Introduction to Teaching

1. TEACHING:
MEANING,
PRINCIPLES, PHASES
AND LEVELS
Dr Shiva Shukla
Assistant Professor
Central University of Punjab, Bathinda

2. Principles of Teaching
◦ Approach: Set of Principles that determine the nature of learning
E.g. Teacher centred, learner centred, banking approach, subject matter
centred, constructivist, collaborative, self directed, dialogue
◦ Method: Logical arrangement of steps to complete a particular task
E.g. Lecture Method, Lecture-cum-Demonstration Method, Problem
Solving Method, Heuristic Method, Project Method, Inductive Method,
Deductive Method
◦ Technique: well defined and pre-determined procedure used to
complete a specific task or activity
◦ Strategy: a plan of action that determines an expected desired goal

3. Laws of Learning
◦ Law of Effect: (Thorndike) learning is effective when it is
accompanied with pleasant feeling and ineffective when accompanied
with unpleasant feeling, annoyance or pain. Learning is best when it
results in feeling of satisfaction and learner derives pleasure out of it
◦ Law of Readiness: Readiness implies preparing for an action and
hence learning is at it’s best when the learner is physically, mentally
and emotionally ready to learn, a student will not learn if they are not
ready to learn.
◦ Law of Exercise: Students do not learn complex task in a single
session, topics most repeated are remembered the most and hence
continued trial and practice ensures learning
◦ Law of Primacy: What is taught first should be correct the first time

4. Teaching Strategies: Teacher-Centred vis-
à-vis Learner-Centred
◦ Conti (1989) identified two teaching styles
1) Responsive, collaborative, learner-centred mode and
2) Controlling, teacher-centred mode.
◦The collaborative mode was defined as a learner-centred
method of instruction in which authority for curriculum
formation is shared by both, learner and the practitioner

5. Teacher-Centred
◦ Traditional in nature, focussing on the teacher as instructor
◦ They are sometimes referred to as direct instruction, deductive
teaching or expository teaching, and are typified by the lecture type
presentation.
◦ Teacher controls what is to be taught and how students are presented
with the information that they are to lean.
◦ The teacher controls what is to be taught and how students are
presented with the information that they are to learn
◦ Students passively receive information, emphasis is on acquisition of
knowledge, and teacher’s role is to be primary information giver and
primary and evaluator

6. Learner-Centred
◦ The student as the centre of the learning process.
◦ Emphasis on the learner’s role in the learning process.
◦ Teachers still set the learning aims but have much less direct control
over what and how students learn
◦ The teacher plays the role of facilitator or guide to students’ learning
◦ Focuses on the learners’ experiences, perspectives, backgrounds,
talents, interests, capacities, and needs. It creates a learning
environment conducive to learning and promotes the highest levels of
motivation, learning, and achievement for all learners

7. Phases of Teaching
◦Pre-Active Phase- Knowledge Acquisition Phase
◦Interactive Phase- Skill Acquisition Phase
◦Post-Active Phase- Transfer Phase

8. Pre Active Phase
Planning Stage
◦ Determining goals and objectives: expected behaviour
◦ Selection of the content to be taught: level need and importance
◦ Organization of the content: sequencing the content
◦ Justification of the principles and maxims of teaching to be used
◦ Selection of the appropriate of methods of teaching
◦ Decision about the preparation and usage of evaluation tools.

9. Interactive Phase
Implementation Stage
◦ Determining size of the class and establishing a
◦ Knowing the learners: interests, abilities, aptitude etc.
◦ Verbal and non-verbal interaction
◦ Selection and presentation of stimuli, Feedback and reinforcement.,
Deployment of strategies
◦ Reinforcement and feedback

10. Post Active Phase
Evaluation Stage
◦ Defining the exact dimensions of the changes caused by teaching
◦ Selecting appropriate testing devices and techniques
◦ Changing the strategies in terms of evidences gathered
◦ Integration of skills and knowledge acquired in the interactive phase

11. Levels of Teaching
◦Memory Level: Thoughtless Teaching
◦Understanding Level: Thoughtful Teaching
◦Reflective Level: Introspective Teaching
Morris L Bigge(1967): Teaching-Learning situations
may be classified in a continuum which ranges from
thoughtless to thoughtful mode of operation

13. Memory Level
◦ Memory level of Teaching directly uses a) attention, b) encoding -information processing
and it’s retention and memorization of facts, c) storage- retention of encoded material or
gained knowledge over a period of time, and d) decoding- process of recollecting or
recovering facts from memory.
◦ Memory Types-Long Term Memory, Short Term Memory(Working Memory), Sensory
Memory, Episodic Memory (time and place), Semantic Memory (facts and knowledge),
Procedural Memory (process, skill or a task).
◦ While teaching-learning process in memory level independent thinking ability does not play
much role and the students route learn the facts, information, laws and formulas that are
taught to them.
◦ Teaching is nothing but encouraging the learning of subject matter by rote, the role of the
teacher is prominent and that of the student is secondary and process is teacher-centred
◦ The teaching content is logically arranged and pre-planned. The teacher presents the
relevant facts in a sequential order.

14. Understanding Level
◦ Understanding level of teaching embodies relatively higher level in the teaching process in
contrast to memory level. It calls for the use of one’s thought processes and cognitive
abilities in the form of rational thinking, ingenuity, analysis etc.
◦ The behaviour outcome linked with grasping of a concept or a fact would be to assess,
associate, arrange, assume, translate, postulate, describe and state the main ideas as
Elucidation, Rendition, Extrapolation, Identification, Generalization and Application
◦ This level is more thorough considering mental abilities. At this level of teaching, the
teacher explains the student about the association between various principles and show
them how these principles can be utilized.
◦ Memory level teaching is essential to be completed for this level of teaching.

15. Reflective Level
◦ Careful, critical examination of an idea or supposed article of knowledge in the light of the
testable evidence which supports it and the further conclusions towards which it points-
Bigge
◦ It is highly thoughtful level and aims at higher order thinking skills (HOTS)
◦ The levels work in a sequential form and hence student can attain this level only after going
through memory level and understanding level.
◦ Teaching at the reflective level enables the students to solve the real problems of life and
hence facilitates authentic learning (related to real life situations)
◦ The student is made to face a challenging situation and by thoughtful reflection on the
situation they use their critical abilities succeeds in solving the problems
◦ This level emphasises on identifying the problem, defining it and finding a solution to it. The
student’s original thinking and creative-abilities develop at this level.

16. ◦ The role of the teacher in this level of teaching is democratic. They
don’t force-feed knowledge to students but emphasise on developing
their talents and capabilities
◦ The role of the students in reflective level is of an active learner
◦ Reflective level of teaching is always problem-centred and the student is
involved creatively finding innovative solutions
◦ The teaching at this level is not teacher-centred or subject-centred, it is
leaner-centred.
◦ There is an interaction between the teacher and the taught at the
reflective level teaching.
◦ At this level, teaching is appropriate for the higher classes

17. Characteristics of Effective Teaching
◦ Teacher’s knowledge of content and subject matter
◦ Active involvement of learner in the teaching learning process
◦ Students-teachers interaction is a motivating factor
◦ Students learn best when they are made to take responsibility for their learning
process and teacher should ensure student’s accountability
◦ There are many paths for learning and students should be allowed to make a
choice for themselves
◦ Learning enhances with cooperation and collaboration and hence when
incorporated within teaching gives positive results
◦ Teaching gets effective over a period of time so experience matters
◦ Content taught should be profound, significant and up to date