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Match the following two sets, in which Set I indicate the underlying purpose and Set II status the levels of teaching. Set I (underlying purpose) Set II (Levels of teaching) (a)  The main objective is to know the subject in depth and developing insight leading to clarity of structures. (i) Autonomous development level (b) The main emphasis is on orderly presentation of thoughts leading to their longer retention (ii) Memory level (c) The basic purpose is to engages students in clear, coherent and critical thinking leading to patterns of thought (iii) Understanding level (d) Purpose is to promote self-feelings leading to a sense of freedom (iv) Reflective level   Select the correct answer from the following options.

Match the following two sets, in which Set I indicate the underlying purpose and Set II status the levels of teaching. Set I (underlying purpose) Set II (Levels of teaching) (a)  The main objective is to know the subject in depth and developing insight leading to clarity of structures. (i) Autonomous development level (b) The main emphasis is on orderly presentation of thoughts leading to their longer retention (ii) Memory level (c) The basic purpose is to engages students in clear, coherent and critical thinking leading to patterns of thought (iii) Understanding level (d) Purpose is to promote self-feelings leading to a sense of freedom (iv) Reflective level   Select the correct answer from the following options. Correct Answer (a)-(iii), (b)-(ii), (c)-(iv), (d)-(i)

The activities of teaching and learning may be organized at various levels of abstraction; ranging from the use and application of simple mental powers to the most complex ones. Such organizations are distinguished and labeled as 'forms and levels' of teaching. There are three identifiable levels of teaching and learning activities: Memory level, understanding level, and Reflective level. Morris L. Biggie (1976) has added one more level under the rubric 'autonomous development'. 

The four levels of teaching and learning may be shown on a continuum in the following way: 

Levels of teaching underlying purpose
Autonomous development level 
  • The autonomous development level is student-centered.
  • there is little or no leadership, direction, coercion, prescription, or imposition of student thought or behavior to promote self-feelings leading to a sense of freedom.
  • 'Intellectual development is something that just naturally happens'.
  • The obvious implication of this level is that there is no need for any kind of formal teaching. 
Memory level 
  • Memory level teaching or learning is the least thoughtful.
  • Recall, recognition, and retention are especially emphasized in this form of teaching or learning.
  • The instructional arrangement is such that the learner is helped in cramming or parroting the content presented to him.
  • In this process, the learner may not show thoughtful assimilation or understanding of the elements or items of knowledge.
  • Thus the memory level teaching and learning is marked by the teacher's arrangement of the material to help or aid the process of quick recall, recognition, and retention. 
Understanding level 
  • The understanding level is characterized by seeing relationships and tool use of a fact.
  • This level of teaching is that teaching which seeks to acquaint students with the relationship between generalization and particulars and between principles and solitary facts, which show the uses for which the principles may be applied.
  • The 'explanatory understanding' as a form of teaching is supported by the Theory of Apperception of Herbart. According to this theory, three stages of learning are implied.
    1. First is the stage primarily of 'sense activity'.
    2. The second stage is of 'memory' which is characterized by exact reproductions of previously formed ideas.
    3. The third and highest level is that of conceptual thinking' or 'understanding'.
  • Teaching becomes a highly systematic and ordered set of activities in the 'understanding level' presentations.  
  • The main objective is to know the subject in-depth and developing insight leading to clarity of structures.
  • Preparation, presentation, comparison, generalization, and application are five Herbartian steps indicated here to equip the students to generalize insights which can be employed in problematic situations both in and outside the school. 
Reflective level 
  • The term 'reflective level' is indicative of the highest level of thoughtfulness on the part of the teacher as well as the learner.
  • This level basically involves the use of the scientific method to the understanding of the problems with which a person is confronted.
  • It consists of two phases:
    1. Problem raising and
    2. Problem-solving.
  • The personal involvement of the learner and his intensity of feeling for obtaining a solution are the indicators of the success of a reflective level of teaching and learning.
  • The 'cognitive field theory' provides support to the reflective level of teaching and learning.
  • The method of teaching in this frame of reference becomes an inquiry into the problems and their solutions.
  • It assumes spontaneous interchange between the teacher and student. 

 

 

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