M.Ed.-II SEM
Unit-02 (Part-02)
LEVELS OF TEACHING
v 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.
v It is to be observed that a teacher can present the
content at three levels, from thoughtless to thoughtful situations.
These levels are:
Memory level
Understanding
level and
Reflective
level.
ü Memory level teaching
is ‘thoughtless’; it is the initial
stage of teaching.
ü 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.
ü
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.
v 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.
v 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.
v 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
1-Memory
level of teaching:-
Introduction:-
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
v
Mcdougall: ‘Memory
implies imagining of events as experienced in the past and recognizing then to
one’s own past experience.’
v
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.’
v
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.’
v
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 sequencedimpressions
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
ü The learnt matter when brought to conscious mind is
called recall.
ü 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
ü 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.
ü Remember that recall and recognition have similar
relationship as that of brain and the body.
ü 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.
ü
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.
ü 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
. 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.
ü 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.
ü 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.
ü 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) a)-Preparation
b)-Statement of aim
2-Presentation
3-Comparison of Association
4-Generalization
5-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.
ü 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:
ü This step has been named as association
by Herbart.
ü
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.
ü 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:
ü This step tests whether the new ideas acquired
by the students can be used in the present situation or not.
ü 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.
ü This helps in making the knowledge permanent.
(C) 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.
ü 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
functionas 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.
(D) Support system:
Rote learning
has been emphasized by the evaluation systemof 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 levelof
teaching, but the stages like recalling and recognition have also been used
successfullyvia 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.
Ø The teacher should be able to accomplish the
intellectual objective.
Ø 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.
Ø The teaching point should be presented as a whole.
Ø Teaching should be stopped when the students are
tired.
Ø Only whole method should be used.
Ø A definite strengthening system should be used.
Ø Recapitulation should be done in a rhythm.
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