TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Herbartial Steps - Memory Level of Teaching Advantages and Disadvantages - Conclusion

1. PEDAGOGY OF MATHEMATICS
Ms R SRIDEVI
Assistant Professor of Pedagogy of Mathematics
Loyola College of Education
Chennai 34
UNIT III
APPROACHES OF TEACHING
Memory Level (Herbartian Model)
SEMESTER 1
CODE BD1MA

2. • Approaches of Lesson Planning
• Steps – Level of Teaching
• Organising Teaching:
–Memory Level (Herbartian Model)
–Understanding Level (Morrison Teaching
Model)
–Reflective Level (Bigge and Hunt Teaching
Model)
• Unit Plan
• Lesson Plan Writing

3. LEVEL OF TEACHING

4. Level of
Teaching
Memory Understanding Reflective

5. MEMORY LEVEL OF
TEACHING
Herbartian Model

7. Memory level of teaching
• To provide textbook knowledge to students
• Teacher Centered
• Helps in increasing the memory power

8. Herbart Model of Memory
level of teaching
Focus Syntax
Social
System
Support
System
Evaluation
System

9. Herbart Model - Focus
• Emphasis on cramming of facts, information and
development from the following capabilities:
– Training of Mental aspects
– Providing knowledge of facts
– Retaining the learning facts
– Recalling and re-presenting the learning facts

10. Herbart Model – Syntax
SIX STEPS

11. PREPARATION PRESENTATION
ASSOCIATION
AND
COMPARISON
GENERALISATION
APPLICATION RECAPITULATION

12. PREPARATION

13. PREPARATION
• Testing the previous knowledge by asking
questions, activities, stories, charts, pictures,
song & etc
• Utilising the previous knowledge for new lesson
• Prepared and motivating the students to receive
new knowledge
• Thus, testing previous knowledge, developing
interest in the minds of students and
maintaining curiosity of the students can be
achieved with the help of this step.

14. PRESENTATION

15. PRESENTATION
• Statement of the Aim: Topic should be clear to the
student and the topic should be written on the BB
• Stimulating the students through mental activities
• To make the concepts understandable to the
students.
• Appropriate and specific examples and illustrations
of the concepts will make the understanding better.
• The interest of the students on the subject matter
should be maintained continuously by the way of
asking questions from time to time in this stage.

16. PRESENTATION
• The teacher should carefully and skillfully
arrange his material so that his pupils may
clearly and readily grasp it.
• The teacher should make proper use of
questions, charts, graphs, pictures, models
and other illustrative for demonstration and
explanation.
• Simple language is used

17. ASSOCIATION/
COMPARISON

18. ASSOCIATION/COMPARISON
• Relationship with subjects
• Relationship with two formulae
• Compare and contrast the facts, information,
ideas, events & etc
• By comparison, the new knowledge may be
clarified.
• The students are encouraged to give new
suitable examples for the concept instead of
the examples given in the book to make them
think in an innovative manner.

19. GENERALISATION

20. GENERALISATION
• Opportunity to think and reflect
• Formulate principles, facts, information, ideas &
etc
• To develop an understanding skills
• The teacher at this stage should try to remain in
the background for providing only necessary
guidance and correction.
• The teacher puts new & alternate questions &
examples to help students arrive at answers,
conclusions, & generalizations on their own.

21. APPLICATION

22. APPLICATION
• The teacher makes the students to use the
understood knowledge in an unfamiliar
situation.
• Verified through questions
• Whether new learnt knowledge can be used
in new situations or not.
• Strengthening our learning and make the
learning permanent.
• The study will be meaningless if not applied
in our day-to-day life

23. RECAPITULATION

24. RECAPITULATION
• This can be achieved by reviewing a
lesson or by giving assignments to
the students.
• This is reviewing the students’
achievement
• This is used for assessing or
evaluating the effectiveness of the
lesson.

25. Herbart Model – Social System
Student
Curriculum
Teacher

26. Herbart Model – Social System
Functions of Teacher

27. Herbart Model – Social System
Functions of Student

28. Herbart Model – Social System
Functions of Curriculum

29. Herbart Model – Support System
• Requires some supportive devices to
make learning more effective.
• Meaningful material should be used
• The audio – video aids may be used to
involve the students
• Charts, Working model, non-working
model, graph sheets, rotating cards,
matching cards can be used inside to get
the attention of the students.

30. Herbart Model
Evaluation System
• It is important aspect of teaching
because it produces evidences about
the realisation of goals of teaching.
• Usually oral tests are given to measure
the retention of the learnt material.
• The objective tests of recall and
recognition type are administrated to
evaluate the knowledge of the students.

31. Memory level - Conclusion
• The objective of the Memory Level of teaching
is just to impart information or knowledge to
the learner.
• This knowledge or information is factual in
nature, which is acquired through a mechanical
process (i.e. memorization or rote learning).