2  Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirements

2.1 Concept of Teaching

Teaching is a purposive, interactive, tripolar activity in which a teacher arranges experiences so that a learner moves from a present state of knowledge or skill to a desired one. It is at once a science (drawing on educational psychology, evaluation, pedagogy) and an art (the same lesson plan in two hands produces two different classrooms).

The Sanskrit etymology — Shiksha (instruction) and Vidya (knowledge) — and the Latin etymology — educare (to bring up) and educere (to draw out) — both reinforce a dual nature: education gives and education draws out.

2.1.1 Influential Definitions

TipDefinitions of Teaching
Educator Definition Foregrounds
H.C. Morrison “Intimate contact between a more mature personality and a less mature one which is designed to further the education of the latter” Relationship, maturation
B.O. Smith “A system of actions intended to produce learning” Goal-directed system
N.L. Gage (1963) “Any interpersonal influence aimed at changing the ways in which other persons can or will behave” Behavioural change
Edmund Amidon “An interactive process, primarily involving classroom talk” Interaction, talk
Ryburn “A relationship that helps the child to develop his powers” Developmental
John Dewey Teaching is comparable to selling — “no one can sell unless someone else buys” Reciprocity
B.F. Skinner “The arrangement of contingencies of reinforcement under which students learn” Reinforcement 

flowchart LR
  T[Teacher<br/>Subject mastery,<br/>method, personality] --- C[Content<br/>Curriculum,<br/>experiences]
  C --- L[Learner<br/>Readiness, motivation,<br/>prior knowledge]
  L --- T
  T -. Communication .-> L
  L -. Feedback .-> T
    classDef default fill:#003366,color:#ffffff,stroke:#ffcc00,stroke-width:3px,rx:10px,ry:10px;

2.1.2 Nature of Teaching

TipNature of Teaching
  • Purposive — driven by objectives, not happenstance.
  • Interactive / Tripolar — three poles (teacher, learner, content).
  • Dynamic — same content delivered differently to different cohorts.
  • Social — shaped by family, school, society.
  • Both science and art — empirical and creative.
  • Formal or informal — classroom or community.
  • Value-laden — every act transmits values.
  • Evaluable — every act can be assessed against objectives.

2.1.3 Aim, Goal, Objective — the Hierarchy

TipAim → Goal → Objective
Level Scope Time-frame Example
Aim Broad, philosophical Long-term “Develop responsible citizens”
Goal Programme/course-level Medium-term “Introduce undergraduates to economic reasoning”
Objective Specific, measurable, behavioural Single lesson “Compute price elasticity of demand from a dataset”

2.2 Objectives of Teaching

A teaching objective is a statement of what the learner should be able to do at the end of the lesson. The standard framework is Bloom’s Taxonomy of Educational Objectives (1956), revised by Anderson and Krathwohl (2001).

2.2.1 Bloom’s Original Taxonomy (1956) — Three Domains

TipBloom’s Three Domains and Six Cognitive Levels
Domain Concerned with Levels (low → high)
Cognitive Knowing and thinking Knowledge → Comprehension → Application → Analysis → Synthesis → Evaluation
Affective Feeling, valuing, attitude Receiving → Responding → Valuing → Organising → Characterising
Psychomotor Doing, skill, coordination Imitation → Manipulation → Precision → Articulation → Naturalisation

2.2.2 Anderson & Krathwohl Revised Taxonomy (2001)

The 2001 revision renames every level as a verb and flips the top two rungs — Synthesis is renamed Create and moved to the top; Evaluation becomes Evaluate and drops one rung.

flowchart BT
  K[Remember<br/>Recall facts] --> U[Understand<br/>Explain ideas]
  U --> A[Apply<br/>Use in new situations]
  A --> N[Analyse<br/>Break into parts]
  N --> E[Evaluate<br/>Justify a stand]
  E --> C[Create<br/>Produce new work]
    classDef default fill:#003366,color:#ffffff,stroke:#ffcc00,stroke-width:3px,rx:10px,ry:10px;

TipOriginal vs Revised — the Top Two Flipped
  • Original (1956): … Analysis → Synthesis → Evaluation
  • Revised (2001): … Analyse → Evaluate → Create

The revision also adds a Knowledge Dimension (Factual, Conceptual, Procedural, Metacognitive) — creating a two-dimensional grid.

2.2.3 Behavioural Objectives — R.F. Mager (1962)

R.F. Mager’s Preparing Instructional Objectives (1962) sets the standard for measurable lesson objectives. Mager identifies three elements:

  1. Behaviour / Performance — what the learner will do (observable verb).
  2. Condition — circumstances under which performance occurs.
  3. Criterion / Standard — the level of acceptable performance.

A widely-taught extension is the A-B-C-D format — Audience, Behaviour, Condition, Degree.

Example. “Given a passage of 200 words [Condition], the learner [Audience] will identify the main idea [Behaviour] with 80 per cent accuracy [Degree].”

A common distractor offers an aim disguised as an objective. “To develop scientific temper” is too broad to measure in a single lesson; “to state Newton’s three laws of motion in own words” is measurable in forty minutes. The verb decides.

2.3 Modes of Teaching

The official syllabus distinguishes five closely-related activities. Each has a distinct goal and learner role — examiners frequently test which mode a given anecdote belongs to.

TipFive Modes of Teaching Compared
Mode Primary aim Learner activity Identifying cue
Teaching All-round behaviour change; understanding Active enquiry, questioning “Develops critical thinking”
Training Specific skill or task mastery Repetition, practice “Job-specific” or “vocational”
Instruction Knowledge acquisition / information transmission Structured listening “Step-by-step direction”
Conditioning Habit formation through stimulus-response Reflex-level response “Automatic response” (Pavlov, Skinner)
Indoctrination Acceptance of a doctrine/belief without questioning Passive acceptance “Uncritical acceptance”

Worked example. A driving school’s training teaches the learner to operate the clutch; the instruction component delivers traffic-rule information; teaching additionally develops the judgment of when to overtake safely; conditioning the learner to stop at red lights via repeated practice creates an automatic response; indoctrination — telling the learner that “your road etiquette must follow this single ideology” — discourages questioning.

2.4 Characteristics of Teaching

TipSix Characteristics of Effective Teaching
  1. A system of actions — not random, but a planned, structured set of activities.
  2. A professional activity — requires specialised training, ethics, and standards.
  3. Interactive and communicative — built on two-way teacher-learner exchange.
  4. Subject to analysis and assessment — observable, measurable, improvable.
  5. A specialised task — requires subject mastery + pedagogical skill.
  6. A collection of various modes — uses teaching, training, instruction, conditioning, occasionally indoctrination, in the right proportions.

Good teaching is additionally purposeful, dynamic, social, value-laden, evaluable, and learner-centred.

2.5 Levels of Teaching

Teaching can be delivered at three increasingly demanding levels. Each level has a different cognitive target and a different main proponent. The proponent-level match is one of the most repeated PYQ patterns in this topic.

TipThree Levels of Teaching and their Main Proponents
Level Main proponent Cognitive target Bloom level Teacher’s role
Memory (Thoughtless) Herbart Recall, recognition Remember, Understand Drills, repeats
Understanding (Thoughtful) Morrison (definition by Bigge) Sees relationships, applies Apply, Analyse Explains, illustrates
Reflective (Upper Thoughtful / Introspective) Hunt (also Bigge & Hunt) Analyses, evaluates, creates Evaluate, Create Poses problems, mediates inquiry 

flowchart TB
  M[Memory Level<br/>Herbart<br/>Bloom: Remember, Understand] --> U[Understanding Level<br/>Morrison<br/>Bloom: Apply, Analyse]
  U --> R[Reflective Level<br/>Hunt / Bigge & Hunt<br/>Bloom: Evaluate, Create]
    classDef default fill:#003366,color:#ffffff,stroke:#ffcc00,stroke-width:3px,rx:10px,ry:10px;

2.5.1 Memory Level (Thoughtless) — Herbart

J.F. Herbart (1776–1841) propounded the Memory Level of Teaching (MLT), sometimes called the Herbartian Model or Thoughtless Teaching. It rests on his Theory of Apperception — new ideas are understood only when assimilated into the mass of ideas already in the learner’s mind. Memory teaching builds that mass.

TipHerbart’s Five Steps of Teaching
Step What the teacher does
1. Preparation Arouse interest; connect to prior knowledge
2. Presentation Introduce new material clearly
3. Association / Comparison Link new material to old
4. Generalisation Form rules and principles
5. Application Use the rule in a new situation

Mnemonic. “P-P-A-G-A” — Preparation, Presentation, Association, Generalisation, Application. (Some Indian texts add a sixth step, Recapitulation — NTA accepts both five-step and six-step.)

Merits. Useful for foundational facts, drill, rote-essential subjects (vocabulary, formulae).

Demerits. Encourages cramming; little role for higher-order thinking.

2.5.2 Understanding Level (Thoughtful) — Morrison

H.C. Morrison (1871–1945) propounded the Understanding Level of Teaching (ULT), sometimes called Thoughtful Teaching or Morrison’s Unit Plan. The most-quoted definition of ULT, however, comes from Morris L. Bigge (Learning Theory for Teachers, 1964) — examiners exploit this Morrison-versus-Bigge attribution distinction:

  • If the stem says “main proponent”, “model”, or “Unit Plan” → Morrison.
  • If the stem says “defined understanding-level teaching in Learning Theory for Teachers” → Bigge.
TipMorrison’s Five Steps — Mnemonic E-P-A-O-R
Step What the teacher does
1. Exploration Diagnose what learner already knows
2. Presentation Outline the unit; raise interest
3. Assimilation Deepen understanding; learner studies; teacher guides
4. Organisation Learner organises ideas; writes/reproduces without help
5. Recitation Learner orally presents what is mastered

Mnemonic: E-P-A-O-R. Memorise this exact order — examiners shuffle the five steps and ask for the correct sequence (verified PYQs in 2020 and 2023 cycles).

Outcome. Morrison’s stated outcome is Mastery — the learner can use the concept in fresh contexts.

2.5.3 Reflective Level (Upper Thoughtful / Introspective) — Hunt

Hunt propounded the Reflective Level of Teaching (RLT). Many B.Ed. textbooks cite the joint formulation Bigge & Hunt. For NTA answer keys, treat Hunt as the single proponent of RLT.

TipFeatures of RLT
  • Problem-centred — starts from a real problem the learner perceives.
  • Inquiry-led — the learner investigates, gathers evidence, decides.
  • Objectives — develop insight, critical thinking, independent decision-making.
  • Teacher’s role — facilitator, devil’s advocate, source of resources.
  • Method — project work, problem-solving, debate, case study.
  • Bloom level — Evaluate, Create.

The reflective level is what NEP-2020 implicitly endorses when it speaks of “critical thinking” and “creative problem-solving” as goals of higher education.

2.5.4 Three Levels Compared

TipMLT vs ULT vs RLT
Dimension Memory Understanding Reflective
Proponent Herbart Morrison (defn. Bigge) Hunt (also Bigge & Hunt)
Cognitive load Cognitive only Cognitive + Affective Cognitive + Affective + Conative
Learner state Passive Semi-active Active investigator
Method Drill, lecture Discussion, demonstration Problem-solving, project
Outcome Reproduction Mastery Insight, decision
Bloom level Remember, Understand Apply, Analyse Evaluate, Create

Examples by level.

  • Memory. Reciting the periodic table.
  • Understanding. Explaining why metals conduct electricity.
  • Reflective. Designing an experiment to test whether an unknown sample is a metal.

2.6 Phases of Teaching — Philip W. Jackson (1962)

Philip W. Jackson (Life in Classrooms, 1968) articulated three phases through which every teaching act moves.

TipJackson’s Three Phases of Teaching
Phase When Core activities PYQ cue
Pre-active Before class Setting objectives, content selection, lesson planning, choosing strategies and aids “Planning” / “deciding strategies”
Interactive During class Presentation of content, questioning, probing, classroom management, feedback “Face-to-face” / “delivery”
Post-active After class Evaluation, reflection, revision of plan, remedial action “Evaluation” / “reflection” 

flowchart LR
  P[Pre-active Phase<br/>Plan and prepare] --> I[Interactive Phase<br/>Teach and engage]
  I --> O[Post-active Phase<br/>Evaluate and reflect]
  O -. Feedback loop .-> P
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The feedback arrow makes teaching a discipline rather than a one-shot performance: the post-active phase feeds the next pre-active phase.

2.7 Maxims of Teaching

Maxims are practical rules for sequencing content within a lesson. They reflect psychological and logical progression. NTA stems often ask the candidate to match an anecdote to the right maxim.

TipTwelve Maxims of Teaching
Maxim Meaning Classroom illustration
Known to Unknown Anchor the new in the familiar Teach Hindi alphabet by linking to mother-tongue sounds
Simple to Complex Sequence by difficulty Algebra with one variable before two
Concrete to Abstract Objects first, then ideas Use coins before introducing the “+” symbol
Particular to General Build laws from instances Several falling-object demos before the gravitational law
Analysis to Synthesis Break down before building up Dissect, then reconstruct an essay
Empirical to Rational Observation before reason Measure boiling water before introducing heat theory
Induction to Deduction From examples to rules, then rules back to cases Newton’s apples → law of gravitation → predict a satellite orbit
Whole to Part Big picture first Body diagram before organ details
Psychological to Logical Learner readiness before subject logic A sequence the learner finds approachable, even if out of textbook order
Definite to Indefinite Settled facts first, then open questions Newtonian mechanics before relativistic corrections
Actual to Representative Real object before its picture Show a cow, then a photograph of a cow
Near to Far Local context first Local geography before continents

2.8 Principles of Teaching

TipEight Principles of Effective Teaching
Principle What it requires
Principle of motivation Begin by arousing interest; sustain through relevance and reward
Principle of activity Learning by doing; learners must act on content
Principle of interest Connect content to learner’s curiosity and prior interest
Principle of individual differences Differentiate; not all learners are alike
Principle of definite aim State the lesson objective clearly at the start
Principle of linking with life Show real-world application
Principle of feedback Provide timely correction and reinforcement
Principle of democratic dealing Learner participation, respect, freedom of expression

Other commonly listed principles include planning, recreation, review, division (chunking), and selection.

2.9 Models of Teaching

A model of teaching is a plan or pattern that can be used to shape curriculum, design instruction, and guide classroom interaction.

2.9.1 Glaser’s Basic Teaching Model (1962)

Robert Glaser’s 1962 model is the simplest scaffold to remember — four components, with a feedback loop.

TipGlaser’s Four Components
Component What it covers
1. Instructional Objectives What learner should be able to do at the end
2. Entering Behaviour Diagnostic of what learner already knows/can do
3. Instructional Procedures Methods, materials, activities
4. Performance Assessment Tests/observations to gauge whether objectives are met → feedback loop back to objectives
NoteDistractor warning

Feedback is a loop, not a 5th component. Some sources mis-state Glaser’s model as having 5 components.

2.9.2 Flanders Interaction Analysis Category System (FIACS, 1955–60)

Developed by N.A. Flanders at the University of Minnesota (1955–60), FIACS is the most-cited system for observing classroom verbal interaction. It has 10 categories divided into three buckets:

TipFlanders’ 10 Categories
Bucket Count Categories
Teacher talk — Indirect influence 4 (1) Accepts feeling; (2) Praises or encourages; (3) Accepts or uses ideas of pupils; (4) Asks questions
Teacher talk — Direct influence 3 (5) Lecturing; (6) Giving directions; (7) Criticising or justifying authority
Student talk 2 (8) Response (in answer to teacher); (9) Initiation (student-initiated)
Silence / confusion 1 (10) Silence or confusion

A common derived metric is the i/d ratio — the ratio of indirect to direct teacher influence. A higher i/d ratio is associated with greater student initiation.

2.9.3 Family of Models — Joyce & Weil

Bruce Joyce and Marsha Weil (Models of Teaching, 1972) grouped models into four families:

TipJoyce & Weil’s Four Families of Models
Family Aim Example models
Information-processing Mastery of concepts and information Concept attainment, Inductive thinking, Advance organiser, Inquiry training
Social Social relationships, cooperation Group investigation, Role play, Jurisprudential inquiry
Personal Self-development, self-direction Non-directive teaching, Awareness training
Behavioural Behaviour change through reinforcement Mastery learning, Direct instruction, Self-control

2.10 Basic Requirements of Teaching

Effective teaching rests on a small set of preconditions explicitly listed in the syllabus.

2.10.1 Three Variables of Teaching

TipThree Variables of Teaching
Variable Description
Independent variable The teacher — the cause/source of teaching action
Dependent variable The student — whose behaviour change is the outcome
Intervening variable The content, method, environment, and aids — that mediate between teacher and learner

2.10.2 Other Basic Requirements

TipWorking Requirements
  • Professionalism — qualified, ethical, trained teachers.
  • Suitable learning environment — physical (light, sound, seating), psychological (safety, trust), social (inclusion).
  • Teacher-learner relationship — respect, empathy, communication.
  • Discipline and devotion — both in teacher and in learner.
  • Curriculum and teaching aids — appropriate content and resources.
  • Adequate institutional support — leadership, policy, infrastructure.

2.11 Practice Questions

Q 01 Concept of Teaching Easy

"Teaching is a system of actions intended to produce learning." This definition is given by:

  • AB.O. Smith
  • BN.L. Gage
  • CH.C. Morrison
  • DJohn Dewey
View solution
Correct Option: A
B.O. Smith defines teaching as "a system of actions intended to produce learning". Gage emphasises behavioural change; Morrison emphasises personality contact.
Q 02 Aim-Goal-Objective Easy

Arrange in order from broadest to most specific:

  • AObjective → Goal → Aim
  • BAim → Goal → Objective
  • CGoal → Aim → Objective
  • DAim → Objective → Goal
View solution
Correct Option: B
Aim → Goal → Objective. Aim is broad/philosophical, goal is medium-term/programme-level, objective is specific/lesson-level/measurable.
Q 03 Bloom's Revised Taxonomy Easy

In Anderson & Krathwohl's revised Bloom's Taxonomy (2001), the levels in order from lowest to highest are:

  • AKnowledge → Comprehension → Application → Analysis → Synthesis → Evaluation
  • BRemember → Understand → Apply → Analyse → Evaluate → Create
  • CRemember → Apply → Understand → Analyse → Create → Evaluate
  • DKnowledge → Application → Understanding → Synthesis → Analysis → Evaluation
View solution
Correct Option: B
Revised order: Remember → Understand → Apply → Analyse → Evaluate → Create. The 2001 revision renames levels as verbs and flips the top two (Synthesis became Create at the top; Evaluation moved one rung down as Evaluate).
Q 04 Bloom's Taxonomy Medium

The original Bloom's Taxonomy (1956) had its top two cognitive levels as:

  • AEvaluate → Create
  • BSynthesis → Evaluation
  • CApplication → Synthesis
  • DAnalysis → Evaluation
View solution
Correct Option: B
The original (1956) ended in Synthesis → Evaluation. The 2001 revision flipped these: Synthesis was renamed Create and pushed to the top; Evaluation became Evaluate and moved one rung down.
Q 05 Mager Medium

The "behavioural objective" approach to instructional design — Behaviour + Condition + Criterion — is associated with:

  • ABenjamin Bloom
  • BR.F. Mager (1962)
  • CAnderson & Krathwohl
  • DRobert Glaser
View solution
Correct Option: B
R.F. Mager in Preparing Instructional Objectives (1962) gave the three-element model: Behaviour (performance), Condition, Criterion (standard). Often extended to A-B-C-D — Audience, Behaviour, Condition, Degree.
Q 06 Modes of Teaching Easy

An activity whose primary aim is "acceptance of a doctrine without questioning" is called:

  • ATeaching
  • BTraining
  • CInstruction
  • DIndoctrination
View solution
Correct Option: D
Indoctrination seeks uncritical acceptance of a doctrine. Teaching encourages questioning; training builds skill; instruction transmits knowledge.
Q 07 Modes of Teaching Medium

Match each mode with its primary aim:

(i) Teaching (a) Skill mastery through repetition
(ii) Training (b) Habit formation via stimulus-response
(iii) Conditioning (c) All-round behaviour change
(iv) Instruction (d) Knowledge transmission
  • A(i)-(c), (ii)-(a), (iii)-(b), (iv)-(d)
  • B(i)-(a), (ii)-(b), (iii)-(c), (iv)-(d)
  • C(i)-(b), (ii)-(c), (iii)-(d), (iv)-(a)
  • D(i)-(d), (ii)-(c), (iii)-(b), (iv)-(a)
View solution
Correct Option: A
Teaching → all-round change; Training → skill via repetition; Conditioning → habit via S-R; Instruction → knowledge transmission.
Q 08 Characteristics Easy

Which of the following is not a characteristic of teaching?

  • APurposeful
  • BTripolar
  • CStimulus-response conditioning of reflexes
  • DEvaluable
View solution
Correct Option: C
Conditioning of reflexes is behaviourist conditioning, not teaching. Teaching is purposive, tripolar, evaluable, interactive.
Q 09 Levels of Teaching Medium

Match the level of teaching with its main proponent:

(i) Memory level (a) Hunt
(ii) Understanding level (b) Herbart
(iii) Reflective level (c) Morrison
  • A(i)-(b), (ii)-(c), (iii)-(a)
  • B(i)-(a), (ii)-(b), (iii)-(c)
  • C(i)-(c), (ii)-(a), (iii)-(b)
  • D(i)-(a), (ii)-(c), (iii)-(b)
View solution
Correct Option: A
Memory → Herbart, Understanding → Morrison, Reflective → Hunt. One of the most-repeated NTA stems on Teaching Aptitude.
Q 10 Memory Level Medium

The Herbartian Model of teaching is also known as:

  • AReflective-level teaching
  • BMemory-level teaching (Thoughtless teaching)
  • CUnderstanding-level teaching
  • DUnit Plan model
View solution
Correct Option: B
Herbart's model is the Memory Level of Teaching, also called Thoughtless teaching. Morrison's model is Understanding Level / Unit Plan; Hunt's is Reflective.
Q 11 Herbart's 5 Steps Hard

Arrange Herbart's five steps in the correct order:

(i) Generalisation
(ii) Preparation
(iii) Application
(iv) Association
(v) Presentation

  • A(ii), (v), (iv), (i), (iii)
  • B(ii), (iv), (v), (i), (iii)
  • C(v), (ii), (iv), (iii), (i)
  • D(ii), (v), (i), (iv), (iii)
View solution
Correct Option: A
Correct order: Preparation → Presentation → Association → Generalisation → Application. Mnemonic: P-P-A-G-A.
Q 12 Morrison's 5 Steps Hard

Arrange Morrison's five steps of Understanding-level teaching in the correct order:

(i) Recitation
(ii) Organisation
(iii) Exploration
(iv) Presentation
(v) Assimilation

  • A(iii), (iv), (v), (ii), (i)
  • B(iv), (iii), (ii), (v), (i)
  • C(iii), (v), (iv), (i), (ii)
  • D(iv), (v), (iii), (ii), (i)
View solution
Correct Option: A
Correct order: Exploration → Presentation → Assimilation → Organisation → Recitation. Mnemonic: E-P-A-O-R. (Verified PYQ pattern, 2020 and 2023 cycles.)
Q 13 Reflective Level Medium

The main objective of reflective-level teaching is to develop:

  • AMemorisation of facts
  • BInsight to solve problems and critical thinking
  • CMastery over the unit content
  • DObedience to instructions
View solution
Correct Option: B
RLT (Hunt) targets insight, critical thinking, and independent decision-making. Memorisation = Memory level; Mastery = Understanding level.
Q 14 Phases of Teaching Easy

In Philip W. Jackson's classification, which phase includes lesson planning, content selection and choice of teaching strategy?

  • AInteractive
  • BPre-active
  • CPost-active
  • DReactive
View solution
Correct Option: B
The pre-active phase covers all preparatory activities before the class — objectives, content selection, lesson planning, strategy choice, aids selection.
Q 15 Phases of Teaching Medium

The main operation during the interactive phase of teaching is:

  • ASetting objectives and lesson planning
  • BPresentation of content with questioning and feedback
  • CEvaluation and reflection on the lesson
  • DSelecting teaching aids
View solution
Correct Option: B
The interactive phase is the face-to-face delivery — presentation, questioning, probing, classroom management, real-time feedback.
Q 16 Maxims Medium

Arrange the following maxims in the sequence a primary-school teacher should follow when introducing decimal fractions:

(i) Concrete to abstract
(ii) Known to unknown
(iii) Simple to complex
(iv) Particular to general

  • A(ii), (i), (iii), (iv)
  • B(i), (ii), (iv), (iii)
  • C(iii), (iv), (i), (ii)
  • D(iv), (iii), (ii), (i)
View solution
Correct Option: A
Begin with what the learner knows (whole numbers), then concrete objects (rods, coins), then progressively harder cases, then generalise.
Q 17 Glaser's Model Medium

Glaser's Basic Teaching Model (1962) places which component immediately after instructional objectives?

  • APerformance assessment
  • BInstructional procedures
  • CEntering behaviour
  • DFeedback
View solution
Correct Option: C
Glaser's 4-step order: Objectives → Entering Behaviour → Instructional Procedures → Performance Assessment (with feedback loop). Feedback is a loop, not a 5th component.
Q 18 Flanders FIACS Hard

Flanders' Interaction Analysis Category System (FIACS) classifies classroom verbal interaction into how many categories?

  • A5
  • B7
  • C10
  • D12
View solution
Correct Option: C
FIACS has 10 categories — 7 teacher talk (4 indirect + 3 direct), 2 student talk (response + initiation), and 1 silence/confusion. Developed at the University of Minnesota, 1955–60.
Q 19 Variables of Teaching Medium

In the three-variable analysis of teaching, the intervening variable refers to:

  • AThe teacher
  • BThe student
  • CContent, method, environment and aids that mediate teacher and learner
  • DThe school principal
View solution
Correct Option: C
In the three-variable scheme: Independent = teacher; Dependent = student; Intervening = content/method/environment/aids that mediate between the two.
Q 20 Bigge vs Morrison Hard

The widely-cited definition of Understanding-level teaching given in the book Learning Theory for Teachers (1964) is by:

  • AH.C. Morrison
  • BMorris L. Bigge
  • CHunt
  • DHerbart
View solution
Correct Option: B
Morris L. Bigge provides the most-quoted definition of ULT in Learning Theory for Teachers (1964). The model itself (Unit Plan, 5 steps) is Morrison's. Examiners exploit this Morrison-vs-Bigge attribution.

2.12 Quick Recall

ImportantQuick recall
  • Teaching definition (B.O. Smith): “system of actions intended to produce learning”.
  • Aim → Goal → Objective — broadest to narrowest.
  • Bloom revised (Anderson & Krathwohl, 2001): Remember → Understand → Apply → Analyse → Evaluate → Create. (Original 1956 ended Synthesis → Evaluation.)
  • Mager (1962): Behaviour + Condition + Criterion; A-B-C-D = Audience, Behaviour, Condition, Degree.
  • 5 modes: Teaching, Training, Instruction, Conditioning, Indoctrination.
  • 3 levels & proponents: Memory → Herbart (5 steps P-P-A-G-A); Understanding → Morrison (defn. by Bigge; 5 steps E-P-A-O-R → Mastery); Reflective → Hunt (also Bigge & Hunt) → critical thinking, insight.
  • Jackson’s phases (1962, Life in Classrooms): Pre-active → Interactive → Post-active.
  • Glaser (1962): 4 components — Objectives → Entering Behaviour → Procedures → Assessment (with feedback loop). Feedback is a LOOP, not a 5th component.
  • Flanders FIACS (1955–60, U. Minnesota): 10 categories — 7 teacher (4 indirect + 3 direct) + 2 student (response + initiation) + 1 silence.
  • Joyce & Weil (1972): 4 families — Information-processing, Social, Personal, Behavioural.
  • 3 variables of teaching: Independent (teacher) · Dependent (student) · Intervening (content/method/environment).
  • 12 maxims: Known→Unknown, Simple→Complex, Concrete→Abstract, Particular→General, Analysis→Synthesis, Empirical→Rational, Induction→Deduction, Whole→Part, Psychological→Logical, Definite→Indefinite, Actual→Representative, Near→Far.