Stage level and models of teaching| Educational technology

 

INTRODUCTION

According to Ned A. Flanders, the author of Analyzing Teaching Behaviour, teaching is interactive in nature. When teachers and students interact, they participate in the process of teaching. In this process, students are influenced by the teacher. Students also interact among themselves. Thus, the process of teaching is where a person

interacts with every other person in a class. Teaching should not be confused with

training, instruction and indoctrination. However, all these may help in the process of teaching. Teaching is more complex, wide and comprehensive in comparison to all these terms.

Programmed instruction or programmed learning represents one of the

effective innovations in teaching-learning process. As a highly individualized and

systematic instructional strategy, it has been found quite useful for classroom

instruction as well as self-learning or auto-instruction. It is not only a technique for

effective learning, but also a successful feedback device for the modification of

teachers’ behaviour. It provides insight into the problems of teaching through improved feedback and reinforcement mechanism.

In this unit, you will learn about the entire process of teaching. A teacher can present content at three basic levels which are memory level, understanding level and reflective level. All these levels will be studied in detail so that you could

comprehend the process of teaching better. You will also learn about programmed instruction and its various types, namely the linear programming, branching

programming and mathetics programming. The significance and characteristics of each type will be dealt with in detail in this unit.

5.1 UNIT OBJECTIVES

After going through this unit, you will be able to:

 Discuss the concept of teaching and differentiate it from instruction, training and indoctrination

 Explain the memory level of teaching

 Assess the process of understanding level of teaching

 Analyse the process of reflective level of teaching

 Evaluate the process of programme instruction

 Discuss the types of programmed instruction

5.2 TEACHING VS. TRAINING/INSTRUCTION/
INDOCTRINATION

Following are some of the definitions of teaching by experts in the field.

According to American philosopher of science and of education Israel Scheffler,

‘Teaching may be characterized as an activity aimed at the achievement of learning

and practiced in such a manner as to respect the student’s intellectual integrity and capacity for independent judgement.’

B. O. Smith (1960) defines teaching as: ‘A system of actions intended to induce learning.’

In Scheffler’s definition, the activities focused on learning have been termed

as ‘teaching’ whether these activities produce learning or not. In Smith’s definition,

propagandizing and indoctrination of these principles are included which produce

learning. Hence, Smith’s definition is more comprehensive than Scheffler’s even

though both the definitions are learning-oriented.

Thomas F. Green (1971) has given a very comprehensive definition of teaching,

i.e, ‘Teaching is the task of teacher which is performed for the development of a child.’

According to Clark (1970), ‘Teaching refers to activities that are designed

and performed to produce change in student behaviour.’

Teaching is not a single activity. It can be interpreted in its molecular form. It

can be viewed as a family of activities. In this family of activities, every activity becomes important.

Teaching/Conditioning and Training

Usually, the meaning of teaching is expressed in the form of habit formation while

training is interpreted as shaping habits. Both these concepts are closely related.

However, teaching and training are not alike. Training is a part of teaching. The

more the intelligence exhibited in the training programme, more it would be closer to

the teaching-process and would resemble teaching. Actually training resembles more

with conditioning than teaching. In short, the main difference between training/

conditioning and teaching is reflected by the quantity of intelligence used. In the

process of training and conditioning, the acquisition of new turn to the human behaviour

and the acquisition of various skills are helped. Hence, training and conditioning can

produce skilled workers. Students cannot be promoted to the next higher level of education as a result of training.

5.2.2 Teaching and Instructions

Instruction is also one of the activities related to teaching. Sometimes we term instruction as teaching. But instruction and teaching are not the same. There are

many examples which convey us that instruction and teaching are different though

they are related to each other. A perfect example is—when an activity to teach a dog to stand on its feet or to sit down or to bring some object starts, it would be

wrong to term it as ‘providing instruction’ or ‘providing guidance’. Whenever we happen to provide instruction or guidance, it means we are performing the task of

teaching. But when we teach, it is not necessary that instruction too is included in that teaching.

Under instruction or guidance, causes are explained, evidences are supplied.

In short, instruction or guidance is concerned with understanding. In training, more

attention is paid towards habit formation and behaviour development, and less towards

the acquisition of knowledge. Hence, the instruction activity is only a small part of

the comprehensive concept of teaching. Instructions cannot reach to the high level

of teaching. Teaching includes the presence of a teacher, participation of the students

and their activeness, while these are not essential in instruction. Instruction is possible

through radio, tape-recorder, and television. In the teaching process, such type of

material related to the instruction can be used. Hence, all the activities related to the

instruction can be included in the teaching process, but the inclusion of entire or total teaching is not possible in the instruction.

5.2.3 Teaching and Indoctrination

Indoctrination is the highest level of teaching. At this level more intelligence is expected. All the great men, politicians, leaders influence other people with the

support of their ideology, thoughts, assumptions and beliefs. A teacher can include

indoctrination in his teaching. It means it can be made a part of the teaching by

including indoctrination in the teaching but it is not enough.

On the other hand, it should also be made clear that teaching can also occur

without indoctrination. But without the process of teaching (teaching means, teaching objectives) indoctrination is not possible.

In short we can say that conditioning, training, instruction and indoctrination are part of the entire teaching process and they depict the various levels of teaching process.

LEVELS OF TEACHING

Teaching is a purposeful process which has a close relationship with learning.

Therefore, in the modern age, teaching and learning, both, are accepted as one

concept. We should remember that each content has its own nature and various

teaching objectives. It is to be observed that a teacher can present the content at

three levels, from thoughtless to thoughtful situations. These levels are: (i) Memory

level (ii) Understanding level and (iii) Reflective level.

Memory level teaching is ‘thoughtless’; it is the initial stage of teaching.

Understanding level of teaching is the next higher level of memory level teaching.

This level includes both memory and insight of the learner. In other words, for

understanding the level of teaching, memory level teaching is the pre-requisite. The

third and the last level of teaching is reflective level. This level includes both memory

and understanding levels of teaching. In other words, for reflective level of teaching,

the occurrence of teaching both at memory and understanding levels is essential. In

this way, the process of teaching starts from memory level which advances to

reflective level after passing through understanding level of teaching. Remember

that if the reality of the subject along with its knowledge is to be provided, the

content must be taught at all the three levels. It depends on the teacher’s competency

that to what extent he succeeds in reaching the reflective level starting from the

memory level on the basis of his efficiency and experiences. It is a common

observation that the normal teaching corresponds to the memory level teaching.

Such learned and efficient teachers who succeed in upgrading their teaching from memory level to reflective level teaching are needed. Let us learn more about the

following three levels of teaching:

 Memory level of teaching

 Understanding level of teaching

 Reflective level of teaching

5.3.1 Memory Level of Teaching

Memory is a mental process which occurs essentially in some quantity in every living being. When a person sees an object, a thing or a place, then the engrams of the object, the thing or the place are formed in his mind. To memorize these engrams or pre-learnt things is called memory. In other words, when we see any object, then

the experiences of the object go on accumulating in our unconscious mind. When we recall these accumulated past experiences and we recognize them by bringing them into our conscious mind, then that is called memory.

Definitions of Memory

Mcdougall: ‘Memory implies imagining of events as experienced in the past and

recognizing then to one’s own past experience.’

J.S. Ross: ‘A memory is a new experience determined by the dispositions laid

down by a previous experience, the relation between the two being clearly apprehended.’

Stout: ‘Memory is the ideal revival in which the objects or past experience reinstate

as far as possible in the order and manner of the original occurrence.’

Woodworth: ‘Memory is the direct use of what is learned.’

Phases of Memory The following are the phases of memory:

 Learning

 Retention

 Recall

 Recognition

(i) Learning

Memory depends upon the engrams of experiences. Hence, the first phase of memory

is the learning of some facts. The task of learning is done by the conscious mind. In

this phase, the life-experiences get engrammed in the brain in the form of mental

impressions and these can be made conscious as and when needed. Hence, the

pupils should not try to force the contents while learning something, some subject or

a place. They should acquire direct knowledge. Repeat it again and again. They

should search for the meaning of that idea. Memorize that knowledge by linking it with other objects or subjects.

(ii) Retention

The process of making the contents permanent in the mind is called retention.

Remember that the retention power occurs differently in different individuals. A person’s memory is said to be good if he can retain a matter or an experience in his

mind for a longer duration. The pupils and adolescents have more retention power

as compared to the adults. It is for this reason that they memorize rapidly. According

to psychologists, the retention power reaches its peak at the age of 25 years and after this it starts reducing. Remember that the retention power depends mainly

upon four conditions, which are: (i) brain (ii) health (iii) interest and (iv) thinking.

Every experience leaves an impression in the brain. Our brain not only protects these impressions, but also arranges them in a sequence. These sequenced impressions influence the person at every step of his life. Retention power is also

closely related to the structure of the brain. Due to the differences in the structure

of the brain of every person, variations in the retention power occur. As a result,

some people can make impressions stabilized in their brains for a longer duration,

while some can for a comparatively shorter duration.

Physical health is also deeply related to the retention power. Our nervous tissues

function very conveniently when a person is in good health. Therefore, we learn very

easily and quickly. This is one of the reasons that in the morning, when we feel fresh

and energized, we learn things very fast. Contrary to this, when we are fatigued or

stressed or in an unhealthy condition, we cannot remember or memorize something

easily even if we try hard. The reason is that our nervous tissues do not work properly

when we are in unhealthy conditions. Thus, our retention power lowers down.

Retention power is also related to ‘interest’ and ‘thinking’. We remember

rapidly when we have interest in something. As we are interested in that particular

matter, we think about it again and again. Then, we develop a relationship with it.

Thus, we learn or memorize rapidly.

(iii) Recall

The learnt matter when brought to conscious mind is called recall. Recalling of past

experiences is responsible for a person’s good or bad memory. If he fails to recall an

experience or a matter when needed then all his learning goes in vain. Remember

that those things which are not retained by proper methods, one faces difficulties

while recalling them. When a person fails to recall the retained material, that enhances

the chances of forgetting. Psychologists have emphasized on certain laws in order

to bring learnt material at the conscious level. These laws are Law of Contiguity,

Law of Similarity, Law of Contrast, Law of Continuity of Interest, Law of Primacy,

Law of Recency, Law of Frequency and Law of Vividness.

(iv) Recognition

If we see an object or a person and can remember that we have seen the person or

the object, it is termed as recognition. Remember that recall and recognition have

similar relationship as that of brain and the body. Recalling becomes difficult when

the association among objects does not occur and consequently we are unable to

remember them. Contrary to this, we recognize them quickly when our association

among those objects and persons becomes strong. It is our experience that we recognize people very conveniently which we meet daily and the objects which we see in our daily life. Such recognition is called definite recognition. When we recognize an object or a person partially and we are unable to tell definitely about the person,

then such type of recognition is termed as partial or indefinite recognition.

Classification of Memory

People differ in the ability to memorize. Some people do not forget what they read

after a single reading. Contrary to this, some people forget frequently even after

reading something repeatedly. On the basis of their different abilities, memory can be classified as follows. In other words, memory is of the following types:

Immediate memory: Immediate memory is that memory when a person

recalls immediately after learning something. This type of memory has the

following two characteristics: (a) It is temporary. It is possible that the learnt

material may not retain for a longer period. (b) Its development occurs along

with age. During the period of infancy, the development of the pupil is slow

and somewhat faster during childhood. During adolescence, this rate of development acquires its maximum limits.

 Permanent memory: When a person is able to remember a learnt material

for a long time, it is known as permanent memory. People, objects or places

with which our association is strong are remembered for a longer duration.

 Personal memory: While recalling past experiences, we remember our

personal past experiences. This memory is called personal memory. During

the period of acquiring education, every pupil gains different experiences

regarding his school, teachers and class-mates. In future, when we recall everything out of those experiences, we also recall some related personal experiences.

 Impersonal memory: The recalling of the material learnt from the books

and companions is called impersonal memory. There is no place of personal experiences in such type of memories.

 Active memory: The recalling of past experiences needs some efforts, for example the candidates sitting in examination hall have to make efforts to

recall the answers to the questions again and again.

 Passive memory: In passive memory, we recall the past experiences without any effort.

 Mechanical memory: Mechanical memory is also known as physical memory. When our body becomes habitual of doing any task repeatedly, then

our body need not recall that task again and again. For example, a swimmer swims without any major recalling.

 Rote memory: Rote memory is the kind of memory in which the facts are crammed without any understanding. Such type of memory is very sharp

during childhood. However, this kind of memory is not considered as a very good memory.

 Logical memory: To learn something by using intellect and its recalling when needed is called logical memory. This memory has been termed as true memory.

Characteristics of Good Memory

The following are the characteristics of good memory:

 Rapidity in learning: The first characteristic of good memory is its rapidity and simplicity in learning. Hence, the memory of a person can be called good

if the person learns rapidly. Contrary to this, if a person learns slowly, his memory cannot be called good.

 Stability of retention: Another characteristic of good memory is retention

of learnt material for a longer duration. The pupils are said to have a good

memory if they retain what they have learnt for a longer time. Its reverse i.e.

the pupils who cannot retain for a longer time are said to have bad memory.

 Rapidity in recalling: In addition to rapid learning and stability of retention,

the third characteristic of good memory is rapidity in recalling. Those pupils are said to have good memory who can bring anything to their conscious level very rapidly. Only those pupils are said to have good memory who can recall

anything according to the needs and at proper time.

 Serviceableness: The fourth characteristic of good memory is its score ability at some occasion. There are some pupils who possess much but when

needed, they remember only irrelevant material. Contrary to this, there are

pupils who can recall the appropriate material or they can identify experiences

and talents according to their needs.

 Forgetting irrelevant things: A good memory requires forgetting of irrelevant things. Recalling of irrelevant things at the time of examination

does not benefit the pupils. Similarly, recalling the painful events of life does not prove to be beneficial in any way.

Memory Level of Teaching

Light has been shed on the meaning of memory, its various stages, types and

characteristics in the above description. Now it is time to classify and understand

what memory level of teaching is. Remember that the memory level teaching is

thoughtless. In this level of teaching, emphasis is laid on the presentation of facts

and information. In other words, only rote learning of contents is emphasized by the

activities of memory level teaching. It is a matter of observation that rote learning of

facts of the contents has no relation with intelligence. The reason is that mentally

handicapped children can also force. Yes, it is something else that if the content is

purposeful, then it can be rote learned very conveniently and also can be retained

for a longer duration. Hence, memory level teaching lacks insight. Almost all the

pupils force the contents unwillingly. They succeed in the school examination on the

basis of scores secured by rote learning but they seem to fail in the examination of life.

In short, memory level is the level of rote learning. In the teaching of this

level, the facts and the information of the cognitive level are forcibly supplied to the

brains of the pupils externally. Pupils recall and recognize this forcibly-retained knowledge when needed.

In reality, there is a definite pattern of memory level teaching. In this type of teaching, the teacher is like a dictator who suppresses the independence, interests,

attitudes and competencies of the pupils and tries to impose the facts and information

upon the pupils. Hence, in this level of teaching, the teacher remains active but the pupils go on learning by heart in strict discipline the facts and information as a passive listener. In short, no interaction occurs mechanically.

In the memory level teaching, signal learning, chain learning and stimulus-response learning are emphasized. In the end, both essay type and objective type examinations are used to evaluate the learnt contents. The above description shows

that the memory level teaching is teacher centred. Pupils have secondary place in

this level of teaching. As a result, the teacher goes on imposing facts and information

externally by keeping them in the strict discipline in order to develop the pupils

mentally, neglecting their interests, attitudes, abilities and needs. This makes the

pupils ‘crammers’ but they can never become intelligent and learned people. The

reason is that there is no interaction between the pupils and the teacher in the

memory level teaching. In short, the teaching of this level is restricted to the cognitive

level which is like a burden upon pupils. The teaching of this level has the maximum level of motivation.

The evaluation of the acquired knowledge is done by traditional methods. In

spite of many drawbacks, the memory level of teaching has some importance. The

reason is that teaching at understanding and reflective levels can be successful only

when the teaching at memory level occurs. In other words, understanding and

reflective level teaching cannot take place unless and until memory level teaching

has not been managed. In this way, we can say, in the understanding and reflective

level teachings, memory level teaching is included and it acts as a supplement.

If we observe carefully, while teaching subjects, like Sanskrit, Grammar and

History, memory level teaching is successful and impressive. The teacher has no

other alternative. Still, the present educationists are trying to avoid emphasis on rote

learing, but the pupil should be introduced with the basic concepts of the contents.

Therefore, new mathematics has been developed in this modern age in which knowing

the concepts is more emphasized instead of rote learning. But the desirable results have not been achieved in this regard.

Model of Memory Level of Teaching

Johann Friedrich Herbart is the exponent of memory level teaching. He has described

the following steps while presenting the model of memory level teaching:

Levels of Teaching

 Focus

 Syntax

 Social system

 Support system

(a) Focus: As propounded by Herbart, the emphasis is on rote learning in the

memory level teaching of evidences and progress of the following abilities:

 Remembering the learnt facts

 Training of mental aspects

 Recalling and re-presenting the learnt facts

 Providing knowledge of facts

(b) Syntax: The division of the memory level-teaching has been done by Herbart into five steps which is known as Herbart’s Five Formal Steps. It is through these steps that the teacher can generate and produce learning situations for the memory level-teaching. Herbart’s Steps are arranged as under:

 (i) Preparation

(ii) Statement of aim

 Presentation

 Comparison of Association

 Generalization

 Application

(i) (a) Preparation: The very first stage of teaching is preparation. The teacher should ask the students questions related to the knowledge

gained in the previous class so that the students acquire a sense of curiosity to learn new things in new ways. We can also say that the students are well prepared to acquire the new knowledge by being tested on the knowledge attained previously.

(b) Statement of aim: The first step continues and this step happens

to be a part of the first step. In this step, the topic to be taught to the students becomes clear to the students and the teacher performs

the duty of writing those topics on the blackboard for a quick recapitulation for the students.

(ii) Presentation: This step helps the students to develop a capacity for self-learning by encouraging them to use their mental capacities. The topic and the lesson is to be enhanced by the students themselves.

The teacher is responsible to give as much as freedom to the students

to be able to present the lesson by the students themselves which

would help in building a link between the previous learnt lessons and the new lessons to be learnt.

(iii) Comparison and Association: This step has been named as association by Herbart. In this step, a collective link is developed among facts, events and experiments by drawing comparisons which

would help the students in understanding the lessons and topic in a

better way. Hence, it is the teacher’s responsibility to draw a link

between two different subjects, facts and events and also of the same

subject. The teacher should also draw comparisons between them so

that the students are able to understand the lessons well.

(iv) Generalization: This step has been named by Herbart as a system.

In this step, the students are given the opportunity to ponder on the lessons learnt so that they are able communicate some laws and principles that can be used in the future.

(v) Application: This is the last stage of the process of teaching. This step tests whether the new ideas acquired by the students can be used

in the present situation or not. This can be carried out by asking queries

regarding the lessons learnt to the students or by providing fresh forums

where the student can apply the acquired knowledge. This helps in making the knowledge permanent.

a) Social system: Teaching can be said to be two-fold—social as

well as professional. The adherents of this social system are: (i)

the student and (ii) the teacher. In this level, the teacher is said to

be authoritative and dictating. He dictates the way the students

behave in the class by being active. The consequence of this step

is a class of passive students who function as unresponsive listeners.

Therefore, the role of the teacher is to: (i) offer the contents to the

students, (ii) guiding and regulating the student’s activities and (iii)

motivating the students. In short, in the memory-level teaching,

the teacher occupies the primary place and the pupils have

secondary place. All the tasks are accomplished by the teacher

and the students follow those directions considering them to be

ideal.

(b) Support system: Rote learning has been emphasized by the evaluation system of memory-level teaching. Because of this, while

assessing the teaching at this level, both—oral and written

examinations—are used. Essay-type questions in examinations

are more helpful at this level of teaching, but the stages like recalling

and recognition have also been used successfully via the objective type examination.

Suggestions for Memory Level  of Teaching

Memory level teaching proves to be beneficial as it provides the basic foundation

for understanding level and reflective level teaching. The two levels cannot be

successful without the memory level teaching. The memory level-teaching can be made effective by the following suggestions.

 The teacher should be able to accomplish the intellectual objective.

 The teacher should make it a point that the content that is to be presented to

the students should be accurate and purposeful and should be in a sequence.

 The teaching point should be presented as a whole.

 Teaching should be stopped when the students are tired.

 Only whole method should be used.

 A definite strengthening system should be used. 

 Recapitulation should be done in a rhythm.

5.3.2 Understanding Level of Teaching

Memory level teaching is a pre-requisition for understanding level-teaching. It is a figment of imagination to have results without this level. In this level, the teacher

instructs the students in such a manner that the students are able to understand it in a proper way. In short, we can say that in the understanding level-teaching, the

teacher gives full freedom to the students to avail their intellectual capabilities. This step helps the students to develop the significant skills for detail, insight and solving intricate problems. Through this way, both the teacher and student helps in the development of the lesson.

Model of Understanding Level of Teachings

The model of understanding level-teaching was developed by Henry C. Morrison.

Therefore, this model is named as Morrison’s Teaching Model. The model is arranged in the following manner by Morrison:

 Focus

 Syntax

 Social system

 Support system

(i) Focus: The focal point or the aim of this level-teaching according to Morrison

is to understand the concept completely by the student. This focal point is

emphasized by the teacher so that there is a desirable change in the behaviour

of the students.

(ii) Syntax: This stage of the understanding level has been further classified by

Morrison and a teacher can achieve the teaching-learning situation by ensuing them. There are classified as:

 Exploration

 Presentation

 Assimilation

 Organization

 Recitation

(a) Exploration: The following tasks have been given by Morrison under this step:

 Testing the student’s previous acquired knowledge by questioning them

 Assessing the content to be delivered to the students by arranging

the content in a logical sequence from the psychological point of view

 Deciding as to how the content is to be delivered and presented to the students.

(b) Presentation: The teacher is more active in this stage. The teacher

has to carry out the following tasks for delivering the idea to the students:

 The teacher is responsible to deliver the contents in small components. He should also try to maintain the order of these divisions by building a relationship with the students.

 The teacher should make sure whether the contents delivered by him has been understood by the students or not. If the students are not able to understand, then he should make sure that here peats the contents till they understand it.

 The teacher should recapitulate the ideas so that the students are clear about the ideas.

(c) Assimilation: Once the content has been provided, the teacher makes

sure if the students have acquired the new lessons, and if they have acquired it then the teacher gives them the opportunity to assimilate.

Assimilation consists of the following features:

 The students are given the opportunity for generalization through

assimilation so that they are able to understand the concept completely.

 Assimilation is provided to the students to emphasize the significance of the content.

 During assimilation, each and every student is given the opportunity

to learn the content according to his own requirement. Therefore,

the teacher should give as many opportunities to the students to perform individual tasks.

 In this process, the students are encouraged to work in laboratories

and libraries and are also given assignments to be completed as

homework.

 In this stage, the teachers supervise the students and both students

and teachers remain active in this stage. The teacher’s guide the

students while performing individual tasks.

 In the assimilation stage, the teacher makes sure if the students

have completely understood the content delivered by him and if

this does not happen, then he gives the opportunities for re-assimilation.

(d) Organization: According to the nature of the model, after completing

the test of mastery of the content, the students now arrive at the

organization or recitation period. In this stage, the students are given

the opportunity to present. The students are to write the acquired ideas

in their own language, through which the teacher can make out if the

students have understood the content and if they can write on their own

without the help of the teacher. The re-presentation in the subjects like

mathematics, grammar and arithmetic has no importance. Therefore,

after this they enter the stage of recitation rather to the organization.

(e) Recitation xx: This being the last stage of the understanding level-teaching,

the students provide or recite the ideas acquired by the student in front of the entire class and the teacher.

(iii) Social system: The various stages of the social system continue altering in the understanding level of teaching. While presentation, the teacher acts as a dictator as in the memory level by controlling the behaviour of the students,

as well as provides motivation to the students. In the stage of assimilation,

both—the teacher and the students—are active. The teacher only provides some essential directions and the students work on their own with full dedication. Therefore, in this level, both intrinsic as well as extrinsic motivation is provided to the students.

(iv) Support system: Similar to the social system, here too the system does

not remain stagnant but continue changing. The students are required to

perform well in the examination of presentation, only then they are able to

carry out experiments in assimilation. Moreover, the students are also required

to perform well in the assimilation test to be able to enter the stages of

organization and recitation. A written test is carried out at the end of the

organization stage, after which the recitation stage is carried out through an

oral test. Therefore, both—written and oral test—are carried out in the

various stages of the understanding level-teaching.

Limitations of Understanding Level Model

The limitations of understanding-level model, as given by Morrison, are as follows:

 Since it places more emphasis on the content of the learning material, the human behaviour gets ignored.

 The model is unable to help in evolving emotional and psychomotor facets.

Suggestions for Understanding Level of Teaching

The understanding level-teaching can be made more effective by following the

suggestions provided by Morrison. These suggestions are:

 The students should be allowed to enter this level only if they are able to clear

the tests of the memory level-teaching.

 Each and every stage of this level should be carried out in its proper order.

 The students should be promoted to the next stage of this level only if they

have qualified in the previous stage. For example, they should be promoted to

the assimilation stage only if they have qualified the presentation stage.

 The teacher’s role is to motivate the students emotionally as well as

academically. He should be able to raise the level of aspiration of the students.

 The teacher should help the students in solving the problems related to understanding level-teaching.

Reflective Level of Teaching

Reflective level of teaching includes both the understanding and memory-level

teaching. Reflective level of teaching does not succeed if the teaching of memory

and understanding levels have not taken place earlier. Hence, the management of

teaching at the memory and understanding levels should have taken place before

the reflective level-teaching starts. The reflective level-teaching is also termed as

the ‘problem-centred’ teaching. In this level, the classroom is an open space where

its environment is open adequately. Here, the teacher creates such a problematic

situation in the class that the students under mental tension begin solving their problems

by articulating and testing their hypothesis which is a resultant of their own motivation.

At the end, a time comes when the problem is solved by the students. In other

words, the reflective level-teaching helps in the development of creative skills and

abilities by helping the students in developing their intellectual capacities.

Human life is a struggle and hence the students have to achieve the best for

which they need to perform the best. There are times when the student achieves his

aim without any obstacles in his way, in a natural way but there are times when they

have to face several obstacles to achieve their aims and aspirations. Viewing this in

mind, the teachings provided by the reflective level-teaching are very essential for

the students as it helps in the development of the reflective power. When this reflective

power enhances with the passage of time, the students will be able to tackle their

own problems of life by reasoning out their problems which will help them in leading

a happy and successful life. In short, the pupil learns to develop his original attitude

as a result of his deep and serious study in order to solve his problem. This enables

him to solve his future life problems successfully through reasoning, logic and

imagination. M. L. Bigge has rightly pointed out that, ‘Reflective level of teaching

tends to develop the class-room atmosphere which is more alive and exciting, more

critical and penetrating and more open to fresh and original thinking.’ Also, the type

of enquiry carried out by the reflective level tend to be more demanding and producing

than the memory and understanding level.

Model of Reflective Level of Teaching

Tristram Hunt is credited for the development of the reflective level of teaching.

Hence, this model is also termed as Hunt’s Model of Teaching. This model has been classified by Hunt as:

 Focus

 Syntax

 Social system

 Support system

(i) Focus: This level of teaching has the following three objectives:

 To enhance the problem-solving capabilities of the students

 To help in the development of critical and productive thinking among the students  To help in the development of novel, independent and original thinking

capability among the students

(ii) Syntax: The syntax of the reflective level-teaching has been designed as:

 A problematic situation is created by the teacher before the students.

 In the second stage, the students articulate the hypothesis for testing. It

may happen that more than one hypothesis is provided by the students for the solution of a problem.

 Then the students collect data to verify the hypothesis. This collected

data would help in deciding whether the hypothesis is helpful in providing a solution to the problem or not.

 In the last step, the testing of the hypothesis is done. The results are then

declared with regard to these tests which are actually the original ideas of

the students.

(iii) Social system: In this level of teaching, the student acquires the primary

place and the teacher acquires the secondary position in the classroom. In

this level, the teacher is required to perform the following functions:

 To present a problematic situation before the pupil

 To enhance the quality of the teaching-learning process by encouraging

discussion and seminars among the students in the classroom

 To motivate the students and guide them

Since the students become sensitive for solving the problems, both—

self-motivation and social motivation—have equal significance.

(iv) Support system: In this level of teaching, objective-type questions in the

examination does not help. Students can be evaluated properly only by

assessing their abilities through essay-type questions in the examination. While evaluating reflective method:

 The outlook and views of the students should be evaluated

 Their participation in the class activity should be evaluated

 The development of the creative and critical capabilities should also be evaluated

Characteristics of Reflective Level of Teaching

The characteristics of the reflective level of teaching as provided by Hunt are as follows:

 Similar to the memory and understanding level of teaching, this level too does not follow any definite programme.

 In the reflective level of teaching, only group-discussion method is considered to be effective.

 This level of teaching cannot be limited only to the curriculum, contents and text books.

Suggestions for  Reflective Level  of Teaching

To make the reflective level-teaching effective, certain suggestions were provided by Hunt. They are:

 The students should be allowed to enter this level only if they are able to clear

the tests of the memory and understanding levels of teaching.

 It is essential that the teacher follows all the four steps of the reflective type-learning.

 The teacher should motivate the students as much as possible and also raise

the level of aspiration so as to make this level a success.

 There are ways by which the weaknesses of the teacher can be eliminated,

like the emphasis on the cognitive field of psychology.

 Teachers should develop a problematic situation before the students so thatt hey develop the skill of original and creative thought.

 The environment of the classroom should be free so that the students are able to participate actively in the discussion so as to solve the problems.

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