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WELCOME
“I did then what I knew how to do.
Now that I know better , I do
better.”
MAYA ANGELOU

AIOU Online Workshop
Course Code: 6503
Curriculum Development and Instruction
Resource Person
SHAHID IQBAL TABASSUM
M.Phil , M.Ed

Unit#02
Theoretical Framework Of
Instructional Strategies

Nature of Teaching
 Previously teaching meant nothing more than “giving
information and imparting knowledge”.
 It was the time when teaching was regarded as a bio-polar
process.
 Teacher and the subject being its two poles.
 The child way altogether ignored.
 Modern concept of the nature of teaching is that, it is a
triangular or tri- polar process.
 The three focal points of this process are the teacher, the
child and the subject.

Nature of Teaching
 We shall discuss various aspects of teaching as under:
• Teaching is a Triangular Process

Nature of Teaching
• Teaching is giving information
• Teaching is causing to learn
• Teaching is stimulating learning
• Teaching is giving guidance
• Teaching is helping the child to make effective
adjustments to his environment
• Teaching is helping the child to develop emotional
stability,

Nature of Teaching
• Teaching in short, is a process of imparting
knowledge, imparting knowledge, motivating and
guiding the pupils to learn through their own
activities, training their emotions and developing
their powers and capacities so that they are able to
make effective adjustments to their environment
and are better prepared for successful social
participation.

Characteristics of Good Teaching
1) Good Teaching is Stimulating.
2) Good Teaching Involves Skill of guiding, Learning.
3) Good Teaching is Well Planned.
4) Good Teaching is Suggestive and C0-operative.
5) Good Teaching is Kindly and Sympathetic.
6) Good Teaching is a Democratic.
7) Good Teaching is Both Diagnostic and Remedial.
8) Good Teaching is Co-relative.
9) Good Teaching Literates the Learner.

Need of Teaching
1) Patterns from Teaching Traditions
2) Patterns from Social Learning
3) Patterns from Philosophical Traditions
4) Patterns from Conditions of School and
Community
5) Patterns from Research

Teaching Process
The task of teaching is complex and has cyclical nature.
Complexity of Teaching Process
Joel Levine presents three models of teaching, which show complex nature of
learning
shortest path Movement in direction Sixteen major factors
Basic Model of Teaching
(COMPLEXITY)

Teaching Process
Joel M. Levine points the following about complex nature of learning in the
above shown three circles.
• Point A is beginning of teaching work in all the three circles.
• Circle (A) provides shortest path to the goal, which means in other words, it is
the most successful path of reaching.
• Circle (B) shows that the teacher started into wrong direction from his starting
point ”A”. If he goes either way i.e. AD or AB or ABC or ADB, he is creating
problems for the students. In order to be successful in achieving his goal the
teacher will have to come back to “A” point to reach “G” point, which is the
goal. If he continues to move in different directions, he cannot reach the goal.
• Circle (C) shows that there are sixteen major factors to bring into line.

Teaching Process
 He has identified the following sixteen factors, which have to be
managed if the teacher wants to attain his goal of teaching. Each
spoke in Circle (C) represents one factor.
1. Delineating course of teaching units, topics and daily lessons.
2. Identifying and using basic sources of the subject.
3. Determining objectives of the course, units and lessons.
4. Procuring and using teaching resources. .
5. Getting to know other teachers, administrators and staff.
6. Becoming familiar with school policies and expectations.
7. Maintaining emotional stability and physical health.
8. Getting to know background, needs and interests of students.

Teaching Process
9. Establishing roles and standards of conduct.
10. Managing routine duties.
11. Motivating students.
12. Determining teaching strategies and pace of instruction.
13. Utilizing various teaching methods and activities.
14. Assessing readiness of students for learning.
15. Designing and using various assessment techniques.
16. Assessing students ’progress and achievement regularly.

Cyclical Nature of
Teaching process
 John Dewey (1929) in his book “The Sources of a Science of
education” writes about education.
“in its very process it sets more problems to be further
studied………in everlasting sequence”
• The phases, characteristics and purpose of teaching as a cyclical
process are:
• 1) Phase of Diagnoses
• 2) Phase of Preparation
• 3) Phase of Guiding Teaching
• 4) Phase of Evaluation

Maxims of Teaching
1) Proceed from Known to Unknown
2) Proceed from Analysis to Synthesis
3) Proceed from Simple to the Complex
4) Proceed from Whole to Part
5) Proceed from Concrete to Abstract
6) Proceed from the Particular to the General
7) Proceed from Empirical to Rational
8) Proceed from Psychological to Logical
9) Proceed from the Actual to the Representative

Concept Of Instruction
 The specific teaching akin to skill training rather than to education in a
broader sense is called “instruction”. May be audio-visual correspondence,
individual, etc. From the observation and analysis of forty-nine tape-recorded
lessons, the following operational definitions of strategy and tactic, as these
terms apply to instruction, were developed:
 Strategy
A generalized plan for a lesson (s), which includes structure, desired
learner behavior in terms of the goals of instruction and ah outline of planned
tactics necessary to implement the strategy. The lesson strategy is part of a larger
development scheme.
 Tactic
Goal-linked influenced/influencing behavior of the teacher - the way a
teacher behaves in the instructional situation in working towards the development
' of the strategy; units of teacher behavior through which the he fulfils his various
instructional roles with the students of his class from moment to moment; the
components of teacher behavior through which the teacher, the students and the
subject matter interact.

Instruction
• After an operational definition of tactics and strategies had been build,
attention was turned to searching for the ways in which tactics and
strategies fit into the total picture of instruction; that is, an attempt was
made to seek relationships among tactics, strategies, teacher behavior,
goals of education and the learners.
• Consideration of the flow of those aspects during the process of
instruction led to the development of the conceptual model of
instruction.

A conceptual model of instruction

The Phases Of Instruction
 The phases of instruction as related to the processes of
learning may be identified as follows:
1) Motivation Phase
2) Apprehending Phase
3) Acquisition Phase
4) Retention Phase
5) Recall Phase
6) Generalization Phase
7) Performing Phase
8) Feedback Phase

Individualized Instruction
 Almighty Lord created a universe. To beautify Lord made a lot of
different things. If we look around it is crystal clear that everything is
graced with the opposite. In teaching world even when we take a
small group of pupils, we do not find two children alike. So
individuality exists all around us. We can’t deny this fact and to make
teaching more effective we should accept this reality.
 Education and growth, both are two individual affairs, and can be well
shaped only in healthy and free atmosphere. Any form of pressure or
stress stops a child’s natural growth and learning. So we recognize the
child, and child- centered education is responsible to give rise to the
thinking of individual freedom.

Instructional Methods of
Individualized Instruction
• Kindergarten method
• Montessori method
• Dalton plan
• Programmed instruction
• Computer

Group Instruction
Instructional method
• Problem solving method
• Project method

Class Instruction
Instructional method
• Demonstration
• Story telling
• Lecture

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6503 UNIT 2.pdf

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