Approaches of Teaching in UNIT III - TNTEU SYLLABUS - I SEM - B.Ed

1. UNIT III
Approaches of Teaching

2. Lesson Plan and Unit Plan
Lesson plan:
• A lesson plan represents a single teaching unit meant for
a class period.
• Outline of the important points of the lesson arranged in
order in which they are to be presented to students by
the teacher – Good.
• A lesson plan is “ A plan of Action” – Stands
• Lesson plan is a teacher’s mental and emotional
visualization of class room activities.

3. Need
• Through lesson plan, the teacher regularly achieves the teaching
objectives and process in the form of complex objectives and
processes.
• A lesson plan develops the possibilities of adjustment in the
classroom situation which makes the teaching effective.
• A lesson plan helps in calling every step of curriculum unit.
A lesson plan helps in planning the process of teaching on the
basis of class control, motivation and individual differences.

4. Importance of the Lesson plan
•The teaching process may be carried out systematically.
•It directs the teacher to follow the sequential path in
teaching concept.
•It gives confidence to teachers in teaching.
•It guides the teacher.
•It gives overall idea about the expected behavioural change
•It provides facility to make the behavioural outcomes
measurable.
•It gives answers for the questions.

5. Advantages:
• It is help for psychological teaching: The teacher uses proper teaching
strategies, techniques, tactics and instruments keeping in mind the
interests, aptitudes and needs.
• It is based on the previous knowledge of the teacher.
• It is a means for developing teaching skills:
• Helps for determination of activities
• Used for preparation of materials
• Limits the subject matter
• Use of theoretical knowledge in training
• Teaching from memory level to reflective level
• Discipline in class, Teaching with confidence
• Economy of Energy & Time

6. Important features of a good lesson Plan
Aims should be
achieved
Should answers
the following
questions
•Why do you
teaching?
•What do you
teach?
•How do you
teach?
It must be a
student centered
plan of action.
It must gives clear
instructions
It should provides
close monitoring
It should
be cultural
sensitivity

7. Characteristics of a good lesson plan
1. Objective based
2. Decision about appropriate material aids
3. Based previous knowledge
4. Division of lesson plan in units
5. Simplicity of activities
6. Determination of activities
7. Home work
8. Self-evaluation
9. Use of illustration
10. Use of blackboard

8. Steps in Lesson Planning
Six formal steps: Herbart J.F.
Presentation
Recapitulation
Generalization
Comparison or
Association
Introduction
/Motivation
Application

9. Steps in Lesson Planning
•Introduction/Motivation
• It is the preparatory step
• It is used to prepare the minds of the students
ready to receive the new knowledge of the
subject matter.
• Identifies the mental readiness and the
entering behaviour of the student.
• Used to testing the previous knowledge.
• Utilizing the previous knowledge for
introducing the lesson.
• Motivating the students for studying the
present lesson

10. Presentation
• Here the actual process of teaching is going to take
place.
• Aims of the lesson should be stated clearly and the
heading should be written on the blackboard.
• To make the concepts understandable to the
students.
• Simple lang. is recommended.
• Examples should be given.
• Asking questions to make them to be with interest.
• We have to provide situation for both the teacher
and the students to participate in the process of
teaching and learning.

11. Comparison or Association
• Give importance to compare the facts observed by the students.
• By using this comparison, the students can derive definitions or thesis.
• To compare the facts observed by the students with another concept
by way of giving examples.
• 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.

12. Generalization
• The lesson plan makes the students to understand the concepts and through
which generalization are possible.
• This step is concerned with arriving at some general ideas or drawing out the
necessary conclusions by the students on the basis of the different
comparisons, contracts and associated observed in the learning material
present by the teacher.

13. Application
• The teach makes the students to use the understand knowledge in
an unfamiliar situation.
• The teacher guides the student to apply the studies in his /her day
today life.
• Unless the knowledge of science is applied in new situations or in
our day-to-day life, the study of science will become meaningless.

14. • Recapitulation
• This stage is meant for the teachers to know whether students have
grasped by reviewing a lesson or by giving assignments to the
students.
• Used to know whether the students have grasped and understood
the concepts taught or not.
• Only thro’ this step, achieving closure is possible.

15. Format of a Typical Lesson Plan
Introductory Phase Presentation Phase Culminating Phase

16. Introduction
or Motivation Announcement
of Aim
Introductory Phase

17. Presentation Phase
Presentation

18. Culminating Phase
Recapitulation
Assignment

19. Teaching
• Teaching is a complex process that brings a socially desirable
behavioural change in a person.
• In traditional concept, teaching is the act of imparting
instructions to the learners in the classroom situation.
• But in modern concept, teaching is to cause the pupil to learn
and acquire the desired knowledge, skills and also desirable
ways of living in society.
• It is a process in which learner, teacher, curriculum and other
variables are organised in a systematic and psychological way
to attain some pre-determined goals.

20. • Ryburn’s view:
“Teaching is a relationship which keeps the child
to develop all his powers.”
• Burton’s view:
“Teaching is the stimulation guidance, direction, and
encouragement of learning.”
• Smith’s view:
“Teaching is a system of actions intended to
produce learning.”

21. Objectives of Teaching Concept
To bring
desired
changes in
pupils.
To shape
behaviour
and
conduct.
Acquisition
of
knowledge
To improve
the
learning
skills of
students.
Formation
of belief.
To provide
a social
and
efficient
member of
society.

22. Nature of Teaching:
Dynamic, Social,
and Humane
Both Art and
Science
Diverse in
Application

23. Nature and Characteristics of Teaching
Nature of Teaching:
• Dynamic, Social, and Humane: Teaching is not a fundamental
concept because it is greatly influenced by social and human
factors that are dynamic in themselves.
• Both Art and Science: Teaching is both art and science. It calls for
the exercise of talent and creativity making it an art and involving
repertoire of techniques, procedures, and skills that can be
studied systematically, described and improved making it science.
• Diverse in Application: In application, teaching is of diverse
nature. It may have various forms as formal, informal, directional,
instructional, formational, training, conditioning, indoctrination,
talking, showing, doing, remedial, etc.

24. Characteristics of Teaching:
System of
actions
Professional
activity
Subjected to
analysis and
assessment
Interactive
process
Specialized Task
Collection of
various modes
and Humane

25. • System of actions:
• Teaching is a system of actions
varied in form and related to content
and pupil behaviour under the
prevailing physical and social conditions.
• Professional activity:
• It is a professional activity
involving a teacher and student with a view to the
development of students’ personality.
Professionalism helps students in being regular and making
harmony with their objects towards those they are
concentrated.

26. • Subjected to analysis and assessment:
Teaching can be analysed and assessed.
analysis and assessment provide feedback for further improvement.
• Interactive process:
Teaching is highly dominated by communication skills.
Teaching is an interactive process carried with purpose and objectives.
• Specialized Task:
It is a specialized task and may be taken as a set of skills for the realization
of certain objectives.
• Collection of various modes: Teaching is a collection of various modes of
itself. It is a broader term. Terms like conditioning, training, instruction,
indoctrination denote a kind of teaching.
• These are various modes of teaching contributing to teaching.

27. Goals of Teaching
• The aims of teaching concept with respect to its various modes are as follows-
Teaching – To bring changes in the behaviour of students.
Conditioning – To improve the learning skills of students.
Training – Shaping behaviour and conduct.
Instruction – Acquisition of knowledge.
Indoctrination – Formation of belief.

29. Levels of Teaching
• We all know that teaching is a purposeful activity. Through
teaching, a teacher brings a desirable change in the learners. Both
the concepts of teaching and learning are interrelated to each
other.
• The development of the all-round personality of the learner is the
final goal of teaching and learning.
• Teachers teach students at three levels.
• They have to keep in mind about the developmental stage of the
learners so that desired educational objectives can be achieved.
These three levels are as follows.

31. Memory Level of Teaching (MLT)

32. Memory Level of Teaching (MLT)
• It is the first stage of teaching to get factual information.
• The objective of the Memory Level of teaching is just to impart
information or knowledge to the learner.
• Memory Level of teaching covers only the knowledge-based
objective of Bloom’s taxonomy where the students learn to
identify, recall, or
remember
the objects,
events,
ideas, and
concepts
and retain
them in
memory.

33. Herbartian model of Memory Level of Teaching (MLT)
• This model consists of five main steps
Focus
Syntax
Social System
Support System
Evaluation

35. To train memory
discipline
To acquire factual
information
To retain the learnt
material for longer time
To recall or produce and
recognize the learned
material

36. • The structure of the model is developed by five formal steps of Hebert.
• These steps form the presentation of the content.
Application
Generalization
Comparison
and
Abstraction
Presentation
Preparation

37. • It is to bring into consciousness relevant ideas of the subject
matter.
• A teacher plans about the presentations of the content.

38. Presentation

39. Presentation
• The new ideas of knowledge of content is imparted.
• It may be linked with earlier knowledge of the students.
• The following activates are involved in the following activities:
A definite
work
A definite structure
of teaching
activities
Imparting
Specific
Content

40. Comparison and Abstraction
• Here the teacher attempts to compare between new system, new
facts and new ideas to identify similarities among new facts.

41. • Here the teacher generates the situation so that students are able
to point out similarities of elements of new ideas and knowledge.
• The changing of learning aids in generalization.
• The rhythm and recitation methods are used at this stage.

42. • Now the teacher creates situations or problems.
• It is very useful for the students to use the memorized facts for the
further facts. The logic gates are used in computers input.

43. Social System

44. Social System
• It consists of authorization behaviour.
• The teacher is more active and his main job is to structure and to present the
content systematically and logically in the class.
• The learner is a passive listener in the classroom.
• He has to memorize and reproduce the content.
• The students activities are directed by the teacher.
• The students have to carry out instructions of the teacher and they cannot
initiate in the classroom.
• The system is such that teacher and they can teach even wrong thing to
students.
• At this level the form of motivation is purely extrinsic.
• The teacher provides motivation through reward and punishment, verbal
praise. The learner is motivated or reinforced continuously while he learns
better.

45. Support System
• It requires some supportive devices to make it more effective
• More meaningful material should be used to present at this level.
• The subject matter should made definite in its structure.
• The audio-visual aids may be used to involve more sense and make
sense and make the content interesting for learner.
• The content should be specified and presented in an observable
form.

46. Evaluation System
• The Evaluation is an indispensable aspect of teaching because it
provides evidences about the realization of goals of the teaching
model.
• Oral tests for measuring the retention of learned material.
• The objective test of recall and recognition.

47. Suggestions for effective memory level Teaching
• Rhythmical Repetition of the subject matter
• Frequent recall or reproduction of content.
• Avoiding fatigue factor in presentation
• Using whole part method.
• Definite structure of the Material
• Meaningful teaching content
• Integration of the content
• Continuous reinforcement
• Drill or practice for retention

48. Merits of memory level teaching
• Useful for children at lower classes.
• This is because of their intellect us under development and they have a rote
memory.
• The role of the teacher is important in this level of teaching and he is free to
make choices of subject matter, plan it and can present it at will.
• The knowledge acquired at memory level teaching forms a basis for the
future i.e. when student’s intelligence and thinking is required.
• Memory level teaching acts as the first step for understanding and reflective
levels of teaching. It is pre-requisite for understanding level teaching.

49. Demerits of memory level teaching
• This does not contribute to the development of the student’s
capabilities.
• Since at this level student learns by rote, the knowledge gained
does not prove helpful in real life situations as it does not develops
the talents of students.
• The pupils are kept in strict discipline and cramming is insisted on
this teaching.
• Intelligence does not carry any importance in this type of teaching
and it lacks motivation

50. Level

51. Meaning of understanding
Seeing relationship
Seeing the tool use of facts
Harmonizing well with cognitive field outlook
Seeing both relationship and tool use
A generalized insight

52. Types of Understanding
Functional
Understanding
True
Understanding
Full
Understanding

53. Full
Understanding
• Factual Information True Understanding
• Conveys the meaning of a concept
Functional Understanding
• Application of facts, principles and concepts

54. Morrison’s Model of Understanding level
Focus
Syntax
Social
System
Support
System
Evaluation
System

55. • To have the mastery over the concept.
• This is idea centered.
• To provide substantial knowledge or subject - matter
• To encourage adaptive responses or true adaptation.

56. Exploration Presentation Assimilation
Organization Recitation

57. Presentation

58. Exploration
• It involves testing, questioning to explore initial learning of the
students.
• It provides apperceptive sequence where he should start.
• It intends to assist teacher to arrange subject-matter in psychological
sequences.
• A third role of explorations orientation of teacher to decide how is a
new unit to be approached or presented.

59. Presentation

60. Presentation
• Teacher presents the new content into small units, he attempts to
maintain continuous rapport with the students in the class.
• The teacher tests the students to diagnose or observes how many
students fail to grasp the presented content.
• If necessary, the presentation is repeated.
• Teachers should not proceed towards the new unit until most of
the students fully understand.
• Some material can be presented three times.
• Teacher is more active in this step.

62. • The purpose of assimilation is the roughness of subject-matter.
• The students are more active in this step.
• They do much work, assignments and to consult source materials.
• The work of the students in this step is highly individualized.
• The assimilation period basically is the time of supervised study.
• The teacher and the students are more active.
• The main object of assimilation period is for students to see
numerous particulars in relation to the generalization on which
the unit is based.
• A mastery test is also administered at the end of assimilation. If
students can not pass the test, they are asked for further
assimilation.

63. Organization

64. • An organization provides an apperceptive sequence. When
student passes a mastery test and thus terminates a period of
assimilation and moves towards the organization step.
• It involves the following operations:
• It is to determine whether he can reproduce the essentials of the
unit in writing without any help. Morrison refers to this as a
period of organization.
• It is especially essential inspects of extensive content which
include a large number of elements in one learning unit.

66. Recitation
• The activities are involved in Recitation:
•Each student presents orally before the teacher and his
classmates.
•Morrison plans for mastery recitation. He plans daily
recitation.
•Recitation may take the form of a written paper.

68. Social System
Essential qualities of a teacher
• The teacher should be a democratic teacher
• He has to act as a leader of the group.
• He has to guide and motivate students.
• His efforts should be of discovering and mastering the truth.
• His behaviour should be flexible, dynamic and mastering truth.
• He should have full faith in the learners.
• Source of motivation is intrinsic and personal involvement of a teacher.
• Teacher’s job is to create a need among the students to acquire
understanding of new concepts.
• Teacher should encourage the students with verbal praise and approval of
their correct responses.

69. Support System

70. Support System
• The teaching aids should be used at persecution stage.
• So that it may be repeated several times
• Audio visual aids and other devices may be used for an effective
presentation.
• The subject matter can be gathered from various sources.
• The material may be provided to the learners.
• Teacher’s proper supervision is very essential.
• The opportunity should be given to practice the learnt material according to
their own.

71. Evaluation
• The essay and the objective type tests are used for evaluating the
outcomes of this model.
• The multiple choice and analogy type items are best items for
measuring the understanding of the students.
• Mastery recitation is an evidence for the support of this model of
teaching.

72. Merits Demerits

73. Merits
• At this level of teaching students to make use of their thinking
abilities.
• Knowledge acquired at this level forms the basis of the reflective
level of teaching.
• Here the teacher presents subject matter before the students in
an organized and sequential form.
• The new knowledge acquired is related to the previously acquired
knowledge.
• Here the students do not learn by rote. Here they learn by
understanding the facts and information and their use and
purpose.

74. Limitations
• This model fails to pay due attention on human behaviour.
• Needs motivation for personal involvement.
• Too much important for reflection.
• Needs to promote ‘level of aspiration’ of the class.
• Teaching at this level is subject centered. There is no interaction
between the teacher and students at this level.
• This type of teaching mastery ie emphasized.

76. •The teacher should move towards understanding level of
teaching when the students pass out the memory test.
•Steps should be followed systematically.
•Teacher should give the test of presentation to move the
next step of assimilation.
•After mastery test, he should move towards organization
or recitation step.
•Teacher should have personal involvement in teaching.
•The teacher should identify the problems of organization
and presentation and provide the solutions for them.

77. Reflective Level Teaching
•It is problem centered.
• the learner examines the facts and generalization and
seeks out new one.
•Memory and understanding are the prerequisite for this
level of teaching.

78. Bigge and Hunt teaching Model
• This reflective level of teaching tends to develop the classroom
with alive,
exciting,
more critical and penetrating,
more open and
original thinking.

79. Steps:

80. • To develop the ability of problem solving
• To develop the critical and creative thinking
• To enable the students for independent or critical
thinking

81. •This is based on the nature of the teaching.
•2 types of problem involved in this.
Personal and Social problem
•Two approaches in solving the problem.
•Dewer’s Problematic Situation
•Kurt Lewin’s Problematic Situation

82. Dewy's problematic Situation
•It has two types.
Non - Path Situation
Forked Path Situation A
Forked Path
Situation b

83. Non - Path Situation
P O G
Personal
Obstacle
Goal
• A person is perceiving obstacles in achieving goal, and if there is
no way or path to overcome the obstacles.
• So we can termed as ‘Non-Path Situation.
• Here there is a problematic situation.
• In this situation, he will learn by solving it by using his own
insight.

84. Forked - Path Situation - A
P
G2
Person Goals
• A person has 2 equally attractive goals (G1 and G2).
• He can choose either one of the two goals.
• This is termed as “Forked Path Situation”.
• This type of situation creates tension in the person or learner.
• Thus the problematic situation is created before the learner.
• He can finds the solution by using his original thinking and ability.
G1

85. Forked - Path Situation - B
P
Path 2
Person
Goals
• In this there is one goal with two equally attractive paths.
• Here, there is a problem of selecting one either of the two paths.
• Independent efforts can solve this problem and tension of the
learner.
Path 1
G

86. Kurt’s Lewin Problematic Situation
• In this, a person has a goal.
• His behaviour is controlled by his goal.
• He has a psychological and social region and life space.
• The situation of goal and person creates tension.
• There are three types of conflicting path situation.
Type - I
Type - II
Type - III

87. TYPE _ 1
P
Type I
+
a
+
b
Positive Valence

88. TYPE _ II
P
Type II
-
a
-
b
Negative Valence

89. TYPE _ II
P
Type III
Vb -
b
Positive and Negative Valence
+
a

90. •These situation creates tension in the learner.
•But he has to find the solution of the problem.
•The main task of the teacher is to create a problematic
situation and give tentative solution to the learner.
•Teacher should encourage the student to have more than
one hypotheses for the problem.
•These are based on the original thinking of the learner.

91. Support System
•Learner should be helped by social awareness and social
values to feel the need of the problem.
•Encouraged to formulate the hypothesis.
•This is the only way to for personal involvement and high
level aspiration.
•Should collect evidences for the verifications.
•This will lead for drawing conclusion.

92. Evaluation
•Essay type test should be problem solving form,
discuss, comment, evaluate.

93. Merits of reflective level teaching
•The teaching at this level is not teacher-centered or
subject-centered, it is leaner-centered.
•There is an interaction between the teacher and the taught
at the reflective level teaching.
•At this level, teaching is appropriate for the higher class.
•At this level, teaching is highly thoughtful and useful than
the teaching at the memory or understanding level.

94. Demerits of reflective level teaching
•Not suitable for small children at the lower level of
teaching. It is suitable only for mentally matured children
•At this level, the study material is neither organized nor
pre-planned. Therefore students cannot acquire
systematic and organized knowledge of their study
courses.

95. Evaluation
• The teachers can adopt internal and external methods of
evaluation to assess whether their transaction is proper
according to the pedagogy of teaching in science
classrooms.
•So, the objectives, learning experience and evaluation are
the three interrelated and interdependent aspects in the
teaching learning process.