The document discusses the three phases of teaching: pre-active, active, and post-active. In the pre-active phase, the teacher plans lessons including objectives, strategies, and use of teaching aids. During the active phase, the teacher provides learning experiences to students through various modes of instruction. In the post-active phase, the teacher evaluates student learning through tests or other assessments and reflects on the lesson to improve future instruction. The document also discusses three levels of the teaching-learning process: memory, understanding, and reflective, with reflective being the highest level.

3. Teaching consists of three variables , which operate in the
phases of teaching and determines the nature and format of
learning conditions or situations.

4. These are classified as under:
1. Teacher as an independent variable : Students are
dependent on him in the teaching process. The teacher
does the planning, organizing, leading and controlling of
teaching for bringing about behavioural changes in the
students. He is free to perform various activities for
providing learning experiences to students.
2. Students as dependent variable : The student is required
to act according to the planning and organization of the
teacher. Teaching activities of the teacher influence the
learning of the students.
3. Content and methodology of presentation as intervening
variables : The intervening variables lead to interaction
between the teachers and the students. The content
determines the mode of presentation-telling, showing and
doing etc.

5. Teaching is a complex task. For performing this task, a
systematic planning is needed.
Teaching is to be considered in terms of various steps and the
different steps constituting the process are called the phases
of teaching.
The Teaching can be divided into three phases:

6. In the pre-active phase of teaching, the planning of
teaching is carried over. This phase includes all those
activities which a teacher performs before class-room
teaching or before entering the class- room.
Pre-teaching consists essentially of the planning of a
lesson.
Planning includes identifying the objectives to
be achieved in
terms of students learning, the strategies and
methods to be adopted, use of teaching
aids and so on.

7. The second phase includes the execution of the
plan, where learning experiences are provided to students
through suitable modes.
As instruction is the complex process by which learners are
provided with a deliberately designed environment to
interact with, keeping in focus pre-specified objective of
bringing about specific desirable changes. Whether
instruction goes in a classroom, laboratory, outdoors
or library, this environment is specifically designed
by a teacher so that students interact with certain specific
environmental stimuli, like natural components
(outdoor), information from books, certain equipment
(laboratory) etc.

8. Post-teaching phase, , is the one that involves teacher’s
activities such as analysing evaluation results to
determine students’ learning, especially their problems
in understanding specific areas, to reflect on the
teaching by self, and to decide on the necessary changes
to be brought in the system in the next instructional
period.
The Post-active Phase this phase concerns with the
evaluation activities. This can be done in number of
ways including tests or quizzes or by observing
student’s reaction of questions, comments ,structures
and in structured situations.

9. Learning is everywhere. We can learn
mental skills, develop our attitudes and
acquire new physical skills as we
perform the activities of our daily
lives. These domains of learning can be
categorized as:

10. Cognitive
Domain
Psychomotor
Domain
Affective
Domain

11. The cognitive domain involves the development of
our mental skills and the acquisition of knowledge.
There are six categories under this domain and they
are:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

12. The affective domain involves our feelings,
emotions and attitudes. This domain is
categorized into 5 sub domains, which are:
1. Receiving Phenomena
2. Responding to Phenomena
3. Valuing
4. Organization
5. Characterization

13. The Psychomotor domain is comprised of
utilizing motor skills and coordinating them. The
7 categories under this include:
1. Perception
2. Set (Readiness to Act)
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaptation
7. Origination

14. In a formal classroom the task of teaching
is carried out by the teacher along with his
pupils at various level ranging from least
thoughtful to the most thoughtful behavior
or mode of action. According to the various
psychologists and educationists the process
of teaching- learning is basically done at 3
levels and they are:

15. Reflective Level
(Most Thoughtful)
Understanding Level
(Thoughtful)
Memory Level
(Least Thoughtful)

16. Represents the involvement of the least
thoughtful behavior.
Memory plays a key role.
The teacher presents factual information before
the learner.
The learner tries to mug up these facts with the
least involvement of his thinking and reasoning
power without any care of the understanding of
their meaning and application.

17. The teaching act performed at the memory level is
confined to achieve the knowledge objective in the
following ways:
1. Acquisition of presented facts through rote
learning
2. Retention and reproduction (through recall or
recognition) of the acquired factual information
as and when needed.

18. Teacher plays as very dominant and authoritarian role in
the memory level of teaching. It is he who decides about the
methodology for the presentation of the subject material
before the learner.
He organizes and systematizes the presented material,
presents it merely through his own initiative, makes the
students listen and read, plan exercises for its repetition and
drill-work and asks the students to memorize the presented
factual information with the help of rote learning, retain it
and reproduce when asked to do so.
In this way, teaching-learning process becomes too much
teacher centred at the memory level teaching.

19. Represents relatively a high level in the teaching
process as compared to memory level.
Calls for the use of one’s thought processes and
cognitive abilities in the form of reasoning and
thinking powers, powers of imagination, analysis,
synthesis, comparison, application, generalization
and drawing inferences, etc.

20. The teaching act performed at the understanding level is aimed to
achieve the following objectives:
1. Knowledge objective: Acquisition of required factual
information or body of facts.
2. Understanding objective: Under this objective the learners are
able:
to see relationship between acquired facts,
to comprehend the meaning of the acquired facts or factual
information,
to identify the similarities and dissimilarities between the
acquired facts,
to seek the generalization out if the specific facts,
to apply the generalized fact, rule or principle for learning new
facts in practical life situations.

21. The teacher plays a quite dominant and authoritarian role
at the understanding level of teaching.
Subject centred and hence, teacher has to pay his full
attention in presenting the subject matter to his students to
attain the desired understanding objective besides the
knowledge objective.
 He has to take care of the fact that students gain complete
mastery over the subject matter in terms of its full
understanding and generalized insight rather than its mere
memorization, i.e. retention and reproduction of the
memorized facts.

22. Represents the highest level of the teaching act that
can be carried out at the most thoughtful modes of
operation providing the desirable quality of teaching-
learning situation and experiences to the learner for
utilizing and enhancing their cognitive abilities to the
maximum.
The word reflection stands for the act of reflection
(turning back), contemplating or paying serious
consideration. Consequently, teaching at reflective level
must have its association with the process of reflecting
or turning back the idea or knowledge for more careful
consideration or critical examination to derive fresh
conclusions.

23. The teaching at reflective level may be said to act
for the attainment of the following objectives:
To make use of the learned facts and acquired
understanding or insight for learning reflectively.
To help the learner build up an enlarged store of
the tested insights of generalized character.
To enhance the learners’ ability to develop and
solve problems at their own initiative.

24. The teacher does not play a dominant and authoritarian
role like in memory or understanding level teaching.
Here, instead of telling the facts or generalizations, he has
to make the students discover them.
He is there to help them in such learning and discovering
by raising problems, initiating mutual discussion and
interactions; welcoming critical reactions and engaging
them in the discovery of the truth of the matter and
solution of the problem as independently as possible.

26. romasmart@ymail.com