The emphasis in memory level teaching is on which of the following?
(a) Organisation of thought and ideas
(b) Seeing of relationship among facts
(c) Systematic presentations to enable quick reproduction
(d) Critical thinking
(e) Mastery of correct sequencing of facts
(f) Segregating one feature from another
Choose the correct option from those given below: -
(a), (c) and (e)
Teaching operates at three levels: memory level, understanding level and reflective level. Memory level teaching (associated with Herbart) is the lowest and most basic level. Its purpose is the acquisition and retention of facts so that they can be recalled quickly and accurately.
At the memory level the emphasis is on:
Organisation of thought and ideas so that facts are stored in an orderly manner for easy recall.
Systematic presentation of material so that learners can reproduce it quickly and correctly.
Mastery of the correct sequencing of facts, ensuring information is memorised and reproduced in the proper order.
These correspond to statements (a), (c) and (e).
Why the other statements do not belong to memory level teaching:
Seeing of relationships among facts belongs to the understanding level, where meaning and connections matter, not mere recall.
Critical thinking is a feature of the reflective level, the highest level, which involves problem solving and independent judgement.
Segregating one feature from another involves analysis and discrimination, again going beyond simple rote memorisation.
Hence only the combination of organisation of thought, systematic presentation for quick reproduction, and mastery of correct sequencing describes memory level teaching.
Correct answer: (a), (c) and (e)
Similar Questions
The basic requirements for organizing teaching at reflective level deal with
A teacher gives lot of positive and negative examples to support his / her presentations in the classroom. This will be related to which level of teaching?
According to Bloom’s traditional taxonomy, the highest level of learning in cognitive domain is:
Which of the learning outcomes are intended in teaching organized at understanding level?
Which of the following is not a prescribed level of teaching?
A college level assistant professor has planned his/her lectures with an intent to develop cognitive dimensions of students centered on skills of analysis and synthesis. Below, given are two sets of items Set – I consisting of levels of cognitive interchange and Set – II comprising basic requirements for promoting them. Match the two sets and indicate your answer by choosing the correct alternative from the code :
Set – I
(Levels of Cognitive Interchange)Set – II
(Basic requirements for promoting cognitive interchange)a. Memory level i. Giving opportunity for discriminating examples and non-examples of a point. b. Understanding level ii. Recording the important points made during the presentations. c. Reflective level iii. Asking the students to discuss various items of information. iv. Critically analyzing the points to be made and discussed. Codes :
Important Questions from Levels of teaching
- Match the levels of teaching:
List - I List - II (i) Memory level (a) Cognitive field theory of learning (ii) Understanding level (b) Gestalt field theory (iii) Reflective level (c) Thorndike's connectionism The basic requirements for organizing teaching at reflective level deal with
A teacher gives lot of positive and negative examples to support his / her presentations in the classroom. This will be related to which level of teaching?
According to Bloom’s traditional taxonomy, the highest level of learning in cognitive domain is:
Which of the learning outcomes are intended in teaching organized at understanding level?
