This document presents information on three levels of teaching: memory, understanding, and reflective. It provides details on the objectives, nature of subject matter, teaching methods, equipment, and evaluation for each level. The memory level aims to impart factual knowledge through rote learning. The understanding level focuses on comprehension and application of concepts. The highest reflective level develops skills like critical thinking and problem solving. Each level has benefits but also limitations for different learners and subjects.

1. ICT LAB
PRESENTATION
EXPERIMENT NO.- 04
SUBMITTED BY:
NAME – JASMEET KAUR
UID- 17BSB1031
COURSE – B.Sc (Medical) + B.Ed
SUBMITTED TO:
MR. AMANDEEP SINGH KALSI

2. EDUCATION
TECHNOLOGY
NAME – JASMEET KAUR
UID- 17BSB1031
COURSE – B.Sc (Medical) + B.Ed

3. LEVELS OF
TEACHING

4. 3 LEVELS OF TEACHING
MEMORY LEVEL - Thoughtless
UNDERSTANDING LEVEL -
Thoughtful
REFLECTIVE LEVEL – Upper
Thoughtful

6. MEMORY LEVEL OF
TEACHING
The learner has to learn the
material, retain the
meaningful material, and
reproduce that when asked
for.

8. 1.Objective:
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).
2. Aims:
 To get factual information
 To train memory faculty
 To retain the learning material in-memory storage
 To reproduce and recognize the learned information
when required

9. 3. Nature of Subject matter:
Subject matter should be structured and well organized and
of simple nature that can be acquired through rote learning
and can be retained and recalled.
 Subject matter includes information about simple concepts,
terms, and elements related to different things of the world.
4. Methods used by Teacher :
Teacher dominated methods like drill, review, and revision
and asking questions.
Drill means repetition or practice for the purpose of attaining
proficiency in memorizing the material.
Review and Revision is revising the elements to related them
with new experience and to form a new association for the
development of new skills or learning to solve new problems.
Asking the question is to examine whether or not the
knowledge level objectives of teaching have been achieved.

10. 5.Teaching equipment:
Teaching aids such as audio, visual and audio-visual
aids. E.g. Models, Charts, Maps, Pictures, TV, Radio,
Computers, etc. should be used to develop curiosity
among the students.
6. Evaluation System:
Oral and written tests are used to test the memory of
the students.
In evaluation; written test, short type test, recall type,
recognition type, multiple choice, alternative type, and
matching type test is employed.

11. Useful for young children
Useful for the acquisition of
facts, information of models
and structure
Help children learn a new
concept
Useful for slow learners
The basics of understanding
and reflective level of
teaching.
Not suitable for higher
classes
Use of rote memory
Dominance of teacher
Little interaction in the
classroom
Not intrinsic motivation
Loss of retention and recall
The problem of classroom
management
MERITS DEMERITS

12. UNDERSTANDING
LEVEL OF TEACHING
Understanding implies to know the meanings
of things and concepts, to grasp ideas, to
interpret some relationship, to comprehend
the facts, and to infer one thing from some
other.
At this level, the learners are required to
comprehend factual information, to know the
meaning of different concepts and their
relationships, and to apply facts, concepts,
and principles.

14. 1.Aims and Objectives:
Comprehension Objectives- Comprised of Translation,
Interpretations and Extrapolation.
Application Objective- Efficiency to apply to comprehend
knowledge in various similar and different situations and
settings.
Understanding Objectives- It pertains to the understanding to
instructional messages, by means of Interpretation,
Exemplifying, Classifying, Summarizing, Inferring, Comparing
and Explaining, etc.
Application Objective- Application objectives include proper
procedure for Executing, Implementing; the use of generalized
rule or principle in practical life situations.
2. Nature of Subject Matter:
 Wide
Larger in number
Larger in quantity

15. 3. Methods used by Teacher:
Lecture Method
Lecture demonstration method
Discussion method
Inductive and Deductive method
Exemplification and Explanation
4. Teaching Equipment:
Different charts, models, flashcards, pictures, TV, and many
more electronic devices are used as teaching equipment.
5. Evaluation:
The teacher has to evaluate the ability to comprehend, grasp,
synthesize, discriminate and generalize; and the insight to
apply the generalized principles further so, the tests and
tools should be properly planned and devised.
Written tests should be conducted.

16. Effective learning
Development of
different cognition
abilities
Sets stages for
entering into the
reflective level of
teaching
Effective classroom
interaction
It ignores higher
cognitive abilities
Less emphasis on
intrinsic motivation
No individualized
learning
Teacher centered
MERITS DEMERITS

17. REFLECTIVE LEVEL OF
TEACHING
This level of teaching is the highest level of
teaching-learning activity.
It does not depend on memorization,
understanding of concepts, and their
application only; it demands the use of higher
mental processes such as reasoning, thinking,
analyzing concepts, imagination, ideas and
thoughts; and other bodies of knowledge
critically, finding out the facts.

19. 1.Aims and Objectives:
To develop insight into the learner to solve
problems.
To develop rational and critical thinking in the
students.
To develop the ability of independent thinking and
decision making in the students.
2. Nature of Subject matter:
The subject matter is mainly unstructured and open-
ended.
It is concerned with the problem rather than the
subject.

20. 3. Methods used by Teachers:
Problem solving methods
Investigating projects
Heuristic method
Experimental method
Inquiry oriented method
Analytical method
4. Evaluation:
The evaluation system at the reflective level of teaching
should test the higher order cognitive abilities like
reasoning, creativity, original thinking, problem-solving,
critical thinking, etc.

21. The most thoughtful mode
of operation
Learner centered approach
Development of problem
solving ability
Useful for gifted children
Provides maximum
flexibility
Self motivation
Development of creativity
Not suitable for lower
classes
Time consuming process
Not suitable for Indian
classroom
Not applicable for dull
students
An excess burden on the
teacher
MERITS DEMERITS

22. Teaching is a purposive activity;
the purpose is to bring about
desirable changes in the learner
through learning.

23. THANKS FOR
WATCHING