‫‪Definitions Of Basic Terminology‬‬

‫االسم ‪ :‬عال عبد الصمد نصر داود‪.‬‬

‫قسم ‪:‬مناهج وطرق تدريس‪.‬‬
‫دبلوم مهني – خريف ‪.2020‬‬
‫تخصص ‪ :‬طرق تدريس احدى المواد العلمية باللغة‬
‫االنجليزية‪.‬‬
‫د‪ :‬رباب أبو الوفا‪.‬‬
‫اسم المقرر ‪Teaching strategies :‬‬
Instruction :
 Anything that is done purposely to facilitate learning
 any intentional effort to stimulate learning by the deliberate arrangement
experiences to help learners achieve a desirable change in capability.
 The deliberate arrangement of activities (including presentation, practice,
feedback, and assessment) designed to facilitate achieving specific learning
outcomes.
 Information that contains commands and explanations on how to behave or to
complete a task.

Teaching :
 is the concerted sharing of knowledge and experience, which is usually
organized within a discipline and, more generally, the provision of stimulus to
the psychological and intellectual growth of a person by another person or
artifact.
 Preplanned behaviors informed by learning principles and child development
theory which directs and guides instruction to ensure desired students outcomes.
 There are two fundamentally different ways of understanding teaching. The first
sees teaching as an instructor-centered activity in which knowledge is
transmitted from someone who has acquired that knowledge to novice learners:
teaching as knowledge transmission. The second sees teaching as a learner-
centered activity in which the instructor ensures that learning is made possible
for novice learners and supports, guides, and encourages them in their active and
independent creation of new knowledge: teaching as assisted knowledge
creation .

Learning :
 is the process of acquiring new, or modifying existing, knowledge, behaviors,
skills, values, preferences , new ideas and insights via different experiences ,
observations , encounters or information .
  This definition has three components:

1) the duration of the change is long-term rather than short-term

2) the locus of the change is the content and structure of knowledge in memory
or the behavior of the learner

3) the cause of the change is the learner’s experience in the environment rather
than fatigue, motivation, drugs, physical condition or physiologic intervention.

 Learning is not something done to students, but rather something students

themselves do. It is the direct result of how students interpret and respond to
their experiences.

Teaching Approach:
It is a set of principles, beliefs, or ideas about the nature of learning which is translated
into the classroom.
Teacher-Centered Approach:
The teacher is perceived to be the only reliable source of information in contrast to the
learner-centered approach.
Learner-Centered Approach:
In which it is premised on the belief that the learner is also an important resource
because he/she too knows something and is therefore capable of sharing something.
Subject Matter-Centered Approach:
Subject matter gains primacy over that of the learner .
Teacher Dominated Approach:
In this approach, only the teacher’s voice is heard. He/she is the sole dispenser of
information.
Teaching model:

 is a pattern or plan, which can be used to shape a curriculum or course, to select

instructional materials and to guide a teacher’s action.
 Models represent the broadest level of instructional practices and present a
philosophical orientation to instruction. Models are used to select and to
structure teaching strategies, methods, skills, and student activities for a
particular instructional emphasis. Joyce and Weil (1986) identify four models:
information processing, behavioral, social interaction, and personal.
 instructional design which describes the process of specifying and producing
particular environmental situations which cause the students to interact in such a
way that a specific change occurs in their behavior.

 Types of Teaching Models :

o Information Processing Models.

o Social Interaction Models.
o Personal Development Models.
o Behavior Modification Models.
Teaching strategy:
 is a generalized plan for a lesson(s) which include structure desired learner
behavior in terms of goals of instructions and an outline of planned tactics
necessary to implement the strategy.
 Within each model several strategies can be used. Strategies determine the
approach a teacher may take to achieve learning objectives. Strategies can be
classed as direct, indirect, interactive, experiential, or independent.
 is a way of making decisions about a course, an individual class, or even an
entire curriculum, beginning with an analysis of key variables in the teaching
situation. These variables include the characteristics of the learners, the learning
objectives, and the instructional preferences of the teacher. Once these variables
have been analyzed, informed decisions can be made about course content,
structure, methods of assessment, and other key components.

P.S

• Strategies may take to achieve learning objectives .

• Strategies can be classed as direct, indirect, interactive, experiential , or

independent .
Instructional Strategies

Decision making regarding instructional strategies requires teachers to focus on

curriculum, the prior experiences and knowledge of students, learner interests, student
learning styles, and the developmental levels of the learner. Such decision making relies
on ongoing student assessment that is linked to learning objectives and processes.

Although instructional strategies can be categorized, the distinctions are not always clear-
cut. For example, a teacher may provide information through the lecture method (from
the direct instruction strategy) while using an interpretive method to ask students to
determine the significance of information that was presented (from the indirect
instruction strategy).

Five categories of instructional strategies and the interrelationship between and among
strategies are illustrated in Figure. Explanations of the five categories follow. Although
samples of instructional methods pertaining to each category are sometimes included,
these will be explained further in the section "Instructional Methods".
Teaching methods :
 This is the method chosen to achieve a teaching goal. This is normally defined
by the teacher of a given subject, so that the student can then follow it. It should
be designed in such a way that students acquire the knowledge and skills for
which the subject was included in the curriculum.
 Methods are used by teachers to create learning environments and to specify the
nature of the activity in which the teacher and learner will be involved during
the lesson. While particular methods are often associated with certain strategies,
some methods may be found within a variety of strategies.

 comprises the principles and methods used by teachers to enable student

learning. These strategies are determined partly on subject matter to be taught
and partly by the nature of the learner. For a particular teaching method to be
appropriate and efficient it has to be in relation with the characteristic of the
learner and the type of learning it is supposed to bring about. Suggestions are
there to design and selection of teaching methods must take into account not
only the nature of the subject matter but also how students learn.

Difference between Method and strategy

* Method: Refers to how you apply your answers from the questions to your day to
day instruction in front of your student.

* Strategy : usually requires some kind of planning. You'd probably use strategy
when faced with a new situation, i.e. the strategy to win a game.
Teaching Method:

(1)it is limited to the presentation of subject matter; (2) methods come under strategy;
(3) it is a micro approach; (4) teaching as an art; (5) effective presentation of subject
matter; (6) classical Theory of human organization; (7) work is important.
Teaching Strategy:

(1) when we try to achieve some objectives by any method it becomes strategies;(2)
strategy is actually a combination of different method; (3) for E.g. Lecture or textbook
or question answer method can be never be used separately; (4) it is a macro
approach; (5) it considers teaching as science; (6) its purpose is to create conducive
learning environment; (7)it is based on modern theories of organization; (9)
(predetermined objectives, becomes strategy); (8) behavior of students and teachers
and their mutual relationship.

learning design:
is defined as the description of the teaching-learning process that takes place in the
unit of learning. A “unit of learning” can be any instructional or learning event of any
granularity, for example, a course, a workshop, a lesson, or an
informal learning event. The key principle in learning design is that it represents
the learning activities and the support activities that are performed by different
persons (learners, teachers) in the context of a unit of learning. These activities can
refer to different learning objects that are used during the performance of the activities
(e.g., books, articles, software programs, pictures), and it can refer to services (e.g.,
forums, chats, wiki’s) that are used to collaborate and to communicate in the teaching-
learning process.

Teaching skills:

 are defined as a group of teaching acts or behaviors intended to facilitate

students learning directly or indirectly.
 are the most specific instructional behaviors. These include such techniques as
questioning, discussing, direction-giving, explaining, and demonstrating. They
also include such actions as planning, structuring, focusing, and managing
Teaching styles:

refer to “a teacher’s preferred way of solving problems, carrying out tasks, and
making decisions in the process of teaching, and, besides differing from individual to
individual, may sometimes differ between different groups, for example schools”
(Sternberg, 1997).

Learning environment :

refers to the diverse physical locations, contexts, and cultures in which students learn.
Since students may learn in a wide variety of settings, such as outside-of-school
locations and outdoor environments, the term is often used as a more accurate or
preferred alternative to classroom, which has more limited and traditional
connotations a room with rows of desks and a chalkboard, for example.
learning management :

is the capacity to design pedagogic strategies that achieve learning outcomes for
students. The learning management concept was developed by Richard Smith of
Central Queensland University (Australia) and is derived from architectural design (an
artful arrangement of resources for definite ends) and is best rendered as design with
intent. Learning management then means an emphasis on ‘the design and
implementation of pedagogical strategies that achieve learning outcomes. That is, in
the balance between and emphasis on curriculum development and pedagogy, the
emphasis is definitely on pedagogical strategies.
 References

1. (n.d.). Retrieved December 24, 2020, from

https://www.webpages.uidaho.edu/cte492/Modules/M3/Methods-Strategies.htm

2. Instructional approaches: A framework for professional practice. (1991).

Regina: Saskatchewan Eduction.

3. Smith, M. K. (2018). ‘What is teaching?’ in The encyclopedia of pedagogy and

informal education. Retrieved from https://infed.org/mobi/what-is-teaching/.