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Teaching tactics

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Teaching tactics Teaching tactics is goal linked, influenced or influencing behaviour of the teacher the way he behaves in the instruction situation in working towards the development of the strategy.

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Teaching tactics <ul><li>Units of teaching behaviour through which the teacher fulfils his various instructional </li></ul><ul><li>relates with the students of his class from moment to moment the component of teaching behaviour through which the teacher, the student and the subject matter interact </li></ul>

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Teaching tactics

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Types of learning structure and teaching tactic . <ul><li>Signal learning structure and teaching tactics </li></ul><ul><li>Chain learning structure and teaching tactis </li></ul><ul><li>Multiple Discrimination learning structure and teaching tactis. </li></ul><ul><li>Concept learning structure ad teaching tactics </li></ul><ul><li>Principle learning structure and teaching tactics </li></ul>

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Chain learning structure and teaching tactics <ul><li>The chain learning structure is the sequence of facts and symbols learnt earlier. The chain is sometimes formed from the verbal activities such as poetic recitation and sometime motor activity such as cycling </li></ul>

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Cycling

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Poem recitation

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The Chain learning structure is of three types. <ul><li>Progressive chain </li></ul><ul><li>Rote learning </li></ul><ul><li>Retrogressive chain. </li></ul>

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Progressive chain <ul><li> In the progressive chain starting from signals we reached at the end of the chain. </li></ul>

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Rote learning <ul><li>In the rote learning, the chain is acquired by cramming </li></ul>

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Retrogressive chain <ul><li>In the retrogressive chain, we start from the last activity, and then reach to the beginning of the chain. </li></ul>

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<ul><li> Out of these three tactics retrogressive chain is more effective because it function as reinforcement and make possible to acquire efficiency in the task . </li></ul>

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<ul><li>The theory of B.F. Skinner is based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment. A response produces a consequence such as defining a word, hitting a ball, or solving a math problem. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. </li></ul>

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<ul><li>Reinforcement is the key element in Skinner's S-R theory. A reinforcer is anything that strengthens the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction </li></ul>

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Concept learning <ul><li>concept learning is a strategy which requires a learner to compare and contrast groups or categories that contain concept-relevant features with groups or categories that do not contain concept-relevant features </li></ul>

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Concept learning <ul><li>Concept learning , also known as category learning and concept attainment, is largely based on the works of the cognitive psychologist Jerome Bruner </li></ul>

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Concept learning <ul><li>In the concept learning the teacher should use the following two tactics. Generalization within class.and discrimination between class. </li></ul>

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