The document discusses H.C. Morrison's model of teaching at the understanding level. Morrison believed students learned best by responding to situations. His five-step instructional pattern includes exploration, presentation, assimilation, organization, and recitation. Teachers present content in small units, test understanding, and repeat as needed. Students then work independently to thoroughly learn the content before writing and presenting what they learned. The teacher guides students and evaluates their mastery through various tests. The goal is for students to develop problem-solving skills, critical thinking, and independent learning.

1. PEDAGOGY OF MATHEMATICS
Ms R SRIDEVI
Assistant Professor of Pedagogy of Mathematics
Loyola College of Education
Chennai 34
UNITIII APPROACHES OF TEACHING
Understanding Level
(H.C.Morrison Teaching 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. • Professor H. C. Morrison (1871-
1945), (the University of Chicago)
• He formulated the "Morrison
plan", which reorganized the style
of teaching.
• He believed that the student
learned best by adapting or
responding to a situation.
• He also identified a five-step
instructional pattern: pretest,
teaching, testing the results of
instruction, changing the
instruction procedure, and
teaching and testing again until
the unit is mastered by the
student.
• Morrison retired from the
University of Chicago in 1937 and
later died of a heart attack in
1945.

6. UNDERSTANDING
LEVEL OF TEACHING
Morrison Model

7. Understanding level of teaching
• To perceive the meaning, grasp the idea
• Interacts with concepts, ideas, theories
• Evaluate the concepts and bring together the
facts

8. Morrison Model of
Understanding level of
teaching
Focus Syntax
Social
System
Support
System
Evaluation
System

9. Morrison Model - Focus
• The student should achieve mastery of the concept or
content.
• Develop problem solving competency among the
students.
• Develop critical thinking.
• Develop independent / self learning.
• Change may occur in the personality of the pupils.

10. Morrison Model – Syntax
FIVE STEPS

11. EXPLORATION PRESENTATION
ASSIMILATION ORGANISATION
RECITATION

12. EXPLORATION

13. EXPLORATION
• Test the previous knowledge by questioning.
• Analyse the contents, and the elements are
arranged in a logical sequence.
• Involves testing, questioning to explore initial
learning of the students.
• Decide how the unit to be presented

14. PRESENTATION

15. PRESENTATION
• It involves 3 activities:
1. The teacher presents new content into small units
and attends to maintain continuous rapport with
the students in the class.
2. The teacher tests the students to diagnose how
many students have grasped the presented
content.
3. If necessary the presentation is repeated, the
teacher should not proceed towards the new unit
until most of the students fully understand.
Thus , this stage, the teacher is more active

16. ASSIMILATION

17. ASSIMILATION
• The purpose of this steps is to attain
thorough knowledge of the subject matter.
• Both the teacher and students are active. But
• The students are more active than the
teacher.
• Opportunities are provided in order to stress
upon the depth of the content.
• The students do lot of work in library, field
work, assignments and etc.

18. ASSIMILATION
• In this stage, Students works more
individualised.
• The teacher guide them according
to the need during supervision.
• During this period, the teacher tests
whether the pupils have achieved
mastery over the content or not.

19. ORGANISATION

20. ORGANISATION
• When the students have passed mastery
test, then they move towards the
organisation step.
• All the students write contents in their
own language.

21. ORGANISATION
• Following observations are included in this step:
The student determines what content to be
written.
Morrison states that, “ the student receives
mastery when he is able to write down the
presented content and the assimilated data
clearly”.
The teacher comes to the conclusion whether
the pupils can write the contents without
anybody’s help or not.

22. RECITATION

23. RECITATION
• Each students presents the
content orally before the
teacher.
• Morrison plans daily recitation
for this step.
• Recitation may take in the form
of written.

24. Morrison Model – Social System
Teacher

25. Morrison Model – Social System
• The teacher should be more active.
• The Teacher controls the behaviour of
the students by providing motivation.
• Teacher imparts instruction to the
pupils they work themselves with full
involvement.
• The teacher behaviour should be
flexible , dynamic and full of human
touch.

26. Morrison Model – Social System
• Both extrinsic and intrinsic
motivation is used.
• The teachers’ main act is to create
need and interest among students
to acquire understanding of new
concepts.

27. Morrison Model – Support System
• The teaching aids should be used
• AV aids can be used for effective
presentation
• Self learning / individualised
learning may be motivated
• Opportunity to give practice on the
learnt material according to their
own effort

28. Morrison Model
Evaluation System
• The essay and objectives type tests
are used
• Multiple choice and analogy type
item are the best for evaluating the
students’ achievements.

29. Morrison level - Conclusion
• Teacher should provide
psychological motivation to the
students and raise their level of
aspiration.
• Teacher should identify the
problem, then analyse and provide
solutions to the problems