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UNIT 7 TEACHER-CONTROLLED
INSTRUCTION
Structure
7.1 Introduction
7.2 Objectives
7.3 Teacher - Controlled Instruction: The Concept
7.4 Lecture Method
7.4.1 Nature of Lecture Method
7.4.2 Lecture-based Teaching Skills
7.4.3 Common Defects of Lecture Method
7.4.4 Assessing Lecture
7.4.5 Model Lecture-based Lesson
7.5 Demonstration
7.5.1 Nature of Demonstration
75.2 Common Defects
7.5.3 Measure.
to Improve Demonstration
7.5.4 Criteria for Assessing Demonstration
7.5.5 Demonstration-based Model Lesson
7.6 Team Teaching
7.6.1 Nature of Team Teaching
7.6.2 Types of Team Teaching
7.7 Activity-based Instruction
7.7.1 Nature of Activity-based Instruction
7.7.2 Types of Teacher-based Instructional Activities
7.7.3 Merits of Activity-based Instruction
7.7.4 Precautions in Organising Activity -based Instruction
7.8 Let Us Sum Up
7.9 Unitend Exercises
7.10 Answers to Check Your Progress
7.1 1 Suggested Readings
7.1 INTRODUCTION
In Unit 5 of Block 2 on Systems Approach you have studied about the relationship between
teaching and instruction, and also between instruction and learning. You have also studied
about input-process-output model of a system. In Unit 6, Block 2 on Instructional Objectives
you have studied about various classes of objectives. In this unit you will learn about
teacher-controlled instructional procedures. These procedures relate, on the one hand, to the
'process' component of a system and on the other, to various classes of objectives. Apart from
to Units 15 and 16 of Block 4 titled 'Teaching Skills'.
these, this unit also relates
There are many teacher-controlled instructional procedures and activities. This unit, however,
deals with the four most important ones with a view to enhance your understanding for
promoting learning among learners. Besides, it aims at developing your capability in using
these procedures effectively and efficiently while teaching.
7.2 OBJECTIVES
--
After going through this Unit, you will be able to:
a describe the nature of lecture method;
describe the skills the teacher needs for improving the quality of lectures;
identify common defects of a lecture and suggest suitable measures to remove them;
construct a scale to assess a lecture;
describe the nature of a demonstration; ~-Conholled ~doa
identify common defects of demonstration and suggest suitable measures to remove
them;
develop criteria and scale for assessing demonstration;
describe the nature of team teaching;
discuss how team teaching can be organised under the prevailing conditions in schools;
state merits and demerits of team teaching;
describe the nature of activity-based instruction;
describe and illusmte different types of teacher-based instructional activities;
discuss the merits of activity-based instruction; and
state the precautions that need be taken while organising activity-based instruction.
7.3 TEACHER-CONTROLLED INSTRUCTION :
THE CONCEPT
The term "teacher-controlled instruction" refers to teacher directed instructional activities and
procedures to impart knowledge, skills and attitudes. Obviously. the teacher plays a pivotal role
in this type of instruction. He carries out instructional planning and it's implementation.
However, he determines the activities that students have to be
engaged in during the process of
instruction. There is, however, a widespread misconception that teacher-controlled instruction
leads to a rigid situation wherein the freedom and creativity of his students remain
undeveloped. This is definitely not true. In fact, teacher-controlled instruction is a practical
fom of teaching in the present context. If properly implemented, teacher-controlled instruction
makes teaching and
learning more structured and systematic, without imposing any restriction
on the students' thinking and activity.
7.4 LECTURE METHOD
Of several methods of teaching, the lecture method has so far been the most widely used at the
secondary and senior secondary levels. Its effectiveness depends mainly upon the
communication skills of the teacher.
7.4.1 Nature of Lecture Method
The lecture method owes its popularity to its seeming simplicity and flexibility. It enables a
teacher Lo teach even large classes and cover larger content during a given period in
comparkon to other methods. Through the lecture method a teacher is able to provide an
overview of the course unit or topic alongwith background knowledge essential for understanding
it. Besides, he can provide a large number of facts and clarify terms, concepts, principles, theories,
etc.. thereby promoting their comprehension and their use in problem solving.
A teacher following the lecture method prepares a lesson on a topic and delivers a talk in the
class. The speed of delivery (i.e. pace of the lesson) and illustrations used to clarify various
terms and concepts, are determined by the teacher, depending upon his assessment of the
learning capabilities of average students. The teacher presents the subject matter without any
interruption. The role of the students in lecture method is to listen to the teacher, take notes and
lht difficulties, if any. They seek clarifications from the teacher generally at the end of the
lecture.
From the brief account given above, it is evident that the lecture method is characterized by the
following features:
It is a teacher-centred method of teaching. The teacher plays more active role in the
process of instruction.
It makes use of oneway communication. In this method, the students play a relatively
passive role, that of listeners.
Instmetiofial System 7.4.2 Lecture-based Teaching Skills
In lecture method, the teacher talks most of the time. Acquiring mastery of skills and
components of the lecture can help improve the teacher's performance. One of the most
important skills in this context is modulation of voice/voice variation. This skill has several
dimensions viz., speed, pitch. volume, intonation, etc., of the voice. To bring about a better
understanding, these components, have been explained as follows:
Speed refers to the rate of vibrations of voice cords during speech.
Volume refers to the degree of loudness of the speech.
Intonation refers to the rise and fall of voice in speech caused by variation in pitch. The
meanings of concepts,
terms, ideas, etc., are provided not only by words and grammatical
constructions but also by intonation patterns employed by the teacher.
A teacher can effectively modulate his voice by acquiring mastery of these components. The
teacher should modulate
his voice according to that he wants to communicate to the students.
That is
to say, a lecture is always more effective when the teacher lays proper stress on various
words and phrases.
One of the main characteristics of lecture method is that it is based on one-way
communication.
A major problem that a teacher faces during lecluring is to sustain the attention
of the sutdents. He can overcome this problem by acquiring competence in the skill of stimulus
variation. Stimulus variation can be achieved through frequent variations in the style of
presentation of subject matter, media, interaction pattern,
etc. This breaks down montony and
facilitates students' learning. The skill of stimulus variation has eight components. A brief
description of these components
is given as follows:
i) Movements: While lecturing, the teacher should not stand at one place continuously, but
should change his position at short intervals. This is so because if the students have to
look continuously towards the teacher standing in one position, their eyes get
tired; this in
turn causes loss of attention.
ii) Gestures: Gestures consist of movements of hand, head, eye and facial expressions, for
expressing or illustrating an idea, an emotion or a feeling. Depending on the purpose, the
tcacher can decide whether a gesture is to be made by the hand, head or eye, or through a
combination of two or more of these simultaneously.
Gestures are helpful in making verbal communication effective. The teacher can make
use of gestures to draw attention,
idea, to emphasise the importance of a particular point or
to illustrate feelings, to indicate shapes, sizes and movements of objects.
iii) Modulation of voice: The components of 'modulation of voice' have already been
discussed. It is sufficient to state here that appropriate modulation of voice by the teacher
is helpful in sustaining students, attention. This is so because the use of voice without any
variation induces monotony among students, resulting in loss of attention,
iv) Focusing: Focusing behaviours are of three types. A brief description of each is given
below:
Verbal focusing : It is used for securing attention of the students through statements
such as 'Look at the diagram/table/figures', 'Listen to me carefully; I am going to
describe an important feature', 'Watch what happens when red litmus paper is
placed in an alkaline solution', etc.
Gestural focusing : The teacher secures attention of his students through certain
gestures. Examples of gestural focusing are underlining of important words or
statements written on the blackboard, pointing out important features of a diagram;
figure and graphic presentation, with a point.
Verbal-cum-gestural focusing : In this type of focusing, the teacher makes use of
both verbal statements and gestures for drawing attention of the students to the
important points. Pointing towards the
diagram while saying 'Look at the diagram
carefully' is an example of verbal-cum-gestural focusing.
v) Pausing: In the context of teaching, pausing means deliberate silence for a short interval
introduced during lecturing. The teacher introduces pause(s) to draw attention of the
students to
something important.
vi) Audio-visual switching: For making his lectures interesting and to sustain student's
attention, the teacher may shift from one medium to another after appropriate intervals.
For example, after delivering a talk for some time, a teacher may show slides or a video T~cher'Con~lcdInswudlon
programme to illustrate his talk. This may again be followed by a lecture. Such a
procedure ensures that one medium is not used continuously because it leads to monotony
and thus distruction.
vii) The skill of explanation: During the course of lecturing the teacher has to make clear the
meaning of terms, concepts, situations, etc. Again, he has to describe objects, procedures,
processes, etc. Still again, he has to provide explanations, based on cause-effect
relationship. Explanation is thus a skill that affects the quality of teacher's
communication through verbal medium. You should, therefore, acquire competence in
the use of this skill.
The following components of the skill of explanation contribute to bearing on the quality of
lecturing:
Using appropriate beginning and concluding statements: The teacher at the beginning
to pay attention
describes precisely what he is going to explain. This motivates the student
to what he is going to learn. The concluding statements on the other hand, provide a
logical structure of whatever the teacher has explained.
Using explaining links: For describing interrelationships among various aspects of a prccess
or an event, a teacher has to use some explaining linksjink words. These are generally words
in the statement. The use of link words make explanations
and phrases that provide continuity
clear and coherent. Some of the commonly used link words are as under:
because though if .... then
in order to therefore the implication of
since the cause hencc the purpose of what
so this is how if
Covering csscntial points: This refers to the critical features and important
landmarks of whatever the teacher is trying to communicate.
viii) Avoiding undesirable behaviour: While explaining, the teacher has to avoid certain
behaviours which hinder understanding by the students. These behaviours are
:
irrelevant statements
lack of continuity
lack of fluency, and
inappropriate vocabulary
Illustration with example
help of
While lecturing, the teacher should describe concepts, principles, theories, etc., with the
examples, Effective illustration with examples, can make lectures more communicative and
meaningful. Various components of this skill are:
Formulation of simple, interesting and relevant examples.
i Use of appropriate media for presenting examplcs.
Use of appropriate approach for presenting examples.
I in sum, it may be stated that there are a number of skills that can improve teacher's talk and
thcrcby the quality of lecture. However, the most critical ones seem to be modulation of voice,
skill of stimulus variation, skill of explaining and skill of illustrating with examples.
7.4.3 Common Defects of Lecture Method
Some common defects of the lecture method may be classified under two categories : those
which relate to the nature of the lecture method, and those which make communication
ineffective. The defects falling under the first category are as under:
In lecture method the student's participation is the least. This often makes the
teaching-learning process dull and ineffective.
Because of one-way communication, this method makes students mere passive listeners.
It does not encourage students to become inquisitive and explorative. It makes them
dependent upon the teacher and his notes. In other words, lecture doesn't develop
student's capabilities of 'learning to learn'.
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