The document outlines the memory level of teaching based on the Herbartian approach developed by Johann Friedrich Herbart, which emphasizes the rote learning of facts and information through teacher-centered methods. It introduces a six-step lesson planning model that includes preparation, presentation, association, generalization, application, and recapitulation, all aimed at enhancing student retention and understanding. The approach underscores the importance of linking new knowledge with existing ideas and evaluates learning through various examination types to ensure effective teaching.

1. MEMORY LEVEL OF TEACHING -
HERBARTIAN APPROACH
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34

2. Memory Level of Teaching
The facts & the information of the cognitive
level are forcibly supplied to the brains of the
pupils.
Signal learning, chain learning & stimulus –
response learning are emphasized.
Teacher – centered.
Both essay type & objective type
examinations are used to evaluate the learn
contents. This level has the maximum level of
motivation.
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3. TYPES OF LEVEL OF TEACHING
Level of
Teaching
Memory level
of teaching
Understanding
level of teaching
Reflective level
of teaching
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4. INTRODUCTION
“ Nothing is so fatal for a teacher as
unpreparedness” - Davis
Education is the method by which a society
gets from one generation to the next.
A daily lesson plan is developed by a teacher
to guide class learning. Details will vary
depending on the preference of the
teacher, subject being covered, and the
needs of the students.
Interest develops when already strong and
vivid ideas are hospitable towards new ones,
thus past occasions motivate apperception of
current ones.
JOHANN FRIEDRICH HERBART
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5. JOHANN FRIEDRICH HERBART
• JOHANN FRIEDRICH HERBART was born in
1776 in Oldenburg, North Germany.
• German Philosopher who identified
teaching units /activities in 6 steps
He believed that new ideas, when properly
presented to the students become linked to
existing ideas and form a system of
associated ideas.
• He is also known as father of scientific
pedagogy.
1776- 1841
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6. Herbartian Approach
Herbart’s theory of education is based on the
assimilative function of the mind.
Mind assimilates the knowledge by linking
new experiences with the old.
While Herbart emphasized only four steps his
followers modified it in to six steps.
These six steps are termed as Herbartian
steps in lesson planning.
JOHANN FRIEDRICH HERBART
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7. SIX STEPS OF HERBARTIANS ARE……
1. PREPARATION/ INTRODUCTION
2. PRESENTATION
3. ASSOCIATION AND COMPARISON
4. GENERALIZATION
5. APPLICATION
6. RECAPITULATION
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8. HERBART’S MOdEl OF MEMORy lEvEl
• Teaching Herbart was the
exponent of memory – level
teaching.
• Herbart described the
following steps for the
presenting the model of
memory level of teaching.
1.
Focus
2.
Syntax
3.
Social
System.
4.
Support
System
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9. Focus
Focus Emphasis on cramming of
facts & development of the following
capacities.
• 1. Training of mental aspects.
• 2. Providing knowledge of facts.
• 3. Retaining the learnt facts.
• 4. Recalling & Re – presenting the
learnt facts.
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10. Syntax
Syntax Herbert’s five steps:
• 1. a). Preparation. b). Statement
of aim
• 2. Presentation
• 3. Comparison of association
• 4. Generalization
• 5. Application
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11. The mind of the child must be prepared to receive new
knowledge. It is just like preparing the land before sawing the seed.
There are several techniques to prepare the students for learning.
Asking questions related to previous knowledge, narrating a
story, related to the topic, arousing curiosity by presenting an
exhibit or new facts, doing a simple experiment, narrating a
situation which leads to the lesson
It is better if the preparation stage culminates in the
announcement of the title of the lesson. By asking questions that
may reveal their ignorance, arouse interest and curiosity to
learn the new matter.
Through the use of chart, maps or pictures, through skillful
conversation it should be noted that this step should not in any
case take more than five minutes.
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12. Presentation
• In the presentation stage pupils acquire new ideas
and knowledge. Presenting new material by means
of concrete objects or actual experience.
• Both teacher and the pupils should be active
participants in the teaching learning process.
• The teacher should try to elicit from the students
as much as possible using questioning.
• Demonstration, charts, models and other
teaching aids shall be used to make the lesson
more interesting.
• Black board is to be used to summarize the
lesson.
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13. Comparison and Association
• Learning becomes permanent when the new
knowledge is associated with already known
facts, concepts and experiences.
• Isolated bits of information are easily forgotten.
• A number of possible connections should be
made by giving examples and recalling ideas
that students already know and that will have
bearing on the new content.
• Students are asked to observe two situations
and compare/contrast and infer from it.
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14. Generalization
Generalization is a process of abstraction. In this step the aim of the
lesson is achieved.
This step involves reflective thinking because the whole knowledge learnt in
preparation is to be systematized which leads to generalization , formulae,
rules etc., through comparison or association.
This step completes the enquiry by providing the answer to the problem with
which it began. Thus , the students get a new knowledge and helps the
learner to develop an understanding about a group of objects or events.
At this stage teacher converges the ideas into a generalized form in the
style of definition, principle or formula.
A procedure especially important to the instruction of adolescents and
designed to develop the mind beyond the level of perception and the
concrete.
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15. Application
The knowledge and understanding developed by
a student is worth only if he or she uses it in
new situations.
The application stage gives learner an
opportunity to make use of the acquired
knowledge in new or unfamiliar situations.
In this way , the new knowledge gained by the
pupils will become permanent in the minds of
the students and will not fade from
consciousness soon.
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16. Recapitulation
This is the last step. Teacher summarizes the
complete lesson. The understanding and
comprehension of the subject-matter taught by
the teacher can be tested by putting some
suitable questions on the topics to the students.
It is reviewing the students’ achievement.
This will also help the teacher to find out
whether his method of teaching is effective
and successful or not.
This is used for assessing or evaluating the
effectiveness of the lesson.
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17. Social system
• The process of teaching is social &
professional. Pupils & teacher are
members of this social system.
Teacher occupies the primary place &
pupils have secondary place. Function
of the Teacher:
• 1. Presenting the contents.
• 2. Controlling the pupils activities.
• 3. Providing motivation.
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18. Support System
• Cramming is stressed.
• Both oral & written examinations
are used.
• Essay type examination is more
useful.
• Recall & recognition are used
successfully through the
objective type examination.
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19. 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).
• Memory level of teaching is a teacher-
dominated curriculum where methods like a
drill, revision, and question-answer series
are done
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