or
categories that do not contain
concept-relevant features.
 a learning task in which a human or
machine learner is trained to classify
objects by being shown a set of
example objects along with their
class labels.