Till
the last century it was accepted that the objectives of education are meant
only for them who had the opportunity to attend the formal school education. If
one could not achieve the objectives of education; the charge went to the
account of the moral failure and lack of efforts from the part of an
individual.
But
in the present days while each and every part and aspect of human life is being
influenced by the scientific and technological inventions and innovations, the
field of education is also not free from its effects. Technology helps us in
minimizing our troubles, difficulties and doubts. Therefore the impact of
technology has broken up this notion that only high achievers can attain the
objectives of education.
Movements
in mental measurement brought a change in the objectives of education. In the
words of Brown G. (1968), “Education is the consciously controlled
process whereby changes in behaviour are procedure in the person and through
the person within the group.”
Educational
technology has given a new dimensions to the filed and objectives of education
with revolutionary changes. It has made the teaching more effective. Sidney
L. Pressey (1926) of Ohio University USA was the first person to use Teaching
Machine in the field of Education. During 1930-40 Lumsdain, Glasser and
others used scrambled books, cards and boards. B.F. Skinner
developed the Programmed Learning in 1950. At first Brynmor Jones (1967)
used the word ‘Educational Technology’ in England. Afterwards the National
Council for Educational Technology (NCET) of England explained it in detail
in a conference.
A
span came when programmed learning and audio-visual aids were assumed as the
substitutes of Educational Technology. With the passage of time Behavioural
Technology, Instructional Technology and Educational Technology were introduced
and as a result these technologies gave birth to the ‘Models of Teaching’.
Bruce
Joyce and Marsha Weil (1972) first introduced the Models of Teaching. In
the words of Bruce Joyce “Models of Teaching are really models of learning. As
we help students acquire information, ideas, skills, values, way of thinking
and means of expressing themselves; we are also teaching them how to learn. In fact
the most important long-term outcome of instruction may be the students
increased capabilities to learn more easily and effectively in the future, both
because of the knowledge and skills they have acquired and because they have
mastered learning process”.
The core of the process of teaching is the arrangement of
environments within which the student can interact (Dewey 1916).
For achieving the Educational objectives the first and
foremost step is a suitable instructional strategy. There is no single best way
or teaching strategy that can be employed in all situations since the number of
teaching goals is large and diverse in nature. This led researchers to explore
various methods and techniques for the development of cognitive, affective and
psychomotor domains.
The
best strategy of effective teaching is the one that is most reading towards a
particular goal in a given situation (Eggen, Kauchack and Harvert, 1979).
This is the philosophy behind the Models of Teaching.
As
the main focus of the present study is based on the Models of teaching
therefore it was must for the researcher to have a concept of the Models of
teaching.
1.1. CONCEPT OF
MODELS OF TEACHING
Joyce
and Weil (1972) says, “A model of teaching is a plan or pattern that we can
use to design face-to-face teaching in class-rooms or tutorial settings and to
shape instructional materials - including books, films, tapes, computer
mediated programs and curricula (long term courses of study). Each model guides
us as we design instruction to help students achieve various objectives”. These
models also teach students how to learn.
Effective
learners gain information, ideas and wisdom from their teachers and use
learning resources effectively. Successful teachers present powerful cognitive
and social tasks to their students and teach the students how to make
productive use of them. Fundamental purpose of Models of Teaching is to enhance
the ability of students to achieve various objectives of learning.
1.2. PECULIARITIES OF
MODELS OF TEACHING
The main peculiarities of Models of Teaching
are mentioned as follows-
1.
All Models of Teaching specify the
learning outcomes in detail on observable student performance.
2.
Every Model of Teaching specifies in
definite terms the environmental conditions under which a student’s response
should be observed.
3.
A Model of Teaching is not a combination
of facts but on the other hand it is systematic procedure to modify the
behaviour of the learners.
4.
All Models of Teaching denotes mechanism
that provide for students reaction and interaction with the environment.
5.
A
Model describes the criteria of acceptable performance, which is expected from
the students.
1.3. FUNCTIONS OF
MODELS OF TEACHING
Main
functions of the Models of Teaching are explained in the following diagram.
1.4. CLASSIFICATION
OF MODELS OF TEACHING
Variety
of approaches of teaching, their underlying theories and uses are developed in
the different forms of models. Models of Teaching are built around the mental
process as ranging from systems for teaching general problem solving ability to
procedures for teaching process.
More
than 20 Models of Teaching are developed by Joyce and Weil (1972). These
models are grouped on the basis of their chief emphasis. These Models are
organized under four families which are as follows:-
1.
The Social Family
2.
The Information processing Family
3.
The Personal Family
4.
The Behavioural Systems Family.
The
sample synoptic view of these four categories is give below in Table 1.1.
Table 1.1
Families Of
Models Of Teaching
S. No.
|
Category of
Model
|
Example of
Model
|
1.
|
Social
Interaction Model
|
1.
Group investigation
2.
Social control
3.
Role Playing
|
2.
|
Information
processing
|
1.
Inquiry Training
2.
Concept Attainment
3.
Advance Organizer
|
3.
|
Personal
Model
|
1.
Non-directive Teaching
2.
Awareness Training
3.
Synectics
|
4.
|
Behavioural
Models
|
1.
Contingency Management
2.
Self control
3.
Assertiveness training
|
(a) The Social
Family: These models emphasize the democratic
social organization and the analysis of major social problems and critical
social values and issues.
(b) The Information
Processing Family: Information Processing Models
increase student’s ability to seek and master informations, organize it and
apply it with test and learn by their independent reading and writing.
(c) The Personal
Family: These models shape the environment
around the capacity for self-education and the need to develop self awareness
and understanding.
(d) The Behavioural
Systems Family: These models are used in the wide
variety of applications, from teaching informations, concepts and skills,
increasing comfort and relaxation and decreasing phobias, changing habits and
learning to control one’s behaviour.
According
to Joyce and Weil (1972) the components of a teaching model are as
follows:-
a.
Syntax
b.
Social System
c.
Principles of reaction
d.
Support system
a.
Syntax: The syntax describes the terms of sequences of activities
called phases; Each model has a distinct flow of phases.
b.
Social System: The social system describes student and teacher
role and relationships and the kind of norms that are encouraged.
c. Principle of Reaction: Principle
of reaction tell the teacher how to regard the learner and how to respond to
what the learner does.
d.
Support System: Support system refers to additional requirements
beyond the usual human skills, capacities and technical facilities necessary to
implement a Model.
e.
Instructional and Nurturant Effects: The instructional effects
are those directly achieved by leading the learner in certain directions. The
nurturant effects come from experiencing the environment created by the model.
Diagram 1.4
The
subject of Educational Technology which took birth in 1967; has become today an
essential part of Educational Philosophy, Educational Psychology, Educational
Sociology and almost all the streams of education. Failure in the schools is
therefore, said to be unnecessary and it is suggested that common objectives of
elementary and secondary schools could be achieved by the most children.
We
accept that education is the backbone of a progressive nation and teaching
procedure occupies a pivotal role in educational process. No educational reform
can be accomplished without effective teaching method. The success of students
depends largely upon the means of education. As is the quality of teaching
method which in term determines the quality and quantity of instructional
material. The essence of teaching is the quality of the subject matter.
The
earliest notion that “teachers are born, not made” is contradicted by certain
investigations which prove that effectiveness of concept attainment can be
produced by adopting an appropriate means of teaching.
1.6. CONCEPT OF
TEACHING
Teaching
has been defined in number of ways, many of which seriously limit one’s view of
the process of teaching. Seeing teaching as interaction highlights only one
narrow set of behaviors’ and it does so at the expense of inspiring other more
important dimensions of teaching acts. Dictionary definitions that describes
teaching as ‘imparting knowledge’, ‘giving lessons’, ‘training to some action’
or ‘talking to know how’ are based again this direction of implying
particularly a telling relationship. They are also incomplete in that they lack
direction concerning conditions, means and ends.
Another
popular but counterproductive concept of teaching is one that equates teaching
with learning. After having had an year’s instruction from a teacher, we
frequently hear she didn’t teach me anything; in other words, I didn’t learn
anything worthwhile.
In
very general sense, teaching could be defined as ‘a process of helping people
grow. Such a definition is too broad, however, in that it does not point out a
possible direction or clarity regarding professional practices. A more precise
definition is needed that describes the unique elements and activities
practiced by the teacher.
Henderson
(1973) defined teaching as “Teaching is manipulating the variations of
instruction to produce intended change in learner’s behaviour”.
The definition given by
Henderson is clearly more technical and warrants further examination and
explanation.
1.7 WHAT IS EFFECTIVE
TEACHING?
As
the present study deals with the experimentation of enhancing concepts,
therefore it was must for the researcher to have a clear view of effective
teaching which is discussed in this head.
Measure of effective teaching strategy is the
teaching learning outcome which in turn is the function of interaction between
the teacher, content and learner. There teaching is not talking alone and
learning is not listening alone. Teacher and learner must be active in
manipulating the system of objects and for organism of interest so that inherent
regulation in experience can be discovered.
Bruner
(1972) emphasized four major features of theory of instruction in effective
teaching:-
1.
Predisposition towards learning
2.
Structural body of knowledge
3.
Sequence of learning material
4.
The nature and paring of reward and
punishment
It
reveals that a theory of instruction in teaching is concerned with how and what
our wishes to teach can best be learnt, with improving rather than describing
teaching. It is true that teaching is a process by which teacher and learner
create a shared environment including sets of values and believes, which in
turn colour their view of reality.
1.8. PURPOSE OF
LANGUAGE TEACHING
Language
is the gateway of knowledge; we have to learn a language first. A person, who
has command over many languages, is really more educated and wiser than the
rest of his fellowmen.
Language
teaching aims at improving the communication skills of learner. In now a day
language is recognized as something alive, changing and evolving along with culture.
So the language we teach must be well suited for communication – oral and
written. When the language is learned the branches of knowledge lie open before
the learner. Thus the effectiveness of today’s education depends on the
efficiency of the learner to use the language.
1.9. IMPORTANCE OF
TEACHING ENGLISH LANGUAGE
International
understanding is definitely promoted by the learning of different languages.
Learning of other languages help to develop broad-minded individuals. English
language being a key to the cultural heritage acts as a tool to inculcate moral
and spiritual values and plays a very important role in this regard.
English
is an important language of the world. Most of the Asian and European nations
use English as the official language in their day to day life. English is read
and understand by billions of people and is resisted by more than 40 crores of
people as the language of the Holy Bible.
English
is the language of learning, welfare and progressive thought of the civilized
world. Teaching English will promote to develop broad minded individuals and
foster our cultural heritage.
Great article. Very good information. English Grammar improves speaking and writing skills.
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