ASSIGNMENT# 01

DEPARTMENT/SEMESTER:
BS. EDUCATION…... SEMESTER 1, GROUP (A)
COURSE TITLE:
GENERAL METHODS OF TEACHING
SUBMITTED TO:
DR. HAJRA BIBI
SUBMITTED BY:
HIJAB BATOOL
DATE OF SUBMISSION:
23rd FEBURARY, 2023

TOPIC:
TEACHING MODELS AND PHILOSPHIES
 TEACHING PHILOSPHIES AND MODELS:
PHILOSPHIES:
There are many approaches you can take to teaching. Thinking of the steps or philosophy that
works best for a teacher is very important in respect of educating with aim, giving importance to
teaching goals, effectively sharing details about teaching style. If teachers are to change into and
about education part, you may get help from getting through knowledge that what some common
philosophies are.

 WHAT IS A TEACHING PHILOSPHY?

A teaching philosophy is a group of beliefs about the experience of ways of teaching and the
process of learning. The look of a teaching philosophy often takes the form of a prose writing
or a by word of mouth move, usually in the Context of a cover letter or move to a meeting
question. In it, an educator states their middle part, heart education general rules, has a
discussion about a reasonable base for each and provides useful examples to support their
beliefs. Though special beliefs are often nothing like it in some way to the educator, teaching
philosophies take care of to cover some common parts:

 Concept of learning:
The educator makes certain, clear what it suggests for a person to learn or chief an idea and gives
a detailed account of a high purpose learning place, position.

 Concept of Teaching:
The educator gives in detail on their about education values and hopes, makes certain, clear their
getting through knowledge of the person doing teaching's part in education and gives a detailed
account of high purpose teaching orders of events.

 Student goals:
The educator discusses the ideal learning outcomes and what improvements they hope to
produce in their students.
  Teaching methods and strategies:
The educator describes the various ways in which they intend to achieve their student goals,
often explaining how each method can facilitate their implementation of teaching and learning
concepts.

 Teacher–student interactions:
The educator describes what they believe is the platonic dynamic between a teacher and their
students and explains why they wish to work with their preferred level of learners.

 Assessment:
The educator's statement well-nigh towage relates to their methods for measuring improvement,
the types of towage they use and their beliefs well-nigh the verism or efficacy of grading,
particularly in unrepeatable contexts.

 Professional development:
The educator's statement on professional minutiae addresses their personal and professional
goals, how they plan to alimony pace or grow as a teacher and how they believe they can
measure their own development.

12 TYPES OF TEACHING PHILOSPHIES:

Though the particulars of a teaching philosophy may be unique to a specific educator, most
philosophies fall under a particular school of thought, or a combination thereof. To help develop
your own ideas well-nigh education, consider the pursuit wholesale categories of teaching
philosophies:
1. Behaviorism
2. Conservatism
3. Constructivism
4. Essentialism
5. Humanism
6. Idealism
7. Liberalism
8. Perennialism
9. Positivism
10. Pragmatism
11. Progressivism
12. Realism
 1) BEHAVIORISM:
The behaviorist school of thought states that students learn behaviors through their interactions.
According to behaviorists, an individual's intrinsic qualities have little bearing on how they
behave within an environment. Rather, the teacher can directly and intentionally influence the
quality and consistency of student behaviors with various strategies. An example of behaviorist
thought in practice is positive reinforcement, in which a learner receives a reward for positive
actions. In time, they come to associate these actions with rewards and so prefer to behave well
rather than poorly.

2) CONSERVATISM:
In pedagogy, conservatism refers to the weighing that the original intended purpose of education
was to prepare learners for entry into an established culture, with its traditional values and social
pathways. An educational in obtrusive is likely to believe teaching to be an act of data
transmission and learning to be the combined acts of obedience and data acceptance. This school
of thought may moreover deny any nonacademic functions of education, such as the weighing
that schools moreover function as environments where young people learn well-nigh social
interactions and the value of the individual.

3) CONSTRUCTIVISM:
The constructivist philosophy states that learners develop knowledge by towers on the
foundations of previous learning. Constructivists unclose that learners come from variegated
backgrounds, so they siphon their unique set of circumstances and experiences into the shared
environment of the classroom. Moreover, the experiences and knowledge specific to a learner
can stupefy how they receive new information. Aside from these ideas concerning unique
foundations and learning outcomes, constructivism includes the pursuit precepts:

o Social interactions, such as those experienced through discussion and group work, are
essential to the construction of knowledge.
o It's necessary for learners to engage urgently in learning activities not only to proceeds
knowledge but moreover to retain it and build meaningfully on top of it.
o Motivation and a willingness to reflect on previous learning are crucial to the learning
process.
o It's moreover necessary for individuals to reflect urgently on their learning so that they
unzip an increasingly well-constructed understanding of new ideas.
 4) ESSENTIALISM:
Essentialism focuses primarily or entirely on the teaching and mastery of cadre vital subjects and
skills. In an essentialist approach, the topics and competencies covered are commensurate with
the learners' level of development. A student at the primeval stage of learning practices simple
skills and concepts, which increase in complexity as the student advances in their learning
trajectory. Typically, the subjects or skills that essentialists emphasize are reading, writing,
mathematics, science, history, art, music and foreign languages, with technology stuff a
worldwide modern wing to the repertoire. Essentialist teaching methods often rely on rote
practice and standardized assessment.

5) HUMANISM:
Humanism is a teaching philosophy that centers on the needs of the student. According to this
approach, students learn weightier under self-direction, when they have input in what they learn,
so it's the goal of the educator to facilitate a love of and competency for learning. To that end,
humanistic educators aim to establish a safe, nonthreatening environment for learners and openly
validate students' feelings as part of the learning process. Grades play little to no role in a
humanistic learning environment since self-evaluation is the only meaningful form of
assessment.

6) IDEALISM:
Idealism, as a teaching philosophy, posits that ideas are the only true reality and the objective of
the learner is to seek the truth. In this understanding of the world, true ideas are ongoing
universal constants, so learners can discover knowledge but not necessarily create it. Some
idealists moreover state that the goal of education is to develop the sort of mind and skills that
can largest serve society. An important facet of the idealist tideway is sensation of a role model
whose example can guide the learner to an understanding of their place in and contributions to
society.

7) LIBERALISM:
Liberalism refers to a philosophy aimed at cultivating self-ruling human beings through exposure
to a wholesale variety of subjects and skills and the minutiae of societal values tested via
engagement with important ideas and issues. A liberalist tideway to education is necessarily
multidisciplinary, permitting learners some self-rule to segregate their path while permitting
them the opportunity to develop knowledge in a wide range of subjects. Thus, this philosophy
tends to result in what people wontedly un-deniability a "well-rounded education."
 8) PERENNIALISM:
The perennialist teaching philosophy centers on the subject. This tideway focuses on the teaching
of ideas that have everlasting and universal value and truth. The teaching focus, then, is on
principles such as reasoning and hair-trigger thinking in wing to time-tested concepts from well-
known figures such as Plato and Einstein. The educator is responsible for guiding students in
their efforts to think critically and logically and showing them how to fathom unconfined
everlasting works.
9) POSITIVISM:
Positivism stemming from the Latin "posteriori," meaning "based on reasoning and facts” is a
teaching philosophy based on evidence-based learning and verifiable notions. It's a teacher-
oriented philosophy that relies on touchable data and knowledge gained through experiments.
Owing to these characteristics, positivism tends to full-length in the sciences and engineering
disciplines.

10) PRAGMATISM:
The pragmatist tideway posits that the goal of education is to teach learners the knowledge and
skills that are likely to be of practical use to them. To that end, pragmatist educators tend to
implement such methods as project- and play-based learning, experiential learning,
experimentation and excursions. What qualifies as pragmatic is often dependent on the
circumstances of the learner, their environment and their time. As societies evolve in response to
waffly technologies and lifestyles, the pragmatic teaching philosophy adapts to provide learners
with relevant education.

11) PROGRESSIVISM:
The progressivist teaching philosophy is a student-oriented tideway that considers the
significance of individuality and its connection to zippy learning. Progressivism states that the
platonic learning situation is when the subject matter is relevant to the life of the learner and their
abilities. Progressivist educators, therefore, often try to reveal the relevance of wonk topics to
stoke the marvel and engagement of their students. This tideway moreover emphasizes
interaction, cooperation and consideration of other viewpoints as essential elements of learning.

12) REALISM:
The realist teaching philosophy states that reality and the mind's perception of it are separate
phenomena. In reality, there are objective truths and values, and it's the goal of education to
promote rational modes of thought to uncover what truth is. Educators who the realist philosophy
tend to focus on teaching hair-trigger thinking and the scientific method. By these ways can
learners overcome their preconceptions and biases and tideway an increasingly logical
perception.

TEACHING MODELS:
The term model is used to midpoint a teaching episodes washed-up by an experienced teacher in
which a highly experienced teacher in which a highly focused teaching policies is demonstrated.
Teaching models are just an instructional design. They describe the process and producing
particular environmental situation which rationalization to student to interact in such a way that
specific transpiration occurs in his behavior. Model of teaching are designs for the special
purposes the- teaching of information concept, ways of thinking. To engage student in particular
cognitive and social task. Some model centered on wordage by the instructor while the other
ripened as the learner respond to the task and the student are regarded as a partner in an
educational enterprise. These are helpful in bringing modification in student behavior. It helps in
observation of learner. It moreover helps in minutiae and selection of instructional material. It is
moreover helpful in providing practical shape to teaching.

TYPES OF TEACHING MODELS:

Teaching models are divided and classified in different ways:
Philosophical teaching models
Psychological model of teaching
Modern teaching models

1. PHILOSOPHICAL TEACHING MODELS:

Israel Safer had mentioned such type of model. These includes
 The insight model (Plato): -
The insight model discards the assumptions that the meaning of teaching model is
merely deliver the knowledge or ideas through teaching to the mental domain of the
students. According to this model the knowledge cannot be provided merely through the
expression of sense organ, but the knowledge principal of language is most important.
Edge of the content is also necessity. They cannot be provided merely by speaking the
words or listen them. Mental processes and language both work together.

 The Rule model(Kant): -

In this model much importance is given to the logic. Kant gives importance to
logic, because in it following certain rules are essential. The objective of rule model is to
develop the logical reasoning capacities of student. Some particular rules are followed.
Planning, organization and interaction of teaching is performed under specific rules.

2.PSYCHOLOGICAL MODEL OF TEACHING: -

John P. Dececco had mentioned such types of models. It includes.
 Basic teaching model (Robert Glaser): -
Robert Glaser (1962) has developed a stripped-down teaching model which,
with modifications, is the basic teaching model. The basic teaching model divides the
teaching process into four components or parts. It will be useful in several ways. These
are the four parts of the model that represent the basic divisions such as Instructional
objectives, Entering the behavior, instructional procedures, and finally performance
assessment.

 Computer based teaching models (Daniel Davis): -

It is the most complicated model having, inward behavior, determination of objectives
and teaching specialty as fundamental elements. In this element computer teaching plan
is selected equal to the inward policies and instructional objectives. The performances of
the student are evaluated. Accordingly, volitional teaching plan is presented. In this
model, the diagnosis and teaching go side by side. Individual differences are moreover
given importance.

 An Interaction model of teaching (N.A. Flander): -

 Flanders considered teaching process as interactive processes. He divided class-room
policies in ten categories known as Flanders ten category systems. In this model the
policies of student and teacher is analyzed. An interaction between a teacher and the
student is increasingly emphasized in this model.

3.MODERN TEACHING METHODS: (Joyce and weal)

The most comprehensive review of teaching models is that of Joyce and Weil
(1980). Bruce R. Joyce has divided all the teaching models under the title “Modern
teaching models”. They identified 23 models which are classified into four basic families
based on the nature, distinctive characteristics and effects of the models. These four
families are:
1. Information Processing Models
2. Personal Models
3. Social Interaction Models
4. Behavior Modification Models.

Characteristics of teaching models: -

1.Based on teaching models
2.Answers fundamental question
3.Based on individual difference
4.Encourage art of teaching

Fundamental elements of teaching models:

Normally majority of teaching models are based on following teaching
models: -
1.Focus
2.Syntax
3.Principal of reaction
4.Social system
5.Support system
6.Application
 CONCLUSION:
According to my opinion, teaching models and philosophies both are very much important for
teaching to make teaching way better and more effective in order to help and understand
students. We can’t say that models are better and philosophies are not, no, both are important at
its own place.