What are the Levels of Teaching?
Teaching is an interactive process. It is an organic synthesis of various teacher and student interactions related to the content knowledge. However, an analysis of the characteristics of these interactions reveal that the interactions takes place at different levels. The different levels are Memory, Understanding and Reflective Levels.
What is the Memory Level of Teaching?
mental function by which we are able to retain and retrieve information about events that have happened in the past. When we organise something so that we can remember it or recall it later on, we are said to be using memory ( https://www.learncbse.in/human-memory-cbse-notes-class-11-psychology/ ). Memory level mental processes involves the retaining and recalling of past experiences, facts or information stored in the long term memory (LTM).
What is the goal of MLT?
The teaching activities are carried out to enable the students to commit the new material to their LTM. This enabling students to remember and reproduced the information, or the procedure is the primary goal of this level of teaching propounded by Herbart.
What are the Teaching Strategies for MLT?
. The different strategies that can be used for teaching at memory level may include:
a. Anchoring
Apperception theorists (Herbart) believe that the new information can be stored and readily retrieved from the LTM when they are linked to some element already existing in the a perceptive mass. Some idea, topic or fact in the a perceptive mass can be identified as an anchor element and the new learning material must be presented linked to that anchor element.
When the new material is linked with some anchor element, it is easier for the students to store them in an organized way and retrieval of information from an organized storehouse is easier. Further, such linking structures the a perceptive mass.
This assessing students previous knowledge prior to presentation of new material in order to identify the anchor element is an essential teaching activity.
Example: Suppose one has to teach about the term velocity. Students are familiar with the word speed used by them in their everyday language. One can start teaching velocity linking it with speed.
b. .Mnemonics
The Oxford Languages define mnemonics as a system such as a pattern, of letters, ideas, or associations which assists in remembering something”. The use of this system helps in efficiently storing the information over a long period. There are various types of mnemonics that one can use such as the Acronyms, Key-words, Lyrical mnemonics and many more.
Example
* SWAYAM is an acronym for Study Webs of Active- learning for Young Aaspiring Minds.
* Kids prefer cheese over fried green spinach is an example of the expression mnemonic to remember the hierarchy of classification system of species. The first letter of each word represent one level of the classification system. Thus one gets
K-ingdom
P-hylum
C-lass
F-amily
G-enus
* Key-word mnemonics are often used in language classes to remember the meaning of typical words. Fillibuster means a bus with speech written all over it. The two key words derived from the word filibuster are used to create a sentence like The senators speech filled the bus with speech. In this sentence the words fill and bus and speech are connected together. Additionally a picture can also be shown to enhance the memory.
* Peg-mnemonics:
Peg mnemonics is used to remember words by linking a word with some another word, number, letter or even an image. For example to learn the alphabets in kindergarten one follows
A...for apple’s image.
B...for Boy’ image and so on.
This the word apple and boy is used as a peg to remember the letters A and B
C. Drill/ Practice
Drill and practice is defined as “a disciplined and repetitious exercise, used as a mean of teaching and perfecting a skill or procedure.”(1). The strategy is rooted in the behaviorist perspective on learning and particularly in the Thorndike’s Law of Use and Disuse and Law of exercise. The repetitive stimulus- response bond is said to be proportional to the frequent use of the bond. Similarly the law of exercise allows to repeat the response in association with a particular stimuli and increases it's bonding.
Instructional Environment
The teacher is the focus of teaching at this level who plans, implements and assess the instructional activities. The teacher presents well organized learning material ( information or skill) and directs the students. Presenting the learning material in manageable chunks in simple and lucid form is the responsibility of the teacher. All initiatives are taken by the teacher.
The students follows mechanisticaly in a structured and disciplined environment. They are largely directed by the teacher and have to react as desired by the teacher depending on the strategy being used by the teacher.
Since the goal of instruction is to help student memorize the material in different ways as selected by the teacher, there is lesser demand for more complex interactions involving higher mental processes. The lowest level of Blooms taxonomy viz. The knowledge level is invoked.
References
1. Lim, C.S., Tang, K. N., & Kor, L. K. ( ). Drill and Practice in Learning (and Beyond), @ https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_706
Zimmerman, L. & Reed, D. K. (2019). Keyword Mnemonics: A Strategy to Build Content-Specific Vocabulary and Unlock Informational Texts. Retrieved at https://iowareadingresearch.org/blog/keyword-mnemonics
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