Teaching Models Clause Samples

Teaching Models. Research conducted in Europe highlights the fact that few teachers use a particular model or strategy with clear intent. The way in which teaching takes place is strongly influenced by a series of circumstantial and educational factors. Models are prescribed structured sequences, which are designed to elicit a particular type of thinking or responses, to achieve specific learning outcomes. However, it is very useful for teachers to understand the concept of a teaching model and to comprehend the main features of the many existing models. Teaching models are derived from theories about teaching and learning. Each model can be described as a structured sequence, which is designed to elicit a particular type of thinking or response, to achieve specific learning outcomes. The choice or use of the appropriate model, or combination of models, is influenced by the type of learning objective and nature of the learner as well as other factors such as teaching strategies and teaching skills. A strong body of research and practice suggests that the consistent use of specific models can make learning more effective (DfES, 2004, ▇▇▇▇▇▇, 2009 and ▇▇▇▇▇▇▇, 1998). The term ‘teaching model’ has been used to describe many other approaches. In different documents a number of terms appear to be used interchangeably – models, strategies, approaches, techniques, and methods name just a few. Teaching models are not the ‘real world’ but merely a way of helping us understand and think about teaching. There are a vast number of teaching models – some are variations of others – and they come in many shapes, sizes, and styles. Some terms, such as ‘demonstration’, can be used for both a teaching model and also a strategy or method. To draw the distinction between a teaching strategy and a teaching model, the definition of a used teaching model has two distinctive features. The first distinctive feature is the nature of the learning objective and outcome required and whether the learning is related to:  Acquiring and learning skills, procedures, knowledge, and the like, or  Processing information, building concepts and rules, generating and testing hypotheses and thinking creatively, or  Collaboration and learning together to construct new knowledge and understand concepts. The second distinctive feature is the structured sequence of steps or phases (the syntax) used to achieve that particular type of learning objective. In teaching models, it is the tight linkage between these two ...