Reflective level of teaching

Reflective level of teaching

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  DR. C. BEULAHJAYARANI M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D ASST. PROFESSOR, LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34
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  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 17-01-2022 Dr. C. BEULAH JAYARANI 2
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  REFLECTIVE LEVEL OFTEACHING • 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. 17-01-2022 Dr. C. BEULAH JAYARANI 3
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  Teacher creates aproblem 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. 17-01-2022 Dr. C. BEULAH JAYARANI 4
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  UNDERSTANDING LEVEL OFTEACHING UNDERSTANDING LEVEL OF TEACHING A) FOCUS B) SYNTAX C) SOCIAL SYSTEM D) SUPPORT SYSTEM 17-01-2022 Dr. C. BEULAH JAYARANI 5
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  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. 17-01-2022 Dr. C. BEULAH JAYARANI 6
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  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. 17-01-2022 Dr. C. BEULAH JAYARANI 7
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  Social System • Theclass – 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. 17-01-2022 Dr. C. BEULAH JAYARANI 8
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  To raise thelevel 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. 17-01-2022 Dr. C. BEULAH JAYARANI 9
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  CONCLUSION • Some characteristicsof 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 17-01-2022 Dr. C. BEULAH JAYARANI 10