General Methods of Teaching

Course Code EDUC1112

Course Title General Methods of Teaching
Credit Hours 3(3+0)
Resource Person Shaharyar Shoukat
Email shaharyarshoukatofficial@gmail.com

Table of Contents

CHAPTER II-III
2.1. Teaching Method- Strategy-Tactics-Techniques 1-2
2.2 Types of Instructional Strategies 2-3
2.3 Criteria For Determining Teaching Strategy 3-4
3.1 Lecture Method of Teaching 4-5
3.2 Text Book Reading Method of Teaching 6-8
3.3 Discussion Method of Teaching 8-12

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Teaching method – Strategy-Tactics-Techniques

Teaching Method: A teaching method is a systematic approach to delivering instructional content
and facilitating learning. It involves the use of specific techniques, strategies, and tactics to achieve
the desired learning outcomes.

Teaching Strategy: A teaching strategy is a plan or approach for achieving specific learning goals.
It involves making decisions about the instructional methods, materials, and resources that will be
used to meet the needs of students.

Teaching Tactics: Teaching tactics are specific techniques used by the instructor to create a
learning environment that fosters student engagement, motivation, and participation. These tactics
can include using multimedia presentations, hands-on activities, group work, and other approaches
to facilitate learning.

Teaching Techniques: Teaching techniques are specific methods or approaches used to deliver
instructional content and facilitate learning. They can include techniques such as lectures,
discussions, simulations, case studies, and other instructional methods that are designed to meet
the needs of the learners and achieve the desired learning outcomes.

Types of Instructional Strategies

1- Teacher Controlled Instructional Strategies (TCI)
2- Learner Controlled Instructional Strategies (LCI)
3- Group Controlled Instructional Strategies (GCI)

Instructional strategies refer to the various methods and approaches that teachers use to facilitate
learning in the classroom. Here are three broad categories of instructional strategies:

1. Teacher-Controlled Instructional Strategies (TCI): As the name suggests, TCI places

the teacher in control of the instructional process. The teacher decides what to teach, how
to teach it, and when to teach it. This approach is more traditional and can include methods
such as lectures, demonstrations, and direct instruction.

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2. Learner-Controlled Instructional Strategies (LCI): In LCI, the learner takes control of

the instructional process, and the teacher becomes more of a facilitator. This approach can
include methods such as problem-based learning, self-directed learning, and project-based
learning. Students are given more autonomy in the learning process and are encouraged to
take ownership of their learning.
3. Group-Controlled Instructional Strategies (GCI): In GCI, the instructional process is
controlled by the group, rather than the teacher or the individual learner. This approach can
include methods such as cooperative learning, collaborative learning, and team-based
learning. Students work together in groups to achieve a common learning goal, and the
teacher acts as a facilitator, providing guidance and support as needed.

It's worth noting that these categories are not mutually exclusive, and many instructional strategies
incorporate elements of all three. Effective teaching often involves using a variety of strategies
and approaches to meet the diverse needs of learners and achieve the desired learning outcomes.

Criteria For Determining Teaching Strategy

When determining a teaching strategy, there are several criteria to consider, including:

1. Objectives: The teaching strategy should be aligned with the learning objectives or
outcomes that the instructor wants the students to achieve. The strategy should be effective
in helping students to attain the desired level of knowledge or skills.
2. Learners: The characteristics of the learners should be considered when selecting a
teaching strategy. This includes their age, level of education, learning style, and cultural
background. Different learners may respond differently to various teaching strategies, and
it's important to choose a strategy that meets the needs of the specific group of learners.
3. Resources: The availability of resources such as time, materials, and technology should
be considered when selecting a teaching strategy. Some strategies may require more
resources than others, and the instructor should select a strategy that is feasible and
practical within the available resources.
4. Constraints: There may be constraints that limit the choice of teaching strategy. These
could include institutional policies, cultural norms, or external constraints such as time or

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budget limitations. The instructor should choose a strategy that works within the constraints
while still meeting the learning objectives.

By taking into account these criteria, the instructor can select a teaching strategy that is
appropriate, effective, and feasible for the particular teaching context. It's important to note that
no single teaching strategy is universally effective or appropriate for all contexts, so the selection
of a strategy should be done with careful consideration of the specific learning objectives, learners,
resources, and constraints.

Lecture Method of Teaching

The lecture method of teaching is one of the most common and traditional forms of
teaching. It involves a teacher or instructor delivering a speech or presentation to a group of
students, typically in a classroom setting. The goal of the lecture is to provide students with an
overview of a particular topic, to clarify complex concepts, and to share the instructor's knowledge
and expertise with the students.

Principles of Lecture Method of Teaching:

1. Preparation: The instructor must carefully prepare the lecture content and structure,
including any visual aids, examples, and activities to be used during the lecture.
2. Clarity: The instructor must communicate clearly and effectively, using appropriate
language, tone, and pacing to engage the students.
3. Relevance: The lecture content should be relevant to the students' learning goals and
objectives.
4. Interaction: The instructor should engage the students in the lecture through questions,
discussions, and other interactive activities.
5. Evaluation: The instructor should evaluate students' understanding of the lecture content
and provide feedback on their learning progress.

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Merits or Advantages of Lecture Method of Teaching:

1. Efficient: The lecture method is an efficient way to communicate information to a large

group of students in a relatively short amount of time.
2. Flexibility: Lectures can be delivered in a variety of formats, including in-person, online,
or pre-recorded, allowing for flexibility in scheduling and delivery.
3. Expertise: The instructor's expertise in the subject matter is shared with the students,
providing them with a valuable learning resource.
4. Clarity: A well-prepared and delivered lecture can provide clarity and structure to complex
concepts and topics.
5. Cost-effective: The lecture method is a cost-effective teaching method, as it requires
minimal resources and can be used repeatedly.

Demerits or Disadvantages of Lecture Method of Teaching:

1. Passive learning: Lectures can lead to passive learning, where students simply listen to
the instructor without actively engaging with the material.
2. Limited interaction: The lecture method can limit interaction and engagement between
students and the instructor, leading to missed learning opportunities.
3. Limited assessment: The lecture method may not provide opportunities for students to
demonstrate their understanding of the material through active participation or assessment.
4. Boredom: Students may become bored or disengaged during long or monotonous lectures,
leading to reduced motivation and attention.
5. Learning styles: Lectures may not be suited to all learning styles, as some students may
prefer more interactive, hands-on, or visual learning experiences.

Overall, the lecture method of teaching can be an effective tool for providing students with
valuable information and expert knowledge. However, it should be used in conjunction with other
teaching methods and supplemented with opportunities for interaction, engagement, and
assessment to maximize learning outcomes.

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Text Book Reading Method of Teaching

Textbook reading is a common teaching method used in many educational settings. It
involves assigning a textbook or other written material to students to read and comprehend on their
own. The goal of this method is to promote independent learning and to help students develop
skills in reading, comprehension, and critical thinking.

Textbook reading can be used in a variety of contexts, from elementary school through
higher education. In many cases, it is used in conjunction with other teaching methods, such as
lectures, class discussions, and hands-on activities, to provide a comprehensive learning
experience for students.

To be effective, the textbook reading method requires students to have access to high-
quality, relevant, and up-to-date materials that are aligned with the learning objectives of the
course. Teachers must also provide guidance and support to help students navigate the material,
understand key concepts, and develop critical thinking skills.

In addition to reading the material, students may be asked to complete assignments or

assessments that demonstrate their understanding of the material. These could include quizzes,
essays, class discussions, or other activities that require students to apply the concepts they have
learned to real-world scenarios.

Overall, the textbook reading method can be an effective tool for promoting independent
learning and developing important academic skills. When used in conjunction with other teaching
methods, it can help to create a dynamic and engaging learning environment that fosters critical
thinking, collaboration, and intellectual curiosity.

Principles of Textbook Reading Method of Teaching:

1. Selection of appropriate textbooks: The teacher should select textbooks that are
appropriate for the level of the students and are aligned with the learning objectives of the
course.

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2. Active engagement: The teacher should encourage students to be actively engaged in the
reading process by asking questions, summarizing, and making connections to prior
knowledge.
3. Integration with other methods: The textbook reading method should be integrated with
other teaching methods such as lectures, class discussions, and hands-on activities to
provide a comprehensive learning experience.
4. Monitoring and feedback: The teacher should monitor students' reading progress and
provide feedback to ensure that students are understanding the material.
5. Assessment: The teacher should design assessments to evaluate the students'
understanding of the material.

Merits or Advantages of Textbook Reading Method of Teaching:

1. Promotes independent learning: The textbook reading method promotes independent

learning, as it requires students to read and comprehend the material on their own, which
can help to develop critical thinking and problem-solving skills.
2. Flexibility: This method is flexible and can be adapted to a wide range of subjects and
educational levels.
3. Time-efficient: The textbook reading method is time-efficient for both the teacher and the
students, as it allows for self-paced learning.
4. Cost-effective: Textbooks are a cost-effective teaching resource that can be used year after
year, and can be accessed by students anytime, anywhere.
5. Builds literacy skills: The textbook reading method helps to build literacy skills, such as
vocabulary development and comprehension.

Demerits or Disadvantages of Textbook Reading Method of Teaching:

1. Limited student engagement: The textbook reading method can limit student engagement
and may not be suitable for students who prefer hands-on or interactive learning
experiences.
2. Lack of instructor control: The teacher has less control over the learning process when
using the textbook reading method, which can lead to missed learning opportunities.

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3. Limited critical thinking: The textbook reading method may not promote critical thinking
skills if students are only asked to memorize facts and definitions.
4. Inadequate assessment: It can be challenging to assess the depth of students'
understanding of the material, as there may be limited opportunities for formative
assessment.
5. Limited access to technology: Some students may not have access to the necessary
technology or digital resources required for effective textbook reading.

The textbook reading method can be an effective teaching tool when used in conjunction
with other teaching methods and when the materials are carefully selected and monitored. The
potential disadvantages can be minimized through careful planning and assessment, and by
incorporating opportunities for student engagement and critical thinking.

Discussion Method of Teaching

The discussion method of teaching is a student-centered approach that emphasizes active
participation and collaboration. In this method, the teacher acts as a facilitator or moderator,
guiding the students through the discussion and encouraging them to share their ideas, thoughts,
and experiences on a particular topic.

The discussion method is particularly effective in fostering critical thinking, problem-

solving, and decision-making skills, as well as promoting deeper learning and retention of
information. It is also a great way to encourage students to express their opinions and viewpoints,
to develop communication and interpersonal skills, and to learn from each other.

There are several key principles of the discussion method of teaching, including:

1. Encouraging active participation: The teacher should strive to create an environment

where all students feel comfortable sharing their ideas and perspectives.
2. Focusing on the process, not just the content: The discussion should be viewed as an
opportunity for students to learn from each other, rather than just a means of conveying
information.

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3. Promoting critical thinking: The teacher should challenge students to question

assumptions, analyze evidence, and consider alternative viewpoints.
4. Providing guidance and feedback: The teacher should facilitate the discussion by asking
questions, clarifying points, and providing feedback.
5. Evaluating the learning outcomes: The teacher should assess the students' learning
outcomes and adjust the discussion as necessary to ensure that the students are achieving
their learning objectives.
Steps for Planning Discussion Method

Planning for a discussion method involves a series of steps, including:

1. Define learning objectives: Determine the desired learning outcomes for the discussion.
What should students know or be able to do as a result of the discussion?
2. Select a topic: Choose a topic that is relevant and interesting to the students, and aligns
with the learning objectives.
3. Identify discussion questions: Develop a list of open-ended questions that will prompt
students to think critically and share their ideas and perspectives.
4. Consider student grouping: Decide on the best way to group students for the discussion.
This may involve dividing them into small groups, pairs, or larger groups.
5. Determine time and location: Set a specific date, time, and location for the discussion.
6. Prepare materials: Gather any materials or resources that may be needed for the
discussion, such as readings, case studies, or multimedia resources.
7. Establish ground rules: Develop guidelines for participation, such as how long each
person should speak and how to address other participants respectfully.
8. Plan the facilitation: Plan how you will guide the discussion, how you will manage the
time, and how you will encourage participation from all students.
9. Assess learning outcomes: Develop a plan to assess the learning outcomes of the
discussion, such as through formative assessment, reflection, or other evaluation methods.
10. Reflect on the discussion: After the discussion, reflect on how well the learning objectives
were met, what worked well, and what could be improved in future discussions.

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By following these steps, teachers can plan effective and engaging discussions that promote active
learning, critical thinking, and collaboration among students.

Forms or Types of Discussion

There are several different types or forms of discussion that can be used in a variety of
teaching and learning contexts. Here are some examples:

1. Group discussion: A group discussion involves a teacher or facilitator guiding a group of

students through a conversation on a particular topic. The goal is to encourage active
participation, critical thinking, and collaboration among the group members.
2. Debate: In a debate, students are divided into two or more teams and present arguments
for or against a specific proposition. The goal is to develop critical thinking and public
speaking skills, as well as to learn how to respectfully engage with differing viewpoints.
3. Socratic discussion: A Socratic discussion involves the teacher asking a series of open-
ended questions to encourage critical thinking and discussion among students. The goal is
to help students clarify their thoughts, challenge their assumptions, and develop deeper
understanding of a particular topic.
4. Case study discussion: A case study discussion involves presenting a real-life scenario or
problem to a group of students, and guiding them through a discussion of possible solutions
or outcomes. The goal is to develop problem-solving and decision-making skills, as well
as to learn how to apply theory to real-world situations.
5. Role-playing: In role-playing, students take on specific roles and act out different
scenarios or situations. The goal is to develop empathy, communication skills, and an
understanding of different perspectives.
6. Fishbowl discussion: In a fishbowl discussion, a small group of students sit in a circle in
the center of the room and discuss a topic while the rest of the class observes. The goal is
to promote active listening and learning from peers.
7. Jigsaw discussion: In a jigsaw discussion, students are divided into small groups and
assigned different aspects of a topic to research and discuss. They then reassemble into
new groups where they share what they have learned. The goal is to develop research and
collaboration skills, as well as to deepen understanding of a complex topic.

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By using a variety of discussion types, teachers can create a more dynamic and engaging
learning environment, promote critical thinking and collaboration among students, and encourage
deeper understanding of course material.

Advantages or Merits of Discussion Method:

1. Encourages active learning: The discussion method encourages active learning, as it

requires students to engage with the material, share their ideas and perspectives, and
respond to the ideas of others.
2. Develops critical thinking skills: By engaging in discussion, students develop critical
thinking skills, as they learn to analyze and evaluate arguments, weigh evidence, and make
informed judgments.
3. Promotes collaboration: The discussion method promotes collaboration and teamwork,
as students work together to explore complex ideas and problems, and learn from one
another.
4. Fosters communication skills: Discussion helps students to develop communication
skills, such as active listening, clear speaking, and respectful discourse, that are essential
in academic, professional, and social contexts.
5. Provides formative feedback: Through discussion, students receive formative feedback
from their peers and instructors, which can help them to identify strengths and areas for
improvement, and deepen their understanding of the material.

Disadvantages or Demerits of Discussion Method:

1. Time-consuming: The discussion method can be time-consuming, as it may require more

preparation and planning, and may take longer to cover material than lecture-based
methods.
2. Unequal participation: There may be unequal participation in the discussion, as some
students may dominate the conversation while others may be more reserved or hesitant to
share their ideas.
3. May lack structure: Discussions can lack structure or direction, especially if the instructor
does not provide clear goals or questions for students to consider.

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4. Limited coverage of material: Due to the time constraints of a discussion, there may be
limited coverage of material, which may be problematic for courses with large amounts of
content.
5. Difficulty in assessing learning: It can be challenging to assess learning outcomes from a
discussion, as the focus is often on the process of learning rather than the outcome.

In conclusion, while the discussion method has several benefits for student learning, it is
important to consider the potential challenges and limitations of this approach, and to use it in
conjunction with other teaching methods to ensure comprehensive coverage of course material.

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