Model
of Teaching
The term
modeling is common also include imitation, observational learning, copying and
vicarious (sensational) learning.
Modeling is an
individual demonstrating particular patterns which the trainee learns through
imitation – Allen and Ryan
The term model is used to mean a teaching episode done by
an experienced teacher in which a highly focused teaching behaviour is
demonstrated – White.
Concept
Attainment Model
It was developed by Jerome S. Bruner, Jacqueline Coodrow
and George Austine in 1956. It emerges out of the thinking process in the human
being. It is based on the assertion that a human being is competent with the
capacity to discriminate and to categorize thing in group.
Steps
in Teaching Concepts:
1.
Describing the Behaviour:
Before
teaching the concept the behaviour of the students should be analyzed. The
teacher should know the entry behaviour of the students. Entry behaviour is
modified during the process; the modified behaviour is called as Terminal
behaviour of the students. The terminal behaviour analyzed by the teacher at
the end of the programme. If the terminal behaviour is good means the process
and the objectives also good. If it is not satisfactory there is an inaccuracy
is happened in the process. By which we can describe the behaviour of the
students.
2. Providing
Examples of the Concept:
During teaching of concepts the teacher should present the
both the side. The positive and negative examples should be given to the
students. When compare with the negative examples positive examples are very
useful and benefit to the students. The examples should be very relevant and
apt to the concept and also should be in sequence. That provides the external
learning conditions of continuity and discrimination.
3.
Define the concept:
The learners are asked to define or explain the concept
their own examples and words. It is concerned with developing relationship
between verbal and concept learning.
4.
Evaluating the knowledge:
During the teaching of concepts the teachers should
evaluate the students’ knowledge about the concept. By asking question or the
examples teaches has to assess the students learning outcomes, from that he
verify whether the object of the concept are attained or not. At the end of the
teaching the teacher has providing opportunity to the students for the practice
and reinforcement that will useful to retain the learning concept.
Bruner’s
Model of Concept Learning:
J.S. Bruner proposed that economy in thinking and responding
requires that we categorize the phenomena according to their common attributes.
An attribute is a property/quality/feature or characteristic of an object which
differentiate from others. Colour, texture, shape, size, number of parts,
position and sound are the examples for the attributes. The objects are
categorizes as a group by the common features. E.g. Dogs are categorizes by the
four legs, tail, facial structure, and their barking sound. Similarly we can
categorize more things and concepts as friends, enemy, profession, teacher and
etc. in the teaching process to teach a concept the teacher should identify
such an attributes of the concepts which are both the similarities and
differences. E.g. Dog and Cat.
Experiments
of Bruner
Bruner studied the strategies people use in acquiring
concepts. He used a set of cards, some cards are having borders and others are
without them. All the cards are having the figures at center varying in shape
(square, circle and cross), in colour (red, green and black) and in number
(single, double and triple). Each card combines four attributes: Figure Shape,
Figure Number, Figure Colour and Presence and absence of borders. Each
attribute has three variations as listed above. The subject is told that the
experimenter has a concept in mind, say red circles, and the subject was to
identify that concept. The subject is asked to select a card and then told by
the experimenter whether the card an occurrence or not of the concept. With
these data in mind, the subject would select another card to determine further
attributes of the concepts. He would continuously do the same work till he
finds the answer appropriately.
Strategies
in Concept Attainment
1.
Simultaneous Scanning
In it the subject uses each positive instance (occurrence)
each or correctly identified the card, to work out as to which combinations of
attribute values are no longer valid. The subject must keep in mind
simultaneously all rejected combinations in order to narrow down the range of
successive alternatives. This technique is not very efficient as it places a
great strain on the subject’s memory.
2.
Successive Scanning
In it the subject makes an overall estimate of each correct
characteristic of the concept and test, each one by one. It is called
successive scanning as a subject tests individual hypothesis about the correct
characteristic one at a time in succession. This technique is also in efficient
as the subject may choose redundant (unneeded) cards which give no new
information.
3.
Conservative Focusing
In it each attribute is tested by selecting a card that is
different from a focus card in only one attribute. If the new card is still a
positive instance, then the subject knows that the varied attribute is not part
of the concept. However, if the changed attribute yields a negative instance,
then the attribute is a part of the concept. For E.g. the concept to be
attained is ‘Red Circles”. Suppose the subject encounters a positive card with
three red circles and two borders. This card becomes the focus card and each
variable is examined by selecting additional cards. A plus sign in the
parentheses (bracket) means the card is a positive instance of the concept, a
minus sign in the bracket means the card is a negative instance or occurrence. The selection sequences are given below:
|
Square
|
Red
|
Single
|
Border
|
No
Border
|
|
Circle
|
Green
|
Double
|
Border
|
No
Border
|
|
Cross
|
Black
|
Triple
|
Border
|
No
Border
|
- Square (-), Circle (+), Cross (-)
- Red (+), Green (-), Black (-)
- Single (-), Double (-), Triple (+)
- Border(-), No Border(+)
Conclusion: The
concept is ‘No bordered-Triple-Red-Circle’.
This technique is more
efficient since the subject uses a correct instance as appoint of reference and
selects additional cards to test each attributes value individually.
4.
Focus Gambling
This strategy is called gambling or having a bed since the
subject takes a chance varying two attributes at a time. In it the subject
focuses on a correct card, but varies more than one attribute at a time. This
can give early result if cards chosen yield a positive instance. If, however,
the subject encourages a negative instance, he cannot tell which attribute was
essential. Hence, he has to revert to simultaneous scanning technique to test
hypotheses.
Applications
In teaching of Science the use of discovery and enquiry
techniques provides the pupil with experiences quite similar to the card tasks
used by Bruner. E.g. if the teachers wants the pupils to invent their own
system of classification of plants or animals, they can identify the attributes
and putting the plants or animals with common attributes in one group.
Reference
- R.C. Rawat, 2002, Essentials of Educational Technology, R. Lall Book Depot, Meerut.
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