Instructional Methods: Models of Teaching

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CHAPTER ONE: INTRODUCTION

1d (i). Differentiate the Modes of Teaching

The modes of teaching are  indoctrination, instructing and conditioning

1. Training is an activity of teaching because it focuses on shaping behavior so that an individual is able to perform a certain skill. Teaching, on the other hand, is broader because it is concerned with not only performance of a skill but also on the transmission of knowledge. According to Green (1971), the dependent variable between teaching and training has to do with the degree of intelligence displayed in the behavior one is seeking to shape.

While training assumes the concepts of competency, performance, proficiency and efficiency, teaching implies rationality and understanding

2. Conditioning: Training becomes conditioning when it aims less and less at the display of intelligence e.g  a dog salivating at the sound of a bell. Conditioning is a scientific theory of behavior modification and is more related to training than to teaching and  has an element of teaching.  Simple conditioning enters into the teaching concept in so far as it can be shown to have a place in a teaching sequence or pattern of training which is itself not mere conditioning but aimed at shaping behavior expressive of intelligence (Green: 1971).

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Student at his desk

 

3. Instruction: Although teaching and instruction are in many contexts synonymous, they are not the same thing. Instructing is essentially related to the search for truth and understanding and it involves giving reasons, evidence, arguments, and justifications. As an activity, it is allied more closely with the acquisition of knowledge and belief than with the promotion of skills.  It is an activity in teaching which aims at establishing certain beliefs or matters of doctrine.

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