A. Models of Teaching- Four families  
1. The Information processing family
2. The Personal family
3. The Social family 
4. The Behavioural system family 
1. THE INFORMATION PROCESSING FAMILY
(a) Concept Attainment model -Jerome S. Bruner
(b) Inductive Thinking Model – Hilda Taba 
(c) Inquiry Training Model- Richard Suchman
(d) Advance Organizer Model- David Ausubel
(e) Mnemonics Model- Lewin, Pressey, Anderson 
(f) Synectics Model – Bill Gordon
(g) Cognitive Development Model- Jean Piaget, Kohlberg, Siegal 
(h) Scientific Inquiry Model – Joseph Schwab
(i) Memory Model- Jerry Lucas 
g) Biological Science Inquiry Model· Boston
2. THE PERSONAL FAMILY 
(a) Non-directive Model – Carl Rogers
(b) Enhancing Self-esteem Model -Abraham Maslow 
( c) Awareness Training Model – William Schutz, George Brown
(d) Classroom Meeting Model- William Glasser 
3. THE SOCIAL FAMILY
(a) Group Investigation Model- John Dewey, Herbart Thelen 
(b) R.ole play Model – Fannie, George Shaftel
(c) Jurisprudential Inquiry Model- Donald Oliver, James P. Shaver 
(d) Socials mutation Model- Guetzkow, Cybernetics Psychologists
(e) Co-operative Learning- David Johnson, Roger Johnson 
(f) Social Inquiry Model . Herbert Thelen, Oliver, Shaver
(g) Laboratory Training Model · National Training Laboratory 
4. THE BEHAVIOURAL SYSTEM FAMILY
(a) Mastery Learning Model – Benjamin S. Bloom
(b) Contingency Management Model – B. F. Skinner 
(c) Self Control through Operant Methods- B.F. Skinner
( d) Social Learning Model – Albert Bandura 
(e) Simulation Model- Carl Smith, Mary Smith 
(f) Assertive Training Model – Wolpe, Lazarus 
(g) Stress Reduction Model- Joseph Wolpe
(h) Direct Instruction Model – Tum Good, Jerry Brabhi, Carl Gerittor, Vesbekker, Siggi, Angel 
B. ELEMENTS OF TEACHING MODELS
(a) Syntax (phase/steps), 
(b) Social System 
(c) Principles of Reaction 
( d) Support System, 
( e) Effects of the model, (i) Instructional effects  (ii) Naturant effects 
TEAM TEACHING 
A. TEAM TEACHING – 1950 America (USA) 
coordinated teaching by a team of teachers working together.
B. STEPS
Planning – Execution – Evaluation 
LEARNER 
A. Learner type Learning styles
Inductive From Facts to Generalization 
Deductive From Theory of Individual Facts
Intuitive Insights and hunches
Reflectively Introspection 
Actively Physical Engagement / Discussion
Sequentially Series of related steps 
Globally Large jump/holistic Approach
Visual Pictures, diagrams, Demonstrations 
Auditory Words, Sounds 
INNOVATION 
A. INNOVATIONS IN LEARNING 
(i) E – Learning (ii) Brain Based Learning (BBL) (iii) Mobile Learning (M-Learning) (iv) Anchored Leaming (AL) (v) Work-Based Learning (WBL) (vi) Service Learning (SL) (vii) Resource-Based Learning (RBL) (viii) Project-Based Learning (PBL) (ix) Problem- Based
Leaming (PBL) 
PROGRAMMED LEARNING 
Programmed Learning/Instruction 
A. Basic Principles- Five 
1. Small steps 2. Immediate Feedback 3. Active Responding 4. Self Pacing 5. Student Testing 
B. Programmed Learning- Two type 
1. Linear Programme/Extrinsic Programme- B.F. Skinner 
Linear Programme· Two type (i) Wash Ahead (ii) Wash back
2. Branching Programme/ Intrinsic programme – Norman A. Crowder 
Branching Programme- Two type (i) Forward (ii) Backward
C. Adjunct Programming (Sydney L. Pressey)
D. Mathetics Programming/ Backward (Chaining Gilbert) 
E. Mastery Learning (Benjamin S. Bloom, John B. Carrol)
F. Guided Discovery Learning (Jerome S. Bruner) 

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