TEACHING AT DIFFERENT LEVEL

TEACHING AT DIFFERENT LEVEL
                          Prof. Deepak Sharma
Morris.L.Bigge: “Teaching-learning situations may be classified on a continuum which ranges from thoughtful to thoughtless modes of operation”.
Teacher can present the content at three levels—
a) Memory level b) Understanding level c) Reflective level.
a) Memory level: Woodsworth-“Memory is the direct use of what is learned”.
Ross—“A memory is a new experience determined by the dispositions laid down by a previous experience, the relation between the two being clearly apprehended”.
McDougall—“Memory implies imagining of events as experienced in the past and recognizing them to ones own past experience”.
Phases of Memory:
1) Learning: learning of some facts.
2) Retention: to make the contents in the minds.
3) Recall: the learnt material experiences when brought to conscious mind
4) Recognition:
Classification of memory:
1) Immediate memory: when recall is immediate
2) Permanent memory: the recalling of material for a longer time.
3) Personal memory: while recalling past experience, we remember our personal past experience.
4) Impersonal memory: recalling from books, and companion.
5) Active memory: make effort to recall past experiences, recalling answer in exams.
6) Passive memory: recall past experience without effort.
7) Mechanical memory or physical mem: body becoming habitual of doing any task repeatedly.
8) Rote memory: cramming facts without understanding.
9) Logical memory: to learn something by using intellect and it’s recalling when needed.
Characteristics of good memory:
i) rapidity in learning :
ii) stability of retention
iii) rapidity in recall
iv) serviceable
v) Forgetting irrelevant things.
Memory level of teaching:
In this level emphasis is laid down on the presentation of the facts and information’s and its cramming.
Models of memory level pf teaching: Herbart is the exponent of memory level of teaching.
STEPS:
A) Focus: emphasis on cramming of facts and development of following capacities;
a) Training of mental aspects.
b) Providing knowledge facts.
c) Retaining the learnt facts.
d) Recalling the learnt facts.
B) SYNTAX:
HERBARTIAN STEPS:
a) Preparation: questions are asked to test the previous knowledge.
b) Statement of Aim: to acquaint the name of the topic.
c) Presentation: stimulating the mental activity, the pupils are provided with opportunities for self-learning.
d) Association: Mutual relationship is established among facts, events, and expts by comparison.
e) Generalization: principles and laws are formulated for the future life situations.
f) Application: new learnt knowledge is used in new situations.
C) Social system: a) Pupil b) teacher.
D) Support system: oral, written and essay type examination is used
Understanding level of teaching:
Memory level of teaching is a prerequisite for the understanding level of teaching. In understanding level of teaching teacher stresses to make understand to the pupils the generalizations, principles and facts.
Model of understanding level of teaching:
A) Focus: mastery of the content.
B) Syntax: Morrison has divided understanding level of teaching in to 5 steps;
a) Exploration: testing previous knowledge, analyzing the content.
b) Presentation: content is presented, diagnosis, and recapitulation till the students understands.
c) Assimilation: generalization, individual activities, working in laboratory and library, test of content.
d) Organization: pupils are provided with the occasions for representation.
e) Recitation: pupil presents the content orally.
C) Social system: teacher control the behavior of the pupil, pupil and teacher remain active in assimilation, pupil works with full involvement.
D) Support system: pupil pass exam in presentation to enter into assimilation, to enter into organization and recitation, at the end written test is taken. Similarly recitation is followed by the oral test. Essay and objective type Qs is asked.
Reflective level of teaching:
It includes both understanding level and memory level of teaching. Reflective level of teaching means ‘problem centered’ teaching. In this the classroom environment is open sufficiently. The teacher creates such a problem before the pupil, which arouses so much tension in the pupils that they start solving their problems by formulating and testing their hypothesis as a result of their motivation and activeness.
Model of Reflective level of teaching:
Hunt developed the reflective model of teaching.
a) Focus: objective to – To develop problem solving, critical and constructive, independent, original thinking.
b) Syntax: steps;
i) Creating a problematic situation.
ii) Formulation of the hypothesis.
iii) Verify hypothesis
iv) Collection of data.
v) Testing of hypothesis.
c) Social system: pupil occupies the primary place and teacher secondary place.
d) Support system: Objective type test is not used but essay type test is used. Attitude, beliefs and involvement is evaluated

6) Modification of the teacher behavior.
Microteaching:
Allen “Microteaching is a scale down teaching encounter in class size and class time”.
Importance of microteaching
a) Safe practice b) focused instrument c) continuous training d) modeling instructional skills e) new approach to supervision
f) New approach to research.
Characteristics of microteaching:
Merits and demerits of microteaching:
Limitations of microteaching
Phases of microteaching:
1. Knowledge acquisition phase:
2. skill acquisition phase
3. transfer phase of MT:
Phase I: Pre-active phase
1) Orientation
2) Discussion of teaching skills
3) Selection of a particular skill.
4) Presentation of a model of demonstration lesson observation of the model of the lesson.
Phase II: Inter- active phase
1) Preparation of the micro-lesson.
2) Creation of microteaching.
3) Practice of teaching skills
4) Feed back
5) Re-planning
6) Re-teaching
7) Re-feedback
8) Repetition of the microteaching lesson
Phase III: Post-active phase:
1) Integration of skills.
2) Integration of skills in parts
3) Integration of skill as whole
4) Evaluation of micro teaching lesson.

Interaction Analysis:
1) Meaning of Interaction analysis.
2) Objectives of Flanders Interaction category.
3) Assumption of Flanders category system.
4) Model of Flanders category system.
(1) Teachers talk.
A) Indirect talk B) Direct talk.
A1) Accepting feelings B1) Lecturing
A2) praise B2) Giving direction
A3) Accepting and using Idea B3) Criticizing
A4) Asking questions
(2) Pupils talk.
A) Responding B) Pupil talks C) Silence
To teacher Initiation
i) Procedure of observation
ii) Rules of observation

Simulation Teaching:
i) Concept
ii) Meaning and definition: “Simulation is an artificial setting of situation in which a trainee performs real acts to face the real situation to attain proficiency rather than competency.”
iii) Pattern of simulation teaching:
a) identify simulation
b) laboratory simulation
c) Analytical simulation
d) Case study simulation
e) Role playing simulation
iv) Steps involve din simulation
a) Assigning designation to the members
b) Planning presentation and deciding the topic
c) Deciding members to starting the conversation
d) Deciding procedure and data to be collected
e) Conduct the practice session on a topic.
f) Teacher should alter the procedure to keep interest
v) Use of simulation in micro-teaching.
vi) Merits and demerits of simulation teaching.

7) Programme Instruction.
1) Introduction
2) Need and Importance Objectives of Programmed Instruction:
3) Basic principle of Programmed Instruction
i) Small step
ii) Active responding
iii) Immediate confirmation
iv) Self- pacing
v) Constant evaluation.
4) Characteristic of Programmed Instruction:
5) Stages of Programmed Instruction
i) Stage of preparation
ii) Stage of Program writing.
iii) Stage of try-out and revision
6) Types of Program Instruction.
A) Linear Program of Instruction
B) Branching Program of Instruction
I) Backward branching II) Forward Branching.
7) Advantages and Limitations.

8. Models of Teaching.
Joyce and Well - “Teaching model is a pattern or plan, which can be used to shape a curriculum or course, to select instructional materials and to guide a teacher’s action.”
Model of teaching is just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the stipulated objectives.
Families of Models: -
1. Information processing model.
2. Personal models
3. social Interaction models
4. Behavioral models.
1) Information processing model. These model share an orientation toward the information –n processing capability of students and ways they can improve their ability to master information.
Information processing refers to the ways people handle stimuli from the environment, organize data, sense problems, generate concepts and solutions to problems and employ verbal and non-verbal symbols.
a) Inductive model :: Hilda Taba :: Development of inductive mental processes.
b) Inquiry training model :: Richard Suchman :: Academic reasoning.
c) Concept attainment model :: Jerome :: Develop inductive reasoning & concept.
d) Scientific inquiry :: Schwab :: research and problem solving.
2) Personal models: Members of this family share an orientation towards the development of self-hood.
a) Non directing teaching :: Carl Rogers :: Personal development in terms of self-awareness & self concept.
b) Synectics models :: William Gordan :: Personal development creativity and problem solving.
c) Conceptual system :: David Hunt :: increase personal complexity and complexity.
3) SOCIAL Interaction models: Relationships of the individual with the society
a) Group Investigation :: Herbart Democratic skill, Interpersonal skill and academic inquiry skill.
b) Inquiry training model :: John Dewey :: --- , , ---
c) Social inquiry model :: Benjamin Cox :: Social problem solving through academic inquiry & logical reasoning.
d) Laboratory method
e) Role playing :: Shaftel :: Inquire into personal and social values
4) Behavior model: The emphasis is on changing the visible behavior of the learner rather than the underlying psychological structure and unobservable behavior.
a) Contingency management:: Skinner :: Facts, Concept, skills.
b) Self control:: Skinner :: Social behavior / skills.
c) Relaxation model:: Masters :: Personal goals.
d) Stress reduction:: Masters :: substitution of relaxation for anxiety in social situation.
e)
Concepts for describing models:
1) Focus: Objectives of teaching, goals and aspects of the environment constitute the focus of the models.
2) Syntax: Sequences of activities called as phase.
3) The social system: Describes the students and teachers relationships and the norms that are encouraged ex student centered or teacher and student centered.
4) Principles of reaction: selecting model according to the students.
5) Support in the forms of books, films, films and self-instructional material.
9) Designing Instructional design:
* Formulation of instructional design
* Task Analysis.
* Designing of instructional designing such as lecture, team teaching, seminars, discussion.
Steps for ISD :=>
1) Analysis and identification of needs.
2) Definition of goals and objectives.
3) Identification of alternative ways to meet needs.
4) Design of system components.
5) Analysis of (A) Resources required (B) resources available (C) constraints.
6) Action to modify or remove constraints.
7) Development of instructional material.
8) Design of students’ assessment material.
9) Field testing
10) Adjustment, revisions, and further evaluation..
11) Summative evaluation.
10) Communication Process:
1) Meaning of Communication:
The word communication has been derived from the Latin word “Communis” meaning common.
Edgar Dale “Communication is define as the sharing of ideas and feelings in a mood of mutuality.”
Communication is the –
1. Passing of information
2. Exchange of Ideas.
3. Sharing of ideas with one another.
2) Process of Communication:
1) Source.
2) Encoding.
3) Transmission.
4) Decoding.
5) Receiver.
6) Feedback.
7) Noise.
3) Components of Communication :=>
1) Sender or Source.
2) Message.
3) Channel.
4) receiver
5) Feedback.
4) Principles of Communication:=>
1) Communication is perception.
2) Communication is expectation
3) Comm. makes demand.
4) Comm. should be complete.
5) Comm. should be positive.
6) Comm. should be to express and not to impress.
7) Comm. should be concise.
5) Barriers to Communication :=>
1) Cultural / Semantic.
2) Perceptual barr
3) Perceptual distortion.
4) Emotional barr
5) Prior relationship.
6) Timing.
7) Filter problem.
8) Prestigious Jargon.
9) Geographical distance.
10) Wrong channels and medium.
11) Poor verbal skills.
12) Unconvincing arguments.
13) Leader arrogance.
14) Source credibility.
15) Status of the communicator.
5) Types of Communications :=>
A) Verbal Comm.
B) Non-verbal Comm.
a) Kinesics: Language of body movement
i) Emblems ii) Illustrator’s iii) Regulator. iv) Adaptor.
b) Proxemics: using and perceiving social and personal
i) Intimate distance ii) Personal distance iii) Social distance and iv) Public distance.
C) Time: keeping precise time.
6) Scope of Communication:
A) Small group of networks.
1) Wheel network.
2) Chain network.
3) Circle network.
4) “Y” network.
5) All channel network.
B) Institutional network.
1) Upward comm..
2) Downward comm..
3) Lateral comm..
7) Effectiveness in the classroom.