MODELS, APPROACHES, STRATEGIES AND METHODS OF TEACHING

- JAFARIN BIN MOHAMAD MAJIDI - ANDAR PASEN

- HAIZUL FAHAMI BIN BOM

MODELS OF TEACHING
1. 2. 3. 4. The The The The Information- processing model Behavioral System Social Model Personal Model

The Information-processing Model provide ways of adjusting instructions to cognitive development and style. Inductive thinking Inquiry training Scientific inquiry Concept attainment Picture Word Advance organizers Mnemonic

The behavioral system model build into instructional sequences the ability to adjust pace and complexity of tasks to the ability and prior achievement of the student. Mastery Learning Direct Instruction Simulation Social learning

The social Model depends on the synergy caused by building learning communities or groups.
Group investigation Role playing Simulation Cooperative learning

The Personal Model deals with the uniqueness of the learner. It encourages the learners to be independent and responsible towards their goals. Synectics (making analogy and metafore) Non directive teaching Enhancing Self esteem

Approaches, Strategies and Method of Teaching

APPROACHES
Approaches are general in nature. They involve the belief and principle underlying our methods, but are less proscribing the specific method.

Communicative Language Teaching (CLT)

Comes in both strong and weak form. The intent is to capitalize on collective intelligence of the group and give everyone a chance to grow in appreciation of diversity.
Teachers role ; need analyst and task designer Student role ; improviser and negotiator. Learners learn a language through using it to communicate

a)

b) Authentic and meaningful communication should be the goal of classroom activities. c) Fluency is an important dimension of communication. d) Communications involves the integration of different language skills. e) Learning is a process of creative construction and involves trial and error Spin-offs from CLT include the Natural Approach, Cooperative Language Learning, Content-based Teaching, and Task Based Teaching.

Competency-based Language Teaching

Competency-based Language Teaching is still a very popular outcome-based approach. The focus is on measurable and usable knowledge.

Content-based Instruction
Focus on integrated skills, cooperative learning and grouping strategies. The stress is on meaning rather than form.

Its aim is to use authentic language and facilitate experiential learning.

Using G.O. is a typical trademark of this approach.

Cooperrative (Collaborative) Learning

part of collaborative approach. Competition is replaced with team based learning.

Dogme
The teacher doesnt prepare classes Uses whatever happens to be in the classroom. relating to the words or vocabulary of a language In 1997, Lewis stated, the building blocks are not grammar, functions, notions, or some other unit of planning and teaching, but lexis, that is, words and word combinations. Stresses that all dimensions of intelligence should be developed and not just those measured by IQ tests, i.e., language and logic. the focus is on input rather than practice. Language is its lexicon, not its grammar.

Lexical Approach

Multiple Intelligences

Natural Approach

Neurolinguistic Programmming
A system of alternative therapy intended to improve self awareness and change patterns of mental and emotional. behaviours. Invented in the 1970s by Grindler and Bandler

Task Based Language Teaching

Uses real communication activities to carry out meaningful tasks and stresses the importance of targeting these tasks to the individual students as much as possible.

Whole Language Approach

Focus on using a tailored combination of the four modes of language (speaking, listening, writing and reading) as often as possible. Its intent is to be functional and topical.

STRATEGIES OF TEACHING

STRATEGY: - Strategy is the art and

science of directing and controlling the movements and activities of the army. If strategy is good, we can get victory over our enemies. In teaching this term is meant those procedures and methods by which objectives of teaching are realized in the class.

STRATEGY CAN BE SUMMARIZED AS

Teaching is the generalized plan of the whole lesson plan. It consists of structure of teaching, objectives of teaching and techniques of evaluation of teaching. In strategy of teaching, realization of objectives is given more importance than presentation of lesson. A strategy does not follow a single track all the time, but it changes according to the demands of the situations such as age, level, needs, interests and abilities of the students. Thus strategy is more comprehensive than method. It is directional in nature. It refers to goal directed activities of the teachers. Thus, it is more close to science than arts.

STRATEGY CAN BE CLASSIFIED INTO

1.Teacher centered 2. Student centered 3. Strategy based on learning materials 4. Strategy based on activity or task

TEACHER CENTERED
Teacher-centered learning is the traditional approach used by educators in the classroom. This method of teaching is very regimented which is also known as autocratic strategy. Teachers choose the course material based on the curriculum they are required to cover by the end of the semester. Student success is based upon a measure of individual performance in comparison to the work of the rest of the class. Emphasis is placed on the instructor in a teacher-centered classroom. The lecture follows a strict format where the teacher talks and the students listen to what she has to say. The classroom is very quiet, as students work on assignments individually, instead of with their peers. Classroom objectives are measured upon the amount of material covered, not necessarily the level of learning achieved by each student. Students are all given the same learning goals, which are based on the information covered in class.

STUDENT CENTERED
Student-centered learning is viewed as a progressive approach to teaching. The focus in student-centered learning is to make students more aware of the material they are learning and why it is important. Teachers want to make students more active in the classroom, by encouraging them to interact with one another. The teacher measures achievement based on individual student performance, instead of comparing each person to their peers.

Teachers practicing student-centered learning techniques encourage students to create their own learning goals. Instead of writing objectives on the syllabus that state the material that will be covered during the course, these teachers write objectives displaying the knowledge the student will gain after completing the course. Teachers encourage students to learn through activities such as classroom debates, discussions, peer mentoring, field trips, creating individual portfolios and participating in both self and peer reviews. By incorporating these activities into the lesson, teachers want students to learn skills that can be transferred to other activities in their students lives.

STRATEGY BASED ON LEARNING MATERIALS

The objectives are based on the learning materials. Interaction between the teacher/materials or students/material. The learning process is interesting, meaningful and effective.

Emphasize on skills and knowledge in using the learning materials.

Materials:- computer, printed materials, module, text books,, reference books, tapes, dictionaries, graphs, specimens, slides, videos, projector.

STRATEGY BASED ON ACTIVITY OR TASK

The activity must be focusing on the main objective of the topic/subject. Teachers should explain to the students. Based on the learning objectives, multiple activities can be prepared for the students. Encourage interaction among the students. The activities should be done in group and not individually. Activities should be presented and observed to achieve the desired impact. Teachers check and give feedbacks on the performance.

METHODS
Method of teaching is directly related to the presentation of the lesson. Which a teacher should use, depends on the nature of the subject, and the tact of the teacher . (the way we teach)

 BRAIN STORMING The basic assumption of this method of teaching is that a group of pupils can give more ideas than a single

person.
Problem can be analyses and evaluating more comprehensively.

A problem is given to students and there asked to put

forward their views on this problem one by one. Thus many views regarding the nature of the problem,

its causes and its possible solutions come to light.

Conclusion is drawn after evaluating these jumbled ideas

Counseling Learning
The teacher is the coach, the students are clients.

Direct Method
Allows only the second language, uses everyday vocabulary and stresses on pronunciation.

Grammar Translation
Popular in 1940s, slowly replaced by Direct method from early 1900s. Still popular in countries where reading is more important than communicating.

Silent Way
Referring to the teacher Students are encouraged to produced as much as possible, to get the spirit of the language by exploring and practising it.

Situational Language Teaching

Language is a purposeful activity toward a goal. Stress on meaning, content and situation. Teacher role; context setter and error corrector. Student; memorizer and imitator.

Total Physical Response (TPR)

Coordinates speech and action. Structure-based. Teacher : commander and action monitor, students; order taker and performer.

Other methods:

Story telling Demonstration Discussion Problem solving

Thank You