Who was the main proponent of the Understanding Level of Teaching?
Understanding Level of Teaching: Main Proponent
The question asks about the main proponent associated with the Understanding Level of Teaching. In the field of education and pedagogy, different levels of teaching are conceptualized to describe varying complexities in the learning process. These levels are generally considered to be Memory Level, Understanding Level, and Reflective Level.
The Understanding Level of Teaching focuses on developing the learner's ability to understand the meaning of concepts, principles, and generalizations. It goes beyond mere memorization, aiming for comprehension and insight. Learners at this level can explain concepts in their own words, see relationships between different ideas, and apply principles to new situations.
Let's look at the options provided and their relevance to different teaching levels:
- Morrison: H.C. Morrison is widely recognized as the main proponent of the Understanding Level of Teaching. He developed the 'Morrison Unit Plan' for teaching, which is structured around five steps designed to facilitate understanding: Exploration, Presentation, Assimilation, Organization, and Recitation. His approach emphasizes developing the learner's understanding and application of the subject matter.
- Hunt: James M. Hunt is primarily associated with the Reflective Level of Teaching. This highest level of teaching involves critical thinking, problem-solving, and original thought. The reflective level encourages learners to analyze, synthesize, and evaluate information to solve complex problems.
- Herbart: Johann Friedrich Herbart is a significant figure in the history of pedagogy, particularly known for his formal steps of teaching which laid groundwork for the Memory Level. His steps included Preparation, Presentation, Association, Generalization, and Application, focusing on acquiring facts and knowledge.
- Robert Glaser: Robert Glaser is known for developing the concept of 'Criterion-Referenced Measurement' and contributed significantly to the field of educational psychology, particularly in instructional design and evaluation. While his work is important for understanding learning, he is not typically cited as the main proponent of a specific teaching level like Understanding or Reflective.
Based on the key figures associated with the different levels of teaching, H.C. Morrison is the main proponent of the Understanding Level of Teaching.
| Level of Teaching | Main Proponent | Focus |
|---|---|---|
| Memory Level | Herbart | Recall and Recognition of facts |
| Understanding Level | Morrison | Understanding concepts and principles |
| Reflective Level | Hunt | Problem-solving and Critical Thinking |
Revision Table: Key Concepts in Levels of Teaching
| Feature | Memory Level | Understanding Level | Reflective Level |
|---|---|---|---|
| Focus | Facts, information recall | Meaning, concepts, relationships | Problem-solving, original thought |
| Teacher Role | Dominant, presents info | Facilitator, explains, demonstrates | Democratic, problem poser, guide |
| Learner Role | Passive listener, memorizes | Active participant, understands, applies | Independent thinker, critical, creative |
| Evaluation | Oral, written tests (recall) | Essays, objective tests (comprehension) | Essays, research, problem analysis |
Additional Information: Significance of Understanding Level
The Understanding Level builds upon the Memory Level. While memorization is a necessary foundation, understanding allows learners to make sense of the information. It bridges the gap between simple recall and the higher-order thinking required at the Reflective Level. Teaching at the Understanding Level involves structured presentations, explanations, discussions, and opportunities for learners to explain concepts in their own words and apply them.
Morrison's approach at this level aims for 'assimilation', where the learner fully internalizes the understanding of a unit of study, making it a part of their knowledge structure rather than just isolated facts.
Important Questions from Pedagogy - Teaching
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:
Which of the following is/are example(s) of alternative assessment?
(A) Response Journals
(B) Portfolio
(C) Typical end term examination
Choose the correct answer from the options given below:
Pedagogy:
(A) Is a method and practice of teaching
(B) Encompasses teaching style, teaching theory and feedback assessment
(C) Involves the style of transacting the curriculum content in class room
(D) Requires teachers not to get influenced due to difference in the age of students and nature of content to be delivered
Choose the correct answer from the options given below:
The order of activity in advance organiser model of teaching is:
A. presentation of learning task/material
B. strengthening cognitive organisation
C. presentation of advance organiser
D. clarification of students' problems
Choose the correct answer from the options given below
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
