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Models of Teaching
General Meaning of the term model :
 Models prove a quite effective aid as a substitute for reality in the classroom situation.
 The term model presents some ideal figure or behaviour for the purpose of its copying or imitation by the individual
concerned. A teacher, a leader or a screen hero may work as a model for a child and he may pick up the behavioural traits
of the personality of that model.
 In another way, the term model is profoundly used by the artists, architects or engineers in their professional activities.
Initially, the models of dams, projects, installation, or construction of machinery and equipment are prepared and then the
work is carried out exactly as is been laid down in the model.

Definitions
 Joyce and Weil (1972): Teaching models are just instructional designs. They describe the process of specifying and
producing particular environmental situations which cause the student to interact in such a way that specific change
occurs in his behaviour.

 Joyce and Weil (1972): 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 actions.

 Weil and Joyce (1978): A model of teaching consists of guidelines for designing educational activities and environments.
It specifies ways of teaching and learning that are intended to achieve certain kinds of goals.

 Paul D. Eggen, et al. (1979): Models are prescriptive teaching strategies designed to accomplish particular instructional
goals.

 Jangira and Others (1983): A model of teaching is a set of interrelated components arranged in a sequence which
provides guidelines to realize specific goal. It helps in designing instructional activities and environmental facilities,
carrying out of these activities and realization of the stipulated objectives.

Characteristics of Teaching Models

1. Models of teaching are some sort of pattern or plans prepared in advance for success of the teaching­learning process.
2. They differ from general teaching techniques and strategies in the sense that they are designed to meet specific objectives
or goals.
3. Provide specific guidelines or blueprint in advance for the realization of the specific objectives by specifying the teaching
activities and controlling the teaching­learning environment.
4. Give specific instructional designs for particular type of instruction in a specified teaching­learning situation.
5. Help in creating a proper teaching­learning environment.
6. Help in specifying the criteria of acceptable performance expected from the learners in a specific teaching­learning situation.
7. Provide systematic procedure and organized efforts for the desirable modification of the behaviour of the learners.
8. They first specify the teaching or learning outcomes in behavioural terms and then lay down a step­by­step procedure for
the attainment of these outcomes.
9. Help the teacher in his task in the same way as an engineer is helped in the construction of a building or bridge by an
appropriate model or blueprint prepared in advance.
10. Save the energy, time and efforts of the teacher and the learners besides providing better economy to the best utilization of
the other teaching­learning resources.
11. Models of teaching are known to serve three major functions in a given teaching­learning situation, namely
(i) Designing and specifying instructional objectives
(ii) Developing and selecting instructional material
(iii) Specifying the teaching­learning activities for the attainment of the stipulated instructional objectives.

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Fundamental Elements of Teaching Models

Generally, a teaching model is described with some fundamental elements. Here, we would be using the following six
elements:
1. Focus 2. Syntax [3. Principles of reactions]
4. The social system 5. The support system [6. Application]

1. Focus :
It is the central aspect of a teaching model. For what the model stands is the theme of the focus. All the teaching models are
meant for achieving some specific goals or objectives of teaching in relation to the environment of the learner. Therefore,
the objectives of teaching and aspects of the environment, generally, constitute the focus of the model.
2. Syntax :
This term (or phasing of the model) refers to the description of the model in action. Each model consists of several phases
and activities which have to be arranged in specific sequence quite unique to a particular model. The syntax helps a
teacher use the model, and how he should begin and proceed further.
3. Principles of reaction :
While using the model, how a teacher should regard and respond to the activities of the student is a concern of this
element. These responses should be quite appropriate and selective­Every model, through its principles of reaction, provides
the teacher with particular and unique rules of thumb by which to “tune in” to the student and select appropriate responses
to what the student does. (Weil and Joyce, 1978).
4. Social system :
This element refers to the following descriptions:
(i) Interactive roles and relationships between the teacher and the student.
(ii) The kinds of norms that are encouraged and the student behaviour that is rewarded.
The models differ from each other with regard to the description of the above aspects. Is some models, the teacher is the
centre of activity, or activities are somewhat equally distribuwd between the teacher and the students, while in others the
students (a few or the whole group) occupy the central place. The leadership role of the teacher, comprising the location
of authority and the amount of control over that emerge from the process of interaction, also varies from one model to
another. Similarly, the way in which student behaviour is rewarded differs from one model to another.
5. Support system :
This element refers to the additional requirements beyond the usual human skills capacities from the teachers and the
facilities or schedules available in an ordinary classroom. Such type of additional support may demand some special
skills, knowledge and capacities from the teacher or some special aid and material facilities like films, self­instructional
system, visit to some place, a flexible schedule, and a particular organisational climate suiting to the requirements of the
model. It is needless to emphasize that the support system contributes towards the success of a model by generating a
desirable classroom environment.
6. Application :
This last element describes its application aspect. Some models are meant for a short lesson, some for the large, and some
for both. They also differ in terms of the goal achievements­conative, cognitive or affective—and subsequently prove
suitable for one or the other type of teaching. Therefore, each model through its element of application context tries to
describe the feasibility of its use in varying contexts, achieving specific educational goals and demanding specific work
environment.
Types of Teaching Models
Many attempts have been made to classify them in some specific categories (Hilgard and Bower, 1977, Patterson, 1977;
De Cecco and Crawford, 1977; Joyce and Weil, 1980, etc.).
The latest attempt of Joyce and Weil needs special mention. By exploring many sources, they have grouped the
models on the basis of specific educational goals and means into the following four families:
1. Information processing models
2. Social interaction models
3. Personal development models
4. Behaviour modification models.

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Social interaction Information processing Personal development Behaviour modification

models models models models.
1. Group investigation model 1. Inductive thinking model 1. Non­directive model 1. Programmed Instruction
{Herbert Thelen and {Hilda Taba} {Carl Rogers} Model {B.F. Skinner}
John Deway} 2. Inquiry training model 2. Awareness training 2. Managing Behaviour
2. Classroom meeting model {Richard Suchman} {Fritz Pearls} Model {B.F. Skenner}
{William Glaser} 3. Science inquiry model 3. Synectics model 3. Relaxation Model
3. Social inquiry model {Joseph J. Schwab} {William Gordon} {Rinn, Wolpe Gordon }
{Byron Massials and 4. Concept attainment model 4. Conceptual system 4. Anxiety Reduction Model
Benjamin Cox} {Jerome Bruner} {David Hunt} {Fritz Parlas & W. Schutz}
4. Laboratory method model 5. Development model 5. Assertive Training Model
{National Training {Jean Piaget, Irving Sigel, {Wolpe}
Laboratory Bethel, Maine} Edmund Sullivan} 6. Simulation Model
5. Jurisprudential model 6. Advance organizer model {Link, Guestzkow,
{Donald Oliver and {David Ausubel} Glasser}
James P. Shaver} 7. Direct Training Model
6. Role­playing model {Lumsdaine}
{Frannie Shaftel and
George Shaftel}
7. Social simulation model
{Sarene Borock}

Information Processing Models

The term ‘information processing’ has been introduced by Joyce and Weil (1972). In their words “Information processing
refers to the ways people handle stimuli from the environment, organise data, sense problems, generate concepts and
solutions to problems, and employ verbal and non­verbal symbols.”
Thus, the information processing models are more concerned with the intellectual growth rather than the emotional
or social development of the individual. However, to some extent, all these models contribute towards the realization of
personal and social goals.
Sr. No. Model Major Theorists Mission or Goal for which Most Applicable
1. Inductive thinking model Hilda Taba Designed primarily for the development of inductive
mental process and academic reasoning or theory
building. But these capacities are useful for personal
and social goals as well.
2. Inquiry training model Richard Suchman Training in systematic inquiry.
3. Science inquiry model Joseph J. Schwab Designed to teach the research system of a discipline.
4. Concept attainment model Jerome Bruner Designed primarily to develop inductive reasoning,
also for concept development and analysis.
5. Development model Jean Piaget, Designed to increase general intellectual
Irving Sigel, development, especially logical reasoning.
Edmund Sullivan
6. Advance organizer model David Ausubel Designed to increase the efficiency of information
processing capacities to meaningfully absorb and
relate bodies model of knowledge.

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