Unit-IV: APPROACH OF TEACHING

1. Concept and Features of Approach of Teaching

Concept of Approach

An Approach to Teaching is a broad, overarching framework or philosophy about the nature of teaching and learning. It is the "viewpoint" that a teacher holds, which in turn determines the methods they choose.

Features of an Approach

• It is based on a specific psychological theory of learning (e.g., Behaviorism, Cognitivism).
• It defines the roles of the teacher and the student (e.g., teacher as expert vs. teacher as facilitator).
• It suggests the *kind* of methods and strategies that are appropriate.
• It is the philosophical foundation for designing a lesson or curriculum.

2. Herbart's Five Step Approach of Teaching

This approach, developed by Johann Herbart, is a classic, highly structured approach based on the idea that learning happens by assimilating new ideas with old ideas already in the mind (called the "apperceptive mass").

It is designed for the Memory Level and Understanding Level of teaching and is the basis for most traditional lesson plans.

The Five Steps (Formal Steps of a Lesson Plan):

1. Preparation (Introduction):
   • Aim: To prepare the students' minds to receive new knowledge.
   • Teacher's Action: The teacher "activates" the students' old knowledge (apperceptive mass) by asking introductory questions or telling a related story.
   • Example: "Yesterday we learned about plants. What parts of a plant do you remember?"
2. Presentation:
   • Aim: To present the new content or lesson.
   • Teacher's Action: The teacher states the "Aim of the Lesson" clearly ("Today, we will learn about..."). They then present the new material using questions, charts, or models.
   • This is the core "body" of the lesson.
3. Association (Comparison):
   • Aim: To build a strong link between the new knowledge and the old knowledge.
   • Teacher's Action: The teacher helps students compare and contrast the new topic with what they already know.
   • Example: "How is the root system (new) similar to the shoot system (old)? How is it different?"
4. Generalization:
   • Aim: To help students derive a general rule, principle, or definition from the examples.
   • Teacher's Action: The teacher asks questions that lead students to a conclusion.
   • Example: "So, based on all these examples, what can we say is the main *function* of a root?"
5. Application:
   • Aim: To test if the students can *use* the new knowledge in a new situation.
   • Teacher's Action: The teacher gives homework, asks new questions, or gives an activity where the rule must be applied.
   • Example: "Now, draw a carrot and label which part we eat. Is it a root? Why?"

3. Morrison's Mastery Learning Approach

Developed by H.C. Morrison, this approach is based on the idea that all students can master a topic if they are given sufficient time and the right instruction. It is an approach focused on *mastery* before moving on.

Key Concepts:

• Unit Plan: The curriculum is broken down into meaningful "units," not just daily lessons.
• Mastery Formula: The goal is for *every* student to achieve a high level of understanding (e.g., 90% on a test) before the class moves to the next unit.
• Individualized Time: Students who learn slower are given *more time* and *remedial help* (corrective instruction) until they "master" the unit. Faster students are given enrichment activities.

Morrison's Cycle of Teaching (Steps):

1. Exploration: The teacher finds out the students' prior knowledge of the unit (pre-test).
2. Presentation: The teacher gives a broad overview of the *entire unit*, not just one lesson.
3. Assimilation: This is the longest phase. Students work (often individually) on the unit, using worksheets, books, etc., while the teacher guides and helps.
4. Organization: Students organize what they have learned into a logical outline, without looking at their books.
5. Recitation: Students present what they have learned to the class, demonstrating their mastery.

Note: The core of this approach is the "Assimilation" phase, where diagnostic tests and corrective instruction are used repeatedly until mastery is achieved.

4. Understanding Level Approach

Teaching can occur at three different levels. The "Understanding Level" is the middle level, which is the goal of most school teaching.

Levels of Teaching

Level	Memory Level (MLT)	Understanding Level (ULT)	Reflective Level (RLT)
Proponent	Herbart	Morrison	Hunt
Goal	Rote memorization, recall.	Comprehension, seeing relationships.	Critical thinking, problem-solving.
Key Word	"Cramming"	"Understanding"	"Inquiry"
Teacher's Role	Active, authoritarian.	Active, guides and structures.	Democratic, facilitator.
Student's Role	Passive.	Active, tries to understand.	Highly active, problem-solver.

Features of the Understanding Level Approach:

• Focus: The goal is not just to memorize facts, but to comprehend them.
• Teacher's Action: The teacher explains concepts, gives many examples, and asks questions that check for understanding (e.g., "Explain this in your own words," "What is the difference between...").
• Student's Action: The student is expected to think, see relationships, draw comparisons, and grasp the general principle.
• Basis: This is the goal of both Herbart's Approach (Steps 3, 4, 5) and Morrison's Mastery Learning Approach. It is the "bread and butter" of effective teaching.