THREE MODELS FOR EFFECTIVE TEACHING Sadker (1991: 89) in his book Teachers, schools and society suggests three models of effective teaching. They are briefed here.
1. Direct teaching model: This model is effective for subjects that are highly structured, such as mathematics, reading, grammar and vocabulary. In this model, the role of the teacher is that of a strong leader, who structures the classroom and sequences subject matter to reflect a clear academic focus. This model is also called systematic, active, or explicit teaching model. It emphasizes the importance of a structured lesson in which presentation of new information is followed by student practice and teacher feedback. Six principles are identified in direct teaching. They are: …show more content…
This model works best in teaching skill subjects, such as grammar or mathematics. It is also effective in teaching History and Science subjects which are comprised of an inherent structure that should be taught step by progression.
2. Cooperative learning: Although cooperative learning is considered a new development in effective teaching, it has its roots in the 1920’s. In cooperative learning, students work on activities in small groups, and they receive rewards or recognition based on overall group performance. Cooperative learning improves student’s achievement especially for maths in the elementary grades. Students who participate in cooperative learning have higher level of self esteem and greater motivation to learn. Students have high regards for one another.
3. Mastery …show more content…
Students achieve more and remember what they have learned longer. ii. Students at the elementary and junior high levels seem to benefit most. iii. Students in language arts and social studies classes benefits more than those in math and science. iv. In general, students have more positive attitudes about learning and their ability to learn.
v. Teachers have more positives attitudes towards teachings and higher expectations for their students. From the above discussion, it is clear that teaching is complex and many sided, demanding a variety of human traits and skills. Ryan (1960:4) grouped these traits in to two major categories (i) Those involving the teachers mental abilities and skills, her understanding of psychological and educational principles and her knowledge of general and special subject matter to be taught and (ii) those qualities stemming from the teacher’s personality her interests attitudes and beliefs, her behaviour in working relationships with pupils and other individuals and the
1. Direct teaching model: This model is effective for subjects that are highly structured, such as mathematics, reading, grammar and vocabulary. In this model, the role of the teacher is that of a strong leader, who structures the classroom and sequences subject matter to reflect a clear academic focus. This model is also called systematic, active, or explicit teaching model. It emphasizes the importance of a structured lesson in which presentation of new information is followed by student practice and teacher feedback. Six principles are identified in direct teaching. They are: …show more content…
This model works best in teaching skill subjects, such as grammar or mathematics. It is also effective in teaching History and Science subjects which are comprised of an inherent structure that should be taught step by progression.
2. Cooperative learning: Although cooperative learning is considered a new development in effective teaching, it has its roots in the 1920’s. In cooperative learning, students work on activities in small groups, and they receive rewards or recognition based on overall group performance. Cooperative learning improves student’s achievement especially for maths in the elementary grades. Students who participate in cooperative learning have higher level of self esteem and greater motivation to learn. Students have high regards for one another.
3. Mastery …show more content…
Students achieve more and remember what they have learned longer. ii. Students at the elementary and junior high levels seem to benefit most. iii. Students in language arts and social studies classes benefits more than those in math and science. iv. In general, students have more positive attitudes about learning and their ability to learn.
v. Teachers have more positives attitudes towards teachings and higher expectations for their students. From the above discussion, it is clear that teaching is complex and many sided, demanding a variety of human traits and skills. Ryan (1960:4) grouped these traits in to two major categories (i) Those involving the teachers mental abilities and skills, her understanding of psychological and educational principles and her knowledge of general and special subject matter to be taught and (ii) those qualities stemming from the teacher’s personality her interests attitudes and beliefs, her behaviour in working relationships with pupils and other individuals and the