The document discusses different levels of teaching - memory, understanding, and reflective. At the memory level, teaching focuses on rote learning of facts through repetition. Herbart's model of this level involves steps like preparation, presentation, comparison, and application. The understanding level aims to help students comprehend principles and think intellectually. Morrison's model includes exploration, presentation, assimilation, organization, and recitation. The reflective level centers around problem-solving and developing independent thinking. Hunt's model has students formulate hypotheses to solve problems presented by the teacher, through collecting data and testing their ideas. Evaluation focuses on attitudes, beliefs, and competencies rather than objective tests.

1. V.SURESH KUMAR,
Assistant Professor of Mathematics
Rajalakshmi College of Education
Thoothukudi
Tasks of Teaching

2. What is Teaching?
“Teaching is a system of actions intended to
induce learning” – B.O. Smith.
“Teaching is an intimate contact between a more
mature personality and a less mature one which is
designed to further the education of the later” –
H.C.Morrison.

3. Relationship among teaching,
school & society
Society
Classroom
Teaching
Learning

4. Variables Of Teaching
Independent Variable
Teacher
Intervening Variable
Curriculum
Dependent Variable
Students

5. Con/-
Teacher:
The teacher engaged in organization, planning &
management of teaching in the class

6. Con/-
Student:
Engaged in activities desired as per the teaching
in the class.
Curriculum:
Establishes the instruction between the teacher &
the students as an intervening.
Enforces the teaching methods as per demand of
the nature of curriculum.

7. Teaching Continuum
Teaching continuum can be break down onto its four
basic elements as following
Teaching
Change in
behavior
Conditionin
g
Training
Change in belief
& knowledge
Indoctrination Instruction

8. Functions of Teaching Variables
The teaching variables have carried out the
following three functions.
1. Diagnosis.
2. Prescription.
3. Evaluation.

9. Diagnostic Function
Independent variable remains more active.
Decision take by teacher:
Analysis of teaching problems.
Entering behavior of pupils.
Exploration of individual differences.
Task analysis.
Analysis of content in view of types of learning.

10. Prescriptive Function
Judgmental process between the teacher &
students to decide the teaching strategies & tactics.
Bring favourable changes in one’s behavior,
emphasis on feed – back.

11. Evaluation Function
Focuses on realization of the objectives of teaching.
Measures the effectiveness of prescriptive functions.
Elements of evaluation function:
1. Construction of criterion test.
2. Evaluation of changes in behavior.

12. Phases of Teaching
The teaching is taking place in the following three
phases.
1. Pre – active phase.
` 2. Intermediate phase.
3. Post – active phase.

13. Pre – Active Phase
Tasks performed by a teacher entering into the class in
the phase.
Activities :
1. Determining the objectives of teaching.
2. to take judgement about the curriculum.
3.To make orderly arrangement.
4. To make judgement about teaching strategies &
tactics.
5. To develop the strategies for specific content.

14. Inter – Active Phase
Activities performed by a teacher in a class.
Concerned with the presentation & delivery of
content.
Activities:
The insight about the size number & appearance
of the class.
Diagnosis of the students.

15. Con/-
Action – reaction mechanisms in a class.
1. Selection of stimuli.
2. Presentation of stimuli.
3. Application of tactics.
4. Extension of tactics.

16. Post – Active Phase
Evaluation aspect of teaching.
Steps:
1. Change in behaviour through teaching.
2. Selection of adequate evaluation procedures.
3. The decision – making process about different
activities on the basis of evaluation.
4. Attainment of teaching objectives.

17. Operation of Teaching
All the teaching activities are carried out in order to
bring desirable changes – in students behaviour.
Importance of the phases of teaching:
1. The teacher can get the insight into various activities
which are being carried out by him before & after
entering into a class.
2. The in-service teachers can be trained in new skills &
bring desirable changes in their teaching behaviour after
getting the knowledge of teaching activities.

18. 3.These activities support in designing the
instructions because the teaching activities are
completed through instruction.
4. the teaching operations help in accomplishment
of teaching activities.
5. The teaching phases or operations gives clarity
about teaching variables.
6.The teaching operations lead towards the
development of desirable learning conditions in the
classroom.

19. Level of Teaching
1. Memory level of teaching.
2. Understanding level of teaching.
3. Reflective level of teaching.

20. 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.

21. 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.

22. 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.

23. Syntax
Herbert’s five steps:
1. a). Preparation.
b). Statement of aim.
2. Presentation.
3. Comparison of association.
4. Generalization.
5. Application.

24. A). Preparation:
The pupils are prepared
to acquire new knowledge by
testing their previous knowledge.
B). Statement of aim:
Topic clear to the pupils & teacher writes the
topic on the black – board.

25. Presentation
Stimulating the students mental activity, the
pupils are provided with opportunities for self –
learning.
Teacher tries to derive most of the information
from the pupils so that a relationship may be
established between the new & the previous
knowledge.

26. Comparison & Association
Herbert named this step as association.
Teacher establish a relationship between two
subjects, facts & events of the same subject.
By comparison, the new knowledge may be
clarified & made permanents in the minds of the
pupil.

27. Generalization
Herbert named this step as system.
After explaining the basic lesson, the pupils are
given the opportunities to think in this lesson.
Pupils formulate some principles & laws which can
be used in the future life situations.

28. Application
Last steps of teaching.
Observed, whether there new learnt knowledge
can be used in new situations or not.
Verified through questioning or new opportunities
to make use of learnt knowledge.
Makes the knowledge permanent & laws can be
verified.

29. 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.

30. 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.

31. 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.

32. Morrison’s model of
Understanding
The model of understanding – level teaching was
indoctrinated by Morrison, it is named as “Morrison’s
teaching Model”

33. 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.

34. Syntax
Syntax divided into five steps.
1. Exploration.
2. Presentation.
3. Assimilation.
4. Organization.
5. Recitation.

35. Exploration
Previous knowledge testing by questioning.
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.

36. Presentation
Teacher remains more active.
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.

37. Assimilation
Teacher provides pupils opportunities for
assimilation.
Assimilation has the following characteristics.
a). Pupils are provided with occasions for generation
through assimilation.
b). Assimilation – opportunities are provided in
order to stress upon the depth of the content.

38. 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.

39. 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.

40. Recitation
Last step of understanding level teaching.
The pupils present the contents orally before the
teacher & his mates.

41. 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.

42. 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 bean oral test.
Both oral & written tests (Essay type & objective type)
occur during the various steps of understanding level of
teaching.

43. Includes both understanding memory &
understanding level 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.

44. Con/-
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.

45. For developing reflective level of teaching the
credit goes to hunt.
This teaching model is named as hunt’s model
of teaching.

46. 1. Focus.
2. Syntax.
3. Social System.
4. Support System.

47. 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.

48. 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. Results are derived on the
basis of these tests which are original ideas of the pupils.

49. 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.

50. Con/-
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.

51. 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.