Model of Teaching/Learning Process: Dr. Rainiel Victor M. Crisologo

Model of Teaching/Learning
Process
PEC 100/103
Dr. RAINIEL VICTOR M. CRISOLOGO

GS-Dean/Professor
Nov 10, 2020

Guide Statement/Questions
Draw and discuss the significant aspects of
the model of the teaching/learning process
presented in class (or discussed in one of
the required readings), giving specific
examples of the types of variables
considered in educational psychology.
Describe relationships among variables
you discuss.
Developed by: W. Huitt, 1999
Categories of Variables
Factors outside of the classroom
Context that provide the environment for
the teaching and learning process
Qualities/characteristics of teachers
Input
and students that they bring with
them to the classroom experience
Teacher and student behaviors in the
Classroom classroom as well as some other
Processes variables such as classroom climate
and teacher/ student relationships
Output Measures of student learning taken apart
from the normal instructional process
Model of the Teaching/Learning Process
The third major category of variables, Input,

refers to descriptions of teachers and students
prior to their coming into the classroom.
There are again two important subcategories:

• Teacher Characteristics and
• Student Characteristics.
Some important subcategories of teacher

characteristics include
• the teacher's values and beliefs,
• knowledge, thinking and communication skills,
• performance skills, and
• personality.
Of course, there are many more possible

subcategories, but these seem to be the most
important.
The most important teacher characteristic (in
terms of predicting how well teachers will
perform in the classroom as well as student
achievement) seems to be the teacher's values
and belief or more particularly Teacher Efficacy
(Ashton, 1984). This variable is a measure of the
teacher's belief that students can learn and that
he/she can teach.
Ashton, P. (1984, Sept/Oct.) Teacher efficacy: A motivational paradigm for

effective teacher education. Journal of Teacher Education. 28-32.
Proctor (1986) has developed a model of the

teaching/ learning process that highlights the
role of teacher expectations.
Proctor, C. (1984, March). Teacher expectations: A model for school improvement.

The Elementary School Journal, 469-481.
Another important set of teacher characteristics
includes the teacher's knowledge with respect to:
• the content domain (knowledge of subject matter
to be taught),
• human growth and development (theories, topics,
and stages),
• learning theory (behavioristic, cognitive,
humanistic, social cognition), and
• the teaching/learning process (concepts and
principles as well as their application in formal
and informal environments).
As you have already had a course in human

growth and development, this course is
designed to review that area and provide
additional instruction in two others:
• learning theory, and
• the teaching/learning process.
In the state of Georgia, a teacher's knowledge is

evaluated through the completion of college-level
courses and passing the appropriate Praxis II test
administered by the Educational Testing Service.
At VSU, a teacher's thinking and communication

skills is evaluated by successfully completing
specific English courses as well as upper division
core classes.
Performance skills are measured through a

requirement of student teaching and an
annual evaluation using the Georgia Teacher
Observation Instrument (GTOI).
While there is no single personality that seems

to make the "best" teacher, it is certainly a
variable that has attracted a lot of interest.
One measure of personality that has become

popular in education circles is the Keirsey
Temperament Scale (a version of the Myers-
Briggs Type Indicator).
There are a wide variety of Student

Characteristics that have been related to
classroom behavior and student achievement.
In general, research has shown that when time
available for learning (a context variable) is
held constant, as it is in most learning
environments in the United States, then a
student's intelligence or academic ability is the
best student characteristic variable that will
predict student achievement.
However, researchers such as Bloom and his
colleagues (e.g, Anderson & Block, 1977; Bloom,
1971)* have shown that when time to learn is
allowed to vary, a student's prior knowledge is a
better student characteristic to predict student
achievement.
* Anderson, L., & Block, J. (1977). Mastery learning. In D. Treffinger, J. Davis, & R.
Ripple (eds.), Handbook on teaching educational psychology. New York: Academic
Press.
* Bloom, B. (1971). Mastery learning. New York: Holt, Rinehart, & Winston, Inc.
It is not difficult to see why this might be

the case. Intelligence is a measure of one’s
speed to learn; when time is held constant,
those who learn faster learn more.
When time is allowed to vary, and speed is no

longer as important, then most students can
learn all required content.
This issue of "time to learn" is very important.

If we truly believe that everyone can learn
and that it is important to learn, then it
would seem we would make a greater effort
to provide the appropriate time to learn.
However, if we believe that ability is more

important and that only the most capable
individuals can learn all we want them to learn,
then the present system will continue to
produce a result that verifies that expectation.
Other student characteristics that have been
found to be important include:
• Study habits,
• Age,
• Sex/Gender,
• Motivation,
• Learning Style,
• Cognitive development,
• Socioemotional development,
• Moral and character development, and
• Race/Ethnicity.
In fact, the list of important student

characteristics is so long entire books have
been written on them.
A good example is
• Bloom, B. (1983). Human characteristics

and school learning. Chicago: University of
Chicago Press.

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Model of Teaching/Learning

Dr. RAINIEL VICTOR M. CRISOLOGO

Nov 10, 2020

The third major category of variables, Input,

There are again two important subcategories:

Some important subcategories of teacher

Of course, there are many more possible

Ashton, P. (1984, Sept/Oct.) Teacher efficacy: A motivational paradigm for

Proctor (1986) has developed a model of the

Proctor, C. (1984, March). Teacher expectations: A model for school improvement.

As you have already had a course in human

In the state of Georgia, a teacher's knowledge is

At VSU, a teacher's thinking and communication

Performance skills are measured through a

While there is no single personality that seems

One measure of personality that has become

There are a wide variety of Student

It is not difficult to see why this might be

When time is allowed to vary, and speed is no

This issue of "time to learn" is very important.

However, if we believe that ability is more

In fact, the list of important student

• Bloom, B. (1983). Human characteristics

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