Levels of teaching || Andragogy || Pedagogy || Huetagogy

LEVELS OF TEACHING

·        MEMORY LEVEL

·        UNDERSTANDING LEVEL

·        REFLECTIVE LEVEL

Memory level of teaching

• It is the initial and most careless level of instruction. It is concerned with the memory or mental ability that all living creatures possess. Teaching at the memory level is regarded as the lowest level of instruction. The capacity to think does not play a role at this stage.
• Students only memorise the facts, information, formulae, and laws that they are taught.
• The teaching consists solely of rote memorization of the topic content.
• The teacher's position is central, whereas the students are secondary.
• The study materials are well-organized and well-planned. The study material is presented sequentially by the teacher.
• Memory level instruction is devoid of understanding. It is cognitive level instruction from a psychological standpoint.
• Herbart is the most vocal supporter of memory level education.

Merits of memory level Teaching

• This is beneficial for youngsters in lower grades. This is due to the fact that their intelligence is still developing, and they have a rote memory.
• The teacher's position is significant at this level of education, and he is free to choose subject matter, prepare it, and deliver it at his leisure.
• The knowledge learned at the memory stage of education serves as a foundation for the future when the student's intelligence and thinking are necessary.
• Memory level education serves as the foundation for comprehending and reflective levels of instruction. It is required for teaching at the comprehending level.

Demerits of memory level teaching

•  This does not add to the student's ability growth.
• Because pupils at this level learn by rote, the knowledge learned is not useful in real-life circumstances because it does not enhance students' talents.
• The students are subjected to tight discipline, and cramming is required for this type of instruction.
• Intelligence is unimportant in this form of instruction, and it lacks desire.

Understanding level

Understanding anything entails perceiving the meaning, grasping the concept, and comprehending the meaning. In the fields of education and psychology, "understanding" can be defined as "seeing the whole application of information" or "seeing connection" and "gaining a generalised insight."

Morrison is a major supporter of the understanding level of teaching.

• The comprehension level training is of greater quality than the memory level education. It is more useful and insightful in terms of mental talents.
• At this level of instruction, the instructor explains to the student the link between principles and facts and shows them how to apply these concepts. For this level of instruction, the memory level teaching barrier must be overcome.
• Understanding level instruction is more valuable than memory level teaching. This gives pupils total control over the topic matter. The teacher's involvement is more active at the comprehension stage. This level's pupils are second to none.
• No cramming is permitted at this level. The new information learned at this level is connected to previous knowledge. A generalisation is established based on facts, and the facts are then applied to new circumstances.

Merits of the understanding level of teaching

• At this level of instruction, students are encouraged to employ their critical thinking skills.
• The knowledge gained at this level serves as the foundation for the reflective level of instruction.
• In this case, the instructor teaches subject information to the pupils in an ordered and sequential manner. The newly learned information is connected to previously acquired knowledge.
• The pupils here do not learn by rote. Here, individuals learn through comprehending the facts and information, as well as their application and purpose.

Demerits of the understanding level of teaching

• Subject-centred instruction is used at this level.
• At this level, there is no interaction between the teacher and the pupils.

Reflective level of teaching

• This level is often referred to as the contemplative level. Reflecting on something is devoting significant attention to it over time. It also entails deliberating on something for an extended period of time.
• Hunt is a major proponent of reflective teaching.
• The reflective level of teaching is regarded to be the greatest degree of teaching.
• It is quite clever and practical.
• A student can only reach this level after passing the memory and comprehension levels.
• Teaching at the reflective level helps students to tackle real-world challenges.
• At this stage, the learner is forced to confront a real-life challenge. The learner solves the problem by comprehending the scenario and applying his critical thinking skills.
• At this stage, the emphasis is on recognising the problem, characterising it, and devising a solution. At this stage, the student's original thinking and creative ability grow.
• The teacher's role in this level of instruction is democratic. He does not impose information on his students, but rather helps them develop their gifts and abilities.
• The pupils play an active part.
• A reflective level of teaching is one in which the problem is problem-centred and the learner is engaged in creative creativity.

Merits of reflective level teaching

• This level of instruction is not teacher-centred or subject-centred; rather, it is learner-centred.
• At the reflective stage of teaching, there occurs interaction between the teacher and the taught.
• At this level, teaching is reserved for the upper class.
• Teaching at this level is more attentive and beneficial than teaching at the memory or understanding levels.

Demerits of reflective level teaching

• At the lowest level of instruction, it is not appropriate for little children. It is only appropriate for youngsters who are intellectually developed.
• The study material is not structured nor pre-planned at this level. As a result, pupils are unable to get a systematic and organised understanding of their study courses.

Education: In its broadest definition, is a type of learning in which information, abilities, and habits of a group of people are passed down from generation to generation through teaching, training, research, or simply 'autodidactism' (self-learning).

Learning: Learning entails actions and encounters. Learning is described as the relatively permanent change in an individual's (current and potential) behaviour as a result of experience or practice. This can be contrasted with other main processes that result in somewhat permanent alteration, or maturation,' as a result of biological age.

Discussion, practise sessions, planned exercises, team projects, and research projects are all examples of active learning approaches. Later in this blog, several components of learning will be discussed.

Instruction: It is the teacher's delivery of content. It does not entail contact between the instructor and the student, but it does aid in the attainment of educational goals. Teaching is a broader idea, while instruction is a subset of it.

Training: The primary goal of training is to provide individuals with specialised, job-related, or technical skills. Again, teaching encompasses a broader idea than training.

Indoctrination: Indoctrination is the greatest level of instruction. Beliefs and ideas are imprinted on others during indoctrination and can be incorporated in teaching. Teaching may be done without indoctrination, but there can be no indoctrination without teaching.

Syllabus: A syllabus is an overview and summary of the subjects that will be taught in a course of education or training. It's a descriptive piece. A syllabus is created by an exam board or by the professor who monitors or regulates the course quality.

Curriculum: A curriculum is typically described as a predefined and specified course of study that students must complete in order to pass a given degree of school. Curriculum may also be described as the sum of all of a student's experiences in school, including academics, co-curricular activities, and other sorts of exposure.

Andragogy

Malcolm Shepherd Knowles

Malcolm Shepherd Knowles (1913–1997) was an American educator best known for coining the word Andragogy to refer to adult education.

·   Andragogy, according to Malcolm Knowles, is the art and science of adult learning; consequently, andragogy refers to any type of adult learning. (Kearsley, 2010)

    Self-Concept

As a person evolves, his or her self-concept shifts from that of a dependent personality to that of a self-directed human being.

Adult Learner Experience

As a person grows older, he or she collects a rising reservoir of experience, which serves as an expanding resource for learning.

Readiness to Learn

As a person grows older, his or her willingness to learn becomes more focused on the developmental demands of his or her social duties.

Orientation to Learning

As a person develops, his or her temporal perspective shifts from one of delayed application of information to one of immediate application. As a result, his/her learning orientation transforms from subject-centeredness to problem-centeredness.

Motivation to Learn

The urge to study becomes internal as a person grows.

Pedagogy

• The science and art of education, its goals spanning from full human development to learned abilities.
• The methodology and practice of teaching, particularly in academia and theory
• Education-related philosophical and psychological theories
• Methods and procedures for teaching Pedagogy are defined as the practice of supporting learners, caring for and about them, and integrating learning into everyday life.

Pedagogy includes

The art of teaching or persuading others to learn something. Pedagogy relies on around subject matter planning, delivery, and assessment, which results in behavioural change in the learner. It is a dish that involves the following ingredients:

• Teaching strategies
• Teaching approaches
• Teaching models
• Teaching behaviours
• Teaching styles
• Teaching devices
• Teaching skills-process & attitude
• Teaching aids

All are fundamentally divided into two categories: learner-oriented vs. instructor oriented, and sometimes content or goal-based.

• Gundem (1992) established core ideas and constructed sets of guidelines for pedagogy or the practice of teaching. According to Gundam 1992: 54), his key conclusions remain valid:
• Instruction must be tailored to the student's developmental stage.
• All learning takes place through the senses.
• From the particular to the broad, from the simple to the difficult, from the known to the unknown, teaching should not cover too many subjects or themes at the same time.

Teaching should be done slowly and methodically. Nature does not make abrupt changes.

HUETAGOGY

“The study of self-determined learning is known as heutagogy”. It is also an attempt to question some of the notions about teaching and learning that are still prevalent in teacher-centred learning, as well as the necessity for, Bill Ford (1997) puts it succinctly: “knowledge sharing.”