UGC NET Paper 1 Study Notes- Models of Teaching

Models of teaching are designed to provide a framework for educators to organize their instructional
strategies and enhance the learning experience of their students. The main purpose of models of
teaching is to provide a structured approach for teachers to plan and implement effective teaching
practices in their classrooms. These models act as the basis for the indoctrination of teaching theories
and, therefore, teaching models contribute towards effective and interesting teaching.

Teaching Models Definition

• According to Joyce and Weil, "A model of teaching is a plan or pattern that can be used to shape
curriculum (long-term courses of study), to design instructional materials, and go guide instruction
in the classroom and other settings."
• According to Eggen, "Models are prescriptive teaching strategies designed to accomplish the
particular instructional goal."

These models are used to achieve the specific objectives of various school subjects and make them more
effective and purposive. Teaching models are helpful to develop social efficiency, personal abilities,
cognitive abilities and behavioural aspects of the students.

Purposes of Teaching Models

These models are the paradigms of hypotheses of teaching which are helpful in formulating theories of
teaching. Models of teaching serve several purposes, including:
• Guide Lesson Planning: Models of teaching provide a roadmap for teachers to plan their lessons
and instructional activities. By following a model, teachers can ensure that they cover all the
necessary content and learning objectives in a coherent and organized way.
• Enhance Student Learning: Models of teaching are designed to promote student engagement and
active learning, which can lead to improved learning outcomes. By using effective instructional
strategies, teachers can help students to develop critical thinking skills, problem-solving abilities,
and a deeper understanding of the subject matter.
• Encouraging Teacher Reflection: Models of teaching can also help teachers to reflect on their
instructional practices and to identify areas for improvement. By examining the effectiveness of
different teaching strategies, teachers can refine their approach and adapt their methods to better
meet the needs of their students.

Models of Teaching
Many educationists have suggested different classifications of teaching models. Israel Scheffler has
described three major philosophical teaching models. E.E. Haddan explained four teacher educational
models. There are several other classifications also. But the following are three classifications

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Historical Teaching Model
1. Socratic Teaching Model: The Socratic teaching model involves asking thought-provoking
questions to encourage critical thinking and stimulate deep insights. This method is based on the
belief that knowledge is within individuals and can be drawn out through dialogue and inquiry.
Socratic teaching aims to facilitate the learning process by challenging assumptions, exploring new
ideas, and encouraging students to think for themselves.
2. Classical Humanistic Model: The Classical Humanistic teaching model emphasizes the importance
of student-centred learning and recognizes the role of the teacher as a facilitator and guide. This
model encourages the development of a positive and supportive classroom environment that fosters
students' intrinsic motivation, creativity, and self-expression. It also emphasizes the importance of
personalized learning experiences, individualized feedback, and opportunities for self-reflection
and self-evaluation.
3. Personal Development Model: The Personal Development teaching model focuses on helping
students develop self-awareness, self-esteem, and interpersonal skills. It emphasizes the importance
of personal growth and the role of education in fostering students' personal and social development.

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 This model encourages students to explore their strengths, interests, and values and provides
opportunities for self-reflection, goal-setting, and feedback. The Personal Development teaching
model aims to prepare students for success not only academically but also in their personal and
professional lives.

Psychological Teaching Model

1.The Basic Teaching Model: The Basic Teaching Model is a simple and widely used approach to
teaching that consists of four stages:
(i) Preparation: In the preparation stage, the teacher plans and organizes the lesson and sets learning
objectives.
(ii) Presentation: In the presentation stage, the teacher introduces new concepts or information to the
students.
(iii) Practice: In the practice stage, students engage in activities or exercises to apply and reinforce their
learning.
(iv) Assessment: In the assessment stage, the teacher evaluates the student's understanding and
mastery of the lesson objectives.
The Basic Teaching Model is flexible and adaptable to different teaching contexts and subject areas.

2. The Interaction Teaching Model: The Interaction Teaching Model emphasizes the importance of
active student participation and interaction in the learning process. It is based on the idea that learning
is a social activity that involves collaboration, discussion, and feedback. In this model, the teacher acts
as a facilitator, guiding and supporting students as they engage in group activities, discussions, and
problem-solving tasks. The Interaction Teaching Model encourages students to develop their
communication and interpersonal skills, as well as their critical thinking and problem-solving abilities.

3. The School Learning Model: The School Learning Model is a comprehensive approach to teaching
and learning that takes into account the multiple factors that influence students' academic and personal
development. This model recognizes the importance of creating a positive and supportive learning
environment, fostering students' motivation and engagement, and providing personalized and
differentiated instruction. The School Learning Model also emphasizes the importance of collaboration
and communication between teachers, students, and families, as well as the use of data and evidence-
based practices to inform instructional decisions and improve student outcomes.

4. The Computer-Based Teaching Model: The Computer-Based Teaching Model is an approach to

teaching that incorporates technology, such as computers, software, and multimedia resources, into the
learning process. This model emphasizes the use of interactive and engaging digital content to support
student learning and achievement. The Computer-Based Teaching Model can provide personalized and
self-paced instruction, immediate feedback and assessment, and opportunities for student
collaboration and communication. This model also allows for the integration of diverse media formats,
such as video, audio, and interactive simulations, to enhance student engagement and motivation.

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Modern Teaching Models
1. The Information Processing Teaching Model: The Information Processing Teaching Model is a
cognitive approach to teaching and learning that focuses on how students acquire, store, and retrieve
information. This model emphasizes the importance of providing students with explicit instruction
on how to process and organize information, and how to use strategies such as rehearsal,
elaboration, and mnemonics to enhance memory and learning. The Information Processing Teaching
Model also encourages the development of metacognitive skills, such as self-regulation, reflection,
and self-monitoring, to help students become more effective and independent learners.
2. The Personal Teaching Model: The Personal Teaching Model is a student-centred approach to
teaching that emphasizes the development of student's personal and interpersonal skills, such as
self-awareness, self-regulation, empathy, and communication. This model recognizes the
importance of creating a positive and supportive learning environment that fosters students' social
and emotional growth, as well as their academic achievement. The Personal Teaching Model also
encourages the use of varied and interactive instructional strategies that engage students in the
learning process and promote their active participation and collaboration.
3. The Social Interaction Teaching Model: The Social Interaction Teaching Model is a student-
centred approach to teaching that emphasizes the importance of social interaction and
communication in the learning process. This model recognizes that learning is a social activity that
involves collaboration, discussion, and feedback. In this model, the teacher creates a positive and
supportive learning environment that encourages students to share their ideas, engage in group
activities, and work together to solve problems.
4. The Behavior Modification Teaching Model: The Behavior Modification Teaching Model is an
approach to teaching that focuses on changing students' behaviour through reinforcement and
consequences. This model emphasizes the use of positive reinforcement, such as praise or rewards,
to encourage desirable behaviour and negative consequences, such as loss of privileges or time-out,
to discourage undesirable behaviour. The Behavior Modification Teaching Model also involves
setting clear and specific goals for student behaviour, monitoring progress, and adjusting strategies
as needed.

In conclusion, these models are shaped by the methods used in the classroom to create an ideal learning
environment and enhance teachers' teaching skills and effectiveness. They contribute to improving
students' academic performance. These models remain useful in modifying and enhancing teaching
approaches, thereby helping to meet the diverse needs of today's students and facilitating better
communication between teachers and students. In essence, they promote positive teacher-student
interaction.

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 Questions

Q1. Match List I with List II

Choose the correct answer from the options given below:

(a) A-II, B-III, C-IV, D-I
(b) A-III, B-IV, C-I, D-II
(c) A-IV, B-I, C-II, D-III
(d) A-I, B-II, C-III, D-IV

S1. Ans.(c)
Sol. The correct match is:
• A. Jean Piaget – IV. Theory of cognitive development: Piaget is known for his work on the stages
of cognitive development (sensorimotor, preoperational, concrete operational, and formal
operational stages).
• B. Lev Vygotsky – I. Zone of proximal development: Vygotsky introduced the concept of the zone
of proximal development (ZPD), highlighting the difference between what a learner can do
independently and with guidance.
• C. Erik Erikson – II. Eight stages of psychological development: Erikson developed the
psychosocial stages of development, emphasizing conflicts at different life stages.
• D. Howard Gardner – III. Theory of multiple intelligences: Gardner proposed that intelligence is
not a single factor but consists of multiple intelligences like linguistic, logical-mathematical, musical,
etc.
Information Booster:
1. Jean Piaget’s Theory of Cognitive Development: Focuses on how children construct knowledge
over time through interaction with their environment.
2. Lev Vygotsky’s ZPD: Emphasizes the importance of social interaction and scaffolding in learning.
3. Erik Erikson’s Stages: Spans from trust vs. mistrust in infancy to integrity vs. despair in old age,
each stage involving a psychosocial conflict.
4. Howard Gardner’s Multiple Intelligences: Suggests that intelligence includes diverse abilities,
such as spatial, bodily-kinesthetic, interpersonal, and intrapersonal skills.

Q2. In which of the following methods of teaching, the student has to find out the answer to
his/her own problem by unaided efforts?
(a) Case-study method
(b) Heuristic method
(c) Flipped classroom method
(d) Demonstration method
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S2. Ans.(b)
Sol. The Heuristic method (derived from the Greek word heuriskein, meaning "to discover") is a
teaching approach where students are encouraged to learn by exploring, experimenting, and
discovering answers on their own. This method emphasizes self-directed learning, independent
investigation, and critical thinking.
Information Booster
1. Heuristic Learning: Encourages students to explore problems independently.
2. Key Features of the Heuristic Method:
• Promotes self-discovery and research.
• Develops critical thinking and analytical skills.
• Fosters independent learning and problem-solving.
3. Benefits:
• Encourages curiosity and inquiry.
• Helps students retain knowledge better through exploration.
4. Examples:
• Scientific investigations where students form hypotheses and conduct experiments.
• Solving mathematical problems through exploration rather than rote memorization.
Additional Knowledge
• Case-study method: Involves analyzing detailed real-life cases to understand complex issues.
• Flipped classroom: Blends online and face-to-face learning, with students reviewing materials
independently before class.
• Demonstration method: Teacher shows how to perform a task or process, and students observe
and replicate it.

Q3. Which of the following models for curriculum evaluation considers three primary sources of
curriculum namely students, society and subject matter reflecting the philosophy of education
and psychology of learning.
(a) CIPP model
(b) Stake's model
(c) Tyler's model
(d) Scriven's model

S3. Ans.(c)
Sol. Tyler's model considers three primary sources of curriculum—students, society, and subject
matter—while reflecting the philosophy of education and the psychology of learning. Ralph Tyler
developed this model, which is often referred to as the Tyler Rationale. It focuses on setting objectives,
selecting learning experiences, organizing these experiences, and evaluating the outcomes.
Information Booster:
• Tyler’s model emphasizes the alignment of educational goals with the needs of students, societal
expectations, and subject content.
• It is one of the most widely used models in curriculum development.
• Tyler’s approach is objective-centered, focusing on defining and achieving learning outcomes.
• The model uses a systematic process for curriculum planning and evaluation.
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Additional Knowledge:
• CIPP model (a): Developed by Stufflebeam, focuses on Context, Input, Process, and Product
evaluation.
• Stake’s model (b): Focuses on the countenance of evaluation, emphasizing formative and
summative evaluations.
• Scriven’s model (d): Introduces goal-free evaluation, assessing the effectiveness of a program
without predefined goals.

Q4. Which of the following represents learning as a six-level hierarchy in a cognitive domain?
(a) Bloom's Taxonomy
(b) SOLO Taxonomy
(c) Brigg's Taxonomy
(d) Gagne's Taxonomy

S4. Ans.(a)
Sol. Bloom's Taxonomy represents learning as a six-level hierarchy in the cognitive domain. It was
developed by Benjamin Bloom and categorizes cognitive skills from basic to complex levels: Knowledge,
Comprehension, Application, Analysis, Synthesis, and Evaluation. This taxonomy provides a framework
for educators to assess and design learning experiences.
Information Booster:
• Bloom's Taxonomy is divided into three domains: Cognitive, Affective, and Psychomotor.
• The Cognitive Domain focuses on intellectual skills.
• The six levels help in structuring curriculum objectives and assessments.
• The revised version of Bloom's Taxonomy includes Remembering, Understanding, Applying,
Analyzing, Evaluating, and Creating.
Additional Knowledge:
SOLO Taxonomy: The Structure of the Observed Learning Outcome (SOLO) taxonomy categorizes
learning outcomes in increasing complexity, but it does not follow a strict six-level hierarchy.
Brigg's Taxonomy: Focuses more on instructional design models rather than a hierarchical
categorization of cognitive levels.
Gagne's Taxonomy: Based on Robert Gagne’s nine events of instruction, it emphasizes instructional
design and learning outcomes but does not represent a six-level hierarchy like Bloom’s Taxonomy.

Q5. Match List I with List II

Choose the correct answer from the options given below:

(a) (A)-(IV), (B)-(II), (C)-(III), (D)-(I)
(b) (A)-(I), (B)-(IV), (C)-(II), (D)-(III)
(c) (A)-(II), (B)-(III), (C)-(I), (D)-(IV)
(d) (A)-(III), (B)-(I), (C)-(IV), (D)-(II)
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S5. Ans.(c)
Sol. The correct matching between Bigg's Presage-Process-Performance model of learning and the
factors are as follows:
• (A) Learning Outcome corresponds to (II) Satisfaction, Affective involvement because learning
outcomes can be influenced by a student's emotional engagement and satisfaction.
• (B) Learning Focused Activities aligns with (III) Ongoing approach to learning as these activities
affect how students continue their learning process.
• (C) Student Characteristics match (I) Prior Knowledge since students' characteristics include
their existing knowledge and experience.
• (D) Teaching Context relates to (IV) Assessment as the teaching context shapes the way
assessments are designed and conducted.
Information Booster:
• Bigg’s 3P model of learning highlights three key elements: Presage (what comes before learning,
including student and teaching factors), Process (the actual learning activities and engagement),
and Performance (the outcomes and evaluations of learning).
• This model is used to evaluate how different aspects such as prior knowledge, teaching strategies,
and student engagement affect overall learning outcomes.

Q6. Koulberg's theory of moral development comprises of following stages

(A) Obedience orientation
(B) Intellectual disability orientation
(C) Rewards/Exchange orientation
(D) Law and order orientation
(E) Social contract orientation
Choose the most appropriate answer from the options given below:
(a) (A), (B), (C), (D) only
(b) (A), (C), (D), (E) only
(c) (B), (C), (D), (E) only
(d) (A), (B), (D), (E) only

S6. Ans.(b)
Sol. Kohlberg's theory of moral development consists of different stages that reflect the progression of
moral reasoning as individuals grow. The relevant stages from the provided options include:
• Obedience orientation (A): This is part of Kohlberg's pre-conventional level, where individuals
make decisions to avoid punishment.
• Rewards/Exchange orientation (C): Also part of the pre-conventional level, where individuals act
to receive rewards or benefits.
• Law and order orientation (D): Part of the conventional level, where individuals believe in
following rules and laws to maintain social order.
• Social contract orientation (E): This belongs to the post-conventional level, where individuals
understand that rules and laws exist for the greater good but can be questioned or changed for the
sake of justice.

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Information Booster:
• Kohlberg's theory of moral development is divided into three main levels, each containing two
stages:
• Pre-conventional level: Focuses on obedience and personal rewards.
• Conventional level: Focuses on social norms and maintaining law and order.
• Post-conventional level: Involves higher-level reasoning about justice, social contracts, and
individual rights.
• Kohlberg's stages explain how individuals develop their sense of morality and ethical behavior
through societal interactions and personal experiences.
Additional Knowledge:
Intellectual disability orientation (B) is not part of Kohlberg's theory.

Q7. Which of the following operations comes under the pre-active phase of teaching according to
Philip. W. Jackson?
(a) Diagnosis of the learners
(b) Decision about the strategies
(c) Actions and reactions
(d) Selecting appropriate testing devices

S7. Ans.(b)
Sol. Decision about the strategies comes under the pre-active phase of teaching according to Philip
W. Jackson. The pre-active phase focuses on planning and preparing for the teaching process. This
involves selecting content, deciding on strategies to deliver the content effectively, and organizing
resources. It is during this phase that teachers design their lesson plans and decide the methods they
will use to achieve the learning objectives. The decisions made here set the foundation for the active
phase of teaching.
Information Booster:
• The pre-active phase is primarily concerned with the preparation before the actual teaching begins.
• Teachers develop objectives, content, strategies, and methods during this phase.
• It includes planning classroom management strategies and deciding how to handle potential
classroom dynamics.
• Effective planning during this phase can significantly influence the success of the teaching process.
• Reflection on past teaching experiences can also be incorporated into planning.
Additional Knowledge:
• Diagnosis of the learners: This often occurs during the planning phase but is more closely related
to ongoing evaluation during instruction (interactive phase).
• Actions and reactions: These occur in the interactive phase of teaching when the teacher and
students engage in learning activities.
• Selecting appropriate testing devices: This usually occurs in the post-active phase, where
evaluation is key to assessing student progress.

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Q8. Arrange the following five elements of 'Pedagogy given by Herbert
(A) Generalization
(B) Association
(C) Presentation
(D) Application
(E) Preparation
(a) (E), (D), (B), (A), (C)
(b) (E), (C), (B), (A), (D)
(c) (C), (E), (B), (D), (A)
(d) (B), (D), (E), (C), (A)

S8. Ans.(b)
Sol. The correct sequence of the five elements of pedagogy given by Johann Friedrich Herbart is as
follows:
1. Preparation (E): The teacher prepares the mind of the students by drawing upon their previous
knowledge.
2. Presentation (C): The teacher presents the new material or content.
3. Association (B): The teacher helps students connect the new knowledge with their prior learning.
4. Generalization (A): Students begin to generalize the newly acquired knowledge.
5. Application (D): Finally, students apply the knowledge in practical situations to reinforce their
understanding.

Q9. Which of the following levels of Bloom's taxonomy is achieved by rote learning?
(a) Remembering
(b) Applying
(c) Analysing
(d) Understanding

S9. Ans.(a)
Sol. Remembering is the level of Bloom's taxonomy achieved by rote learning. Rote learning refers to
the memorization of information based on repetition. It enables students to recall facts or basic concepts
without necessarily understanding or applying them. The remembering level is the foundation of
Bloom’s taxonomy, and it involves recognizing and recalling information, which is the typical outcome
of rote learning.
Information Booster
• Bloom's taxonomy consists of six levels: Remembering, Understanding, Applying, Analyzing,
Evaluating, and Creating.
• Remembering involves recalling facts, concepts, and basic knowledge, often achieved through
repetition.
• Rote learning primarily focuses on memorization without promoting higher cognitive skills such as
critical thinking or problem-solving.

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Additional Knowledge
Applying: This level requires students to use their knowledge in real-world situations. Rote learning
does not typically lead to the application of knowledge, as it doesn’t foster understanding or problem-
solving.
Analysing: At this level, students break down information into components to understand structures
or relationships. Rote learning is insufficient to reach this level, as it does not involve critical thinking.
Understanding: This involves grasping the meaning of the information, which goes beyond simple
memorization. Understanding requires comprehension and the ability to interpret or explain
information, which is not achieved by rote memorization.

Q10. In which of the following teaching models is the learner mostly self-directed and
responsible for his or her own learning?
(a) Andragogical model
(b) Pedagogy model
(c) Flip-classroom model
(d) Reflective teaching model

S10. Ans.(a)
Sol. The Andragogical model is designed for adult learners, where the learner is self-directed and
responsible for his or her own learning. This model emphasizes that adults are motivated to learn as
they experience needs and interests that learning will satisfy, are more self-directed, and have a wealth
of experience to draw upon in the learning process.

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