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Models of Teaching

The Four Family Models of Teaching have been profiled in this interactive webpage. The models are outlined with supportive elements to use as a model of instruction. Video clips and digital images also serve as an example of these teaching models.

Susan Popoff

on 21 August 2013

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Transcript of Models of Teaching

Family Models of Teaching

Picture-Word Inductive Model
Informational-Processing Family
*Developed by Emily Calhoun (1999)
*Student researched based on how students acquire print
literacy, reading, and writing
*Incorporates inductive thinking and concept attainment
models as student study words, sentences, and paragraphs
*Whole group or small group instruction
* Multidimensional K-1 curriculum can meet the needs of
diverse populations and reduce the need for specially-
targeted remedies.
-Inclusion of all students
-Supports the development ethnic, socioeconomic, or social/
psychological characteristics versus mainstream students.
-Builds on current research of teaching literacy and
development of a robust core curriculum for nearly all

*Biological Sciences Curriculum Study (BSCS)
led by Joseph Schwab (1965)
* Identifying problems and emphasizes a scientific
*Supported by cooperative grouping (Social System family)
*Engages the participation of the student(s) in the process
*Syntax of Inquiry Model- four phases
-Area of investigation is posed to students
-Students structure the problem
-Students identify problem
- Students speculate on ways to clear up difficulty
*Affects the way students process information
*Flexible teacher skilled in process of inquiry and problem
solving areas of investigations
* Open-ended questioning and formulate testable
*Feature are academic focus, highly teacher direction and
control, high expectations, and time management.
* Teacher explaining new concept or skill, practice under
teacher direction, and continued guided practice
*Five step phases: orientation, presentation, structured
practice, guided practice, and independent practice
*Social system is highly structured
*Designed to generate and sustain motivation through
pacing and reinforcement
*Enhances self-esteem through positive feedback

Informational-Processing family
*Students are taught unfamiliar material more quickly
(Pressley, Levin, and Delaney, 1982)
*Categorical cues involve conceptualization as
a basis for memory.
*Link-word method: familiar with unfamiliar items
*assists in memorization and is implanted in memory
* Substitution words to connect new material
*Visual association with cartoons or pictures
*Ridiculous association easier for young children
*Model is supported by social system. Students and
teacher work as a team-cooperative social system.

Concept Attainment Model

*Searching for and listing attributes to used to
distinguish exemplars from nonexemplars
of various categories (Bruner, Goodnow, and Austin, 1967)
*Efficient method for presenting organized information
*Effective way to teach a concept (Joyce, Weil, Calhoun,
2009. 111)
*Syntax of model- three phases
-Teacher presents examples, students compare
attributes, generate and test hypotheses
-Students identify additional examples, teacher
confirms hypotheses, students generate
- Students describe thoughts, discuss role, type,
and number of hypothese
- Teacher controlled, students assume initiative for
inductive process


Scientific Inquiry
Informational Processing

Direct Instruction Model
Behavioral Systems Family
Advanced Organizers
Information-Processing Family

*Model helps teacher organize and convey large
amounts of information as meaningful and
efficiently (Ausubel 1963)
*Provides students with a cognitive structure for
comprehending material from lectures, readings,
and other media for numerous content areas
all ages
*Progressive differentiation presented first-general
*Integrated reconciliation of new ideas are added
in an organized and progressive sequence.
* Teacher retains control of intellectual structure
*Students interact with initiating questioning and
comments during phase three.
*Model increases effectiveness in reading and other
reception activities (Joyce, Weil, Calhoun, 2009.)
Role Playing
Social Family
Developed by Fannie Shaftel (1982)
*Designed to help students study
their social values, reflect on them,
organize and collect information
about social issues.
*Helps students improve social skills
and develop empathy with others.
*Supported by the social system with
moderate structure and direction
by teacher
*Engages and motivates students
with role playing

Group Investigation
Social Family Model
*Broad and powerful teaching model (Dewey, 1916)
*Students are organized into democratic problem-solving
groups to investigate and conduct scientific methods of inquiry
*Social based system created by democratic procedure
*Uses inquiry to solve a social or interpersonal problem
* Provides an experienced-based learning situation
*Students encounter puzzling situation, explore, formulate
study task and organize
*Independent and group study
*Analyze and recycle activity
*Used across the curriculum, and is highly
versatile and comprehensive

Social, Personal, Behavioral systems
Full transcript