[Originally published in ELT Chat
of www.Free_esl.com]
What
are Models of Teaching?
Models of teaching were identified and described for
the first time by Bruce Joyce and Marsha
Weil (1980). They defined a model as: “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 the designing instructional
activities and provides an environment carrying out these activities in order
to realize the stipulated objectives”.
Models of
teaching afford a lively and proactive introduction to the complexities of
teaching. A teaching model is not a substitute for teaching skill. A model
cannot take the place of fundamental qualities in a teacher, such as, knowledge
of subject matter, creativity and sensitivity to people. But it is a good tool
to help good teachers to teach more effectively by making their teaching more
systematic and efficient.
In very simple terms ‘Models of teaching’ are
a pattern or plan which can be used to shape a curriculum or course to select
instructional materials and to guide a teacher’s action. Models are primarily
oriented towards a classroom teacher who is interested in increasing his
instructional effectiveness in an interactive method of teaching. A teaching
model can be considered as a type of blue print for teaching. It provides
structure and direction for the teacher. In short ‘Models’ are perspective
teaching-strategies designed to accomplish particular instructional goals.
Synectic
Model
In
1961, William .J.Gordon and his associates designed a very interesting and delightful experience
to the development of innovations known
as Synectics. The model was originally designed to form ‘creativity groups’ in
industrial and other organizations to solve problems, to develop quality
products.
Characteristics
of Gordon’s Model
*
According to this model creativity is important in everyday activities.
Gordon’s model is designed to increase problem solving , creative expression ,
empathy and insight into social relations.
*Second,
the creative process is not at all mysterious . It can be described, and it is
possible to train persons directly to increase their creativity. (Traditionally
creativity is viewed as a mysterious innate and personal capacity)
*Third
, creative invention is similar in all fields- the arts, the sciences,
engineering and is characterized by the same underlying intellectual processes.
*Gordon’s
fourth assumption is that individual and
group invention (creative thinking ) are very similar .Individuals and groups
generate ideas and products in much the same fashion.
In school systems the main technique used is
analogy. The child is lead into an ‘imaginary/
illogical world’ to see things never seen before to express himself in novel
ways, to approach problems from a different angle which is entirely different
from others as is perceived by the mind’s eye through ‘fresh ways of thinking’.
He has to express his ideas clearly and also grasp ideas clearly and
comprehensively.
Steps of the
Model to be followed in the Classroom
1.Describe
the topic
2.Create
direct analogies
3.Describe
personal analogies
4.Identify
compressed conflicts
5.Create
new direct analogy
6.Re-examine
the original topic
7.Evaluate
Step I : The teacher asks the
students to describe a given topic. This can be done orally or the students can
write down the topic. Descriptive words are then listed on the board.
Example: The topic is ‘Feelings’
Descriptive words: love, hate, anger, sadness,
guilt, happy, remorse, joy, satisfaction etc.
Step II Students examine the
descriptive words and form analogies between the words and an unrelated
category such as plants, animals or machines. After all students have given an
analogy, the best one is voted on by the class.
Example:
Think of a plant that reminds you of the listed words.
Analogies:
‘A rose reminds me of Love’
‘ Jasmine reminds me of Valentines’
Day and happiness’
‘Lily reminds me of death and
sadness.’
Step III: The teacher asks students to
think about how he/she would feel to be the object chosen in Step II. Students
must also tell why they have that particular feeling.
Students
responses are recorded.
Example:
How would it feel to be a ‘Rose’?
Responses: alive,
happy, safe, smelled, plucked, ignored, curdled, held on, dead, recognized,
good, loved, bad, crushed.
Step
IV: The
students are asked to review their responses to find pairs of words which seem
to ‘fight’ or are in opposition to one another.
The class votes
for the pair of words that represent the best compressed-conflict.
Example: ignored-
loved , good- bad, happy- sad, alive-dead,
held on- crushed
Step
V: The teacher
asks for another category for a direct analogy and the class must think of
example of that category which are best described by the compressed category
chosen in Step IV.
Example:
“Animal” is the analogy, “alive- dead’ are the characteristics.
Direct
Analogies: lion, dog, cat, bear, dinosaur etc.
Step
VI: The class talks about the
original topic by comparing the last direct analogy to the original topic New
images are created.
Example
“Feelings are like lions. They are alive but, sometimes appear to be dead.”
“Feelings are like Roses and Lilies. Sometimes they make you happy and some
times they make you sad”.
Step
VII: Students
evaluate the writing done before and after the model to see if more creative
insight has been added. The must also analyse the thought process involved.
Tips
for the Teacher:
*
Create direct
analogies: What words have the same or similar meaning?(try synonyms)
*
Describe
personal analogies: What would it feel like to have the characteristics or
traits of -----?( describe emotions and physical attributes)
*
Identify
compressed conflicts; What words have the opposite meaning or characteristics?
(Use antonyms)
*
Create new
direct analogy: What words have the similar or same meaning?
This repeats the prompt from
the second step. The difference after going through the first three lists you
will have gone deeper into the subject and this list will reflect that depth.
Synthesis:
*
Look at all the four steps and find key words or phrases, expand on those to
generate more. Finally, focus on a theme that may incorporate several elements
based on the final list.
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