The document outlines the Morrison Technique, developed by Henry Clay Morrison, which focuses on integrated teaching of subjects like geography and history through a mastery approach. It emphasizes understanding levels in instruction, where both teachers and students actively participate in learning, with structured steps such as exploration, presentation, assimilation, organization, and recitation. The technique aims to create a comprehensive and engaging classroom environment that fosters mastery of content among students.

1. 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. MORRISON TECHNIQUE
 Henry Clay Morrison was
superintendent of schools in
New Hampshire before he
became a faculty member of the
University of Chicago in 1910.
This technique was developed in
the laboratory schools of
Chicago as a result of Morrison’s
observations of the schools in
New Hampshire.
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3. MORRISON MASTERY LEARNING TECHNIQUE
Morrison proposed the mastery
formula for learning – pretest, teach,
test the result, adopt procedure and
test again to the point of nature
learning (Risk 1947).
Morrison plan of instruction may be
considered as the forerunner of the
different kinds of units and
integrative technique.
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4. MORRISON TECHNIQUE
• MORRISON TECHNIQUE - It is usually used in
the teaching of geography, history,
government and economics.
• It is the process of taking the contents of a
particular subject as big blocks and not as
isolated and fragmentary bits of
information.
• Its aim is to approach topics as organized
and integrated body , showing relevance
and cognitive relationship.
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5. • Understanding level of teaching Teacher tries to
present his instructions at the understanding
level.
• Makes the pupils understand the
generalizations, principles & facts.
• Teacher tries to provide more & more
opportunities to develop the intellectual
behaviors of the pupils.
• Both pupils & the teachers participate in
developing the lesson while teaching occurs at
the understanding level.
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6. Morrison’s teaching Model
• Morrison’s model of
Understanding
• The model of understanding
– level teaching was
indoctrinated by Morrison, it
is named as “Morrison’s
teaching Model”
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7. UNDERSTANDING LEVEL OF TEACHING
UNDERSTANDING
LEVEL OF
TEACHING
A) FOCUS
B) SYNTAX
1. EXPLORATION 2. PRESENTATION 3. ASSIMILATION
4.
ORGANIZATION
5. RECITATION
C) SOCIAL
SYSTEM
D) SUPPORT
SYSTEM
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8. Focus
The pupil should achieve the
mastery of the concept.
Teacher stresses upon the mastery
of the content so that a desirable
change may occur in the
personality of the pupils.
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9. Syntax
Syntax divided
into five steps
Exploration Presentation Assimilation Organization Recitation
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10. Exploration
• Previous knowledge testing by
questioning, tests or in discussions,
• Analyzing the contents, the
elements are arranged in a logical
sequence from psychological point
of view.
• Determining how the units of
contents or new Knowledge should
be presented.
Presentation
• Teacher remains more active. The aim is to give the
pupil a bird’s eye view of the entire unit. He forms the
following activities for the presentation of the contents.
• a). Presents the content in small units maintain the
sequence of these units & a relationship with the pupils
establishers.
• b). Teacher diagnosis whether the contents have been
understood by the pupils or not.
• c).teacher recapitulates the contents till most of the
pupil acquire the understanding.
Syntax
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11. Assimilation
• Teacher provides pupils opportunities for
assimilation. Assimilation has the
following characteristics.
• a). Pupils are provided with occasions for
generation through assimilation.
• b). Opportunities are provided in order to
stress upon the depth of the content.
• c). At the time of assimilation, every pupil
studies in accordance with his
requirement.
• d). In assimilation, the pupils work themselves in
laboratories & libraries.
• e). Supervised study occurs.
• f). Both pupils & teachers remain active.
• g). The pupils perform individual activities &
teachers guide them according to the need
during supervision.
• h). During the assimilation period, the teacher
tests whether the pupils have achieved mastery
over the content or not by diagnostic test at the
end.
Syntax
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12. Organization
• Pupils are provided with the occasions
for representation, all the pupil write
contents in their own language.
• The teacher comes to the conclusion
whether the pupils can write the
contents without anybody’s help or not.
The re – presentation in the subjects like
mathematics, grammar & arithmetic etc,
has no importance.
Recitation
• Last step of understanding level teaching.
• The pupils present the contents orally before
the teacher & his mates.
• Now the class performs while the teacher
and the other pupils listen.
• In the unit recitation, the pupil has mastery
of what he is talking about and may give a
report or lecture for a given time.
• This step should be the liveliest part.
Syntax
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13. Social system
• Teacher controls the behavior of
the pupils by provides
motivation.
• Teacher imparts instruction to
the pupils they work themselves
with full involvement.
• Both extensive & intrinsic
motivation is used.
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14. Support System
• Support system does not remain static,
but it goes on changing. In assimilation,
the pupils have to pass the examination.
• Assimilation test pass – essentially for
their entry into organization &
recitation. End of organization period, a
written test takes place.
• Recitation is followed be an oral test. Both
oral & written tests (Essay type &
objective type) occur during the various
steps of understanding level of teaching.
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15. CONCLUSION
• It’s a more deliberate teaching method in which
students interact with concepts and, as the name
implies, comprehend the content. They evaluate the
concepts and bring together the facts and other notions
associated with them based on the students' prior
awareness and comprehension level.
• The teachers and students are equally involved in this
process and teachers make use of discussions,
lectures, explanations and similar methods in this
teaching level.
• The classroom environment is inclusive and engaging.
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