levels of teaching

8/3/2019 Levels of Teaching

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Memory Level Thoughtless level

Understanding Level Thoughtful level

Reflective Level Most Thoughtful level


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Assumptions of Memory Level

Teachingy Meaningful Learning Materials are easy to memorize.

More meaningful the learnt material, longer it tends to

be retained.y The capacity to memorize has no positive relationship

with capacity of intelligent behaviour.

y The memory level teaching contribute little to

intelligent behaviour and problem solving.y Memorized facts contribute little to effective student

growth.


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Memory Level

It refers to the process which concerns rote-

memorization of material taught. It is based on

Stimulus-Response theory of learning. It is not always

possible to avoid it . In most school situations, it is not

always possible to teach at higher levels because of

syllabus and lack of resources


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Suggestions for teacher to teach

material at memory level

y Repetition of Subject-matter

y Recall of content

y Teaching content should be meaningful

y All parts of content should be integrated

y Continuous reinforcement should be given

y Retention can be increased by drill


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Characteristics of Memory Level1. Objective knowledge objective is achieved atmemory level. Teaching at this level aims at learning

that may enable students toy Train the mental disciplines

y To acquire factual information

y To retain the learnt material for longer time


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2. Subject Matter This level is subject centred. Thesubject matter utilized for achieving knowledge is

properly organised.3. Role of Teacher Plays a very dominant role. He is the

sole authority that directs, instructs, controls andevaluates

4. Role of Learner Learner is very passive. He is mererecipient of information and facts.


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5. Nature of Motivation The kind of motivation ispurely extrinsic or external. Motivation is provided by

the teacher in form of reinforcement.6. Methods used Methods are teacher-centred and

subject centred e.g lecture method, textbookmethod, narration method and deductive method.


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7. Classroom environment Classroom environment isteacher dominated, dull and uninteresting.

8. Evaluation System Usually oral tests are used to testthe retension of the students.


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Model of Memory Level Teaching1. Focus

To train the mental Disciplines

To Acquire factual informationTo retain the learnt material for longer time

To recall and recognize the material learnt


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2. Syntax

Preparation

PresentationComparison and Abstraction

Generalisation

Application


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3. Social System

Authoritarian Behaviour. The teacher is more active

and his job is to present material sytematically in theclass.

4. Support system

Audio/Visual aids, Structured and meaningfulcontent, Interesting content.

5. Evaluation

Oral and objective type tests are usually used tomeasure the retained material


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Understanding Levely It is the process that acquaint the students with the

relationships between the generalizations and the

particulars i.e. between the principles and the factsand shows where the principles can be applied.Understanding is of three types:

y Full Understanding (Factual Information)

y

True Understanding (Meaning of Concept)y Functional Understanding (Knowing the application of

principal of concept)


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Characteristics ofUnderstanding

Level1. Objective Main objectives are:

y

To understand the meaning of acquired factsy To identify similarities and dissimilarities

y To seek generalization out of facts

y To apply generalized facts in practical life


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2. Subject Matter Subject matter for this level is

very structured.


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3. Role of Teacher Like memory level the teacher

plays a dominant role but he has the additional

responsibility of making the subject-matter

meaningful and understandable for the learners.


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4. Role of Learner In the level the learners do no

remain passive. They actually participate in teaching-

learning process, however the overall control is in the

hands of the teacher


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5. Nature of Motivation- In this level also the

motivation is extrinsic but it may be intrinsic in

some situations because of the involvement of the

students in the teaching learning process.


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6. Methods Used Those methods that can help

students in proper understanding of the acquired

facts are used e.g. inductive-deductive, lecture-cum-

demonstration, Naration-cum-question/answer

method.


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7. Classroom Environment - It does not remain dull

and uninteresting. It becomes purposeful as the

students like to take interest in teaching-learning

process.


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8. Evaluation System Different type of Evaluation

devices are used e.g. Oral, Written and practical.


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Model ofUnderstanding Level of

Teaching1. Focus The main focus is on having Mastery on the

concept. It provides substantial knowledge and

encourage better interest and responses from the

students.


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2. Syntaxy Exploration To explore the initial knowledge of the

students. Helps the teacher to arrange the content

psychologicallyy Presentation Content is provided in small steps and

rapport with the students is maintained. The teacherobserves / diagnoses weaknesses of the students

y Assimilation The purpose is to revise the subject matter

with the help of assignment, supervised study etc.y Organisation To determine whether the student can

reproduce the essentials of the content without any help

y Recitation - Oral or Written


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3. Social System Teacher should not be

authoritarian. He should be flexible and dynamic. He

should motivate the students to participate in the

teaching- learning process.


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4. Support system Various teaching aids, Audio-

visual Material can be used to make presentation

interesting. Programmed instruction material could be

used for individualized instruction to the students


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5. Evaluation Essay and objective type tests could

be used for evaluate the student understanding of the

concepts.


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ReflectionReflection or critical reflection, refers to an activity

or process in which an experience is recalled, considered,and evaluated, usually in relation to a broader purpose. It is

a response to past experience and involves conscious recalland examination of the experience as a basis for evaluationand decision-making and as a source for planning andaction. Bartlett (1990) points out that becoming a reflectiveteacher involves moving beyond a primary concern with

instructional techniques and how to questions andasking what and why questions that regard instructionsand managerial techniques not as ends in themselves, butas part of broader educational purposes.


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Reflective Level of TeachingIt is the most thoughtful level of teaching. It has

been defined as careful, critical examination of an idea

or an article of knowledge in the light of the evidencewhich supports it and the further conclusions which itpoints. It is based on cognitive field theory of learningin which new insights are developed. At this level ofteaching the students are exposed not to facts orconcepts but to a problem which is unclear andpuzzling to them.


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Characteristics ofReflective Level1. Objectives The main objective of this level are :

y To develop problem solving attitude among students

y

To develop critical and creative thinking amongstudents

y To develop original and independent thinking amongstudents.


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2. Subject Matter The subject-matter at this level is

quite unstructured and is in the form of problem

raising and problem solving.


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3. Role of the Teacher Teacher doesnt play

dominant role at this level. He has to play quite

responsible, democratic and cooperative role. He acts

as a guide.


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4. Role of Learner Learner occupy primary place at

this level of teaching. Learner has to make use of his

cognitive abilities and has to remain active in the class


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5. Nature of Motivation motivation is of intrinsic

type as learners are fully active at this level.


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6. Method used Methods used are more student-

centred e.g. discovery method, project method,

assignment method and problem-solving method.


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7. Classroom environment It will be free, open,

independent, friendly and democratic.


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8. Evaluation system It should test the abilities of

the students in terms of originality, open-mindedness

and creativity.


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Model ofReflective Level1. Focus

y To develop the ability of problem solving

y

To develop the creative and critical thinkingy To enable the students for original and independent

thinking


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2. Syntaxy Teacher creates a problematic situation before the pupils

y Pupils formulate hypotheses for testing. More than onehypotheses may be formulated for solution of the

problem.y Pupils collect data to verify the hypotheses. On the basis

of these collected data, it is decided whether thesehypotheses may help in the solution of the problem ornot.

y Hypotheses are tested. Results are derived on the basisof these tests which are original ideas of the pupils


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3. Social System Teacher should be creative, tactfuland insightful and should be able to createproblematic situations. The role of teacher is to assistthe learner. The learner should be very active at thislevel. The environment should be democratic


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4. Support System The learner should beencouraged to formulate as many hypotheses aspossible. The students should be further oriented tocollect the evidences for the verification of thehypotheses.


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5. Evaluation System Written tests should be usedto measure higher level of cognition. The essay typetest is the best device to evaluate the reflective level.Other techniques should be used to measure theinvolvement in problem, attitude, adjustment andcritical thinking of the learner.


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Suggestions for Reflective Level

Teachingy The learner should be sensitive to the problem. The

teacher should create need for solving the problem.

y

The teacher may develop problematic situations whichmay develop the original and creative thinking in thelearners.

y The students should feel the problem in order to

formulate hypotheses.y Learner should be given freedom to think

independently.

levels of teaching

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