Page 209 - DEDU505_TEACHER_EDUCATION_ENGLISH

Unit 22: Meaning, Nature and Strategies of Teacher Controlled Instruction

Teacher-centred instruction: In the teacher-cenucd activity approach, the teacher acts not only as Notes
a guide but also as a planner and manager. He/she selects the problem, determines the activ~ties
to be performed by the students, delimits the activities by taking into account the constrainls of
time, resources, etc., and provides help and guidance to the students in the cxccution of the
activities. Remember, in this type of instruction also the students' actively parucipate in the
teaching-learning process.

The use of actlve participation of students in the teaching-learning process is an essential
feature of activity-based instruction.

(ii) Types of Texcher-based Instructional Activities: There are several types of teacher-based
instructional activities. The important ones among them are as follows:
(i) Incident method: In this method the tcacher presents a slice of reality i.e. a happening from
real life. The students are asked to identify the problem and to recommend an action that
needs to be taken in order to deal with it effectively. All the students try to reconstruct chc
full incident by sceking additional informalion by questioning the teacher. After gathering
all necessary information, they define the problem and think of a solution(s) to solve it. The
students use their knowledge in cxarnining different solutions before arriving Instructional
System at the most suitable one. Sometimes the teacher reveals the actual solution of the
problem so that they may compare it with the decision recommended by them i.e. the
students.
The essential features of the incident method thus are: brief statement of the problem,
extensive questioning by the participants, supply of information by the teacher, group
discussion and recommendations regarding the solution of the problem. Please remember
that this method does not provides knowledge of a particular solution, but it provides
training in the process of arriving at a workable solution.
(ii) Case study method: As in the incident method, in the case study method too, a case relatcd
to a real or hypothetical situation is presented through verbal, written or electronic devices.
The differences between the two methods lies in the degree of conlprehensiveness of
description. In the incident method, dl the details are not provided: only some specific
points are stated. On the other hand, in the case method detailed description is provided
about the problem and the social or technical system which it relates to. What is common
and most important in both the methods is that the teacher does not present his or her
solution(s) direct or indirectly. The solution to the problem is discussed and decided by the
students.
(iii) Simulation: Simulation is an instructional method in which students perform a task in a
simulated (artificial) situation as similar to the real situation as possible.
Simulatioh is a working model of reality. Educational simulations are often simplied which
allow students to explore situations, which wouId be too dangerours, expensive, time
consuming or ove&helming to deal wilh. A nuclear reactor, a breeding experiment, or a
general election, etc. etc., are examples of such situations.
Simulation is used in teaching different subjects. For example, in the teaching of science the
students may be asked to perform experiments on working models, machines, etc., before
doing so on real and expensive equipment, In history. while teaching strategies of attack
adopted by Babur and lbrahim Lohi, you may use the simulation techniques to organise
armies (all the students of tile class) in different formations. The teacher of civics may
organise a mock parliament in order to provide understanding of the working of Lok
Sabha.

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