Given below are two sets in which Set I provides the five steps of Morrison's Teaching Model and set II gives their description. Match the following. Set I (Steps of Morrison’s Teaching Model) Set II (Description of steps) (a) Exploration (i) asking students to present their acquired ideas without help of teacher (b) Presentation (ii) helping students to relate presented material to their internal self (c ) Assimilation (iii) ascertaining the previous task-related behaviour of students (d) Organization (iv) revisiting the material (e ) Recitation (v) describing the theme to the taken up for discussion Select the correct option:
(a)-(iii), (b)-(v), (c)-(ii), (d)-(i), (e)-(iv)
Understanding Morrison's Teaching Model Steps and Matching
Morrison's Teaching Model is a prominent approach in instructional design, particularly focusing on subject matter teaching. It consists of five distinct steps, each playing a crucial role in the learning process. The question asks us to match these steps with their corresponding descriptions.
Let's analyze each step of Morrison's Teaching Model and match it with the descriptions provided in Set II based on the correct option given.
The five steps in Set I are:
- (a) Exploration
- (b) Presentation
- (c) Assimilation
- (d) Organization
- (e) Recitation
The descriptions in Set II are:
- (i) asking students to present their acquired ideas without help of teacher
- (ii) helping students to relate presented material to their internal self
- (iii) ascertaining the previous task-related behaviour of students
- (iv) revisiting the material
- (v) describing the theme to be taken up for discussion
Matching the Steps to Descriptions
Let's match the steps from Set I with the descriptions from Set II as per the provided correct answer:
| Set I (Steps of Morrison’s Teaching Model) | Match | Set II (Description of steps) |
|---|---|---|
| (a) Exploration | (iii) | ascertaining the previous task-related behaviour of students |
| (b) Presentation | (v) | describing the theme to be taken up for discussion |
| (c) Assimilation | (ii) | helping students to relate presented material to their internal self |
| (d) Organization | (i) | asking students to present their acquired ideas without help of teacher |
| (e) Recitation | (iv) | revisiting the material |
Detailed Analysis of Each Matched Step
Based on the matching derived from the correct option, here is a detailed explanation of each step:
- (a) Exploration → (iii) ascertaining the previous task-related behaviour of students: In the Exploration phase, the teacher assesses the learners' prior knowledge, readiness, and background related to the new topic. This step helps in understanding what the students already know and identifies any gaps or misconceptions before introducing new material. Ascertaining previous task-related behaviour directly aligns with this diagnostic purpose of the Exploration step in Morrison's model.
- (b) Presentation → (v) describing the theme to be taken up for discussion: The Presentation phase involves the teacher introducing the new topic or theme to the students. This is where the new material is explained, demonstrated, or discussed. Describing the theme that will be taken up for discussion is the primary activity in this phase, making the content known to the learners.
- (c) Assimilation → (ii) helping students to relate presented material to their internal self: Assimilation is the phase where students engage deeply with the presented material to integrate it into their existing knowledge structure. This involves understanding the concepts, relating them to their own experiences and internal thought processes, and making the new information their own. Helping students relate the material to their internal self is central to the process of assimilation and deeper understanding.
- (d) Organization → (i) asking students to present their acquired ideas without help of teacher: While Organization typically involves structuring the learned material, in the context of the given options and the provided match, this phase is described as students presenting their acquired ideas independently. This could involve students summarizing, outlining, or restructuring the information they have assimilated, demonstrating their understanding and organization of the content without direct teacher assistance during the presentation of these ideas.
- (e) Recitation → (iv) revisiting the material: The Recitation step usually involves students actively recalling and stating the learned material, often verbally. However, based on the provided option's mapping, this step is matched with revisiting the material. Revisiting could imply reviewing the content learned in previous steps, potentially reinforcing memory and understanding before or during the process of recalling or expressing it.
Thus, the correct matching is (a)-(iii), (b)-(v), (c)-(ii), (d)-(i), (e)-(iv).
Revision Table: Morrison's Teaching Model
| Step | Key Activity/Focus (as per match) |
|---|---|
| Exploration | Assessing prior knowledge and readiness. |
| Presentation | Introducing new material/theme. |
| Assimilation | Integrating new knowledge with existing understanding; relating to self. |
| Organization | Presenting acquired ideas independently. |
| Recitation | Revisiting the material. |
Additional Information: Morrison's Model in Context
Morrison's Teaching Model is considered a unit-based model, meaning it is designed for teaching a complete unit of subject matter rather than a single lesson. It is often associated with the Herbartian steps but provides a more detailed and systematic approach. The model emphasizes mastery of the subject matter by the students. The steps are intended to be sequential, guiding the learner from discovering what they don't know, through absorbing and understanding new information, to being able to recall and apply it. While the descriptions provided in the question align with the core purpose of each step, understanding the practical application of each phase is key to implementing Morrison's model effectively in a teaching setting.
Important Questions from Pedagogy - Teaching
In a language classroom if a teacher is merely pointing out the similarities and differences between common and proper nouns, his/her teaching is at what level ?
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.
In the following list of statements identify those which are related to interactive stage of teaching. For indicating your answer select from the code.
Statements :
(a) The teacher decides what to teach.
(b) The teacher organizes learning tasks and monitors them.
(c) The teacher takes a planned repetition.
(d) Learning outcomes are determined.
(e) The teacher keeps students maximally ‘on task’ and minimally ‘off task’.
(f) The teacher assesses the learning outcomes.In the two sets which follow, Set - I indicate the specific devices and Set - II mentions the stage of programme development. Match the two on the basis of their appropriateness. Choose from the code to give your answer:
Set-I
(Devices used)
Set-II
(Stage of programme development)
(a) Writing of behavioural objectives (i) For introductory frames (b) Priming (ii) During withdrawal of prompts (c) Prompting (iii) For shaping behaviour in steps (d) Testing (iv) Prior to the development of a programme (v) During small group try-out In the, 'Developmental stages of Reading' when the child becomes aware of the ways in which letters are combined leading to distinct sounds, is referred to as
