Teaching Models

Teaching Models (from Joyce et al, 2000)
Methods for implementation

The social models

These models emphasize our social nature and how social interactions can enhance academic learning. The social contexts in which knowledge is constructed is emphasized. The focus is on developing a community of learners, resolving conflicts, negotiating meanings and cooperating to complete set tasks. Some of these methods may be difficult to implement practically in large lectures, although the use of these methods can be demonstrated.
Better suited to small group sessions (lab, tutorial etc.)
. group investigations
• role plays
• jurisprudential inquiry
• case studies
• utilising learning styles
• cooperative learning

The information processing models

The information processing (IP) models emphasize the development of the mind: namely reasoning and problem-solving skills. Teaching students how to think and learn is seen as a major goal. Students are encouraged to reason causally and master complex bodies of concepts by generating, analysing, applying and evaluating information. The generation and use of analogies and metaphors is also common. Some IP methods are difficult to implement in large lectures and are more suited to smaller groups.
• induction (data collection and hypotheses testing)
• inferential/Socratic method
Other IP methods can be used equally well with large groups as with smaller ones. Some may need to be modified or simplified for larger groups.
• concept attainment
• mnemonics & metacognition
• synectics
• advanced organisers

The personal models

These models see the student as central to his or her learning process. They emphasize the ways in which individuals create their own internal environment. Personality, self-esteem and self-concept are seen as crucial influences on learning. The goal is to enhance the mental and emotional health of students in order to generate learning needs and aspirations. The teacher is seen as a facilitator. Impossible to fully implement in large lectures, however may be demonstrated in a modified or incomplete way; for example, the use of divergent and creative thinking exercises.

Best suited to smaller groups (tutorials, etc) where one-to-one relationships can develop and activities can be monitored closely and followed through.
• student-teacher partnerships
• non-directive work contracts
• student-defined problem solving
• modelling growth (and self-actualising behaviours)

The behavioural models

These models see students as a collection of learned behaviours. As such, behaviours can be learned and behaviours that don’t work well can be ‘unlearned’. These models also emphasize reinforcement schedules. Desired responses and behaviours need to be rewarded if they are to re-occur in students. Learning goals are generally individualised and discrete. Self-paced learning is valued and encouraged. Criteria for assessment and standards are rigid and objective. Most suitable (and common) of all the models for large classes including large lectures. Excessive use of these models in small group work (tutorials, etc) is probably wasteful since it is important to use small group sessions to apply the other models.

However, small group work may require some amount of direct instruction and training etc., especially in lab and prac situations.
• direct instruction
• training & simulations
• programmed instruction
• self-instruction (e.g. self-paced study kits or workbooks)