The document discusses Hunt's model of reflective teaching, emphasizing a problem-centered approach that fosters intellectual behavior and critical thinking among students. It highlights different teaching levels—memory, understanding, and reflective—where the teacher creates problems for students to solve, encouraging independent thought and hypothesis testing. Characteristics of effective reflective teachers include self-analysis and strong time-management skills.

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. INTRODUCTION
• Morris .L. Bigge- “Teaching-learning
situations may be classified on a
continuum which ranges from thoughtful to
thoughtless modes of operation”. Hunt
developed the reflective model of
teaching.
• Teacher can present the content at three
levels—
• a) Memory level
• b) Understanding level
• c) Reflective level
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3. REFLECTIVE LEVEL OF TEACHING
• Includes both understanding memory &
understanding level of teaching.
• The management of teaching at memory
& understanding – level taken place
before reflective level teaching starts.
• It means “ Problem – Centered ”
teaching.
• Provide opportunities for developing
intellectual behaviour.
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4. Teacher creates a problem before the
pupils, then pupils start solve it by
formulating & testing their hypotheses
as a result of their own motivation &
activeness.
Deep & serious study in order to solve
his problem, the pupil learns to develop
his original attitude.
For developing reflective level of
teaching the credit goes to hunt.
This teaching model is named as hunt’s
model of teaching. The reflective level is
also known as the introspective level.
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5. UNDERSTANDING LEVEL OF TEACHING
UNDERSTANDING
LEVEL OF
TEACHING
A) FOCUS B) SYNTAX
C) SOCIAL
SYSTEM
D) SUPPORT
SYSTEM
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6. FOCUS
1.To develop problem – solving
competency among the pupils.
2. To develop critical &
constructive thinking among
pupils.
3. To develop independent &
original thinking power among the
pupils.
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7. SYNTAX
The individual & social nature, syntax of reflective
level teaching is designed in the following four steps.
• i). The teacher creates a problematic situation
before the pupils.
• ii). Pupils formulate hypothesis for testing.
• iii). Pupils collect data to verify the hypothesis.
• iv). Hypotheses are tested.
• v) Results are derived on the basis of these tests
which are original ideas of the pupils.
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8. Social System
• The class – room environment is open &
independent.
• Pupil occupies primary & the teacher
secondary place.
• To present some problem before the
pupils.
• To use discussion & seminar during
teaching.
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9. To raise the level of aspiration of the pupils.
All pupils becomes active & sensitive for
solving the problem. Both self – motivation &
social – motivation have importance.
Objective type tests are not used, essay
type tests used for evaluation.
i). The attitudes & beliefs of the pupils should
be evaluated.
ii). Involvement in the learning activities
should be evaluated.
iii). Evaluated the development of the critical &
creative competencies of the pupils.
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10. CONCLUSION
• Some characteristics of a reflective teacher
include the ability to self-analyze, identify
their own strengths, weaknesses,
objectives and threats, as well as good time-
management skills, organization, patience,
self-acceptance, and the well for, and
implementation of, self-improvement of self
and teaching practices
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