The document discusses teaching tactics and their relationship to learning structures. It defines teaching tactics as the methods teachers use to make content easy to understand and help knowledge stick. Tactics are more flexible than strategies and can be used across multiple strategies. The key learning structures discussed are chain, concept, and principle learning. For chain learning, progressive, rote, and retrogressive chain tactics are outlined. Concept learning tactics involve generalization within a concept and discrimination between concepts. Choosing the appropriate tactic depends on analyzing the structure of the content being taught.

1. Introduction
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. Units of teaching behaviour through which the teacher fulfils his
various instructional 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
Meaning of Teaching tactics
When teaching is organized, the teacher should, at first select appropriate teaching
tactics. Teaching tactics are more comprehensive than the teaching strategies that is why
a teaching tactic can be used in many teaching strategies. In one strategy by using one or
more teaching tactics the contents can be made easy, precise and understandable. It
means to say that the teaching tactics make the knowledge stable. Hence for the
qualitative progress of teaching, we use various tactics according the conditions or
learning structure. In content analysis while the subject matter is analyzed it is divided in
to sub-parts. After this, each sub part is divided in to various essential elements and these
are arranged in a sequence. Remember each element of the subject matter has its own
structure.
The teacher selects teaching strategy, tactics and aids on the basis of the structure of
the each element of the subject-matter. In other words the structure of each element
subject matter acts as the norm or a criterion in the selection of teaching strategy, tactic

2. and aid. It’s reason is that we can present the structure of each element of the subject
matter only by applying or using teaching strategy. Hence the teacher should keep in
mind the learning structure while selecting the teaching tactic. The knowledge of learning
structure is essential in order to select appropriate teaching tactic.
Types of learning structure and teaching tactic.
• Signal learning structure and teaching tactics
• Chain learning structure and teaching tactis
• Multiple Discrimination learning structure and teaching tactis.
• Concept learning structure ad teaching tactics
• Principle learning structure and teaching tactics
Chain learning structure and teaching tactics
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.
The Chain learning structure is of three types.
1. Progressive chain
2. Rote learning
3. Retrogressive chain.

3. Progressive chain
In the progressive chain starting from signals we reached at the end of the chain.
Rote learning
In the rote learning, the chain is acquired by cramming.
Retrogressive chain
In the retrogressive chain, we start from the last activity, and then reach to the
beginning of the chain.
Out of these three tactics retrogressive chain is more effective because it
function as reinforcement and make possible to acquire efficiency in the task.
Chain learning is based on the work of Skinner's of S-R theory and Gagne’s
hierarchy learning theory. 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.
Concept learning
Concept learning, also known as category learning and concept attainment, is
largely based on the works of the cognitive psychologist Jerome Bruner.
Concept learning structure and Teaching Tactics

4. In the Concept learning structure capacities of generalization of those groups of
actions are created in the pupils which look different externally. Remember that such
groups are different from each other but they have similar pecularity which make it easy
to identify their basic concept. For example Mausamees, orange, lemon etc, are different
from their outer coverings point of view but each fruit is juicy. The pupils can understand
this concept very easily. Attention is to be paid that the pupils may identify or understand
the concepts by trial and error method. But they must know the signal and chain
structures. Only in that situation they would be able to generalize. In the concept learning
structure, the teacher should present various stimuli but relevant to the stimuli so that all
the pupils may generalize something regarding that concept. Then he should create such
situations before the pupils so that they may differentiate two confusing concepts. Hence
in the concept learning structure the teacher should use the following two tactics.
 Generalization within the class.
 Discrimination between classes
Reference
Advance Educational Technology By Ram Nath Sharma and S.S.Chandra.
Essential of edcucational Technology By Mangal.