1.
LEVELS AND PHASES
OF TEACHING
Suresh Babu G
Assistant Professor

2.
PHAESE OF TEACHING
Teaching is not an easy task. For performing this
task a systematic planning is needed.
Teaching is divided into three phases
1. Pre-active phase[Planning stage]
2. Interactive phase[Execution stage]
3. Post-active phase[Evaluation stage]

3.
PHASES OF TEACHING
1.PRE –ACTIVE PHASE: Planning of teaching is carried over in this phase. This
phase consist essentially of planning of a lesson. It includes the selection of
content to be taught, organization of the content and selection of suitable
teaching methods.
2. INTERACTIVE PHASE: It includes the execution of the plan where learning
experiences are provided to students through suitable modes. Sizing up of the
class and knowing the learner are included in this phase.
3.POST-ACTIVE PHASE: It involves teacher’s activities such as analyzing
evaluation results to determine student’s learning. It concerns with evaluation
activities. Major operations in this phase are perception, diagnosis, reaction etc

4.
These three levels are
Memory level: Thoughtless teaching
Understanding level: Thoughtful teaching
Reflective level: Upper thoughtful level
LEVELS OF TEACHING

5.
MEMORY LEVEL OF TEACHING
The learner has to learn the material, retain the meaningful
material, and reproduce that when asked for.

6.
MEMORY LEVEL OF TEACHING
Aims
To get factual information
To train memory faculty
To retain the learning material in-memory storage
To reproduce and recognize the learned information when required
Objectives
The objective of the memory level of teaching is just to impart
information or knowledge to the learner.
This knowledge or information is factual in nature, which is acquired
through a mechanical process (i.e. memorization or rote learning).

7.
Teaching Equipment and Evaluation System
Teaching equipment - Teaching aids such as audio, visual and
audio-visual aids. E.g. Models, Charts, Maps, Pictures, TV, Radio,
Computers, etc. should be used to develop curiosity among the
students.
Evaluation System
 Oral and written tests are used to test the memory of the
students.
 In evaluation; written test, short type test, recall type,
recognition type, multiple choice, alternative type, and matching
type test is employed.
MEMORY LEVEL OF TEACHING

8.
UNDERSTANDI
NG LEVEL OF
TEACHING
Understanding implies to know the
meanings of things and concepts, to
grasp ideas, to interpret some
relationship, to comprehend the
facts, and to infer one thing from
some other. At this level, the
learners are required to comprehend
factual information, to know the
meaning of different concepts and
their relationships, and to apply
facts, concepts, and principles.

9.
z
Aims and Objectives
 Comprehension Objectives- Comprised of Translation, Interpretations
and Extrapolation.
 Application Objective- Efficiency to apply to comprehend knowledge
in various similar and different situations and settings.
 Understanding Objectives- It pertains to the understanding to
instructional messages, by means of Interpretation, Exemplifying,
Classifying, Summarizing, Inferring, Comparing and Explaining, etc.
 Application Objective- Application objectives include proper
procedure for Executing, Implementing; the use of generalized rule or
principle in practical life situations.
Nature of Subject Matter
 Wide
 Larger in number
 Larger in quantity
UNDERSTANDING LEVEL OF
TEACHING

10.
Methods used by Teacher:
 Lecture Method
 Lecture demonstration method
 Discussion method
 Inductive and Deductive method
 Exemplification and Explanation
Teaching Equipment
Different charts, models, flashcards, pictures, TV, and
many more electronic devices are used as teaching
equipment.
Evaluation
 The teacher has to evaluate the ability to comprehend, grasp, synthesize,
discriminate and generalize; and the insight to apply the generalized principles
further so, the tests and tools should be properly planned and devised.
 Written tests should be conducted.

11.
REFLECTIV
E LEVEL
OF
TEACHING
This level of teaching is the highest level
of teaching-learning activity. It does not
depend on memorization, understanding
of concepts, and their application only; it
demands the use of higher mental
processes such as reasoning, thinking,
analyzing concepts, imagination, ideas
and thoughts; and other bodies of
knowledge critically, finding out the facts.

12.
Aims and Objectives
• To develop insight into the learner to solve problems.
• To develop rational and critical thinking in the students.
• To develop the ability of independent thinking and decision making in the
students.
Nature of Subject matter
 The subject matter is mainly unstructured and open- ended.
 It is concerned with the problem rather than the subject.
Methods used by Teachers
Problem solving methods
Investigating projects
Heuristic method
Experimental method
Inquiry oriented method
Analytical method
Evaluation
The evaluation system at the reflective level of teaching should test the higher order
cognitive abilities like reasoning, creativity, original thinking, problem-solving, critical
thinking, etc.
REFLECTIVE LEVEL OF
TEACHING

13.
Thanks