Models of Teaching Essay

3423 Words Oct 26th, 2007 14 Pages
Models of Teaching Summary
Information-processing models emphasize ways of enhancing the human being¡¦s innate drive to make sense of the world by acquiring and organizing data, sensing problems, and generating solutions to them, and developing concepts and language for conveying them. The book discussed eight different information-processing models which include: Inductive thinking, Concept attainment, The Picture-Word Inductive Model, Scientific inquiry, Inquiry training, Mnemonics, Synectics, and Advance organizers. The inductive thinking yields the ability to analyze information and create concepts which is generally regarded as the fundamental thinking skill. This model has been used in a wide variety of curriculum areas and with
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Divergent thinking is encouraged and nurtured as students recognize that questions often have more than one "good" or "correct" answer. Such thinking leads in many instances to elaboration of further questions. In this way students come to the realization that knowledge may not be fixed and permanent but may be tentative, emergent, and open to questioning and alternative hypotheses.
The Suchman Inquiry Training Model is most commonly used in science and social studies. Students need an initial period of practice in teacher-structured inquiry sessions before they can undertake inquiry individually or in small groups. This model is designed to assist students in developing the skills required to raise questions and seek out answers stemming from their curiosity in the following order:
„X The teacher presents students with a puzzling situation or event. Students are allowed to ask the teacher questions that must be answered by a ¡§yes¡¨ or ¡§no¡¨.
„X The purpose of this phase is to verify the facts.
„X Students next gather information and verify the occurrence of the puzzling situation.
„X Students identify relevant variables, hypothesize and test causal relationships.
„X Next, the teacher asks students to organize the data and formulate an explanation for the puzzle.
„X Finally, students analyze their pattern of inquiry and propose

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