Understanding the Reflective Level of Teaching

The reflective level of teaching is considered the most advanced level. At this level, the focus shifts from mere memorization (memory level) or understanding concepts (understanding level) to helping learners develop insights, solve problems, and think critically. It encourages independent thinking and the ability to apply knowledge in new situations. This level involves the highest cognitive processes.

Connecting Learning Theories to Teaching Levels

Different theories of learning explain how learning occurs. The effectiveness of a teaching level can often be linked to the learning theories that best describe the cognitive processes involved at that level.

Analyzing the Options

Let's examine how each provided theory relates to the reflective level of teaching:

• Theory of Conditioning: This theory, primarily associated with behaviorism (like Pavlov's classical conditioning and Skinner's operant conditioning), focuses on learning through stimulus-response associations and reinforcement. While important for acquiring basic facts and skills (relevant to memory and understanding levels), it does not fully explain the complex cognitive processes involved in problem-solving, critical thinking, or generating new insights required at the reflective level.
• Reinforcement Theory: As a specific aspect of conditioning, reinforcement theory explains how behaviors are strengthened or weakened based on consequences. This is useful for shaping behavior and motivating learners at lower levels, but it doesn't address the internal restructuring of knowledge and deep understanding characteristic of reflective learning.
• Need-reduction Theory: This theory, often associated with motivation, suggests that learning occurs to satisfy biological or psychological needs, which reduce drives. While motivation is crucial for learning at all levels, this theory primarily explains the driving force behind behavior rather than the cognitive processes involved in high-level thinking and reflection. It doesn't specifically explain how insight is gained or problems are solved creatively.
• Cognitive Field Theory: This theory, notably championed by Kurt Lewin and influenced by Gestalt psychology, views learning as a process of understanding the "field" or situation as a whole. It emphasizes insight, perception, and the restructuring of one's cognitive field (life space) to solve problems and understand relationships. This aligns directly with the goals of reflective teaching, where learners are encouraged to see the big picture, identify problems, and gain new insights by reorganizing their understanding of the situation or subject matter. Problem-solving at the reflective level involves this kind of cognitive restructuring.

Why Cognitive Field Theory Supports Reflective Teaching

The reflective level of teaching aims to develop the student's ability to analyze, synthesize, evaluate, and create – all higher-order cognitive skills. Cognitive Field Theory supports this by focusing on:

• Insight Learning: Solving problems by suddenly seeing the relationships between parts, rather than through trial and error. This is fundamental to reflective thinking.
• Restructuring the Field: The ability to perceive the situation or problem from a new perspective, leading to a solution. This cognitive flexibility is key to the reflective level.
• Understanding the Whole: Emphasizing that the whole is greater than the sum of its parts, encouraging learners to see connections and relationships, which is vital for complex problem-solving.

Therefore, Cognitive Field Theory provides a framework that explains the kind of cognitive processes that reflective teaching aims to foster.

Conclusion

Based on the analysis of the learning theories and the characteristics of the reflective level of teaching, Cognitive Field Theory is the theory that best supports and aligns with the goals and processes involved in reflective teaching. It explains how learners gain insight and restructure their understanding to solve problems, which is the hallmark of the reflective level.

Revision Table: Learning Theories & Teaching Levels

Additional Information on Levels of Teaching

Teaching can be conceptualized at different levels, moving from simple recall to complex problem-solving. These levels, proposed by Morris L. Bigge, are:

• Memory Level: This is the lowest level. Teaching at this level is mainly focused on rote memorization of facts, information, and formulas. Evaluation primarily tests recall and recognition.
• Understanding Level: This level is higher than the memory level. It involves grasping the meaning of concepts, understanding relationships between facts, and applying principles. Evaluation includes testing for comprehension and application.
• Reflective Level: This is the highest level. It is problem-centered and requires learners to think critically, analyze situations, solve complex problems, and develop original ideas. The teacher acts more as a facilitator, and evaluation is based on the learner's ability to think independently and solve problems. This level involves introspection and meta-cognition.

Each level builds upon the previous one, meaning understanding requires memory, and reflection requires both memory and understanding.