models as learning aid...

1. Traditional learning materials
Objectives:
 Know the importance of models
 Use models for effective learning
 Understand the benefits of using models in learning
 Help in students learning
 Help to develop a assignment on model
Literature review:
The emergent requirements for effective e-learning calls for a paradigm shift for
instructional Design. Constructivist theory and semiotics offer a sound underpinning
to enable such Revolutionary change by employing the concepts of Learning
Objects. E-learning guidelines Adopted by the industry have led successfully to the
development of training materials.
Inadequacy and deficiency of those methods for Higher Education have been
identified in this Paper. Based on the best practice in industry and our empirical
research, we present an Instructional design model with practical templates for
constructivist learning.
Keyword: constructivist learning, instructional design model, learning objects,
Information objects, e-Learning

2. Introduction:
Teaching is not just to sit on an armchair with a cup of tea in hand to sip. It is an art
and skill to be learnt. It requires the knowledge of subject content, method,
techniques and teaching aids to be used for making teaching interesting and
effective. This is the main objective of education. For this purpose, the teachers need
a variety of approaches. Several models of teaching have been developed out of
which Bruce Joyce and Marsha Weil’s (1980) have been to be very effective. They
described model of teaching as a plan or pattern that can be used to shape curricula
(long-term courses of studies), to design instructional materials and to guide
instruction in the classroom and other settings.
Development of Models of teaching is the recent innovation in teaching. An
important purpose of discussing models of teaching is to assist the teacher to have a
wide range of approaches for creating a proper interactive environment for learning
needs of the students. Educators and psychologist have design several types of
teaching models which provides suitable guidelines to the teachers for modifying the
behavior of the learners.
A model of teaching is a plan or pattern which can be used to shape a curriculum or
course, to select instructional materials and to guide teacher’s actions.
Madhavi_Dharankar_Models_of_Teaching
Development of models of teaching is the recent innovation in teaching. An
important purpose of discussing models of teaching is to assist the teacher to have a
wide range of approaches for creating a proper interactive environment for learning.
An intelligent use of these approaches enables the teacher to adopt him to the
learning needs of the students Educators and psychologist have design several types
of teaching models which provides suitable guidelines to the teachers for modifying
the behavior of the learners
Meaning:
Models of teaching have been developed to help a teacher to improve his capacity to
reach more children and create a richer and more diverse environment for them.
Model of teaching consists of guidelines for designing educational activities and
environments. It is meant for creating suitable learning environments. In other
words, “Models of teaching” describe teaching, as it ought to be. Models of
teaching, therefore, have been developed to help a teacher to improve his/her
capacity to reach more children and create a richer and more diverse environment for
them.

3. Teaching:
 H.C. Morrison (1934); Teaching is a system of actions intended to produce
learning.
 Clarke (1970); Teaching refers to activities that are designed & performed to
produce change in students’ behavior.
TEACHING AIDS:
Number of teaching aids are available with the teacher in the classroom i.e.
chalkboard, chalk,
Duster, pointer etc. there is no need of making a record of these aids in the plan. For
teaching aids we can make a record of the aids needed for a particular topic on a
particular day. For teaching aids in geography lesson one can make a mention of
globes, maps, diagrams, statistical diagrams, charts, models, specimens, samples etc.
geography teaching demands wide and regular use of teaching aids.
These aids make teaching-learning process easy, interesting and effective. These
supplement and
Reinforce verbal experiences, these must be relevant to the topic and displayed at an
appropriate time.
When their use is over, they must be removed.
Models….??
 a three-dimensional representation of a person or thing or of a proposed
structure, typically on a smaller scale than the original.
 Models are mental reconstruction of reality.
 They are representation used as aids to easily remember parts and or
functions of a certain system, cycle, objects, etc
 An interpretation formed by piecing
 They are representations used as aids to easily remember parts and/or
functions of a certain system, cycle, objects, etc.
 Models are mental reconstructions of reality.

4.  Models are the mental reconstruction of reality. “A simplified description,
especially a mathematical one, of a system or process, to assist calculations
and predictions”. ( Oxford online dictionary)
 “A thing used as an example to follow or imitate” ( Oxford online dictionary)
What is Teaching Model?
“A model of teaching is a plan or pattern that can be used to shape curriculums
(long-term courses of studies), to design instructional materials, and to guide a
teacher’s action in the classroom and other settings” - Joyce and Weil (1980)
Definition of Models of Teaching:
JOYCE AND WEIL (1972); Teaching of model is a pattern or plan, which can be a
curriculum or courses to select instructional materials and to guide a teachers action.
Jangira (1983);“A model of teaching is a set of interrelated components arranged in
a sequence which provides guidelines to realize specific goal.
“Teaching models are just instructional designs. They describe the process of
specifying and producing particular environmental situations which cause the
student interact in such a way that specific changes occur in his behavior”
Modeling is an individual demonstrating particular pattern which the trainee through
imitation.B.K.PASSI L.C.SINGH AND D.N.SANSANWAL (1991); a model of
teaching consist of guidelines for designing educational activities and environments.
Model of teaching is a plan that can also be utilized to shape courses of studies, to
design instructional material and to guide instruction. JOYCE AND WEIL (1972) ;
Teaching of model is a pattern or plan, which can be a curriculum or courses to
select instructional materials and to guide a teachers actions.
Concept of Teaching Model Aim of the Teaching Model:
 To Produce Effective Teaching.
 Teaching Objectives
 Set Induction

5.  Teaching – Learning Activities
 Evaluation
MAIN CHARACTERISTICS OF TEACHING MODEL:
• 1. Specification of learning outcomes; A models of teaching specify what the
students should perform after completing an instructional sequence.
• 2. Specification on environment; A models of teaching specifies in definite
terms the environmental condition under which a student’s response should be
observed.
• 3. Specification of criterion of performance; A models of teaching specifies
the criterion for performance which is expected from the students.
• 4. Specification of operation; A models of teaching specifies the mechanism
that provides for the reaction of students and interaction with the environment
Scientific procedure; A models of teaching is based on a systematic procedure to
modify the behavior of the learner. It is not a haphazard combination of facts.
Role of teaching models:
 It may stimulate the development of new and better forms and opportunities for
education that will replace schools of today.
 It may help to create more interesting and effective instructional material and
learning sources.
 It may help the curriculum makers to plan learning centered curriculum which
provides a variety of educational experiences to children.
 It may help the teacher to develop his capacity to teach larger number of children
and create conducive environment for their learning.
FUNCTION OF TEACHING MODELS
 They help in guiding the teacher to select appropriate teaching techniques,
strategies and methods for the effective utilization of the teaching situation and
material for realizing the objectives
 They help in bringing about desirable changes in the behavior of the learners.

6.  They help in finding out ways and means of creating favorable environmental
situation for carrying out teaching process
 They help in achieving desirable teacher-pupil interaction during teaching.
 They help in the construction of a curriculum or contents of a course.
 They help in the proper selection of instruction material for teaching the
prepared course or the curriculum.
 They help in designing appropriate educational activities.
 They assist procedure of material to create interesting and effective materials
and learning source.
 They stimulate the development of new educational innovations.
 They help in the formation of theory of teaching.
 They help to establish teaching and learning relationship empirically
 Enable teachers to analyze & evaluate its strengths & weaknesses so as to plan
& implement appropriate follow-up actions As basic guidance for teachers for
reflection during feedback session.
 Provide guidance to planners & teachers to enable them to plan & carry out the
teaching process effectively.
 They help in guiding the teacher to select appropriate teaching techniques,
Strategies and Methods for the effective utilization of the teaching situation and
material for realizing the objectives.
 They help in bringing about desirable change in the behavior of the learners.
 They help in finding out ways and means of creating favorable environmental
situation for carrying out teaching process.
 They help in achieving desirable teacher – pupil interaction during teaching.
 They help in the construction of curriculum or contents of a course.
 They help in designing appropriate educational activities.
 They help in the proper selection of instruction material for teaching the
prepared course or curriculum.
 They assist procedure of material to create interesting and effective materials
and learning source.

7.  They stimulate the development of new educational innovations.
MERITS OF MODEL IN TEACHING:
 It is a natural way of teaching and learning.
 It is helpful in developing the power of imagination of the students.
 It helps in the developments of reasoning power of the students.
 It helps the students to analyze things systematically.
 It keeps students actively engaged in the classroom activity.
 It helps in making the students good observers.
 It keeps the students busy in the classroom work.
 It is helpful in developing the power of imagination of the students.
 It helps in the developments of reasoning power of the students.
 It saves the energy, time and efforts of the teachers.
 Give specific instructional designs for particular type of instruction.ϖ Provide
systematic procedure and organized efforts.
 It keeps students actively engaged in the classroom activity.
 It helps the students to analyze things systematically.
LIMITATIONS:
 It makes high demands on the students as well as teachers.
 All the students of the class may not be able to participate in the teaching-
learning process.
 Some students, on account of their shyness, fail to derive the requisite advantage
of this model.
 Sometimes difficult to make
 Sometimes it becomes expensive

8. Suggestion:
 Use models in learning and teaching
 Made economical models
 Related to topic
 Suitable for large classes
 Gain interest of students through models
 Easy to available
 Develop student’s skills
 Explain reality
Conclusion:
In the area of language tools, teachers are regularly searching for new and innovative
materials to enhance learning in the formal classroom environment. To meet this
demand, publishers try to promote their material as being authentic, but many
teachers believe that no matter how appealing texts might be, they still ring of
artificiality and are just a represent. A textbook is just that material that has been
altered and simplified for the consumption of the learner. That is not to say that there
are not quality books out there; in fact, it is suggesting that a book be used as the
core text of any class. It believes, however, that other materials should be introduced
into the class that exposes students, both physically and mentally, to the outside
world, particularly in EFL settings where authentic models are scarce.
Station of the real thing.
REFERENCES
Joyce, B., & Weil, M., (1992). Models of teaching. Fourth Edition. Englewood
Cliffs, NJ: Prentice-Hall Huitt, W. (2003).
Models of teaching/instruction. Educational Psychology Interactive. Valdost GA:
Valdosta State University.