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    Types of Models of Teaching

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    Revathy S Chandran
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    Types of Models of Teaching

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    Revathy S Chandran
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    PowerPoint presentation

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    11 views21 pages

    Types of Models of Teaching

    Uploaded by

    Revathy S Chandran
    PowerPoint presentation

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 21

    Types of models of Teaching

    By
    Revathy S Chandran
    Dept. of. English
    • Philosophical Teaching Model
    • Psychological Teaching Model
    • Modern Teaching Model
    Important Philosophical Teaching Model

    1. John Lock’s Impression model of teaching


    2. Plato’s Insight Teaching Model
    3. Immanuel Kant’s Rule Model of Teaching
    Important Psychological Teaching Model

    • Robert Glaser’s Basic Teaching Model


    • Ned Flanders interaction model of Teaching
    • Daniel Davies Computer based Teaching
    Model
    Important Modern Teaching Model

    • Information Processing Models


    • Social Interaction Models
    • Personal Development Model
    • Behavioural modification model
    Philosophical Teaching model
    • Philosophical Teaching is an inquiry-led
    pedagogy that develops student
    understanding and appreciation beyond the
    levels normally achievable through traditional
    teaching.
    John Lock’s Impression model of teaching

    • John Locke was born August 29, 1632,


    in Wrington, Somerset, England.
    • Regarded as one of the most influential
    Enlightement thinkers, he was known as the
    Father of Classical Liberalism.
    • He was an economist, political operative,
    physician, Oxford scholar, and medical researcher
    as well as one of the great philosophers of the late
    17th and early 18th centuries.
    • Locke created the philosophy that there was no
    legitimate government under the Divine Right of
    Kings theory, which emphasized that God chose
    some people to rule on earth in His will.
    • Therefore, the monarch’s actions were the will
    of God and to criticize the ruler meant you were
    challenging God.
    • However, Locke did not believe in this theory
    and wrote his own to challenge it.
    • Locke believed that children are born with
    their mind a blank sheet of paper, a clean slate,
    a tabula rasa.
    • He also maintained that children are
    potentially free and rational beings, and that
    the realization of these human qualities tends
    to be disillusioned through imposition of the
    sort of prejudice that perpetuates oppression
    and fallacy.
    • Locke believed it was the upbringing and
    education that hindered the development of
    children's humanity. Locke noted two
    consequences of the doctrine of the tabula
    rasa: egalitarianism and vulnerability.
    • Locke believed the purpose of education was
    to produce an individual with a sound mind in
    a sound body so as to better serve his country.
    • Locke thought that the content of education
    ought to depend upon one's station in life. The
    common man only required moral, social, and
    vocational knowledge.
    • John Locke proposes that sensation and
    reflection are the two sources of experiences.
    • Through sensation, understanding grows
    about the external world and through
    reflection it becomes aware of all the
    operations that it performs itself.
    • The experiences provided through teaching
    creates an impression on a child's brain.
    • The purpose of education is to produce an
    individual with a sound mind and sound body
    so as to better serve the country.
    • The content of education ought to facilitate
    each student to get moral social and
    vocational and to involve in social service.
    • The children are born with their mind like a
    blank sheet of paper , a clean slate, a
    tabularasa. Educational experiences
    provided to the children in their brain as
    impressions.
    Perception
    • Sensation
    • Meaningful interpretation of the sensation.
    • Providing related sensory experiences.
    • Explain content in a simple language with
    proper illustrations.
    components
    • Focus
    Providing quality learning experiences.
    Syntax
    Teaching learning process
    Social System
    Explaining with proper illustration
    • Support system
    Teaching Aids, Audio Visual Aids
    • Application
    Evaluation
    Asking Questions
    Conduct Exam
    Learning objectives
    Teaching Process
    Presentation
    Correlation
    Generalization
    Role of teacher
    Teacher is highly active in the teaching
    learning process.

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