PEDAGOGY

(EDUP3123)

TOPIC 2.0
Models of Teachings
Ts. MOHD ZAKI BIN SAID
(Atmosperic Science & Environmental Technology)
Jabatan Sains Teknologi Engineering dan Matematik (STEM)
IPG Kampus Tuanku Bainun
Contents
● Introduction
● Theory-based teaching models
- Information processing model
- Behavioural model
- Social model
- Personal model
● Teaching model based on phases/ stages
● Implications of teaching models in teaching
and learning.
Stimulation
Stimulation
Stimulation
Stimulation
Stimulation
 Introduction Teaching Model
❖A models of learning designed to
help students to acquire Knowledge
,Information ,Ideas , Skill, Values
,way of Thinking.
❖They are just instructional designs,
which describe the process of
specifying and producing particular
environmental situations which
cause the students to interact in
such a way that specific changes
occurs in his behaviour.
Introduction Teaching Model
Introduction Teaching Model
Introduction Teaching Model
Introduction
What is a Teaching Model?
❑Prescriptive strategies are designed to achieve teaching
objectives
❑It consists of simple T&L procedures that can be used as a
guide for teachers to produce effective lessons.
❑Helping teachers get feedback on the effectiveness of
teaching and follow-up activities that need to be taken for
improvement.
Introduction
Teaching Model Functions?
❑Provide guidance to teachers on Teaching Steps to enable
them to carry out the teaching process.
❑Forming a complete teaching framework for the supervisor or
school management in the teaching process as a reference.
❑A basic guide for teachers in the feedback session as well as
modifications for further teaching process.
Theory-based teaching model
Information
●Bruce Joyce and Marsha
Weil ( 1980) describe a
Processing Social Model
Model
models of teaching as a plan
or pattern that can be used Model of
to shape curricula to design Teaching
instructional materials and
to guide instruction in the Behavior Personal
classroom and other settings Model Model
Theory-based teaching model
A. Information Processing Model

Can you imagine life

without memory?
Think of the simplest of
tasks you perform
everyday.
Theory-based teaching model
A. Information Processing Model
❑Equating human memory with computers (using the input-
output model)
❑Information is the input that humans get from the learning
environment
❑Information is processed and stored in memory
❑This information can be removed through the retrieval process.
"Information processing is a mental operation of how humans
learn involving the process of receiving, encoding, storing and
recalling information".
Theory-based teaching model
A. Information Processing Model
❑Three phases of
memory:
A. sensory memory
B. Short-term memory
C. Long term memory.
Theory-based teaching model
A. Information Processing Model
Theory-based teaching model
A. Information Processing Model
SCENARIO:
Mr. Moseley was a highly effective ESL teacher. Not only did his students laugh a lot at his silly
stories, but he had some very good techniques for helping students to learn and use the English
language. Mr. Moseley used a variety of strategies for students to acquire vocabulary. He has
the students create and maintain personal vocabulary journals. He always taught using a word
wall and constantly referred back to the word wall as he taught. He had the students get into
groups and do creative activities with new vocabulary words such as acting out the word or
creating a bumper sticker, song, limerick or rhyme using the word. Invariably, shrieks of
laughter could be heard down the hall from Mr. Moseley’s classroom as students worked
together on these engaging projects.
What did Mr. Moseley understand about memory and language retention? Mr. Mosely
understood that multiple modes of learning helped students to remember and acquire the new
vocabulary, and that students could learn while having fun!. As you learn about Information
Processing Theory, consider what educators can do to help their students remember new
information, as well as strategies for learning!
Theory-based teaching model
A. Information Processing Model
SCENARIO:
A student is learning to read sheet music for the first
time. The student begins his/her lesson in a noisy band
hall. Motivated by the student’s desire to play an
instrument, the Sensory Memory filters out information
unrelated to reading the music (e.g., people walking by,
other instruments playing) and focuses attention on
information relevant to reading the music (e.g., the
lesson in front of him/her, the teacher’s voice).
Theory-based teaching model
A. Information Processing Model
A. Sensory Memory
▪ Primary input from sight and sound.
▪ Processing takes place in 3-5
seconds
▪ Input is fed to short-term memory for
actual processing.
▪ Received information is usually
monitored at a low level of attention
For example, when driving a car
and therefore responses are also
while talking, one can continue to
selective.
drive and talk.
Theory-based teaching model
A. Information Processing Model
B. Short term memory
❑Information transferred into short-term memory will remain active
for 15-20 seconds without practice and longer with practice.
❑Short-term memory capacity is limited to 7 + 2 items.
Theory-based teaching model
A. Information Processing Model
B. Short term memory
❑Three ways to tackle cognitive tasks in short-term
memory:
1) Chunking means dividing into small parts.
2) Elaborative Rehearsal. Process one at a time
(serial processing). Try to connecting to the
something that is known

3) Practice skills until they reach an automatic level.

For example consider phone numbers, 88432575
to 88-43-25-75, which are 4 units instead of 8
units.
❑Information in short-term memory will disappear/fade
if it is not repeated within 20 seconds or the number
of items exceeds 5-9 units.
Theory-based teaching model
A. Information Processing Model
C. Long-term memory and storage
❑Information for future reference is
stored in long-term memory.
❑Long-term memory is a permanent
store of knowledge, such as the ability
to remember a phone number.
❑Has unlimited capacity and duration.
❑Learned concepts are stored in a
hierarchically meaningful network of
relationships (schemas).
❑The three categories in long-term
memory are semantic, episodic and
procedural.
Theory-based teaching model
A. Information Processing Model
C. Long-term memory and storage
Pavio (1986) has asserted that memory for
images differs from memory for words.
He offers a dual coding hypothesis
asserting that when we see an image,
both the image and a label for that image
are stored in memory. He has extended
the hypothesis, suggesting that dual
codes may exist for the other senses as
well. For example, the smell of an orange
is stored along with its label “orange.”
There are mechanisms that control
thinking and learning
called metacognition. Metacognition
often takes the form of strategies.
Theory-based teaching model
A. Information Processing Model
Comparison between three phases of memories?
Type Characteristics Representation Capacity Duration Cause of
Forgetting
Sensory Limited and passive , Sense (seeing, hearing, 4 items 3-5 second decay
Memory store information taste, feel, touch)
gathered from the
external environment
Short-Term Active information Visual imaging and acoustic 5-9 16-30 Interference
Memory processing, rehearsing (sound) endcoding items seconds (5-
and chunking 15 second
Information will disappear within 20 seconds if there is no
without
repetition rehearsal)
Long-Term Unlimited store Semantic encoding, Infinite Permanent Forgetting
Memory information over chunking, imagery and the retrieval
extended periods of elaboration (Knowledge, pathway
time (hours, day, declarative, procedural,
weeks, months, years episodic, imagery, strategic,
etc.) collective/conceptual)
Activity 1: Interprete the picture below?

Further Information: https://article1000.com/short-term-memory-long-term-memory/

 Information Processing Theory Model

Source : https://www.structural-learning.com/post/information-processing-theory
Theory-based teaching model

Comparison
between
Short-Term
and Long
Term
Memory?
Theory-based teaching model
The Models which belong to Information Processing Models
A teaching A direct To teach
strategy to explanation from students the art
teach concept. lecturer or of independent
An indirect teacher to inquiry in
student disciplined way

Expository Model
(David Ausubel)
Bruners, 1973)
Concept Attainment

Inquiry Model
Model CAM (Jerome

instruction
strategy that
uses a
structured
inquiry process.
Involves the
presentation
example and
non-examples
*Find it more about Advance Organiser Model, Cognitive
growth model, Inductive Thinking model, Biological
science inquiry model
Theory-based teaching model
The Models which belong to Information Processing Models

▪Aim to organize data so that important concepts can be learned quickly and
efficiently.
▪To provide experience with the scientific method from specific to testing
Model
Concept Attainment

hypotheses.
▪Teachers choose appropriate concepts and approaches such as direct
teaching or defining concepts.
▪Teacher give examples of a concept without labeling or defining the
concept until the student finishes as in teaching based (inductive teaching
method)
▪Goal: to help students gain an understanding of the subject being studied
and provide a foundation for higher level thinking.
Bruner, Goodnow and Austin (1992)
Theory-based teaching model
The Models which belong to Information Processing Models
❑ Four phases of CAM
1) Send information
2) Give examples of related and unrelated input (examples and non-
examples)
Model
Concept Attainment

3) Conduct tests for concept achievement

4) Analyze students' thought processes
❑ Involves building knowledge and organizing information into a complex
cognitive structure.
❑ The learning environment for concept teaching is structured and
teacher-centered.
❑ The teacher make an assessment about the concepts that have been
taught and the concept lessons that have been arranged in larger learning
units.
Bruner, Goodnow and Austin (1992)
Theory-based teaching model
The Models which belong to Information Processing Models
❑ Teaching Process:
1. Teacher informing about the purpose
of the lesson
2. Motivating them and throughout the
Model
Concept Attainment

lesson
3. Questioning and discussion are
conducted by the teacher to help
students analyze the thought
process and integrate new learning
with old learning at the end of the
lesson.

Bruner, Goodnow and Austin (1992)

Theory-based teaching model
The Models which belong to Information Processing Models
Model
Concept Attainment
Theory-based teaching model
The Models which belong to Information Processing Models
Model
Concept Attainment
Concept Attainment
Model
Theory-based teaching model
The Models which belong to Information Processing Models
❑ Concepts can be
classified into three
categories namely:
1) Connecting
Model
Concept Attainment

concept,
2) Disjunctive
concepts,
3) Relationship
concept.
“greater than “
Bruner (1973)
Concept Attainment
Model
Concept Attainment
Model
Theory-based teaching model
The Models which belong to Information Processing Models
Model
Concept Attainment
 Theory-based teaching model
The Models which belong to Information Processing Models
Application in the Implications
classroom ❑Relevant for teachers who
❑Can be used teaching of intend to improve the
Concept Attainment
Model

language grammar, instructional system.

Science and fundamentals ❑Guide teachers to go to
of Mathematics dept of the content
❑An evaluation tools ❑Help students to attain
new concept
❑Can be used with students ❑Great attributes on
of all grades teaching-learning process.
Theory-based teaching model
The Models which belong to Information Processing Models
▪ Expository means a clear and detailed explanation.
▪ Teaching context - expository is the delivery of information or lesson
content directly to students in class
Expository Model

▪ Presentation method - explanation, storytelling or demonstration with

the aim of teaching something.
▪ Appropriateness: explaining, concepts, facts, principles or laws and ideas,
where they are presented and understood, not fiction.
▪ Emphasizes meaningful oral learning, rather than rote learning.

Introduction and Pupils remember

Pupils listen the
Explain the dan record the
explanation
content important content
Expository Model
Theory-based teaching model
The Models which belong to Information Processing Models
Implications of Suchman's Inquiry Model in Teaching and Learning
▪ Lesson objectives are determined according to ability level, the steps
are designed to form a concept, principle or theory clearly.
Expository Model

▪ Student activities are guided and corrected based on student objectives.

▪ Encourage students to actively engage in the inquiry process with the
teacher playing the role of an effective facilitator.
▪ After the final stage of the inquiry, the teacher gives comments or
evaluations on the results of the student's inquiry..
Theory-based teaching model
The Models which belong to Information Processing Models
▪ Includes all questionnaire processes to obtain answers or
conclusions from questions or problems presented.
▪ This survey activity requires students to identify problematic
Inquiry Model

questions, form hypotheses, plan research activities,

conduct research and draw conclusions or obtain
answers.
▪ Based on the assumption that the strategy used by
scientists to conduct research, and can be used as a
teaching model in school subjects, especially science
subjects.
Theory-based teaching model
The Models which belong to Information Processing Models
Steps of Suchman's inquiry model.
1) The teacher defines and presents the problem
Inquiry Model

2) The teacher explains the inquiry process to solve the problem

3) Students are guided to make hypotheses by collecting data
4) Students use data to test hypotheses to form theories
5) Students discuss and draw conclusions about the rules or
conditions related to the theory
6) Teachers and students together discuss and analyze the
inquiry process to improve problem solving weaknesses
SIXS Questions Students
Can Use To Guide Their
Inquiry-Based Learning
Inquiry Model
Inquiry Model
Theory-based teaching model
The Models which belong to Information Processing Models
Implications of the expository teaching model for teaching
and learning
▪ Students master the basic facts and concepts first about the
subjects have been taught
Inquiry Model

▪ Learning materials (input) will be well organized.

▪ New ideas and concepts will be meaningful to students (gradually
structuring lesson content).
▪ Students are involved in the learning process such as gathering
information, analysis, synthesis and drawing conclusions.
▪ Teachers relate new input to existing knowledge in T&L
▪ Deductive learning is practiced - the teacher will give general
principles before giving specific examples.
Conclusion
• We must gain our students’ attention so the information is not quickly
filtered out by their Sensory Memory. Its can be achieved through a
clear, concise Learning Objective. By directly stating what students
will do in a lesson, it becomes clear that the information we are about
to present is important enough to warrant students’ attention.
References
• Pavio, A. (1986). Mental representations: A dual coding approach.
New York, NY: Oxford Press.