2. unit 3 memory level herbatian model

TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - Herbartial Steps - Memory Level of Teaching Advantages and Disadvantages - Conclusion

1. PEDAGOGY OF MATHEMATICS Ms R SRIDEVI Assistant Professor of Pedagogy of Mathematics Loyola College of Education Chennai 34 UNIT III APPROACHES OF TEACHING Memory Level (Herbartian Model ) SEMESTER 1 CODE BD1MA

2. Approaches of Lesson Planning Steps – Level of Teaching Organising Teaching: Memory Level (Herbartian Model) Understanding Level (Morrison Teaching Model) Reflective Level (Bigge and Hunt Teaching Model) Unit Plan Lesson Plan Writing

3. LEVEL OF TEACHING

4. MEMORY LEVEL OF TEACHING Herbartian Model

5. Memory level of teaching To provide textbook knowledge to students Teacher Centered Helps in increasing the memory power

6. Herbart Model of Memory level of teaching

7. Herbart Model - Focus Emphasis on cramming of facts, information and development from the following capabilities: Training of Mental aspects Providing knowledge of facts Retaining the learning facts Recalling and re-presenting the learning facts

8. Herbart Model – Syntax SIX STEPS

9. PREPARATION

10. PREPARATION Testing the previous knowledge by asking questions, activities, stories, charts, pictures, song & etc Utilising the previous knowledge for new lesson Prepared and motivating the students to receive new knowledge Thus, testing previous knowledge, developing interest in the minds of students and maintaining curiosity of the students can be achieved with the help of this step.

11. PRESENTATION

12. PRESENTATION Statement of the Aim: Topic should be clear to the student and the topic should be written on the BB Stimulating the students through mental activities T o make the concepts understandable to the students . Appropriate and specific examples and illustrations of the concepts will make the understanding better . The interest of the students on the subject matter should be maintained continuously by the way of asking questions from time to time in this stage.

13. PRESENTATION The teacher should carefully and skillfully arrange his material so that his pupils may clearly and readily grasp it. The teacher should make proper use of questions, charts, graphs, pictures, models and other illustrative for demonstration and explanation . Simple language is used

14. ASSOCIATION/COMPARISON

15. ASSOCIATION/COMPARISON Relationship with subjects Relationship with two formulae Compare and contrast the facts, information, ideas, events & etc By comparison, the new knowledge may be clarified. The students are encouraged to give new suitable examples for the concept instead of the examples given in the book to make them think in an innovative manner.

16. GENERALISATION

17. GENERALISATION Opportunity to think and reflect Formulate principles, facts, information, ideas & etc To develop an understanding skills The teacher at this stage should try to remain in the background for providing only necessary guidance and correction . The teacher puts new & alternate questions & examples to help students arrive at answers, conclusions, & generalizations on their own.

18. APPLICATION

19. APPLICATION T he teacher makes the students to use the understood knowledge in an unfamiliar situation . Verified through questions Whether new learnt knowledge can be used in new situations or not. Strengthening our learning and make the learning permanent. The study will be meaningless if not applied in our day-to-day life

20. RECAPITULATION

21. RECAPITULATION This can be achieved by reviewing a lesson or by giving assignments to the students . This is reviewing the students’ achievement This is used for assessing or evaluating the effectiveness of the lesson.

22. Herbart Model – Social System

23. Herbart Model – Social System Functions of Teacher

24. Herbart Model – Social System Functions of Student

25. Herbart Model – Social System Functions of Curriculum

26. Herbart Model – Support System Requires some supportive devices to make learning more effective. Meaningful material should be used The audio – video aids may be used to involve the students Charts, Working model, non-working model, graph sheets, rotating cards, matching cards can be used inside to get the attention of the students.

27. Herbart Model Evaluation System It is important aspect of teaching because it produces evidences about the realisation of goals of teaching. Usually oral tests are given to measure the retention of the learnt material. The objective tests of recall and recognition type are administrated to evaluate the knowledge of the students.

28. Memory level - Conclusion 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).