1

Models of teaching unit4

Direct Model
As we have seen, the teaching of facts, rules, and action sequences is most efficiently achieved through
a process called the direct instruction model. Direct instruction is a teacher- or softwarecentered
strategy in which you and/or the computer is the major information provider. In the direct instruction
model, facts, rules, and action sequences are presented to students in the most direct way possible. At
first, this usually takes a presentation and recitation format with explanations, examples, and
opportunities for practice and feedback provided by the teacher. But a direct instruction presentation
and recitation format employing verbal explanations and teacher-student interactions may also include
software-driven questions, correction of student errors, and review and practice. Let’s first look at some
of the characteristics of effective direct instruction provided in a teacher presentation format. A direct
instruction presentation in the elementary and secondary classroom is not like the college lecture you
may be familiar with. The typical college lecture will rarely be suitable for your classroom, because your
learners’ attention spans, interest levels, and motivation will not be the same as those of older students.
Therefore, your presentation here is neither a lengthy monologue nor an open, free-wheeling
discussion. Instead it is a quickly paced, highly organized set of interchanges that you control, focusing
exclusively on acquiring a limited set of predetermined facts, rules, or action sequences. Angelillo (2008)
and Marzano (2009) have equated this type of instruction with that of an effective demonstration in
which the following occurs: 1. You clearly present goals and main points. a. State goals or objectives of
the presentation beforehand. b. Focus on one thought (point, direction) at a time. c. Avoid digressions.
d. Avoid words and phrases learners may be unsure of. 2. You present content sequentially. a. Present
material in small steps. b. Organize and present material so learners master one point before you go to
the next point. c. Give explicit, step-by-step directions. d. Present an outline when the material is
complex. 3. You are specific and concrete. a. Model the skill or process (when appropriate). b. Give
detailed and redundant explanations for difficult points. c. Provide students with concrete and varied
examples. 4. You check for students’ understanding. a. Make sure that students understand one point
before you proceed to the next. b. Ask students questions to monitor their comprehension of what has
been presented. c. Have students summarize the main points in their own words. d. Reteach the parts
that students have difficulty comprehending—either through further teaching and explanation or by
supplemental materials and students tutoring each other. Table 9.4 provides examples of some of the
action verbs that correspond to the objectives most suited for direct instruction. These outcomes are
learned through application of facts, rules, and action sequences that can usually be taught in a single
lesson. You can most easily and directly test them with multiple-choice, listing, matching, fill-in, and
short-answer questions. Test items will call for: the listing of memorized names, dates, and other facts;
the summarizing or paraphrasing of learned facts, rules, or sequences; or the connection and application
of learned facts, rules, and sequences in a context slightly different from the one in which they were
learned.

Cooperative learning
cooperative learning is an instructional strategy that instills in learners important behaviors that prepare
them to reason and perform in an adult worldLet’s consider some of these behaviors.
 2

i-Attitudes and Values

Adult learners form their attitudes and values from social interaction. Although we learn much about the
world from books, the Internet, newspapers, and television, most of our attitudes and values are formed
by discussing what we know or think with others. In this manner, we exchange our information and
knowledge with that of others, who have acquired different information and knowledge in different
ways. This exchange shapes our views and perspectives. It turns cold, lifeless facts into feelings and then
into attitudes and values that guide our behavior over long periods of time. Attitudes and values are
among the most important outcomes of schooling, because they alone provide the framework for
guiding actions outside the classroom, where there may be no formal sources of knowledge to fall back
on. Cooperative learning is important in helping learners acquire from the curriculum the basic
cooperative attitudes and values they need to think independently inside and outside your classroom.

ii- Prosocial Behavior

During close and meaningful encounters among family members, models of prosocial behavior are
communicated. Children learn right from wrong implicitly through their actions and the actions of others
that come to the attention of adult family and extended family members. These adults are quick to point
out the effects of these actions on family, friends, and the community. With the decreasing presence of
adults in the homes of working parents and single parents, the classroom has become an important
vehicle for bolstering home and community values. Cooperative learning brings learners together in
adult-like settings that, when carefully planned and executed, can provide appropriate models of social
behavior. As a teacher, one of your most important roles will be to promote and model positive social
interactions and relationships within your classroom.

iii-Alternative Perspectives and Viewpoints

It is no secret that we form our attitudes and values by confronting viewpoints contrary to our own. Our
likes and dislikes come from our exposure to alternatives we could not have thought of on our own,
given the limitations of our immediate context and experience. These alternatives—some of which we
adopt, some we modify, and some we reject—are the raw material from which we form our own
attitudes and values. Confronted with these alternatives, we are forced into the objectivity necessary for
thinking critically, reasoning, and problem solving. In other words, we become less self-centered.
Depending on the merits of what we see and hear, we grow more open to exchanging our feelings and
beliefs with those of others. This active exchange of viewpoints and the tension it sometimes creates
within us form the catalyst for our growth. Cooperative learning provides the context or meeting ground
where many different viewpoints can be orchestrated, from which we form more articulate attitudes
and values of our own.

iv-Integrated Identity
One of the most noticeable outcomes of social interaction is its effect on how we develop our
personalities and learn who we are. Social interaction over a long period forces us to see ourselves—our
attitudes, values, and abilities—in many different circumstances. The main result is that inconsistencies
and contradictions in who we are—or think we are—cannot be hidden, as might be the case in a single
interaction or small number of social interactions
 3

Mastery learning
An instructional strategy based on the principle that all students can attain lesson and unit objectives
given appropriate instruction and sufficient time to learn In summary, mastery learning is an
instructional strategy based on the principle that all students can attain lesson and unit objectives with
the appropriate instruction and sufficient time to learn. Mastery learning puts the techniques of tutoring
and individualized instruction into a group-learning format and brings the learning strategies of
successful students to nearly all the students of a given group. In its full form, it includes a philosophy, a
curriculum structure, an instructional model, the alignment of student assessment, and a teaching
approach. You will have many options for integrating technology into your direct instruction lessons to
ensure that all or most of your learners attain the same level of mastery. Depending on the ability level
of the student and available time on the computer, more or less structure can be provided within the
content of your direct instruction lesson. This provides the ability to differentiate instruction for the
student who can benefit from it with regard to the level of difficulty and need for repetition, review,
practice, and feedback. Much direct instruction software is available for the elementary grades from the
publishers of the textbooks and workbooks you will be using. With the Inspiration 9 software, which was
introduced for lesson planning in Chapter 4, it is also possible to prepare your own tailormade direct
instruction practice sessions, review, and feedback lessons for grades and content for which commercial
software may not be available. The Inspiration 9 software is organized around a template, into which
can be dropped lesson content, reviews, and practice activities. It can be made available on your
classroom computers, with hyperlinks to other software.

Problem based learning

Problem-based learning  (PBL) is a student-centered approach in which students learn about a subject by working in
groups to solve an open-ended problem. This problem is what drives the motivation and the learning. 

Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project
provides students with the opportunity to develop skills related to:

 Working in teams.
 Managing projects and holding leadership roles.
 Oral and written communication.
 Self-awareness and evaluation of group processes.
 Working independently.
 Critical thinking and analysis.
 Explaining concepts.
 Self-directed learning.
 Applying course content to real-world examples.
 Researching and information literacy.
 Problem solving across disciplines.
 4

Considerations for Using Problem-Based Learning

Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the
problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester.
PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to  work in
groups  and to allow them to engage in their PBL project.

Students generally must:

 Examine and define the problem.

 Explore what they already know about underlying issues related to it.
 Determine what they need to learn and where they can acquire the information and tools necessary to solve
the problem.
 Evaluate possible ways to solve the problem.
 Solve the problem.
 Report on their findings.

Getting Started with Problem-Based Learning

 Articulate the learning outcomes of the project. What do you want students to know or be able to do as a
result of participating in the assignment?
 Create the problem. Ideally, this will be a real-world situation that resembles something students may
encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed
PBL activities can be found online through the University of Delaware’s PBL Clearinghouse of Activities.
 Establish ground rules at the beginning to prepare students to work effectively in groups.

 Introduce students to group processes and do some warm up exercises to allow them to practice assessing
both their own work and that of their peers.
 Consider having students take on different roles or divide up the work up amongst themselves.
Alternatively, the project might require students to assume various perspectives, such as those of
government officials, local business owners, etc.
 Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments
a part of the assignment grade.

The transmitter of knowledge

The pattern and culture of teaching and learning process has been changing The teacher today is not confined to the
classroom but is the catalyst of change in this ever changing world. To prepare the students for the world of today
and tomorrow, the role of the teacher has to meet the needs of current culture. Since the teacher is the single most
important factor in student success,”The changes that took place in modern society& in institutions have changed
the roles of teachers, too. In the past teachers used to be the major source of knowledge, the leader and educator of
their students' school life. Nowadays, teachers provide information and show their students how to tackle them.
Although they are still considered to be a kind of leader in the class, they can be thought of as facilitators in the
learning process. If we focus on the teaching process, we still realize that there are a great number of changes in this
field as well, and all of them have an influence on the role of teachers.
A good teacher can be defined as a teacher who helps the student to learn. He or she contributes to this in a number
of ways. The teacher’s role goes well beyond information giving, with the teacher having a range of key roles to
 5

play in the education process. What one sees as good teaching, suggests Biggs (1999), depends on what conception
of teaching one has. Two concepts are based on the strategies of teacher-centred and student-centred education
(Harden et al 1984). Teacher-centred strategies are focused on the teacher as a transmitter of information, with
information passing from the expert teacher to the novice learner. Student-centred strategies, in contrast, see the
focus as being on changes in students’ learning and on what students do to achieve this rather than on what the
teacher does. “If students are to learn desired outcomes in teachers have to be prepared for, although the present
generation of teachers has been growing into making up syllabi for years. Another difference between the past and
present tasks of teachers is represented by the technical background they need to be able to use and handle
effectively (computer, photocopier, power point, projectors, etc.) Instead of teaching chalk face, they need to be an
information technology expert, a technician or/and a photocopy master. One of the biggest challenges for teachers is
that their role in the school management has also changed. The institution needs them as individuals, who can make
decisions and cope with the stress of the changing world of education.. At the same time teachers need to be able to
work in teams, co-operate with colleagues and parents. A teacher has to generate that energy in oneself and handle it
in one's work of educating children. A teacher has not only to instruct but also to inspire the students. This new role
of teacher is the need of modern society.
Conclusion
No matter how advanced or smart a computer program or a product is, it can never come close to the knowledge and
life experience a teacher brings. Several researches have been conducted and it has been proven time and again that
teachers bring about a change which no technology can. A teacher simply does not impart knowledge or
information. And teaching is definitely not about facts and figures. A teacher leads, guides, facilitates and mentors a
student. They are role models who set an example to students and drive them towards a brighter future. A good
teacher encourages independent thoughts and independent learning. He/she can be a positive influence, can be an
inspiration to set and achieve goals. The trust and bond between a teacher and student creates the perfect learning
environment; which can never be achieved through virtual learning
Mark me as brainliest
Inductive inquiry
The teacher provides examples of certain facts, principles or concepts, and a generalization is drawn
regarding them. • Students are given additional examples as well as nonexamples of the specific facts,
principles or concepts. • The teacher guides students in determining pertinent or significant common
data among the examples that align with the generalization. Students are also led to characteristics that
point to nonexamples. • The teacher and students interpret the observations they have made and
discuss the generalization to ensure it differentiates examples from nonexamples.
Traditional engineering instruction is deductive, beginning with theories and progressing to
applications of those theories. Alternative teaching approaches are more inductive. Topics are
introduced by presenting specific observations, case studies or problems, and theories are taught
or the students are helped to discover them only after the need to know them has been
established. This study reviews several of the most commonly used inductive teaching methods,
including inquiry learning, problem-based learning, project-based learning, case-based teaching,
discovery learning, and just-in-time teaching. The paper defines each method, highlights
commonalities and specific differences, and reviews research on the effectiveness of the
methods. While the strength of the evidence varies from one method to another, inductive
methods are consistently found to be at least equal to, and in general more effective than,
traditional deductive methods for achieving a broad range of learning outcomes.