Understanding Teaching Strategy: Concepts and Definitions

Defining Teaching Strategy

A teaching strategy is essentially a roadmap for achieving learning objectives. As defined by E. Stones and S. Morris, a teaching strategy is a generalized plan for a lesson that encompasses the structure, the desired learner behavior, and an outline of the tactics required to implement that plan. For educators in Pakistan, understanding this concept is crucial for creating lessons that are both structured and goal-oriented.

A well-defined strategy is part of a larger curriculum development scheme. It is not just about what is taught in a single hour, but how that hour fits into the broader educational goals of the semester or the academic year. By viewing lessons through the lens of a strategy, teachers can ensure that every classroom activity contributes to the final terminal behavior of the student.

The Two Pillars of Teaching Strategy

According to pedagogical experts, a teaching strategy rests on two primary pillars: a generalized plan for lesson presentation and a clear definition of the desired learner behavior. This means that before a teacher even begins to speak, they should have a vision of what the students will be able to do at the end of the session.

Similarly, the strategy includes an outline of the tactics needed to implement the plan. These tactics are the 'how-to' of the lesson—the specific behaviors, questions, or activities that bring the strategy to life. By linking these tactics to the broader strategy, teachers ensure that their instruction is cohesive and purposeful, rather than fragmented or disjointed.

Broad Methods of Instruction

Teaching strategies represent a broad way of operating in the classroom. Common examples include lecture strategies, tutorial strategies, case-study strategies, and programmed instruction. Each of these strategies establishes a clear relationship between the teaching activity and the desired learning outcome.

For example, in a PPSC or competitive exam preparation setting, a 'Case-Study Strategy' might be used to help students analyze complex policy issues. This strategy dictates the flow of the lesson, the role of the teacher (as a facilitator), and the expected output from the students. By mastering these different strategies, teachers can choose the one that best fits the subject matter and the learning needs of their specific group of students. Not only that, but having a diverse repertoire of strategies allows teachers to remain flexible, adapting their approach based on student feedback and performance during the lesson.