LEVELS OF TEACHING

Memory Level Teaching: The Memory Level Teaching (MLT) induces the habit of rote memorization
of facts and bits of information. The MLT takes into consideration the simple fact that the teaching-
learning process is the stimulus-response bond fromation. It is this S-R Bond which helps the learner
to retain different parts of the content taught. The memory level of teaching enables the learner to
retai different parts of the content taught. The memory level of teaching enables the learner to
reproduce the learnt material when it is necessary to do so In most school situations, it is the
memory level teaching which proves most useful to the student. In fact, our system of examination
demands memory level teaching.

Understanding Level Teaching. The Understand Level Teaching (ULT) takes the learner beyond just
memorising of facts which may be of short-term retention. Bigge and HUnt (1967) define
understanding level of teaching as the process that seeks to acquaint students with the relationships
between the generalisations and the particulars, between principles and solitary facts. The following
Criteria have been suggested by Bigge for teachign at understanding level :

Clarity about objectives

Understand the Judicious role of practice

Practice Productive motivational techniques

Use lesson plans to give better results

Recognise the significance of a special curriculum

Reflective Level Teaching: The reflective level teaching is quite an advanced level of teaching-
learning. It includes the characteristics of both the memory level and the understanding level of
teaching. Reflective level teaching brings students face to face with problems which may be of
puzzling nature. The students examine a particular try to remove them after mutual discussion in
which the teacher is also involved.

Levels of teaching in the study of relevant literature is another source of gaining insight into the
problem.

It may be added here that the reflective level teaching enhances the mental level of the learners and
enriches their creative abilities.

Relationship Between Teaching And Learning

Relationship Between Teaching And Learning. Above, we have discussed the concepts of teaching
and learning. a Careful observation of the analysis of the two terms would have us accept the widely
held notion that teaching necesarily aims at causing learning. And , if there is no learning, there is no
teaching. In this sense, a teacher may well be compared to a good salesman. The theory of
salesmanship says that a good salesman is he, who sells his goods to a customer who ten-times says
'No'. The worth of teaching lies in a teacher,s putting the content material across the pupil who fails
to respond a number of times. John Dewey , perhaps in this sense compared teaching to selling
commodities, reports prof. N.S. Mavi of kurukshetra University. Explaining this point, prof. N.S Mavi
writes, "NO one can sell unless someone buys. We should laugh at a merchant who said that he had
sold many goods although no one had bought any. still there may be teachers who think that they
have a good day,s teaching irrespective of what pupils have learned."

Is there any learnign without teahcing ? The answer to this question is 'yes'. In this sense, learning
occurs as a result of the personal initiative taken by the individual learner. We give it the name 'self-
learning'. There are instances when, without any formal or informal lessons, one is able to learn
things of one,s own liking. In such cases, inner motivation and interest play significant role.

Teaching and Learning Differentiated: Is there, then any difference between teaching and learning?
Of course, there is. The two acts differ from each other in a number of ways.

TEACHING.

Activities involved. Teaching consits of a group of complexs but inter-related set of activities such as
encouraging praising, asking questions, lecturing questions, lecturing, telling or demonstrating, giving
instructions, directions, confirming or correcting pupil,s responses etc.

Goals. The goals of teaching are predefined objectives of instruction. Teaching is the cause.

Motive of the Act. Teaching is a social act designed for the benefit of the receivers, that is the
learner.

LEARNING.

Activities involved. Learning is an individual single activity. It occurs privately and at the initiative
of the single person-the learner.

Goals. The goals of learning are the intended goals or outcomes of teaching. Learning is the result
expected from teaching.

Motive of the Act. Learning is a highly individualistic act to fulfil the needs and interests of the
receiver himself.

THE CHARACTERISTICS OF LEARNING

Chracteristics Of Learning

From the layman,s point of view, learning is the acquistion of knowledge. But this conception is
rather too narrow. Actually, it is the 'new experience' that causes learning. Every time an individual
gains some new experience' he learning. Every time an individual gains some new experience, he
learns something. The process of learning is explained like this. An individual gains some new
experience, he learns something. The process of learning is explained like this. An individual reacts to
a particular situation. As a result of his reaction, he gains some new experience. This experience
causes modification or change in his behaviour. He remembers the situation and its change in his
behaviour. He remebvers the situation and its impression is left behind in the mind in the form of
engrams. Gates, Jersil and Mc Connell define learning in the following words : "learning may be
tought of as the progressive change in behaviour which is associated on the one hand with,
successive presentations of a situation and on the other, with repeated efforts of the individual to
react to it effectively."

Yoakam and simpson give the following characteristics of styles of learning

Learning is Growth : Learning leaves behind impressions which are synthesised with the mental
structure and these engrams enrich the personality and effect growth.

Learning is Adjustment : Learning causes acquistion of new experiences which help the individual to
make better adjustment with life or new situations.

Learning is Organised Experience : Learnign is not only acquistion of new experience, but also
synthesis of the previous experience with the new. The experiences are organised in a synthetic
whole to form a complex mental structure.

Learning purposeful : All learning is purposeful in the sense that given a particular situation, every
individual will gain new experiences from the same situation in accordance with hiss own interests.

Learnign is Intelligent and Creative : In animals, learning is instinctive ; but in human beings all new
experiences leave meaningful impressions which guide future behaviour.

Learning is Active : Learning presupposes activity than passivity, on the part of the learner, The
learner applies his mind, reacts actively to a situation, remember the new experiences and utilises
the same in future situation. This is definitely an active behaviour

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Psychological principles of successful teaching

PSYCHOLOGICAL PRINCIPLES OF SUCCESSFUL TEACHING: Successful teaching is as much a matter of
psychology as of theory. Theory of teaching is translated into general principles while the psychology
of teaching is translated into psychological principles which cover classroom environment, student
motivation, reinforcement and feedback. Principles based on the psychology of teaching are the
statements which highlight psychological principles. A few psychological principles of teaching are
discussed in the following paras.

The Principle of feedback and Reinforcement : Psychological Principle of feedback and

reinforcement plays a significant role principle of feedback and reinforcement plays a significant role
in teaching learning process. A child learns quickly if he gets feed-back and reinforcement in the form
of appreciation at every step. He should also get reinforcement in the form of some prize or
certificate of merit for his good efforts in the learning process. In this way, the child gets a sense of
great joy and satisfaction.

The Principle of Providing Training to Senses : Senses are called the gateways of knowledge.
Psychological principles of Researches in the process of teaching-learning have revealed that the
senses play a significant role in this process. Many senses are utilized to gain knowledge, such as
senses of hearing, sight taste and smell. Very good results are obtained in the process of teaching
and learning. So proper training of these senses is very essential. Trained senses are very helpful in
observation, differentiation, recognition and utilization of knowledge. Hence, the teacher should try
to pay full attention to the training and utilization of different senses of the students.

The Principle of Utilising Group Dynamics : Group behaviour and group dynamics play a significant
role in the achievement of objectives of teaching. In group behaviour, a student thinks in the manner
in which other students in the group think. He acts in a manner in which other students in the group
act. The teacher of the group creates a special kind of environment through the interactions of the
group and interactions between the various members of the group. He also pays attention to the
effect of outside groups upon his group. Psychological principles of the behaviour of every member
of a group is changed according to the behaviour of other members of the group. Hence the teacher
should observe all those principles of group behaviour which are based on psychology, in the process
of his teaching.

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CONCEPT OF LEARNING
An Earlier View of Learning. An earlier view of learning regarded the teacher as a dispenser of
information and the children as the passive absorbers. It was believed that the central nervous
system could be developed through experience in much the same way as the muscular system.
Reading and other communicable language skills were taught principally by isolated drill in both
phonics and phonetics. all this rendered learning somewhat distasteful task for the learner.

A later View of Learning. A later view regarded learning. "As a special form of activity in which
children responded specifically to particular stimuli in certain prescribed situations." According to
this view, commonly referred to as stimulus-response psychology, learning occurs as a result of
modification of the synoptic connections of the neurones or as a synthetic process of forms of reflex
behaviour. Accordingly, the subject matter and the skills to be learnt should be organised specifically
for instructional purposes. The stimulus-response theory, developed by E.L. Thorndike, made use of
certain lawa of learning, namely readiness, exercise, and effect. Motivation is primarily extrinsic and
frequently places emphasis on rewards and penalties instead of the activity itself or its purpose or
the concepts of learning.

A Recent View Of Learning. In the learning concept one of the recently developed views of learning
is based on the biological concept. Accordingly, the living organism develops by the process of
individualising from the central (central nervous system) to the peripheral areas (arms, legs, hands,
feet). This view of learning is popularly known as the organismic purposive theory. It is also referred
to as one of the field theories of learning.

Learning defined. Learning has been explained and defined in a number of ways. A few of the view
regarding the nature of learning are given below:

Munn,s view. According to munn,s "learning is more or less permanet incremental modification of
behaviour which results from activity, special training or observation."

View of Crow and Crow. According to crow and crow Learning involves the acquisition of knowledge,
habits and attitudes."
Skinner,s View. According to skinner,s "Learning is both acquisition and retention.

View of Gates. According to Gates, " Learning is modification of behaviour through experience."

View of Deniel Bell. In the words of Deniel Bell,"learning is modification due to energies of organism
and the environment impinging on the organism itself."

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CHARACTERISTICS OF GOOD TEACHING

CHARACTERISTICS OF GOOD TEACHING. From the above discussion about the nature of teaching,
we can formulate some marks or characteristics of good teaching as under :

Good Teaching is Stimulating : Stimulating and inspiration are of fundamental importance in

teaching. A good teacher will try to stimulate his pupils for work, for otherwise, they become
passive and disinterested in studies. Without adequate stimulation of pupil activity, no worthwhile
learning takes place.

Not a matter of pouring in, but of drawing out : Good teaching is not a pouring-in process. It is, in
fact, a drawing-out process. An act of good teaching provides proper situations for the child to
bring out what is hidden inside him. Prof. J.H.P panton also says that modern teaching dose not
stress "the pouring-in of knowledge but the pupil,s own contribution to the leaning process, and it
seeks, to obtain his cooperation and active participation in the work in hand."

Not a Passive act, but an active process : Good teaching is not a passive act ; it is dynamic.
Although the learners are at the receiving end, they are active participants as well.

What makes a great teacher?

Good Teaching Invlolves Skill in Guiding Learning : The pupils need guidance to do the right things,
in the right manner and at the right time. But guidacne is not to be imposed on the child . It should
be given skilfully through suggestions, examples and appropriate environmental situations.

Good Teaching is Well-planned : A good teacher organises and plans the subject matter in advance.
without proper planning, effective delivery of the lesson is not possible. However, planning must
provide scope for necessary changes due to unexpected situations that many arise in the class-room.

Characteristics of good teacher in organisation of learning : In his book successful Teaching, Mursell
relates good teaching to good learning. He regards teaching as organisation of learning, The
organisation of learning means giving appropriate learning experience for which slection of proper
methods and desirable content is necessary,

Good Teaching is Suggestive and Cooperative : A good teacher will not impose anything on the child.
Rather he will seek his cooperation and suggest activities, ideas materials, etc, It is a psychological
fact that suggestions take deeper root in the minds of children whereas direct advice is generally
repulsive to the child. For example, to inculcate the qualities of courage and fortitude, life-stories of
brace personalities like Guru Gobind Singh and Shivaji many be told.
Equipping the child for future : Good teaching is a kind of human relationship. The purpose of this
relationship is the development of the child from all angles and in all phases IN this way, the child is
enabled not only to acquire knowledge but also to use it judiciously. Thus good teaching enables the
child to become self-reliant in his future life. In other words, good teaching enables the child to
become "fit to live, and fit to live with."

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THE NATURE OF TEACHING.

Having considered a number of definitions of teaching, we RELATIONSHIP BETWEEN TEACHING AND
LEARNING are in a position to discuss the various aspects of the true nature of teaching. The three
focal points of this process are the teacher, the child and the subject matter. There is a close
relationship among the three ; in fact, teaching is the uniting force.

An illustration will make this clear. "The teacher teaches Sham history." Relationship among the three
nouns has been shown. The verb 'teaches' links the teacher and sham together through the subject
'history'. This is then the first function of education. Teaching is the process by which the teacher
brings the child(sham) and subject matter (History) together. These three are closely associated. We
cannot have teaching if the three are not present. Of all the three. the teacher is most active agent in
the process of establishing the relationship. To bring about this effective relationship, the teacher
must understand his pupils on the one hand and have a thorough knowledge of this subject on the
other. The relationship between the child and the subject suggest another aspect of teaching.

The Nature of Teaching

A chain of activities : Teaching, in general, is not confined to a single act or activity. It involves a chain
of activities. The activities that comprise teaching are linked to one another in a systematic manner.
one activity leads to another till the goal is achieved.

Causes Change in Behaviour : The goal of all teaching is desirable change in behaviour. This change
in behaviour is the result of various activities performed during the course of teaching.

Intimate Contact : According to Morrison, teaching is an intimate contact between a mature person
and an immature one. Once this contact or link is established, the resultant gain is in favour of the
less mature person, that is, the pupil. The positive change in behaviour of the learners will result
from cordial relations between the teacher and the taught.

Interactive process : Edmond Emidon calls teaching an interactive process while N.L. Gage calls it
inter-personal process, This is true. This means teaching is not a one-way traffic. It is an interactive or
interpersonal process. The teacher acts upon the pupils and is, in turn, acted upon by them. Teaching
is modified in the light of pupil,s reactions.

Teaching is giving information : In the nature of good teacher there are so many things which the
child does not know or cannot know. It is therefore, essential to provide some useful knowledge to
the child, keeping in view his needs and capacities. It should be presented in a systematic and
interesting way. However, we cannot impart knowledge to the child against his will. This throws light
on another aspect of teaching.
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Concept Of Teaching
Previously , teaching meant nothing more than mere "giving information and imparting knowledge" .
It was time when teaching was regarded as a bipolar process,the teacher and the subject being its
two poles . The child was altogether ignored.
No attention was given to his needs and desires. The child was a nonentity and the teacher and the
subject matter was considered more important than him.
The child was measured by the adult yardstick. The subject matter was read out, or told by the
teacher and the child simply memorised it. Readymade material was given to him which sapped his
energies.

Modern education has brought the child into limelight. He stands at the focus of the educative
process. Consequently , the concept of teaching has undergone a radical change.
In the light of this, we shall define and discuss the concept , nature and characteristics of teaching.

TEACHING DEFINED

A number of writers and experts have tried to define the concept of teaching. A few important
definitions are noted and explained below:

View of Yoakam and Simpson: Yoakam and simpson have contributed a lot to the methodology of
teaching. According to them:

"Teaching is the means whereby the experienced members of the group guide the immature and
infant members in their adjustment of life"

Explanation :Concept Of Teaching In the above definition, the key words are'guide, and 'adjustment'.
Guidance is to be provided by the mature and experienced persons to the immature and
inexperiened ones to help in the adjustment of the latter. This is the essence of teaching and
education.

View of B.O.Smith: According to B.O. Smith, "Teaching is a system of actions intended to produce
learning."

Explanation : The definition given by B.O smith is quite simple. It is the intention of the teacher to
cause children learn. This invloves, "an agent, an end in view, and a situation including two sets of
factors-those over which the agent has no control RELATIONSHIP BETWEEN TEACHING AND
LEARNING

(class size, size of classroom, physical characteristics of pupils etc.) and those that he can modify
(ways of asking questions about instruction and ways of structuring information or ideas gleaned).

Clarke.s View: clarke gives a simple view of 'teaching' According to him, teaching refers to "activities
that are designed and performed to produce change in behaviour."

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 Tier Approach To Educational Technology.
Lumsdine (1964) has given three approaches to educational technology. These are explained below.

Educational Technology 1 Or Hardware Approach.

Educational Technology.It is the old meaning attached to educational technology. It is the use of the
existing technology to the field of the education. Technology is not specially developed only for the
field of education , eg. Radio, Television , Tape recorder, Video cassette, Recorder (VCR), Computers,
Films etc.

Silverman (1968) called this technology as “Relative technology”. This is also called “Borrowed
Technology”. It is borrowed from other fiels and is used in the field of education. This technology is
called “Technology in Education”

Origin Of this technology was in physical sciences and engineering sciences. It is based on the
application of engineering principles of developing electronics and electro-mechanical equipments.
This educational technology has mechanized the whole teaching-learning process as technology has
influenced other fields relater with man .

Audio-Visual aids such as maps, charts, models, films, films-strips have revolutionised the teaching-
learning process. Use of the technology makes teaching effective and interesting . Students get more
interest in teaching, they are motivated to learn with the help of these aids-hence learning is
emphasised ,made interesting and permanent.

The type of educational technology is used in preservation of knowledge, transmission of knowledge

and enrichment of knowledge. The teacher can reach a large number of students using this type of
educational technology, he can reach even remote areas. This type of educational technology iss very
effective knowledge explosion.

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SCOPE OF EDUCATIONAL TECHNOLOGY

Before discussing the scope of Educational technology, one should know what the word ‘scope’
refers to. Scope refers to. Scope refers to what is to be included and what is not to be included.
What are the upper and lower limits of inclusion ? what are the fields which fall under its jurisdiction
? In fact, in case of any branch of knowledge, it refers to the topics/areas of study which are to be
included. Scope of educational technology depends upon the context in which the term educational
technology is used. So we have to find out solution from two problems-inclusions and limitations of
educational technology.

As we have already concluded, educational technology approaches teaching learning via behavioural
sciences by using scientific and technological methods and concepts which have been developed in
all the fields related to education i.e. language, communication, education, sociology and psychology
etc.
Management principles of cost effectiveness are given due consideration. Emphasis also lies on
efficient development and use of available resources in man and material i.e. media, methods and
equipments.

Above mentioned broad concept of educational technology helps us to explore the territory of
educational technology and map out what it has in its store. Following are the areas which can be
explored in its scope.SCOPE OF EDUCATIONAL TECHNOLOGY

Efforts to attain optimum educational purposes: This requires thorough analysis of process of
teaching and learning which on one hand includes concept, variables levels, phases, theories of
teaching and on the other hand, includes concepts, theories and factors related to learning. It also
analyses the relationship between teaching and learning and the impact of teaching on learning.

Determining Educational Goals.

Here educational technology tries to identify objectives in terms of aspiration s and requirements of
society , resources material as well as non-material that are available. behavioural specifications etc.

Curriculum development.

Scope of educational technology not only includes identification of educational goals but also
moulding these goals into a perfect curriculum for achieving those goals. It also highlights ways and
means to select contents of the curriculum , sequencing those contents in such a way so that
instruction becomes more effective.

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NEED FOR EDUCATIONAL TECHNOLOGY

Educational technology has captured classroom teaching To-day’s classroom is totally different from
the classroom of the past. To-day the teacher is well-versed in the art of teaching. He has mastered
many teaching skills. Although the blackboard remains the best means of effective teaching, he has
numerous other modes, both visual and audio, at his ready command. It is other modes, both visual
and audio, at his ready command. It is this new situation which has highlighted the need for
educational technology. The following points are important in this regard.

For improving the quality of education. Educational technology is needed for im0proving the quality
of education. The kind of education given in the past fulfilled the needs of those who received that.
They had limited needs and the means of education were limited too. The scene has changed to-day.
An educated person needs advanced skills to excel in the competitive world. Educational technology
provides the knowledge of these advanced skills. Michael J. Apter has rightly said, “Today a
technology of education is being deposed with the aim not only of making education more widely
available, but also of improving the quality of education which is already available.”

For improving education at different levels.

Educational technology is needed for improving education at different staged, such a pre-primary,
secondary, University, teacher education and so on.
At the pre-primary stage, educational technology is needed to answer the special needs of the pre-
school child. A pre-schooler needs experience more than instruction. With the help of audio. visual
and audio-visual aids, a pre-school child can gain practical experience which would help him in his
later schooling.

The primary stage is the first stage of formal education. The children are required to acquire certain
standards of learning. If the teaching-learning environment is not congenial, children are likely to
develop dislike for the school. Educational technology can be of great help to the primary school
teachers. With the knowledge of educational technology, the teachers can develop play-methods and
materials for maintaining children’s interest. The use of toys and games can make routine teaching
interesting.

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MEANING AND NATURE OF EDUCATIONALTECHNOLOGY

Technology according to an expert is a problem-solving invention and the rational behind this
approach is to affect greater efficiency. When applied to education, it is utilization of available human
and non-human resources for providing appropriate solutions to the educational problems and to
improve the process and product of education. Megrath includes methods and strategies of teaching
tools, mechanical and electronic devices and instruments, media equipments, library inventories and
even text books.

In the NATURE OF EDUCATIONALTECHNOLOGY most of the teachers and laymen even today confine
educational technology only to this meaning. Accordingly, it is the use of technology already existing
in the field of education. This is called hardware technology, since it involves use of radio, T.V., Tape
recorder, V.C.R., and Computer. This is the mechanisation of educational process . It is done at three
phases.

# preservation of knowledge.

# transmission of knowledge.

# enrichment of knowledge.

-Preservation of knowledge refers to storing the knowledge so that it can be used at the time of
need.

-transmission of knowledge to all so that they may get benefit from it. We are advancing towards
deschooling, not confining education to the four walls of schools.

-Enrichment of knowledge through researches. Collected information is analysed with the help of
computers.

This mechanisation of educational process is an important meaning attached to educational

technology. So it is a science of techniques and methods by which educational goals can be realized.

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