3. unit 3 understanding level morrison model

TNTEU - B.Ed New Syllabus - Pedagogy of Mathematics - Semester 1 - Code BD1MA - Unit III Approaches for teaching - H. C Morrison Steps - Understanding 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 Understanding Level ( H.C.Morrison Teaching 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. Professor H. C. Morrison (1871- 1945), (the University of Chicago ) He formulated the "Morrison plan", which reorganized the style of teaching. He believed that the student learned best by adapting or responding to a situation. He also identified a five-step instructional pattern: pretest, teaching, testing the results of instruction, changing the instruction procedure, and teaching and testing again until the unit is mastered by the student. Morrison retired from the University of Chicago in 1937 and later died of a heart attack in 1945.

5. UNDERSTANDING LEVEL OF TEACHING Morrison Model

6. Understanding level of teaching To  perceive the meaning, grasp the idea I nteracts with concepts, ideas, theories E valuate the concepts and bring together the facts

7. Morrison Model of Understanding level of teaching

8. Morrison Model - Focus The student should achieve mastery of the concept or content. Develop problem solving competency among the students. Develop critical thinking. Develop independent / self learning. Change may occur in the personality of the pupils.

9. Morrison Model – Syntax FIVE STEPS

10. EXPLORATION

11. EXPLORATION Test the previous knowledge by questioning. Analyse the contents, and the elements are arranged in a logical sequence. Involves testing, questioning to explore initial learning of the students. Decide how the unit to be presented

12. PRESENTATION

13. PRESENTATION It involves 3 activities: The teacher presents new content into small units and attends to maintain continuous rapport with the students in the class. The teacher tests the students to diagnose how many students have grasped the presented content. If necessary the presentation is repeated, the teacher should not proceed towards the new unit until most of the students fully understand. Thus , this stage, the teacher is more active

14. ASSIMILATION

15. ASSIMILATION The purpose of this steps is to attain thorough knowledge of the subject matter. Both the teacher and students are active. But The students are more active than the teacher. Opportunities are provided in order to stress upon the depth of the content. The students do lot of work in library, field work, assignments and etc.

16. ASSIMILATION In this stage, Students works more individualised. The teacher guide them according to the need during supervision. During this period, the teacher tests whether the pupils have achieved mastery over the content or not.

17. ORGANISATION

18. ORGANISATION When the students have passed mastery test, then they move towards the organisation step. All the students write contents in their own language.

19. ORGANISATION Following observations are included in this step: The student determines what content to be written. Morrison states that, “ the student receives mastery when he is able to write down the presented content and the assimilated data clearly”. The teacher comes to the conclusion whether the pupils can write the contents without anybody’s help or not.

20. RECITATION

21. RECITATION Each students presents the content orally before the teacher. Morrison plans daily recitation for this step. Recitation may take in the form of written.

22. Morrison Model – Social System

23. Morrison Model – Social System The teacher should be more active. The Teacher controls the behaviour of the students by providing motivation. Teacher imparts instruction to the pupils they work themselves with full involvement. The teacher behaviour should be flexible , dynamic and full of human touch.

24. Morrison Model – Social System Both extrinsic and intrinsic motivation is used. The teachers’ main act is to create need and interest among students to acquire understanding of new concepts.

25. Morrison Model – Support System The teaching aids should be used AV aids can be used for effective presentation Self learning / individualised learning may be motivated Opportunity to give practice on the learnt material according to their own effort

26. Morrison Model Evaluation System The essay and objectives type tests are used Multiple choice and analogy type item are the best for evaluating the students’ achievements.

27. Morrison level - Conclusion Teacher should provide psychological motivation to the students and raise their level of aspiration. Teacher should identify the problem, then analyse and provide solutions to the problems