Objectives of teaching:
·
learner’s change of attitude
·
shaping of learner’s behavior and contact
·
learner’s acquisition of knowledge
·
improving skills of the learner
·
belief formation
·
making the learner efficient member of
society both for survival and living in harmony with others
·
to make the
learner realize his/her inherent
potentiality
Levels of Teaching (Biggie, 1967): (Memory, Understanding
and Reflective levels)
1. Memory
Level Teaching(least thoughtful):
·
Known as Authoritarian teaching and rote learning
·
teacher centered and subject centered
·
teacher active,
learner passive
·
based on memory and mental ability
·
cramming the facts, information and formulas
for exam, without any care of
understanding of their meaning and application
·
presenting pre-planned material in a
sequential order
·
drills and
exercises-Recall and recognition, playing vital role to strengthen the memory
·
lacking insight and motivation
·
useful for children at lower classes
·
memory acquired so, basis for future learning
and thinking but knowledge gained so, not useful in real life situations
·
intelligence
and thinking, no role to play
·
Theories connected with it: The Herbartian theory of apperception (mechanical memorization), The Thorndike’s
connectionism (SR connections through memorization), The theory of conditioning
(habit formation through repetition of association between SR)
2. Understanding Level
of Teaching (thoughtful):
·
known as Democratic Teaching
·
Associated
with Herbart (and his five steps of
teaching: preparation, presentation, comparison, generalization and application)
·
Associated
with Judd Morrison (and his Mastery
and insight, not memorization of facts)
·
Also
connected with Bruner J S.(and his theory of “finding common elements in
infinite number of discriminate objects and events”)
·
though
teacher centered and subject centered, both teacher and learner, active
·
understanding
level referring to seeing the total use of facts, seeing relationship
and a generalized insight and teaching, the
relationship between principles and facts and how these principles can be
applied
·
students making use of their thinking abilities
·
Knowledge acquired at this level, the basis of the reflective level of teaching
·
relating new knowledge acquired to the
previously acquired knowledge
·
learning by understanding the facts and
information and their use and purpose -
3. Reflective
Level of Teaching (most thoughtful):
·
Associated with Laissez Faire Teaching
·
Known as introspective
level
·
student
centered and problem-centered teaching
·
instead of
telling the facts or generalizations, making students to discover them
·
the atmosphere
of the class, permissive and not restrictive.
·
teaching by
raising problems, initiating mutual discussion and interactions, welcoming
critical reactions
·
thinking
deeply about something - the highest level of teaching
·
suitable only
for mentally matured children, college lever learners
·
enabling the students to solve the real problems
of life
·
original
thinking and creative-abilities develop at this level
·
study
material, neither organized nor
pre-planned
·
requires more experienced and efficient
teachers