1. Models of Teaching
• Introduction
• Categories of Variables
• Teacher Characteristics
• Models of Teaching and Learning (Image)
• Students Characteristics
2. Objektif
• Pada akhir sesi, peserta akan dapat:
• Menyenaraikan jenis-jenis model-model
pengajaran yang digunakan di dalam aktiviti
pengajaran dan pembelajaran
• Membezakan jenis model-model pengajaran dan
kesan terhadap pengajaran dan pembelajaran
5. Jenis Model Pengajaran
• Model pemprosesan maklumat
• Model behavioral
• Model social
• Model personal
6. Aktiviti 1- Berdasarkan perbincangan tadi berikan huraian ringkas dan apakah implikasi
model-model pengajaran ini terhadap pengajaran dan pembelajaran di dalam bilik darjah
7. Implikasi Model Pengajaran
• Implikasi Model pemprosesan maklumat
• Implikasi Model behavioral
• Implikasi Model sosial
• Implikasi Model personal
9. Models of Teaching
Draw and discuss the significant aspects of
the model of the teaching/learning process
presented in class (or discussed in one of
the required readings), giving specific
examples of the types of variables
considered in educational psychology.
Describe relationships among variables
you discuss.
Developed by: Azizi, 2013
10. Categories of Variables
Factors outside of the classroom
Context that provide the environment for
the teaching and learning process
Qualities/characteristics of teachers
Input
and students that they bring with
them to the classroom experience
Teacher and student behaviors in the
Classroom classroom as well as some other
Processes variables such as classroom climate
and teacher/ student relationships
Output Measures of student learning taken apart
from the normal instructional process
11. Model of the Teaching/Learning Process
The third major category of variables, Input,
refers to descriptions of teachers and students
prior to their coming into the classroom.
There are again two important subcategories:
• Teacher Characteristics and
• Student Characteristics.
12. Model of the Teaching/Learning Process
Some important subcategories of teacher
characteristics include
• the teacher's values and beliefs,
• knowledge, thinking and communication skills,
• performance skills, and
• personality.
Of course, there are many more possible
subcategories, but these seem to be the most
important.
13. Model of the Teaching/Learning Process
The most important teacher characteristic (in
terms of predicting how well teachers will
perform in the classroom as well as student
achievement) seems to be the teacher's values
and belief or more particularly Teacher Efficacy
(Ashton, 1984). This variable is a measure of the
teacher's belief that students can learn and that
he/she can teach.
Ashton, P. (1984, Sept/Oct.) Teacher efficacy: A motivational paradigm for
effective teacher education. Journal of Teacher Education. 28-32.
14. Model of the Teaching/Learning Process
Proctor (1986) has developed a model of the
teaching/ learning process that highlights the
role of teacher expectations.
Proctor, C. (1984, March). Teacher expectations: A model for school improvement.
The Elementary School Journal, 469-481.
16. Model of the Teaching/Learning Process
Another important set of teacher characteristics
includes the teacher's knowledge with respect to:
• the content domain (knowledge of subject matter
to be taught),
• human growth and development (theories, topics,
and stages),
• learning theory (behavioristic, cognitive,
humanistic, social cognition), and
• the teaching/learning process (concepts and
principles as well as their application in formal
and informal environments).
17. Model of the Teaching/Learning Process
As you have already had a course in human
growth and development, this course is
designed to review that area and provide
additional instruction in two others:
• learning theory, and
• the teaching/learning process.
18. Model of the Teaching/Learning Process
A teacher's knowledge is evaluated through the
completion of college-level courses and passing
the appropriate Praxis II test administered by the
Educational Testing Service.
At IPG KBA, a teacher's thinking and
communication skills is evaluated by successfully
completing specific English courses as well as
upper division core classes.
19. Model of the Teaching/Learning Process
Performance skills are measured through a
requirement of student teaching and an
annual evaluation
20. Model of the Teaching/Learning Process
While there is no single personality that seems
to make the "best" teacher, it is certainly a
variable that has attracted a lot of interest.
One measure of personality that has become
popular in education circles is the Keirsey
Temperament Scale (a version of the Myers-
Briggs Type Indicator).
21. Model of the Teaching/Learning Process
There are a wide variety of Student
Characteristics that have been related to
classroom behavior and student achievement.
In general, research has shown that when time
available for learning (a context variable) is
held constant, as it is in most learning
environments in the United States, then a
student's intelligence or academic ability is the
best student characteristic variable that will
predict student achievement.
22. Model of the Teaching/Learning Process
However, researchers such as Bloom and his
colleagues (e.g, Anderson & Block, 1977; Bloom,
1971)* have shown that when time to learn is
allowed to vary, a student's prior knowledge is a
better student characteristic to predict student
achievement.
* Anderson, L., & Block, J. (1977). Mastery learning. In D. Treffinger, J. Davis, & R.
Ripple (eds.), Handbook on teaching educational psychology. New York: Academic
Press.
* Bloom, B. (1971). Mastery learning. New York: Holt, Rinehart, & Winston, Inc.
23. Model of the Teaching/Learning Process
It is not difficult to see why this might be
the case. Intelligence is a measure of one’s
speed to learn; when time is held constant,
those who learn faster learn more.
When time is allowed to vary, and speed is no
longer as important, then most students can
learn all required content.
24. Model of the Teaching/Learning Process
This issue of "time to learn" is very important.
If we truly believe that everyone can learn
and that it is important to learn, then it
would seem we would make a greater effort
to provide the appropriate time to learn.
However, if we believe that ability is more
important and that only the most capable
individuals can learn all we want them to learn,
then the present system will continue to
produce a result that verifies that expectation.
25. Model of the Teaching/Learning Process
Other student characteristics that have been
found to be important include:
• Study habits,
• Age,
• Sex/Gender,
• Motivation,
• Learning Style,
• Cognitive development,
• Socioemotional development,
• Moral and character development, and
• Race/Ethnicity.
26. Model of the Teaching/Learning Process
In fact, the list of important student
characteristics is so long entire books have
been written on them.
A good example is
• Bloom, B. (1983). Human characteristics
and school learning. Chicago: University of
Chicago Press.
