Notes: Levels of Teaching | Teaching Aptitude for Teaching Exam - B.Ed Entrance PDF Download

Levels of Teaching 

Teaching is a goal-oriented activity, where an interaction takes place between an experienced individual (the teacher) and an inexperienced one (the student). The primary aim of this interaction is to bring about a change in the student’s behavior.

Teachers instruct students at three distinct levels, and it's crucial for them to consider the developmental stage of their learners to ensure that the intended educational objectives are met.

Morris L. Biggie, in his work Learning Theories for Teachers (1976), suggests that teaching-learning situations can be classified along a continuum, ranging from "thoughtless" to "thoughtful" modes of operation. This continuum helps in understanding the nature of the teaching process.

Autonomous Development Level

• This level is student-centered.
• The teacher's role is more negative than positive, with little to no leadership, direction, or coercion.
• Intellectual development is seen as something that naturally happens, without the need for formal teaching.
• Examples of activities at this level include reading, attending lectures, and participating in discussions.
  

Guided Development Level

• This level is teacher-centered.
• The teacher's role is to guide the learning process by providing direction and support.
• Examples of activities at this level include group work, where the teacher facilitates discussions and helps students stay on track.

Supported Development Level

• This level is also teacher-centered.
• The teacher's role is to provide support and guidance to students.
• Examples of activities at this level include one-on-one support, where the teacher helps students with specific challenges or questions.

Memory Level of Teaching 

Proposed by Herbart, the Memory Level of Teaching focuses on the efficient memorization of factual material. 

Good memory involves: 

• Rapid learning
• Stable retention
• Quick recall
• Selective consciousness (bringing only desired information to awareness) 

Key Aspects of Memory Level Teaching

• Learning: Acquiring the material. 
• Retention: Keeping the material in memory. 
• Reproduction: Retrieving the material when needed. 

Teaching-Learning Process

• The process is based on a Stimulus-Response (S-R) model. 
• Emphasizes the initial stage of teaching, where factual information is committed to memory. 

Objectives of Memory Level Teaching 

• The primary goal is to impart knowledge and information to learners. 
• Knowledge acquired by learners is factual and obtained through memorization or rote learning. 
• Focuses solely on the knowledge-based objectives of Bloom's taxonomy. 
• Teaching is centered around the subject matter. 
• Simple and memorable concepts are taught to students. 
• Subject material is organized and presented in a straightforward manner. 
• Knowledge delivered is clear, structured, and observable. 

Teaching Method:

• Teaching methods such as drill, review, revision, and questioning are subject-centered. 
• Drill involves repetition or practice to achieve proficiency in memorizing. 
• Review or revising elements connects learners to new experiences and forms new associations. 
• Questioning is used to assess the achievement of knowledge-level objectives. 

Teacher's Role:

• The teacher acts as a stage-setter, resource manager, and evaluator in the classroom. 

Role of Learner:

• The learner's role is passive, as the teacher decides the subject content, teaching techniques, and methods. 
• The learner's role is crucial in framing objectives, curriculum, selecting teaching-learning activities, and evaluation methods. 

Teaching Equipment:

• Various teaching aids such as visual, audio, and audio-visual aids, models, charts, maps, pictures, TV, and radio stimulate curiosity in learners. 

Nature of Motivation:

• Motivation should be intrinsic, driving students to learn better voluntarily. 
• At the memory level of teaching, motivation is extrinsic, as students are compelled to learn through memorization. 

Evaluation System for Learners:

• Evaluation includes oral, written, and essay-type examinations based on predetermined objectives. 
• Both oral and written tests assess students' memorization abilities. 
• Written tests involve short-type, recall-type, recognition-type, multiple-choice, and matching-type questions. 
• Learners are encouraged to attempt the maximum number of questions. 

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Psychological Bases of Memory Level of Teaching

According to Jean Piaget, memory level is meant for starters. The learners are at the pre-operational level of cognitive development in the school. They cannot operate upon abstract concepts.

• As per their mental development, they can learn simple concepts without analyzing their true meaning and nature. Normally, they are not expected to reflect upon the learnt facts. 
• Herbartian theory of apperception suggests that the young pupil mind gets ready at this stage for perceiving themselves and the world around them. 
• The brain gets ready for a big mass of factual information. It includes concepts, elements, structures, models and theories. 
• Pavlov and Skinner advocated the conditioning theory that underlies the concept that correct response made by an individual is strengthened by reinforcement to retain the learned subject-matter longer and to facilitate ease in further learning. 
• The concept of Pavlov’s classical conditioning considers the mechanical process as applied in memory -level teaching; and thorough review or retrieval, correct learning by the student is rewarded and retained for future use. 

Test: Teaching : Nature, Objectives, Characteristics and Levels- 2

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Suggestions For Memory-Level Teaching

• Objective and Useful: Teaching materials should be unbiased and practical. 
• Finite and Progressive: Materials should be limited in scope and progress from simple to complex concepts. 
• Adequate Teaching Aids: Teaching aids should be sufficient, and content parts should be integrated and well-sequenced. 
• Systematic Presentation: Subject matter should be presented in a systematic and organized way. 
• Continuous Evaluation: There should be opportunities for ongoing evaluation to assess improvements in students' memory. 
• Practice and Exercises: Retention of material can be enhanced through practice and exercises. 
• Continuous Reinforcement: There should be opportunities for continuous reinforcement during instruction. 

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Understanding-Level of Teaching (ULT)

• Definition: Understanding level of teaching, as proposed by Morrison, goes beyond mere memorization. It emphasizes mastery of the subject through "memory plus insight." 
• Focus: This level focuses on helping students grasp generalizations, principles, facts, and their applications. It aims to develop students' intellectual behavior and cognitive abilities. 
• Cognitive Development: At this level, students' cognitive abilities are significantly enhanced. They become better at thinking critically, presenting facts logically, analyzing information, and drawing inferences. 
• Evaluation Skills: Students learn to evaluate relationships between principles and facts and assimilate information effectively. 
• Objectives: According to Bloom's Taxonomy, the objectives include understanding instructional messages through interpretation, exemplification, classification, comparison, and inference. Application objectives involve using proper procedures. The subject matter is broader and includes real-life applications of principles and generalizations. 
• Teaching Methods: Methods include lectures (with demonstrations), discussions, inductive-deductive approaches, and exemplification and explanation. Teaching aids such as models, charts, flashcards, and pictures are used to enhance understanding. 
• Classroom Climate: The classroom environment is motivational, and learners are actively engaged in the learning process. Motivation at this level is both intrinsic and extrinsic. 
• Evaluation: Evaluation includes both essay and objective-type questions. A comprehensive evaluation is needed, with planned tests to assess students' abilities to comprehend, analyze, synthesize, and discriminate. Practical knowledge should also be tested. 
• Role of Teacher: The teacher plays a crucial role in presenting learning material, generating interest, and determining the sequence of content, mode of instruction, and evaluation methods. 
• Role of Learner: Learners are more active at this level and need to work hard. They are considered secondary learners, and the framework for learning is set by the teacher. 

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Reflective Level of Teaching (RLT) 

• Highest Level of Teaching: The reflective level is considered the highest and most practical level of teaching. At this stage, society expects individuals to grasp the entire scenario and apply their knowledge effectively. It is also known as the "introspective level," which involves deep thinking and reflection. 
• Thoughtful and Useful: This level is highly thoughtful and useful, with learners taking the primary role and teachers assuming a secondary role. 
• Prerequisite Levels:. learner can achieve the reflective level only after mastering the memory and understanding levels. 
• Real-Life Problem Solving: The reflective level focuses on solving real-life problem situations. Students are confronted with actual problematic situations that require their attention. 
• Open and Independent Environment: The classroom environment at this level needs to be sufficiently open and independent, encouraging free thought and exploration. 
• Problem Identification and Solution: At this level, problems are identified, defined, and solutions are found through original thinking and capabilities. 
• Democratic Teaching: Teachers need to adopt a democratic approach, allowing students to explore knowledge without enforcement. 
• Active and Innovative Students: Students become active participants, required to be innovative and imaginative in their problem-solving approaches. 
• Evaluation: Essay-type tests are used for evaluation, along with assessing attitudes, beliefs, and involvement. 

Merits of Reflective Level Teaching:

• Learner-Centered: Teaching at this level is focused on the learners, promoting their active participation and engagement. 
• Increased Interaction: There is more interaction between the teacher and the learner, fostering a collaborative learning environment. 
• Suitability for Higher Classes: This level of teaching is appropriate for higher-class students who are capable of critical thinking and problem-solving. 

Demerits of Reflective Level Teaching:

• Mental Maturity: This level is mostly suitable for mentally mature children who can handle complex problem-solving tasks. 
• Lack of Organization: The study material at this level is neither organized nor preplanned, making it less systematic compared to other levels. 

Cognition vs. Metacognition in Reflective Practices: Cognition involves various mental processes such as memory, attention, language understanding, reasoning, learning, problem-solving, and decision-making. It is often referred to as information processing, applying knowledge, and changing preferences. Metacognition, on the other hand, is the scientific study of an individual's awareness and understanding of their own cognitive processes. It is a more advanced application of cognitive principles. While cognition is about basic mental processes, metacognition involves higher-order thinking about those processes. Both concepts are interconnected in reflective practices, where individuals assess and improve their thinking and learning strategies. 

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