Unit II

Classification of teaching
models

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

“Teaching model is 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.”

–Joyce and Weil (1972)

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Components

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Instructional objectives

Goals that a student is supposed to

attain upon completion of instruction

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Entering behaviour

Initial behaviour before beginning the

instruction
Previous knowledge of the subject,
intellectual ability, motivational state

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Instructional procedure

Most active part of the process

Includes teaching methods, strategies,
student-teacher interactive pattern

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Performance assessment
Terminal behaviour assessment
Test, observation
Feedback- objectives may be modified and
instructional procedure may be improved
based on the end results shown under the
performance step

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Fundamental elements

Focus
Pinpoint four basic functions, processes and
major activities comprising the whole teaching
learning process

Sequence of instructional process

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Fundamental elements

Syntax
Sequential activities

instructions carried out by the teacher is fixed

Entry behaviour > instructional work > achieved

objectives

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Fundamental elements
Principle of reaction
Principle of active involvement and expertise

Active role of teacher

Require essential skills

Understand potential and difficulties of students

for reaching goals

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Fundamental elements

Principle of reaction
Principle of interdependence

Four stages - objectives > entry behaviour >

instructional process > assessment

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Fundamental elements
Principle of reaction
Principle of correction and follow up

Terminal behaviour should match with set

objectives and entry behaviour

Mistakes should be detected for the

improvement of the process

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Fundamental elements
Social system
Dominated role and control of the teacher on the
whole process of instruction

Success depends on competency of the teacher in

terms of formulation of objectives, employment
of methods and strategies and techniques of
evaluation

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

 Fundamental elements
Support system
Sufficient pre - service and in-service training
facilities

Desirable teaching learning situations

Need for the appropriate evaluation devices

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU

Applicability of the model

Applicable to any teaching-learning situation

Systematic and structured way of instruction

Dr. Nisanth.P.M, Assistant Professor, Dept of Education, RGU