L7: Classification of Instructional Strategies

TEACHER STUDENT
CENTRED CENTRED

Contributors

Dr. A. S. Walkey,
Associate Professor, Department of Electrical and Electronics Engineering
&
Prof. (Mrs.) Susan S. Mathew
Associate Professor, Department of Electrical and Electronics Engineering

Editor: Dr. Joshua Earnest, Professor of Electrical Engineering

National Institute of Technical Teachers’ Training and Research

Shamla Hills, Bhopal M.P. - INDIA 462 002
Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

L7: Classification of instructional strategies

Learning outcomes: At the end of this lesson, you will be able to

classify different types of instructional strategies.

Contents
1.0 INTRODUCTION ........................................................................................................................... 3
2.0 INSTRUCTIONAL STRATEGY ......................................................................................................... 3
3.0 TYPES OF STRATEGIES ................................................................................................................. 3
4.0 TEACHER-CENTRED STRATEGY .................................................................................................... 5
5.0 STUDENT-CENTRED STRATEGY .................................................................................................... 5
6.0 MIXED STRATEGY ........................................................................................................................ 6
7.0 INSTRUCTIONAL METHODS CONTINUUM................................................................................... 6
8.0 CONCLUSION ............................................................................................................................... 9
9.0 REFERENCES ................................................................................................................................ 9

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

L7: Classification of Instructional Strategies

1.0 INTRODUCTION
Any teaching-learning (T-L) experience is planned and implemented to develop intended
outcomes in the learners. To develop these effectively, the need for a variety of instructional
methods have been discussed in Lesson 6 of this module. Even the working definition of the
instructional method has been discussed over there. This lesson endeavours to discuss the
concept of instructional strategy and its importance in the realm of engineering education.

2.0 INSTRUCTIONAL STRATEGY

The phrase ‘instructional strategy’ is borrowed from the military jargon, where strategy is
the science and art of ‘planning’ and directing large operations for military movements in a
campaign. A commander makes an integrated use of resources to achieve the specified aim.
A teacher is also considered a master strategist in the classroom or any other location, as
he/she has to plan and direct various T-L events in such a way that learning outcomes of the
lesson are achieved.
An ‘Instructional Strategy’ is the term used to define the combination of different types of
instructional methods which incorporates the use of different media, thereby continuously
bringing in stimulus variation at the relevant time when they are rightly required. A teacher
must try to select and use different instructional methods suitable to the total class and also
taking care of the individual differences among the students. For example, to develop a
practical skill, the demonstration method followed by the drill-and-practice is the best
‘instructional strategy’. A working definition of instructional strategy will be helpful to
understand it more clearly.
‘An instructional strategy is the science and art of planning and directing the use of teaching-
learning events for achieving the objectives using appropriate instructional method(s)’.
A strategy may comprise one or more instructional methods to deliver the learning and is
symbolically represented in Figure 1.
Strategy
Method - 1
3.0 TYPES OF STRATEGIES
Method - 2 Method - 3
The instructional strategies can be broadly
classified as: Method - 4

a) Teacher-centred strategy
b) Student or Learner-centred strategy Figure 1: Instructional Strategy -
Instructional Methods Relationship
c) Mixed strategy.

A teacher-centred strategy is one in which, the teacher plays the active role more as an
information provider.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

A student-centred strategy is one in which the student plays an active role for his or her
learning.

A mixed strategy is one in which there is a role change between the teacher and the student
during T-L sessions. Sometimes teacher is more active, and some other time student is more
active. Role of the teacher may change from information provider to a facilitator of learning,
guide or a counsellor for students.
Instructional strategies may also be classified differently such as the:

Deductive Inductive Eclectic strategy

In the ‘deductive strategy’, the teacher dispenses the information to the learners and they
assimilate it, i.e. the ‘rule’ or ‘principle’ of the topic in course is first defined and taught to the
students after which the teacher provides examples using different instructional methods
orally, through visuals, or video clips in which the rule or principle that were taught is
applied in that machine/ instrument or process. Therefore this is also known as Rule-eg
strategy, or expository strategy. The assumption of this method is that:
▪ The teacher knows the needs of the students.
▪ The teacher can transmit the message effectively.
▪ It is easier to understand.

In the ‘inductive strategy’, the teacher first presents various examples and/or applications
using different instructional methods such as brain storming, simulation, role-play, question
answer technique or visually or through video clips and helps the students to discover the
rule or principle that is underlying or being used in that machine/instrument or process.
Therefore, this is also known as discovery strategy or eg-rule strategy. This method of learning
is more exciting to the students as they experience the joy of discovering the rules and/or
principles related to that topic of the course.

However, inductive strategy may sometimes require relatively more time than the deductive
strategy. The assumptions in this method are:
• Learning by doing is more effective.
• Students have intrinsic motivation when there is relevant problem to solve.
• Students are capable of generalizing on their own. On the basis of examples they can
find out underlying principles.
Felder and Silverman suggest using both deductive and inductive instructional strategies, as
in case of scientific method i.e. first by induction and then by deduction. You can plan for
relevant observable phenomena in class that creates a framework for inferring general

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

principles. These governing principles can then be used to deduce other implications and
consequences (Hesket, Farrell, & Slater, 2003).
Sometimes ‘eclectic strategy’ are employed, wherein a combination of both the deductive
and inductive strategies are used by the teacher to teach various facts, concepts, principles
and procedures.
Such classifications of instructional strategies provide cues to the teacher as to how to use a
judicious mix of the instructional methods to develop the pre-determined learning outcomes
in the students, thereby making the T-L more effective and efficient.

4.0 TEACHER-CENTRED STRATEGY

The teacher-centred strategy is the most common one. Control of the T-L session lies with
the teacher. It helps the teacher to transmit factual information and relatively more
information to the students in the minimum time. Moreover, it is less demanding on the part
of the teacher. But, it turns out to be boring to the students as students are more or less
passive and hence not very effective in the application of the knowledge imparted. During
the T-L sessions, students listen, observe and take down notes. They usually respond only
when the teacher asks them.
Assumptions
The following assumptions justify the use of this strategy.
The teacher:
a) knows the needs of the students fully.
b) can deliver the lesson more effectively.

5.0 STUDENT-CENTRED STRATEGY

In the student-centred strategy, also known as learner-
centred strategy (Figure 2), the student will play an
active role, while the teacher’s role will be
predominantly of a guide or a counsellor. Control of T-
L session is in the hands of the student. Student is
more or less autonomous about his/ her learning.
Teacher's role, though extremely important, is not that
of an information provider. It is more of a ‘facilitator’ Figure 2: Student Centred Strategy
or a ‘guide’ or a ‘mentor’.
When this strategy is used, the students are actively involved in the learning process, ‘learn to
learn’ and think on their own and feel rewarded when they solve problem(s). However, this
strategy may sometimes seem more demanding on less able students and also more time
consuming as compared to teacher-centred strategy.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

Assumptions
Knowing about some basic assumptions of this strategy will be helpful, which are:
a) ‘Learning-by-doing’ is more motivating.
b) Students have an intrinsic motivation, when there is a relevant problem to solve.
c) On the basis of examples, the students find out the underlying principle, rule or law
governing them.
d) There is an academic thrill in discovering by oneself.

6.0 MIXED STRATEGY

It may so happen that in order to facilitate learning and establish channels of information flow;
the teacher may have to adopt a combination of teaching methods, which are both teacher-
centred and student-centred. When such a strategy is used, both the teacher and students are
active, and the focus still continues to be on the learning outcome(s) that should occur in the
students as illustrated by the following example.
Example
Suppose the learning outcome of a course is ‘the student will be able to use (operate) a single-
phase induction motor (or any other equipment related to any branch of engineering).
In this case, there are two dimensions to it. One dimension is the cognitive domain like –
'discriminate various parts of the equipment or explain the functions of various parts of the
induction motor (or the concerned equipment or process)'. This dimension may have to be
addressed using the teacher-centered strategy and using methods like improved lecture,
demonstration and others.
The other dimension is the psychomotor domain component - that of 'manually using or
operating the real induction motor (or the concerned equipment)'. For this, the teacher
needs to adopt the student-centered strategy by allowing the student to discover the fault
through the laboratory experience, project work and other methods.
In fact, as seen in the last lesson, deciding the strategy also depends on various other criteria
like the availability of the resources, time constraint, pace of instruction and others.

7.0 INSTRUCTIONAL METHODS CONTINUUM

To fully comprehend the classification and use of these instructional strategies, the
instructional methods are represented diagrammatically as instructional methods
continuum (Figure 3) based upon roles of teacher and students. The upper row lists
methods, where the teacher's role is that of an information provider. For example, when the
lecture method is employed, or when demonstrating the working of a mechanism, the
teacher role is predominant, as the teacher plays the major role of an information provider.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

The list of instructional methods in the middle column i.e. lecture, improved lecture and
demonstration is considered as teacher-centred methods.

Based on Figure 3, some more observations can be made:

a) The middle column gives a continuum of instructional methods beginning with
teacher-centred strategy to the student-centred strategy. In between there are
instructional methods, which can be used as mixed strategy as both teacher and
student, playing substantial role in the teaching-learning process. The features and
their benefits will be discussed in the subsequent lessons.
b) Teacher role decreases from that of direct information provider as can be seen
outside the first column in this continuum. However, it does not become
unimportant. On the other hand, it becomes much more important and crucial. Role
shift is from direct information provider to that of a facilitator of learning, to that of a
guide to learning and learners, to that of a mentor or counsellor to learners on their
learning. This is evident as seen in column 1.
c) For the methods starting from tutorial method all the way down, the teacher facilitates
the student to learn by himself/herself. These methods are fairly good, even to develop
some desirable attitudes like respecting the views of others, co-operation, teamwork,
leadership and others. This is because a student has to interact with other persons in
varied situations.
d) It can be seen in the third column that the student role increases down the rows in the
continuum. After each row the student becomes more active in the learning process.
From an inactive role in the lecture method usually, where there is 'monologue' by
teacher only, it shifts to dialogue, interaction, action and then to reflection towards the
end. In methods like seminar, group discussion, case study, game, simulation and
others, there is usually more interactions between learners and the teacher and
amongst learners themselves. This could lead to the development of certain social
skills among the students because of the interaction that takes place during the
learning process.
e) In laboratory, project work and assignment, most of the responsibility of learning is
transferred to the student and he/she has to take action. This gives him/her the
practice of taking certain decisions. In the assignment method, laboratory or project
work, industry/field visit, the teacher functions as more of a guide as the student acts
on his/her own and struggle to learn. The teacher plans (Figure 4), and may also solve
certain problems, which the students face during this process of learning. As the
students are active in the learning process, the retention and learning is more.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

Teacher’s Instructional Methods Type of Activity

Role Happening
Teacher-centred
T S
e Information Lecture Monologue
Provider t
a Improved Lecture Dialogue
u
c Demonstration d
h e
Facilitator Tutorial (Individual/Group) Interaction
e n
r Buzz Session
t
Seminar
Brainstorming
R R
o Game o
l Panel Discussion l
e Case Study e
Role play
D Group Discussion
I

e Guide Assignment Action n

c Laboratory/Workshop/ Field work c

r Simulation r

e
Project Method e
Industry/Field Visit a
a
Mentor Self-directed learning Reflection
s s
ICT-Based Learning
e e
Student-centred
s s

Figure 3: Instructional Methods Continuum

I need to give students

sufficient opportunity for
learning. What
assignments/ activities
can be planned?

Figure 4: Planning for students’ involvement

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

f) Towards the end of the continuum, students’ role in the T-L process leads to
'reflection' mode, if learning has to be more effective. It can be noted that the
instructional methods such as web-based learning (also commonly known as on-line
learning), computer-assisted learning and self-learning module can be used as a fully
student-centred strategy. These are all self-learning methods and provide considerable
autonomy to the student to control his/her own learning. In these methods, student is
active and not passive and continues to act, interact and reflect depending on the
design, as the T-L process goes on. This prepares the student for independent study
and he/she can be said to be in the reflection phase. As student works through the
lessons, the lessons make him/her to reflect back on the answers and decisions,
which he/she takes, in-turn reinforcing his/her learning.
g) The continuum shown in Figure 3 is not 'sacrosanct' or ‘prescriptive’. This is the
author’s view, when the T-L takes place in the right spirit. However, if a student does
not do the laboratory work on his own assigned to him, and teacher or laboratory
instructor does everything for him, use of this method can't be called a student-
centred strategy. Student is not doing any 'action' and teacher is not a 'guide' in this
case. Teacher or laboratory instructor is functioning like an 'information provider' as
in a 'lecture', where there is 'monologue', and student has no role.

8.0 CONCLUSION
‘All said and done’, our ultimate aim is that the student achieves the required objectives. For
this, a judicious mix of the instructional strategies incorporating a number of methods
should be adopted. This will come only through sustained ‘practice and feedback’. In the
following lessons, you will see in detail, the various aspects of different instructional
methods mentioned earlier.

9.0 REFERENCES
Banthiya, N. K., Joshua E. & Mathew Susan S.et al. (1999, July 3). Devise Teaching Strategies
and Select Teaching Methods- Competency Based Self-Learning Module; TTTI Bhopal.

Stephen Petrina. (in press). Curriculum and Instruction for Technology Teachers-eBook.

Damodharan V. S. and Rengarajan. V. (paper article). Innovative Methods of Teaching.

Instructional methods-Retrieved April 26, 2019, from

http://people.uwplatt.edu/~steck/Petrina%20Text/Chapter%204.pdf.

Methods of Teaching in the Classroom-Retrieved April 26, 2019, from

www.education.com/reference/article/methods-teaching-classroom/.

Instructional Methods information- Retrieved April 26, 2019, from

www.adprima.com/teachmeth.htm.

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Unit 4.4.2: Instructional Methods and Strategies – Part 1 L7: Classification of Instructional Strategies

Teaching methods- Retrieved April 26, 2019, from https://teach.com/what/teachers-

teach/teaching-methods

Hesket, R. P., Farrell, S., & Slater, C. S. (2003). 'An Inductive Approach to Teaching Courses in
Engineering,. Proceedings of the 2003 American Society for Engineering Education
Annual Conference & Exposition.

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DISCUSSION FORUM

Discuss the viability and use of student-centred methods over teacher centred methods in
an engineering institution in view of outcome-based education.

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