Model of teaching the term model is used to mean a teaching episode done by an experienced teacher in which a highly focused teaching behaviour is demonstrated.

1. MODEL OF
TEACHING
PROF D. B. GHULE

2. INTRODUCTION
The term model is used to mean a teaching
episode done by an experienced teacher in which
a highly focused teaching behavior is
demonstrated, in it an individual demonstrating
particular patterns which the trainee learns
through imitation. It is a way to talk and think
about instruction in which certain facts may be
organized, classified and interpreted.
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3. Bruce Joyce and Marsha Weil describe a
Model of Teaching as a plan or pattern that
can be used to shape curricula, to design
instructional materials and to guide
instruction in the classroom and other
settings. Thus, teaching models are just
instructional designs. They describe the
process and producing particular
environmental situations which cause the
student to interact in such a way that specific
change occurs in his behavior.
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4. MEANING
Teaching model is the model which is designed for
specific purposes the teaching of information concepts,
ways of thinking, and the study of social values and so
on by asking students to engage in particular cognitive
and social tasks. Some models Centre on delivery by
the instructor while others develop as the learners
respond to tasks and the student is regarded as a
partner in the educational enterprise.
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6. DEFINITIONS
Teaching models have been defined in a number of ways. Some of the
important definitions of teaching model are given here to have a wider
perspective of this concept.
1) Allen and Ryan (1969):Modelling is an individual demonstrating particular
pattern which the trainee learns through imitation
2) Bandura (1969): "Modelling demonstrates that virtually all learning
phenomena resulting from direct experiences can occur on a vicarious
basis through observation of other person's behavior and its
consequences for them.“
3) B.K. Passi LC. Singh and D. N. Sansanwal (1991): A model of teaching
consists of guidelines for designing educational activities and
environments. Model of teaching is a plan that can also be utilized to
shape courses or studies, to design instructional material and to guide
instruction."
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7. 4) 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.“
5) N.K. Jangiro and Ajit Singh (1983):A model of teaching is a
set of inter-related components arranged in a sequence which
provides guidelines to realize a specific goal. It helps in
designing instructional activities and environmental facilities,
carrying out of these activities and realization of the stipulated
objectives.
6) Paul D. Eggen et al (1979): "Models are prescriptive
teaching strategies designed to accomplish particular
instructional goals."
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8. Specifications
of Teaching
Models

9. The teaching models are made on bases of
some specifications. These are based on the
following specifications:
1) Specification of Environmental specifies in
definite terms the environmental conditions
under which a student's response should be
observed.
2) Specification of Operation: It specifies the
mechanism that provides for the reaction of
students and interaction with the environment.
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10. 3) Specification of Criterion of Performance It
specifies the criterion of performance which is
accepted by the students. The behavioral
outcome which the learner would demonstrate
after completing specific instructional
sequences is delineated in the teaching
models.
4) Specification of Learning Outcome: It specifies
what the student will perform after completing
an instructional sequence
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11. Characteristics of
a Teaching Model

12. Characteristics of the teaching models are as follows:
1) Encourage Art of Teaching: Teaching is considered
as an art. Teaching models encourages this art by
providing learning environment.
2) Development of Inherent Abilities: Teaching models
bring about the qualitative development of
personality as it helps in developing human abilities.
It also increases the teacher's social competency
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13. 3) Based on Individual Differences: Teaching model
uses the student's interest, as it is constructed on
the basis of individual differences.
4) Influenced by Philosophy: Every teaching model is
influenced by the philosophy of education. Hence,
teachers formulate different models of teaching
under the influence of the philosophy they believe.
5) Answers Fundamental Questions: in every teaching
model answers to all the fundamental questions
pertaining to the behavior of students and teachers
are included
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14. 6) Providing Appropriate Experiences: Teaching models
provides proper experiences to both teacher and
student. Selecting the content and presenting it for
learning before the students is the main essentiality of
teaching. This difficulty is solved when a teacher
presents appropriate experience before the students
7) Maxims of Teaching: The basis of teaching model is the
maxims of teaching. They are the foundation of each
teaching model.
8) Practice and Concentration: The development of a
teaching model is based on regular and continuous
practice and concentration. The proper development of a
teaching model is only possible when the assumptions
are made clear by related thinking. 20XX
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15. Sources of
models of
teaching

16. Four important sources from which all the models of teaching
have been derived are given below:
1) The Social Interaction Sources: The model of teaching of this
category emphasizes the importance of social relationship of
the person and are based on the assumption that social
relation is the vehicle of education.
2) The Information Processing Sources: The other source of a
model of teaching is the information processing capability of
the learner which means the way in which people handle
stimuli, organize data, sense problems and solve them. The
model of this category emphasizes the use of specific
strategies within academic disciplines which lead to the
development of creativity and general intellectual ability of
learners.
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17. 3) The Personal Sources: Personal and emotional life of the
individual and their internal organization as it affects
relationship with this environment are the sources of this
category of models.
4) Behavior Modification as a Source: The operant conditioning
theory built by B.F. Skinner is the origin of this type of model
which is purely a psychological model and is used in most of
the teaching strategies developed in the last two decades.
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18. Assumption of Models of
Teaching
Each model is based on the assumption
that teaching is the creation of appropriate
environment and various components of
the environment are interdependent
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20. ROLE PLAYING
MODEL
SHAFTEL AND SHAFTEL

21. INTRODUCTION
Role playing leads students top understand social
behavior, their role in social interactions and ways
of solving problems more effectively. The model
asks students to "act out conflicts, to learn to take
the roles of others and to observe social
behavior. With adaptation this model can us used
with student of all ages. This mode is introduced
by Fannie Shaftel and George Shaftel. It is used
to open up discussions of values and how they
operate in daily life. The main aim of this model is
to help students to understand social values and
develop their social values.
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Following are the basic assumptions of the role
playing model:
1) It advocates an experience based learning
situation.
2) It can draw out student's feelings.
3) Emotions and ideas can be brought to
consciousness and enhanced by the group.
BASIC ASSUMMPTIONS

24. SYNTAX
Phase 1- Warm up the
Group:
i. Identity or
introduce the
problem.
ii. Make problem
explicit.
iii. Interpret problem
using story and
explore issues.
iv. Explain role
playing.
Phase 2- Select
Participants
i) Analyze role.
ii) Select role
players.
Phase 3- Set the Stage
i) Stateline of
action.
ii) Restate role.
iii) Get inside
problem
situation.
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25. Phase 4- Prepare the
Observers
i. Decide what to
look for.
ii. Assign
observation
task.
Phase 5- Enact
i) Begin role
play.
ii) Maintain role
play.
iii) Break role
play..
Phase 6- Discuss and
Evaluate
i) Review action
of role play.
ii) Discuss major
focus.
iii) Develop next
enactment.
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26. Phase 7-Re-enact
i. Play revised
roles.
ii. Suggest next
step as
behavioral
alternatives.
Phase 8- Discuss and
Evaluate
i) Review action
of role play.
ii) Discuss major
focus
iii) Develop next
enactment.
Phase 9- Share
Experience and
Generalize
i) Relate problem
situation to real
experience and
current problems.
ii) Explore general
principles of
behavior.
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27. Social System
•a) Moderately structured.
•b) Teacher as initiator and guide.
•c) Content of enactment and discussion is
determined largely by students.
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28. Principles of Reaction:
•a) Accept all student response in a non evaluative
manner.
•b) Increase student's awareness of their own views
and feelings by reflecting paraphrasing and
summarizing their responses.
•c) Use different ways to play a role.
•d) Emphasis that there are alternative ways to
resolve a problem.
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29. Support System
•a) Initial problem situation.
•b) Resource material related to the problem.
•c) A teacher who is aware of role playing.
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30. Instructional Effects
•Role playing is specifically designed to foster
the analysis of personal values and behavior,
the development of strategies for solving
interpersonal problems; and the development
of empathy toward others.
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31. Nurturant Effects
•These effects include the acquisition of
information about social problems and values
and comfort in expressing one's opinions.
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33. BENEFITS
OF ROLE
MODEL
TEACHING
Role-playing develops communication and
social skills among the students.
Students recognize the content’s relevance
in dealing with real-world situations.
Role-playing creates the feeling of observing
real events.
By playing roles in classrooms, students
acquire the skill to apply their learning content
in a real-life context.
Students adopt a decision-making persona through
role-playing that allows them to deviate from their
usual self-imposed limitations or boundaries.
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34. BENEFI
TS
While playing roles, students engage in
higher-order thinking and learn content
more comprehensively.
When real scenarios or contexts are
unavailable, instructors can create user
scenarios to set the parameters of the role
play.
The teacher, instructor in some cases, and
students receive immediate feedback on
specific learning.
Role-playing methods are inexpensive and
easy to implement.
The role-playing method allows children to
explore, investigate and experiment.

35. A mentor is someone
who sees more talent and
ability within you, than
you see in yourself, and
helps bring it out of you.
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36. Thank you
PROF D. B. GHULE