Instructional Technology -Phases and Levels of Teaching

Phases and Levels of Teaching  

INTRODUCTION 

Teaching is an interactive process and its special function is to impart knowledge, develop understanding and skill. It is indeed a complex task.

For performing this task, a systematic planning is needed. It is to be

considered in terms of various steps and the different steps constituting it are called the phases of teaching. To obtain a complete description of the teaching activities of a teacher, one has to consider what a teacher does before and after his regular teaching in class to make teaching mostproductive.

                             Teaching is a relationship, which is established among three focal points in education-the teacher, the student and the subject matter. It is a process by which the teacher brings the student and the subject matter together.

Teaching is not only telling and testing but it is the complex art of guiding students through a variety of experiences and activities towards the attainment of goals.

The three traditional phases of teaching are the Pre-active phase (planning, goal setting, and choosing content), the Interactive phase (actual teaching, student interaction, and diagnosis), and the Post-active phase (evaluation of student learning, feedback, and reflection on teaching). 

PHASES OF TEACHING

THREE PHASES OF TEACHING

1. PRE-ACTIVE PHASE

2. INTER-ACTIVE PHASE

3. POST-ACTIVE PHASE

1. PRE-ACTIVE PHASE[PLANNING PHASE]

* In pre-active stage, teacher plans teaching for providing knowledge to

students and achieve the intended goals. 

 *In this stage, all the activities of teacher are included which he does before

entering the classroom.

* This stage is also known as Teaching Planning Stage.

*At this time teacher thinks to make his teaching organized and successful.

*Related literatures are studied and others are discussed. Hence it is also

called as conceptualize stage.

This is the preparation stage before the lesson begins. 

Define Objectives: Set clear, measurable learning goals in behavioral terms. 

Select Content: Choose appropriate subject matter and curriculum. 

Plan Strategies: Decide on teaching methods, techniques, and the organization of content. 

Choose Technology: Identify and select the technology tools and resources that will support the learning objectives. 

Prepare Materials: Develop learning activities and prepare materials, including instructional media. 

2. INTER-ACTIVE PHASE[IMPLEMENTATION PHASE]

*This stage includes all those behaviours, activities or things done between the time

of the teacher’s entry in the classroom and the time when the lesson or subject

content has been delivered by him.

*In this stage, teacher and students are in front of each other. Teacher gives verbal

and non-verbal inspiration, explains different facts of the lesson, asks questions and tells the answers.

*In addition to this he helps them to achieve their goals. In this stage, teacher

implements Notes the already prepared teaching.

*The teacher uses a variety of teaching approaches, array compositions, teaching tips to actual format the teaching preparation done in pre-active stage.

This phase involves the actual delivery of the lesson in the classroom. 

Student Interaction: The teacher engages with students, asking questions, and providing guidance. 

Monitor Progress: Observe and diagnose students' needs and monitor their progress. 

Adapt Instruction: Adjust teaching strategies based on student responses and feedback. 

Use Technology: Implement the chosen technology tools and platforms for instruction. 

3. POST-ACTIVE PHASE[EVALUATION PHASE]

*In this stage, teacher evaluates the task learned after teaching has been

finished.

*Evaluation is based on goals. For evaluating, various evaluation methods are

used by the teacher

This is the evaluation and feedback stage after the lesson is complete. 

Assess Learning: Evaluate student learning to see if the instructional objectives were met. 

Provide Feedback: Give feedback to students. 

Reflect on Teaching: The teacher reflects on the lesson's effectiveness and identifies areas for improvement in future lessons. 

Inform Future Planning: Use the evaluation results to inform and improve future pre-active planning. 

Levels of Teaching

Teaching is a purposive activity; the purpose is to bring about desirable changes in the learner

through learning.

Three levels of teaching are:

1. Memory Level – Thoughtless

2. Understanding Level – Thoughtful

3. Reflective Level – Upper Thoughtful

Memory Level of Teaching:

The objective of teaching at this level is just to impart information to students. The learner is required to memorize the subject matter and get the information stored in long term memory.

Herbart is considered the exponent of memory level of teaching. The learner has to learn the

material, retain the meaningful material and reproduce that when asked for.

Elements of Memory Level of Teaching:

1. Objective:

The Objective of the Memory Level of teaching is Just to impart information or

knowledge to the learner. This knowledge or information is factual in nature, which is acquired

through a mechanical process (i.e. memorization or rote learning)

2. Aims of Memory Level of Teaching:

1. To get factual information

2. To train memory faculty

3. To retrain the learning material in-memory storage

4. To reproduce and recognize the learned information when required

Memory Level covers only the knowledge-based objective of Bloom’s taxonomy where the students learn to identify, recall or remember the objects, events, ideas, and concepts and retain

them in memory.

3. Nature of Subject Matter in Memory Level:

1. Subject matter should be structured and well organized and of simple nature that can be acquired through rote learning and can be retained and recalled.

2. Subject matter included information about simple concepts, terms, and elements related to

different things of the world around.

4. Methods Used by the teacher in-memory level of teaching:

Teacher dominated methods are used- like drill, review, and revision and asking questions.

Drill means repetition or practice for the purpose of attaining proficiency in memorizing the

material.

Review and Revision is revising the elements to related them with new experience and to form a

new association for the development of new skills or learning to solve new

problems

Asking question is to examine whether or not the knowledge level objectives of teaching have

been achieved.

5. Role of The Teacher in Memory Level of Teaching :

1. Dominating, active and authoritarian role

2. He is the authority to instruct, deliver, direct, control and evaluate the performances 3. Takes initiatives, present the subject matter, directs the learner to do the activity in the desired

manner, plan exercises

4. Right from the selection of the subject matter to its evaluation, the key process of

teaching-learning remains with the teacher.

6. Role of Learner in Memory Level of Teaching:

There is a Passive role of the learner in the memory level.Passive listener desired to do as directed by the teacher Instructional material delivered by the teacher and the learner has to memorize it in a mechanical manner. Little understanding is applied by the learner.

7. Teaching Equipment used by the teacher in Memory level of teaching:

Teaching aids like visual, audio and audiovisual aids, eg. Models, charts, maps, pictures, TV,Radio, Computer, film strips, etc should be sued to develop curiosity among the students.

8. Nature of motivation which is required in memory level:

When students learn something naturally, we call it intrinsic motivation When learning is caused by external forces, we call it extrinsic motivation.In the memory level of teaching the nature of motivation is extrinsic.

9. Evaluation System:

1. Oral and written tests are used to test the memory of the students

2. In evaluation, written test, short type test, recall type, recognition type, multiple-choice,alternative type, and matching type the test is employed.

Merits/ Advantages and Importance of Memory Level of Teaching :

1. Useful for young children

2. Useful for the acquisition of facts, information of models and structure

3. Help children learn a new concept

4. Useful for slow learners

5. The basis for understanding and reflective level of teaching.

Demerits / Disadvantages of Memory Level of Teaching:

1. Not suitable for higher classes

2. Use of rote memory

3. Dominance of teacher

4. Little interaction in the classroom

5. No room for initiation and self-learning for the students

6. Not intrinsic motivation

7. Problem of classroom management

8. Loss of retention and recall

Suggests for Memory Level Teaching:

1. Teaching material should be meaningful and purposeful

2. Adequate and appropriate teaching aids

3. Subject matter should be integrated and well-sequenced

4. Continuous evaluation

5. More drill work

6. Motivation

7. Whole to the part method should be used

8. Repetition

9. Practice and exercise

 Understanding Level of Teaching:

Understanding implies to know the meanings of things and concepts, to grasp ideas, to interpret some relationship, to comprehend the facts and to infer one thing from some other. At this level, the learners and required to comprehend factual information, to know the meaning of different concepts and their relationships and to apply facts, concepts, and principles. It is supported by

the Herbartian Theory of apperception, which states that this level of teaching seeks the learner to acquaint himself with the relationship between the facts and principles. Here the mental development of the learner is at a higher level than memory level. His cognitive abilities are well developed now; he can think, reason out, imagine, can present things logically; can analyze and synthesize, and can evaluate the relationship between the principles and facts. Development of

cognitive abilities of the learner is at the operational stage as stated by Jean Piaget. Learner at this stage needs to comprehend a large number of concepts, elements, facts, principles; to know the relationship between facts and principles, to make a generalization and to draw interference there from.

Steps of Herbartian Theory of Apperception:

1. Preparation and Introduction

2. Presentation

3. Comparison, Association, and Abstraction

4. Generalization

5. Application

6. Evaluation

Elements of the Understanding level of Teaching:

1. Aims and Objectives:

According to Bloom’s Taxonomy of Educational Objectives (1956):

Comprehension Objectives: Comprised of: Translation. Interpretations and extrapolation.

Application Objective: Efficiency to apply to comprehend knowledge in various similar and different situations and settings.

According to Bloom’s revised Taxonomy:

Understanding Objectives: 

It pertains to the Understanding of instructional messages

(Maybe oral, written or graphical, etc.), By means of Interpretation, exemplifying, classifying,summarizing, inferring, comparing and explaining, etc.

Application Objective: Application objectives include the use of the proper procedure for Executing Implementing;  the use of generalized rule or principle in practical life situations. The student acquaints themselves with the ideas for facts with full understanding and their application.

2. Nature of Subject matter:

Nature of subject matter is wide, larger in number and quality.

3. Methods used:

*Lecture method

*Lecture demonstration method

*Discussion method

*Inductive and deductive method

*Exemplification and explanation

4. Classroom Climate:

The classroom climate is more lively and encouraging Students start learning at this level for two reasons

*They are asked by the teacher to learn

*Their internal forces insist upon them to learn

6. Teaching Equipment:

Different charts, models, flashcards, pictures, TV and many more electronic devices are used as

teaching equipment.

7. Evaluation:

The teacher has to evaluate the ability to comprehend, grasp, synthesize, discriminate and generalize; and the insight to apply the generalized principles further so, the tests and tools should be properly planned and devised. Besides asking questions for oral testing, written testing should be conducted.

8. Role of the teacher:

The teacher is a prominent figure

Not so dominating and authoritarian

9. Role of the learner:

The role of the learner in understating the level of teaching is not so passive.

He may put questions to clarify his doubts.

Reflective Level of Teaching:

This Level of teaching is the highest level of teaching-learning activity. It is the stage of learning.When students do not merely repeats and revise or answer the questions as asked for; nor do they

only understand, learn, interrelate or interpret the concepts but also they ponder upon,contemplate and pay serious thoughtful consideration to the presented contents.

Definition: 

Morris L. Bigge defines reflection as, “careful, critical examination of an idea or

supposed article of knowledge in the light of testing evidence which supports it and the further conclusions towards which it points. Reflective level teaching does not depend upon the concepts and their application only; it demands the use of higher mental processes such as

reasoning, thinking, analyzing concepts, imagination, ideas and thoughts; and other bodies of knowledge critically, finding out the facts.

                               Reflective level teaching-learning comprises the highest level of learning by the learner to develop new insight to solve problems, to explore the field of knowledge, to discover, to test and

retest the achieved facts, to understand and present generalizations in the light of the new evidence.

Elements of Reflective Level of Teaching:

1. Objectives:

*To develop insight into the learner to solve problems.

*To develop rational and critical thinking in the students.

*To develop the ability of independent           thinking and decision making in the.          students.

2. Nature of Subject Matter:

This level of teaching the subject matter is mainly unstructured and open-ended. It is

concerned with the problem rather than the subject.

3. Teaching Learning Process:

The process of teaching and learning at this level is dynamic and unique. The students are provided with problematic situations and they need to follow certain procedures to solve the problems independently.

4. Methods Used:

1. Problem-solving method

2. Investigating projects

3. Heuristic method

4. Experimental method

5. Inquiry oriented method

6. Analytic method

5. Nature of Motivation:

The Nature of motivation is intrinsic because of all learning activities depend upon the feltneed of the learner.

6. Evaluation System:

The Evaluation System at the reflective level of teaching should test the higher-order cognitive abilities like reasoning, creativity, original thinking, problem-solving, critical thinking, etc.

7. Role of the teacher:

The role of the teacher is not so dominating and authoritarian. He is responsible for the creation and maintenance of the democratic, dynamic atmosphere where the teaching learning

activities can be carried out smoothly.

Merits or Advantages of Reflective Level of Teaching:

1. It is the most thoughtful mode of operation.

2. Learner-centered approach

3. Development of problem-solving ability

4. Useful for gifted children.

5. Provides maximum flexibility

6. Self-motivation

7. Development of creativity 

Demerits of Reflective Level of Teaching:

1. It is not suitable for lower classes

2. It is a time-consuming process.

3. This level of teaching is not suitable for the Indian classroom.

4. It is not applicable for dull students.

5. There is an excess burden to the teacher.