UNDERSTANDING LEVEL

SUBMITTED
TO:Prof. Neelam
dhar

SUBMITTED BY:Gagandeep kaur

M.ED SEM2

INDEX

INTRODUCTION
UNDERSTANDING LEVEL
CHARACTERSTICS
OBJECTIVES
ROLE OF THE TEACHER
MERITS AND DEMERITS
CONCLUSION

INTRODUCTION
In the formal classroom setting the
task of teaching carried out by the
teacher along with his pupils- Bigge
1967,can be performed at various
levels ranging from the least
thoughtful to the most thoughtful
behaviour or mode of action.

CONT.

Accordingly psychologists and

educationists have clearly
identified three such levels of
teaching-learning act, namely MEMORY LEVEL
UNDERSTANDING LEVEL
REFLECTIVE LEVEL

According to RyburnTeaching is a relationship which

keeps the child to develop all his
powers.
According to B.O Smith, Teaching
is a system of actions intended to
produce learning.
According to Thomas F. Green,
Teaching is the task of teacher
which is performed for the
development of the child.

UNDERSTANDING LEVEL

Understanding level of teaching

represents relatively a high level in
the teaching process as compared to
memory level. It calls for the use of
ones thought processes and cognitive
abilities in the form of reasoning and
thinking powers, powers of
imagination,analysis,synthesis,compa
rison,application,generalization and
drawing inferences, etc.

DEFINITION

Morris L . Bigge has defined

understanding level teaching, the
one that seeks to acquaint
students with the relationship
between a generalization and
particulars-between principles and
solitary facts-and which shows the
use to which the principles may be
applied.

CHARACTERSTICS

It does not stop with the

acquisition of facts or information
by the students as done at the
memory level but takes them
ahead for generalizing the rules or
principles out of the acquired
facts.
Identify the relationship between
the individual facts and principles
generalized out of these facts.

OBJECTIVES

Learners are able:

To see relationship between acquired
facts,
To comprehend the meaning of the
acquired facts or factual information,
To identify the similarities and
dissimilarities between the acquired
facts,
To seek generalization out of the
specific facts,
To apply the generalized fact, rule or
principle for the learning new facts in

NATURE OF THE SUBJECTMATTER

Quite structured in terms of

planning, sequential and
organized presentation and
meaningful learning.
Needs to be linked with the
previous knowledge.

ROLE OF TECAHER

DOMINANT AND AUTHORITARIAN

ROLE.
SUBJECT CENTERED.
FULL ATTENTION IN PRESENTING
THE SUBJECT-MATTER.
HELPS THE STUDENTS IN GAINING
MASTERY OVER THE SUBJECT
MATTER.

ROLE OF THE LEARNER

Learner plays an active role in

acquiring the desired
understanding of the learned
facts.
Students have to act and interact
within the framework set up by
the teacher for realizing the set
objectives of his teaching.

NATURE OF MOTIVATION
AND METHODS

Purpose is involved.
The methods employed at this level
are Lecture method.
Demonstration method.
Narration method
Inductive method.
Analytic method.

MERITS

It helps the students in the

acquisition of the facts or
information more effectively than
the memory level.
It helps to generalized rules,
principles or theories built up on
the basis of individual facts or
special examples.
It provides opportunities for
organized and systematic teaching

Cont

Understanding level
teaching trains and equips
them for acting more
intelligently in proceeding
on the path of learning.

DEMERITS

More or less teacher centred and

subject centred rather than child
centred.
Motivation is largely extrinsic in
nature and the students ego is
hardly involved in such type of
teaching.

CONCLUSION

The understanding level teaching,

performed at more advanced
thoughtful modes of operation
than the memory level has many
advantages. It provides meanings
to what is being taught or learned
in a learning situation.

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