Unit–4

THEORIES OF
INSTRUCTION
MODERATOR
DR.ABID ALI NAQSHBANDI
(PH.D M.ED)
 THEORIES OF INSTRUCTION

 Developing Learners’ Profile

 Instructional Strategies

 Instructional Processes for Motivation

 4.1 DEVELOPING OF LEARNERS
PROFILE
 learner's profile means what students are like as
learners and what their learning atmosphere is like.
Obviously, you know there is a lot of different
between learners of urban and rural areas. Urban
learners normally have more facilities than the rural
ones. They may have access to libraries, electricity a
higher level of schooling than the rural ones. As a
writer of distance education course one has to list the
things that describe learners, such as basic data,
styles, infrastructure and study habits.
 4.1 DEVELOPING OF LEARNERS
PROFILE

 (a) Use of Learner Profile

 (b) How to Draw Learner Profile?

 (c) Relevance of Learner Profile

Variables to Designing of Material

 (a) Use of Learner Profile

 In formal systems of education most teachers are aware of

about flu learners' abilities and study conditions. In distance
education, it necessary for a writer to know a lot more about
the learners. He has to think about their age, their literacy
level and knowledge of the subject be taught. Nothing can be
assumed about the learners unless and until clear picture of
their study atmosphere is available.
 Learner's profile can be used at two levels - policy level and
design level.
 At the policy level you can ask yourself if the learners
generally have access to telephone.
 At the design level, you must have an idea whether the
learners know something about the topic you want to teach.
Having to teach.
 (b) How to Draw Learner Profile? (major areas)

1. Basic data - rural/urban division, sex, age group,

employed or employed, their level of literacy and what
basic knowledge the learners have.
2. Life style - learner's housing conditions, their working
hours, financial position, mode of travel, their non-
work activities, attitudes and aspirations and non-oral
communication.
3. Infrastructure - electricity, water, gas, postal services,
telephones, school buildings, number of classrooms,
roads and availability of library.
4. Study habits. For drawing a good profile of a learner, all
the above points need to be considered carefully.
 (c) Relevance of Learner Profile
Variables to Designing of Material

 It is, indeed, very difficult to make a universally

accepted standard of learners profile for the design
of material. You have to generate as many details (or
variables) as you can think and then select those
which you think are relevant to your particular
teaching situation.
 For your convenience some variables are highlighted
along with their relevance specific to designing of
distance education materials.
 (c) Relevance of Learner Profile
Variables to Designing of Material
Example-I Suppose there is a variable of conveniences in a study
environment where the learner has no electricity and tables. What
will be the relevance of this variable to material designing?

Relevance You have to propose study hours either in the afternoon or early morning.
The homework can be completed by the learner by either putting the books
on his knees or on the floor.

Example-2 Say the learner is in a location where there is no study centre, and contact
with other learners is also limited. Only the headmaster of a nearby school
can be helpful. What will you recommend while designing your course?

Relevance In this situation, there is need to develop the correspondence materials in

highly illustrative way having a lot of explanation. In this situation some
opportunity of discussion with a staff member o a nearby school as to what to
put in the text will be useful.

Example-3 Suppose the learner is immature and dependent not able to organize his
study, what relevance maturity have in designing a material for distance
education.

Relevance In such a situation, the writer must give instruct on how to study.
 4.2 INSTRUCTIONAL STRATEGIES

(a) Lecture
This strategy is used because of the following objectives:
 To clarify: This strategy is a group strategy, and when a large
number of pupils need clarification in moments of difficulty,
this strategy collies handy. A few minutes of lecturing can
remove their doubts.
 To expand contents: In books many things remain unsaid.
There is a world beyond textbooks, and pupils are interested
to know about those things. Sometimes the discussion in a
book about a topic is not sufficient. We call use lecture
strategy as a supplement.
 To review content: This is expansion of the supplement
lecture strategy. It is also useful in recapitulatory work.
 4.2 INSTRUCTIONAL STRATEGIES

(b) Recitation Strategy

The teacher lectures, students listen and then they recite what they
have heard. They quote things back again from memory. This is
known as recitation. There is no set procedure for recitation. Every
teacher will have his own procedure. We can only give some
suggestions:
 Teacher should adopt a favourable attitude. A story can help to
create interest and makes recitation easy.
 Recitation should be well planned. Movement from phase to phase
should take place with precision and naturalness.
 Before asking someone to recite, the teacher should discover his
adequacy or preparation for the same.
 Recitation must come after discussion. All should participate in
discussion. Students should be encouraged to contribute something.
Teacher should not talk. Let the students talk.
 Students' co-operation must be sought at every step
 4.2 INSTRUCTIONAL STRATEGIES

(c) The Discussion Strategy

Group discussion is now recognized as a basic strategy of
education, both for regular students and for adults to a
large extent. There are many reasons which supplement
this, two of which are:
 The method helps in “internalizing” and using the facts
for our sake, which can be collected with the help of other
strategies at our disposal.
 Children and adults have a rich background of
experience oil which the educational process can draw.
These experiences more valid as a source of material for
group learning than abstract textbooks.
 (c) The Discussion Strategy

 The basic idea of discussion can be combined with other method to

give different variations. Some of those forms or types are:
 Symposium: In this type of discussion, three or more person
presents their views on a several sided question or topic. Each takes
a different aspect. It can be followed by questions and discussion.
This method provides for greater freedom in audience participation.
One precaution to be taken is that all the speakers should have
equal ability.
 Panel discussion: Here a few people with different background
and experience discuss a thing while others listen. They are course
free to get their doubts removed. It requires a skillful moderator to
see that the members do not start arguing or making long speeches.
 Informal group discussion: In this, the pupil is the leader of the
discussion activity. Leadership qualities are developed by the
method, in which students feel free and easy and their thinking
ability is tested. However, the discussion requires careful handling.
 (c) The Discussion Strategy

 Formalized group discussion: In this, there is a

discussion lead and several resource members who
represent special skills a specialized knowledge essential
to the problem which the group discussing. There is also
a recorder. The leader keeps discussion on the track. At
intervals, he summarizes it and clarifies the points that
have been made. No confusion should prevail.
 Institutional forms of socialized procedure: It has
become popular to cast the class into the many forms of
social or administration organizations that exist in the
community - a mock parliament a simulated party
convention. This way, one can get the feeling democratic
limitations.
 4.3 INSTRUCTIONAL PROCESSES FOR
MOTIVATION
 (i) Individual Instruction - Teaching Skills
 The behaviours corresponding to the skill can be stated as follow:
 Movement: Teacher's movement in the classroom from one place to
another facilitate useful shills for attention. Such movements must be
purposeful. For example, movement towards black-board to discuss it point
of it.
 Gestures: Movements of head, hands and body for more expressive and
dynamic presentation: For example, to express emotion, to indicate sizes,
shapes, movement etc.
 Change in speech pattern: Sudden or radical change in tone, volume or
speed of the teacher's speech. modulation of voice, etc., help to avoid
monotony.
 Focusing: Verbal, gestural or verbal -gestural focussing and calling
attention to specific material, as '’Listen to this,’ or ‘Look at this’ etc.
 Change in interaction styles: Instead of' teacher monologue, teacher is
encouraged to use three patterns of interaction.
 Pausing. Short deliberate intervals of silence used while information is
conveyed to pupils, i.e., from oral visual to oral oral-visual to visual oral-
visual.
 Skills of Individual Instruction

1. Skill of Probing Questions

When the teacher puts a question to the class, he gets various types of
responses from the pupils. In such a situation, when correct responses are not
given, the teacher should lead the pupils to the correct response without
resorting to punishment.
The following are the components of the skill of probing questions:
 Prompting. Ask questions in which there is a hint for the pupil which helps
in reaching the expected response.
 Seeking further information. Questions where more information is sought,
asking how and why of correct or wrong part of the partially correct answer.
 Refocussing questions. Questions which seek from the pupil to compare the
phenomenon with other phenomena for similarity or contrast or for any
other relationship.
 Redirected questions. Questions which are directed to more than one pupil
for response.
 Increasing critical awareness. Questions which require the pupil to
rationally justify his response.
 Skills of Individual Instruction
2. Skill of Explanation
Explanation is a set of interrelated statements made by the teacher, related to
a phenomenon or an idea ill order to increase understanding in the pupils
about it. In order to be a good explainer, the teacher trainee has to develop
certain desirable behaviours like using explaining links, using beginning and
concluding statements.
3. Skill of Using Blackboard
Blackboard or chalkboard is one of the most widely used visual aids in a
classroom.
The components of the skill of using blackboard
 (a) writing legibly on the blackboard.
 (b) neatness of blackboard work
 (c) appropriateness of written work
4. Skill of Reinforcement
All pupils in a class need social approval of their behaviours. When they are
answering the question, they are eager to know whether their answers are
correct or not. When they are appreciated for a correct answer, they are eager
to respond correctly and get the result of positive reinforcement. Reverse is
also true. They can be discouraged by a teacher's behaviour.
 Group Instruction

This is a student centered strategy in which pupils are

divided into groups and they are encouraged to discuss a
given subject matter. This approach is also called
discussion approach. However, it is of two types (1) By the
teacher (2) by the student.
 By the Teacher: Group discussion is dominated by the
teacher. Classroom climate is autocratic, and most of the
time, (lie teacher is active and the students accept his
ideas and views.
 By the Student: After giving a lecture, the teacher,
encourages the students to participate in group
discussion. He supervises them and provides guidance to
make the discussion fruitful.
 Group Instruction

The following steps are required for planning of

group discussion:

1. Topic is decided for discussion.

2. Objectives of discussion are decided.

3. Time limit is fixed.

4. Weightage points are decided.

5. Penalty points are also decided.

 Group Instruction

Group instruction/discussion has the following advantages:

1. Affective and higher level of cognitive objectives are
achieved.
2. It helps in developing self-confidence among the learners.
3. It induces comparative discussion on favour and disfavour
basis.
4. It provides freedom for expression to the learners.
5. It develops the habit of co-operation.
6. It also promotes the habit of listening one's views being
criticized
7. Learners try to reach a conclusion with the help of team-
spirit and co-operation.
 (iii) Simulated Instructions

 Simulation means to copy. It is another innovation in teacher

education.
 “Simulation is defined as giving the appearance of or effect of,
to have characteristics of.”
There are three important ingredients of simulated teaching:
 Simulated teaching implies an analysis of the teaching act and
of the teaching learning situation from the point of view of the
learner.
 It is made of the actual role-playing operation by the teacher.
 Evaluation of the effect of simulated teaching is the third
property of simulation. If the teaching behaviour does show
some changes in the structuring devices of the practising
teacher, it may be considered to be the effect of simulation
practice.
 (iii) Simulated Instructions

The merits of simulated teaching are:

 Simulated teaching is between theory and practice.
 It is an innovation. It keeps one motivated and amused.
 As a result of role playing, critical thinking is developed
in the students.
 Simulated teaching is a' social laboratory. It leads to the
development of social skills.
 The behaviour problems of the class are better
understood.
 New vistas for teaching and learning are opened.
 (iii) Simulated Instructions

 Following are the demerits of Simulated Teaching:

 Simulated teaching is away from reality. In fact, all of
it is a copy of reality.
 It requires a lot of preparation on the part of
teachers.
 It can be .a sheer waste of time if not properly
executed.
 The feedback provided is not total but only the most
likely.
 (iv) Interactive Instruction
 In interactive instructions, the teachers should recognise that the class is a
group constituted by pupils from various social, economic and religious
backgrounds. These students interact first with one another, and secondly with
the teacher.
There are many factors on which classroom interaction depends. Important ones
are:
 Socio-economic status: This means the socio-economic status of the parents.
 Intellectual level of child: It is second important factor governing classroom
interaction.
 Sex: It is a factor only in co-educational institutions upto secondary stage, boys
and girls live in groups of their own. At the university stage, mixing begins.
 Interest and Aptitude: Games are responsible for interaction at the lower level
or in lower classes, but then at a higher age friendships are formed on the basis
of interests and aptitudes.
 Common Interest: Enemies unite when their interest is common Students who
otherwise are hostile can join together against a bad teacher.
 Teaching as interaction/Flanders teaching: Classroom teaching an interactive
process in which a teacher tries to influnce the students represented in a group.