Understanding Level of Teaching (M.Ed.-II SE)
M.Ed.-II SEM
CC-08
UNIT-2
Understanding Level of Teac
It comes in between the memory level and reflective level. This stage teaching involves a moderate level thoughtful behaviour. It is a pre-requisite for the reflective level teaching-learning which requires the use of higher mental processes.
* The term “understanding” literally means to comprehend, to grasp, and to have knowledge of, to learn, to interpret and to infer etc. in order words, understanding implies to know the meanings of things and concepts, to grasp an idea, to interpret some relationship, to comprehend the facts and to infer one thing from some other.
* At understanding level of teaching and learning the learners are required to comprehend factual information, to know the meanings of difficult concepts, and their relationships and to apply facts, concepts and principles.
* This level of teaching-learning is largely supported by the Herbartian theory of apperception, which states that this level of teaching seeks the leaner to acquaint himself with the relationship between facts and principles. Here, the mental development of the learner is at higher level than that of memory level.
* His cognitive abilities are well developed now: he can analyses and synthesize, make comparisons and generalizations, draw inferences, and can be said that the development of cognitive abilities of the learner at this stage of teaching is at ‘operational stage’ as stated by Jean Piaget.
Morris, L.Bigge, in his book, ‘Learning theory for Teachers’,
defines that understanding level teaching, “seeks
to acquaint students with the relationships between generalizations and
particulars, between principles and solitary facts, and which show- the use to
which the principles may be applied.”
This
definition shows that learners at this stage need to comprehend a larger number
of concepts, elements, facts, and principles; to know the relationship between
facts and principles to make generalizations and to draw inference there from.
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 solvingintricate 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:
v Exploration
v Presentation
v Assimilation
v Organization
v 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:
ü 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.
ü 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 he repeats the
contents till they understand it.
ü 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:
Ø The students are given the opportunity for
generalization through assimilation so that they are able to understand the
concept completely.
Ø Assimilation is provided to the students to
emphasize the significance of the content.
Ø During assimilation, each and everystudent 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.
Ø In this process, the students are encouraged to work
in laboratories and libraries and are also given assignments to be completed as
homework.
Ø 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.
Ø 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: 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
fulldedication. 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
carryout 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.
Merits of
/understanding Level of Teaching
1. Effective Learning: - The understating
level teaching results in effective learning because of the democratic
environment, useful tools and devices employed and learner’s participation in
the whole teaching-learning process.
2. Development
of Different Cognitive Abilities:- The students at this level develop
the ability to comprehend. To infer, to interrelate, to analyze and synthesize
and to generalize and draw conclusive principles etc. and to apply them in
practical life situations.
3. Sets
stage for Entering Reflective Level of Teaching: - The ability
developed and achieved at this level teaching becomes the basic for entering
next level of teaching with strong footing. The principles, rules and
generalizations drawn at this level prove quite useful in the reflective level
teaching-learning.
4. Performance
and Output: - The contents of instructional material, methods and
techniques of delivering information, learner’s role and relationship with the
teacher in teaching-learning process, methods and devices used for
evaluation-all provide opportunity for the learner to benefit maximally from
instruction and show appreciably good performance and output to meet the
objectives of teaching and learning.
5. Effective
Classroom Interaction: - At the understanding level of
teaching-learning the students participate actively in the classroom
interaction. Their active involvement helps them to sustain the learned
concepts in their mind with clear understanding.
Demerits
of Understanding Level of Teaching
The
following are the limitations of understanding level teaching: -
1.
Ignoring Higher Cognitive Abilities: -Understanding level of teaching-learning
ignores the development of higher order cognitive abilities like creativity,
innovative and problem-solving abilities.
2. Less
Emphasis on Intrinsic Motivation: - At this level, intrinsic motivation is
lacking. Motivation is largely extrinsic and consequently the learner’s ego
involvement in learning process is not up to the mark.
3. No
Individualized Learning: - The subject-matter at this level is presented to the
whole class in an organized manner. No emphasis has been given to
individualized learning or self-learning. As a result of this, the students
fail to move at their own pace.
4.
Teacher Centred: -It is more or less the teacher-centred approach. The students
do not get full freedom and autonomy in the teaching learning process. Excess
interference of the teacher makes the students passive or inactive in the
learning.
Thus the teacher may present
teaching-learning contents in a systematic sequence; his presentation of
material should be livelier for catching hold the attention and interest of the
learners. This needs the use of appropriate devices of educational technology.
Students should be given opportunity
not only to master the contents but also to assimilate and interject the
learned material. Morrison views that this motive can be achieved through
planned learning, which needs to be flexible allowing learners to advance or
progress at the pace advantageous to them.
Objectives of teaching and learning
should be very clear; proper arrangements for practicising with the contents
should be provided so that learners may take learning as a pleasurable
activity, and feel themselves involved in it.
Suggestions
for Understanding Level of Teaching
The
following are some important suggestions to make the understanding level of
teaching effective: -
1. Effective Classroom Interaction: - The students should
be involved actively in the interactional process by discussing the concept,
asking questions and giving answers during the course of instruction.
2. Organized Subject-matter: - The subject-matter
should be organized in a systematic way, so that the students do not face any
difficulty in understanding the concept.
3. Meaningfulness of the Subject-matter: - The
subject-matter to be taught should be relevant and meaningful to the students.
It becomes easier for the students to comprehend the concept, if it is
meaningful for them.
4. Effective Method of Teaching: - The teacher should
be careful enough to use appropriate method of teaching. He must be acquainted
with different methods of teaching and select the best one which can be helpful
for enhancing the higher cognitive abilities of the students.
5. Use of Teaching Aids: - AS teaching aids have a
significant role in the process to teaching and learning, adequate aids should
be used at appropriate time to develop curiosity and foster mental abilities of
the students.
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