ASSIGNMENT
ON
Strategies of Teaching and
Instruction Teaching
(Meaning
of teaching strategy; types of Teaching Strategies; autocratic- lecture,
demonstration, tutorial, programmed instruction.)
Submitted To,
Dr. K.
Chellmani
Associate
Professor
School of
Education
Submitted By,
Manisha, (M.Ed) School of Education
STRATEGY
Strategy (Greek "στρατηγία" - stratēgia,
"art of troop leader; office of general, command, generalship" is a
high level plan to achieve one or more goals under conditions of uncertainty.
The term strategy has military origin.
Strategy becomes
ever necessary when it is known or suspected there are insufficient resources
to achieve these goals.
Strategy is also
about attaining and maintaining a position of advantage over adversaries
through the successive exploitation of known or emergent possibilities rather
than committing to any specific fixed plan designed at the outset.
Henry Mintzberg
from McGill University defined strategy as "a pattern in a stream of
decisions" to contrast with a view of strategy as planning while Max Mckeown (2011) argues that
"strategy is about shaping the future" and is the human attempt to
get to "desirable ends with available means".
Teaching
Strategy
Teaching strategy stands
for plan, means and specific ways especially devised and employed by the
teacher for guiding, directing and showing path to the learner for the
realization of the set instruction or teaching objectives.
E.Stones and S.Morris in their
book ‘Teaching Practice: Problems and Perspectives defines Teaching Strategy “ Teaching Strategy is a
generalized plan for a lesson which includes structure, desired learner
behavior in terms of goal of instruction and an outlined planned tactics,
necessary to implement the strategy.
An individual teacher's
teaching style. Like all generals in war have their own style of warfare that
they stick to, to try and win. These would a teacher's own way of trying their
best to help students learn.
Types of Teaching Strategies
The
fundamental importance of teaching strategies is to make it easier to implement
a variety of teaching methods and techniques. Here you will find a variety of
teaching strategies to help students take more responsibility for their own learning
and enhance the process of teaching for learning. The key is to create learning
environments that are more interactive, to integrate technology where
applicable into the learning experience, and to use collaborative learning
strategies when appropriate.
Lecture: The
lecture method can be very effective when used in conjunction with active
learning and teaching strategies. The traditional lecture has many advantages,
particularly in the large classroom, and can be effective in meeting
instructional goals. Advances in technology, and the increasing ease of
application can turn the lecture into a methodology which touches on
Active Learning: Myers
and Jones (1993) define active learning as learning environments that allow
students to talk and listen, read, write, and reflect as they approach course
content through problem-solving exercises, informal small groups, simulations,
case studies, role-playing, and other activities. These require students to
apply what they are learning, and touches on the highest levels of learning
taxonomy. Since fall semester 2001 Harris and Johnson have provided faculty
development workshops at Montana State University entitled "Developing a
Mentorship Program for Non-traditional Teaching and Learning Techniques."
This paper is a succinct summary of their work.
Critical
Thinking:
Lipmann (1988) defines critical
thinking as skillful, responsible thinking that facilitates good judgment
because it relies upon criteria, is self-correcting, and is sensitive to
context. A list of applicable skills includes focusing, information gathering,
referencing, organizing, analyzing, integrating, and evaluation.
Discussion: There are a variety of ways to stimulate discussion. A large
part of the process is the creation of a non-threatening, interactive learning
environment that allows for the free exchange of ideas. An important element is
the use of inquiry questioning to stimulate discussion and bring the forum to
the highest levels. Discussion is central to active student learning in many
courses. Nevertheless, facilitating a good discussion remains a challenge, even
for experienced faculty.
Cooperative
Learning: Cooperative learning is a systematic
pedagogical strategy that encourages small groups of students to work together
for the achievement of a common goal. This learning strategy stresses the
importance of faculty and student involvement in the learning process.
Writing: The basic principle underlying these initiatives is that
writing is more than a technical skill to be acquired in a first-year comp
course but is, in fact, a mode of learning that can enhance students'
understanding of the content of the disciplines. This strategy includes writing
across the curriculum, critical thinking, technology and computers, note taking,
and personal expression. There are a variety of goals for incorporating writing
within a course. The conventional goal is to demonstrate learning where clarity
is the primary requirement. There is also writing for learning, fostering
involvement in course material and promoting learning.
Service Learning:
Although definitions of service
learning abound, the informed movement toward an expansion of service learning
on the MSU-Bozeman campus is based on the following: “Students learn and
develop through active participation in thoughtfully organized service that is
conducted in and meets the needs of the community. It is integrated into and
enhances the academic curriculum and includes structured time for the students
and participants to reflect on the service experience.” (Corporation for
National Service, 1994, 12)
Mid –Course
Assessment: There are a number of methods of
performing mid-course assessments for the purpose of improvement. This range
from very informal to highly formal. This paper presents a method, small Group
Instructional Diagnosis (SGID), that lies somewhere between the extremes. It is
relatively easy to do perform and has been found useful by many MSU faculties.
Jeff Adams (x7835) maintains a list of faculty who has expressed a willingness
to participate.
LECTURE
METHOD
Lecture method can be considered as the oldest
teaching method. It is based on the philosophy of idealism. Lecture is
generally described as a teacher centered teaching method involving one way
communication. According to James Michael Lee “a lecture is a pedagogical
method whereby a teacher formally delivers a carefully planned expository
address on some particular topic”. Nowadays most of the teachers are using
lecture method. However, all lectures are not effective and interesting and a
number of drawbacks have been pointed out by educators. But lecture continues
to be one of the chief methods of teaching as it has certain conveniences. The
student-teacher ratio can be large, which in turn helps to reduce financial
commitment of an institution as well as to economize time and effort. It is a
flexible method as teacher can adopt themselves to the subject matter,
achievement level of students, time limit, etc. a competent teacher can make
the lecture meaningful and interesting by posing problematic situations and by
using interesting and illustrative mediators. Many strategies have been
designed to make the lectures result in thorough and meaningful verbal
learning.
How to
prepare and deliver more effective lectures
I.
Don’t be so rigid
with the plan of the talk changes. It should be made according to the nature of
the learners.
II.
It is probably better to outline the lecture notes than to write
everything in full.
III.
Distribute among
the audience appropriate reading materials prior to the presentation.
IV.
A good beginning is an important factor for an effective lecture. A
lecturer must capture the learner’s attention. Make use of stimulating
audio-visuals, demonstration and provocating questions.
V.
Use a variety of
‘mediator’, with a view to make unfamiliar ideas familiar. Common place
examples, analogies, anecdotes, famous incidents, stories, etc. can be
effective mediators.
The appropriate use of humor is a wonderful means of
stimulating attention and imagination.
Situations when lecture method can be
effectively used
VI.
In the
introduction of a new topic.
VII.
In the
introduction of new instruments.
VIII.
Revising and summarizing lessons.
IX.
Presentation of
supplementary information.
X.
Covering the
syllabus quickly.
XI.
Presenting the
history of plants and animals.
XII.
Passing on biographical
information about scientists.
XIII.
Presentation of
factual information.
Advantages
of lecture method
i.
It is easy for
the teacher to prepare and execute
ii.
Large number of students can be handled at the same time.
iii.
It economizes time and effort.
iv.
The teacher can
express his ideas very effectively by his tone, gestures and facial
expressions.
v.
It provides better opportunity for clarification of important things.
vi.
It can be
organized in accordance with the principles of educational psychology.
vii.
This method is
more helpful in introducing a new topic.
viii.
Lecture method develops good audience habits.
ix.
It provides
opportunities of correlating events and
subjects
Disadvantages of lecture method
I.
Lengthy lectures
can easily lead to boredom.
II.
It does not encourage
pupil activity unless the lecturer is extremely competent.
III.
In it, the students are generally passive recipients.
IV.
The average
students may not be able to fix up his attention to a lecture of say45 minutes.
During this span his attention may be diverted.
V.
In this method more content may be covered, but less
learning may take place.
VI.
A lecture may
become monotonous to the pupils after a while. Very few teachers can keep
interest up-to the rnd.
VII.
There is no way
to know the real reaction of pupils. Whether they are attentive and understand
the lesson is rather difficult to know.
How to
evaluate a lecture?
The evaluation tool may contain the following factors:
·
The speakers
content expertise.
·
The language used.
·
The degree of
transparency of presentation.
·
Extent of realization of objectives.
·
Use of audio visual
aids and other mediator Attention and intellectual
participation of students.
·
Extent of stimulus various.
·
Appropriateness
of the method to the content
Demonstration
method
Demonstration means showing how something is to be done and
not to be done. Through demonstration a teacher presents a task requiring some
skill before the students. The student’s role is that of the observer and
recorder of information and skills. Demonstrations are most effective when
followed by a corresponding student-activity.
This method is especially desirable when
·
The apparatus to
be used is very costly.
·
Experiments involve a slight danger.
·
Apparatus is very
sensitive and unsuitable for children to handle.
·
Several experiments are to be performed sequentially.
Characteristics
of a good demonstration
1.
All pupils should be able to observe the demonstration
2.
Apparatus, specimens, models, etc. should be as large as possible and
graduation in any instrument used should be prominent
3.
Attention must be given to the adequate lighting of the demonstration table
4.
Make sure that all the materials and illustrations are nearby when the
demonstration begins
5.
Apparatus should be arranged in the proper order
6.
Before demonstration, adequate and specific instructions for observation must
be given to pupils
7.
Whenever possible, involve students in the demonstration
8.
The demonstrated items should be removed from the vicinity of the pupils when
its use is over
9.
When several tasks are to be demonstrated during a lesson, they should not be
shown all at once
10. Breakdown
the demonstration into a simple step by step pattern so that it can be neither
too fast nor too slow
11.
For recording the data pupils should be given sufficient time
12. Prior
to demonstration, the teacher should conduct a thorough rehearsal
13. Control
experiments play a great part to clarify details
14. Time
and season for practical work should be considered
15. There
must be an element of curiosity, anticipation or surprise associated with the
demonstration
16.
A black board behind the demonstration table will facilitate summarizing the
related principles and key concepts, in time.
Advantage of Demonstration
Strategy:-
•
It creates zeal and enthusiasm among
students for learning.
•
It helps in developing clear
understanding and comprehension regarding the topic.
•
It makes the students active
participant in teaching –learning process.
•
It enhances students’ observation,
reasoning, deep thinking and creative imagination.
•
It based on integration of theory
with practical.
Disadvantage of Demonstration
Strategy:-
•
All topics cannot be thought through
demonstration.
•
It requires competent teacher.
•
The apparatus to be used is very costly.
•
Experiments involve a slight danger.
•
Apparatus is very sensitive and unsuitable for
children to handle.
•
Several experiments are to be
performed sequentially.
The
Tutorial Method
This method of teaching was said to be invented by Socrates.
It sprang from the character of the Greek people who loved asking questions and
arguing them out. Socrates thought that teaching might mean, not pouring new
ideas into an empty brain, but drawing out from the mind those ideas that lay
concealed. This was done by asking the student a series of questions. In the
process of answering questions on the part of the student, he was made to
realize that knowledge and truth were in the student's own power to find, if he
cares to search long enough and hard enough. It is in the combination of these
two assumptions, namely: the critical method and the positive purpose of
self-assertion, where the essence of the tutorial method lies.
In our contemporary university or college teaching, tutorial,
according to G.J. Unstated, is instruction for an individual or at most for a
small group of students of three, with special attention to personal interests
and abilities. This aim for tutorial is to provide challenges and stimulation
in order that the student may develop his optimal potentials. It is a two-way
process in which the instructor, normally known as the tutor and the student
engage in a rigorous intellectual exercise. A great amount of reading, thinking
and independent work is done by the student, of course, with the assistance of
the tutor. A written report of considerable quality will be submitted to the
tutor prior to the tutorial session. The tutor challenges, criticizes or
stimulates the student during the regular tutorial sessions which are held at
regular intervals.
PURPOSES
•
To provide remedial or supplementary
instruction to the students who are lagging behind.
•
Helping the students who are felling
difficulties in school set-up.
•
To provide a close personalized and
individualized attention to the student.
VARIOUS MODELS AND STRATEGY OF
TUTORIAL STRATEGY:-
1.
A
regular class teacher or subject teacher may own the extra responsibility of
tutoring.
2.
A school may provide the facilities
of tutoring to slow learner, learning disable and other similar types of
students.
3.
A teacher may take help and
assistance of some bright and talented students of class by assigning them the role of tutor
4.
Private tutoring popularly known as
Coaching.
5.
Tutorial may be arranged in the form
of programmed learning package and computer assisted instruction.
PROCEDURE FOR ADOPTING TUTORIAL
STRATEGY:-
1.
Establishing rapport with learner.
2.
Knowing abilities, interest and
potential of the student.
3.
Providing remedial or supplementary
instruction.
4.
Providing individualized and
personalized instruction.
5.
Appropriate evaluation and
feedbacks.
MERITS OF
TUTORIAL STRATEGY:-
1.
Tutorial strategy provides cordial and
intimate student –teacher relationship.
2.
It provides individualized and
personalized attention and instruction.
3.
Diagnostic and remedial teaching may
best provided by tutorial method.
4.
Tutorial strategy provides cordial and
intimate student –teacher relationship. Students may get proper freedom for
expression of their thoughts and putting up their learning difficulties and
problems.
5.
Students have enough space to
interact with teacher.
DEMERITS OF TUTORIAL STRATEGY:-
1.
Teacher is not paying proper attention in class room teaching.
2.
It encourages private coaching intuition.
Programmed Instruction
Definition:-
Teaching technique in which a
learner is presented with a small chunk of information, and is asked to answer
a question after understanding it. If the answer is correct, the learner may
proceed to the next chunk, otherwise go back to a previous piece of information
and proceed from there. Programmed learning is based on the principles of small
steps, self-pacing, and immediate feedback.
Programmed
Learning or Programmed Instruction is
a learning methodology or technique first proposed by the behaviorist B. F.
Skinner in 1958According to Skinner, the purpose of programmed learning is to
"manage human learning under controlled conditions". Programmed
learning has three elements: (1) it delivers information in small bites, (2) it
is self-paced by the learner, and (3) it provides immediate feedback, both
positive and negative, to the learner. It was popular in the late 1960s and
through the 1970s, but pedagogical interest was lost in the early 1980s as it
was difficult to implement and its limitations were not well understood by
practitioners. It was revived in the 1990s in the computerized Integrated
Learning System approach, primarily in the business and managerial context.
Programmed learning remains popular in self-teaching textbooks.
The
methodology involves self-administered and self-paced learning, in which the
student is presented with information in small steps often referred to as
"frames. Each frame contains a
small segment of the information to be learned, and a question which the
student must answer. After each frame the student uncovers, or is directed to,
additional information based on an incorrect answer, or positive feedback for a
correct answers.
Objectives
of Programmed Instruction:-
1. It helps students to active participate in learning
process.
2. To provide the situation to learn at his own pace.
3. To help student to learn without the presence of a
teacher.
4. To present the content in a controlled manner and in
logically related steps.
5. To study by himself and assess his own performance by
comparing with it in given answer.
·
Styles of Programming:-
1. Linear or extrinsic programming
2. Branching or intrinsic programming
3. Mathetics programming
4. Ruleg
programming
5. Computer assisted instruction
6. Learner controlled instruction.
·
Principles of Programmed
instruction:-
Principles
|
Explanation
|
Active learner response
|
To what extent a learner can
understand is judged by making his/her answer questions. The extent of a
learner's understanding is ascertained from what is demonstrated in the responses.
|
Immediate feedback
|
Let a learner know whether his/her
answer is correct or incorrect immediately. Give the learner the subsequent
question after he/she knows whether his/her response is right or wrong.
|
Small steps
|
Set small steps in order to prevent
a learner from stumbling as much as possible. When he/she makes a mistake,
there is the risk of being labeled a failure.
|
Self pacing
|
Let the learner decide the speed
of learning so that he/she can learn at his/her own pace. Consider that an appropriate
speed varies from learner to learner.
|
Learner verification
|
Whether the program is good or bad
is judged not based on a specialists' opinions, but whether learning is
actually established or not. To that end, get learners who have yet to learn the
subject matter to try the program under development. Based on the trials,
improve the material as necessary
|
Advantages of Programmed
Instruction:-
1. Programs are normally validated as part of the
development process to ensure reliable, replicable learning results that is
they are "automatic and guaranteed." (Bullock 284) They are developed
to meet specific needs since the process usually begins with a needs
assessment. Programming provides for adaptation of instruction to the
characteristics and capabilities of individual student.
2. Students can usually proceed at their own rate of
learning. This avoids unfair comparisons with other users. Users are required
to be active participants in the program, engaging in learning activities
rather than passively receiving information. Programs can be sequenced to match
the information processing requirements of the task to the structure of the
content.
3. Different sequences or delivery strategies can be used
to meet the same objectives allowing for further adaptation. The reinforcement
resulting from the completion of a set of frames leaves the user with a sense
of accomplishment or success, which in turn increases the motivation to learn.
4. The surreal
step size reduces the information processing requirements, thereby compensating
for some deficiencies. All or parts of the program can be repeated or restudied
as required. Learning may be accomplished at any convenient time or place in
many formats.
5. Programmed
Instruction may be used for primary or (more effectively) for supplemental
instruction for whole or partial courses. The difficulty and conceptual level
can be adapted to the user. Programs can be used without supervision.
Self-teaching guides are common and effective. Knowledge is usually gained more
quickly than with traditional instruction. This is the most consistent research
finding.
6. A wide variety of media or display devices can be
employed to deliver the programs. PI materials provide flexibility in arranging
the user's work load, and they are logistically easy to administer. PI
materials are well suited to many kinds of learning tasks and learning models.
The feedback is continuous throughout the learning process. Slow learners do
not become lost and discouraged as the material becomes more complex and
detailed. Spelling generally improves, due to constant repetition.
Disadvantages of Programmed
Instruction:-
1. In linear programming, all users follow the same path.
This uniformity prevents adaptation of content to users' needs. Pushing a
button or filling in a blank does not necessarily represent active
participation.
2. Many poorer programs require only copying tasks which
actually can inhibit learning. Programmed materials tend to depend too
extensively on verbalization to convey content thereby placing heavy reliance
on the reading ability of the user. This is not necessary, and is often changed
by the programming of other media, such as video, slides, and filmstrips.
3. PI, especially linear materials, are often said to be
boring. In a way, this is true. Many are tedious, especially if you diligently
work through hundreds or even thousands of linear frames. However, this claim
is based on the common misconception that learning is necessarily fun. Writing
and validating PI is time consuming and may be more expensive to produce than
other print materials. It usually consumes more paper. It is difficult to use
programmed materials for reference.
4. They are not well structured for access. Branching
texts can be awkward to use, especially if you lose your place in the sequence.
Linear texts can be frustrating for users who already know much of the
material. Good programs provide a diagnostic option for moving such users
ahead. The highly structured organization of the material can discourage
independent inquiry and creative thought.
5. Machine-based programs are usually unique to one
machine; they cannot be displayed on another type of teaching machine. Efforts
to standardize on a common format have failed. Program questions usually
emphasize only content knowledge and do not accommodate emotions or feelings.
(This may or may not be a disadvantage.) Good programs are difficult to prepare
on a local basis.
6. Many programs overemphasize short-answer questions
that do not require understanding of the information. Little interaction among
users usually occurs while working on PI because of the self-pacing
characteristic.
7. In
Programmed learning there is no space for innovative, creative and descriptive
answers.
CONCLUSION:
Tell
me I will forget,
Show
me I will remember,
Involve
me I will understand.
Thus we see that there
are different types of teaching learning strategies, but in any strategy
teacher should involve student at the maximum extant so that student can learn
at his maximum potential. Planning, presentation and evaluation is important
part of any teaching strategy.
REFERENCE
1. Chandler, A.D., Strategy
and Structure, MIT Press, Cambridge, Mass., 1962
2.
Mckeown, M., The Strategy Book, 2011
4. Mangal,
S.K. Essential of Educational Technology,
New Delhi: PHI Learning Private Limited
5.
Sharma, R. A. Educational Technology, Meerut Lall Book Depot
FRAMED
QUESTIONS
1.
What is teaching
strategy? Why there is need of learning Teaching Strategy.
2.
How Autocratic
teaching strategies differ from Democratic teaching strategies?
3.
What is the
relevance of Tutorial Strategy of Teaching?
4.
Discuss
Programmed instruction and its types.
5.
What are
difference between Teaching Strategy and Teaching Method?
No comments:
Post a Comment