Models of Teaching
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Lecturer in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
A model of teaching is a plan or
pattern that can be used to shape curriculum, to design instructional materials
and to guide instruction in the class room and other settings.
They are prescriptive teaching
strategies.
They are designed to realize specific
instructional objectives (eg. To help children attain concepts, to train
children to think inductively, to train children in scientific enquiry etc.)
Concept Attainment Model
What is a concept?
A mental representation / mental
picture of some object or experience.
The elements of a concept are
1. Name or label
2. Attribute (Essential & Non
essential)
3. Attribute value
4. Exemplars (Positive & Negative)
5. Rule or definition
Jerome S Bruner in the exponent of
this model. This model belongs to information processing family of models. Designed primarily to develop inductive reasoning but also for
concept development analysis. Concept attainment is “the search for and listing
of attributes that can be used to distinguish exemplars from non exemplars of
various categories.”(Bruner,Goodnow, and Austin). Where as concept formation,
which is the basis of the inductive model described in the previous chapter,
requires the students to decide the basis on which they will build categories,
concept attainment requires a student to figure out the attributes of a
category that is already formed in another person’s mind by comparing and
contrasting examples that contain the characteristic of the concept with
examples that do not contain those attributes. To create such lessons we need
to have our category clearly in mind.
Syntax
Phase 1 : Presentation of data and
identification of concept
·
Teacher
presents labeled examples
·
Students
compare attributes in positive and negative examples
·
Students
generate and test hypotheses
·
Students
state a definition according to the essential attributes
Phase 2 : Testing attainment of the
concept
·
Students
identify additional unlabelled examples as yes or no
·
Teacher
confirms hypotheses, names concept, and the restates definitions according to
essential attributes
·
Students
generate examples
Phase 3 : Analysis of thinking
strategies
·
Students
describe thoughts
·
Students
discuss role of hypotheses and attributes
·
Students
discuss type and no. of hypotheses
Social System
Prior to teaching with the concept
attainment model the teacher chooses the concept, selects and organizes the
material into positive and negative examples and sequences the examples. When
using the concept attainment model, the teacher acts as a recorder, keeping
track of the hypotheses as they are mentioned and of the attributes. The
teacher also supplies additional examples as needed. The three major functions
of the teacher during concept attainment activity are to record, prompt, and
present additional data.
Principles of Reaction
During the flow of the lesson, the teacher
needs to be supportive of the students hypotheses – emphasizing, however, that
they are hypothetical in nature – and to create a dialogue in which students
test their hypotheses against each other.
Support System
Concept attainment lessons require that
positive and negative examplars to be presented to the students. When students
are presented with an example, they describe its characteristics which can be
recorded.
Application
The use of the concept attainment
model determines the shape of particular learning activities. For example, if
the emphasis is on acquiring a new concept, the teacher will emphasize through
his or her questions or comments the attributes in each example and the concept
label.
Instructional and Nurturant Effect
Instructional Effect
|
Nurturant Effect
|
Nature of concepts
|
Awareness of
Alternative Perspectives
|
Improved Concept-Building strategies
|
Tolerance of Ambiguity
|
Specific concepts
|
Sensitivity to Logical
Reasoning in Communication
|
Inductive Reasoning
|
References:
1. Joyce, B & Weil, M. (2004). Models of Teaching. New Delhi:
Prentice-Hall of India.
2. Aggarwal, J.C. (1999)Essentials of Educational Technology :
Teaching Learning. New Delhi: Vikas Publishing House.
