Section 1.2

Levels of Teaching

⚜

Educational theorists categorize the process of teaching and learning along a developmental continuum representing different levels of cognitive engagement (Bigge, 1982). This spectrum is divided into three major stages: Memory Level, Understanding Level, and Reflective Level.

Memory Level (MLT) Herbart • Rote Recall • Thoughtless Understanding (ULT) Morrison • Comprehension Reflective Highest Cognitive Level
Fig 1. The Hierarchical Levels of Teaching (Bigge, 1982)

1. Memory Level of Teaching (MLT)

The Memory Level of Teaching is the most basic step in learning. It is all about memorizing facts, lists, and rules without really needing to understand them deeply (Herbart, 1901).

  • Propounder (Creator): Johann Friedrich Herbart.
  • Characteristics: The teacher controls everything, and the student just listens and memorizes. The student is like an empty hard drive storing files. Students are usually motivated by outside factors, like getting good grades or avoiding punishment.
  • Evaluation: Written tests, oral exams, and simple memory questions like multiple-choice or fill-in-the-blanks.
  • Herbartian Steps:
    1. Preparation: Activating previous knowledge.
    2. Presentation: Introducing new material.
    3. Comparison/Association: Relating new and old knowledge.
    4. Generalization: Formulating rules or principles.
    5. Application: Using the rules in specific instances.
🍎 Real-World Example (Indian Context):

A primary school teacher in a Kendriya Vidyalaya makes 1st-grade students chant multiplication tables (Pahade) or Sanskrit shlokas until they memorize them by heart, without necessarily explaining the deep mathematical logic or philosophical meaning behind them.

2. Understanding Level of Teaching (ULT)

The Understanding Level goes one step further. Instead of just memorizing, students start to actually understand the meaning behind the facts, see patterns, and learn how to use this knowledge in real life (Morrison, 1926).

  • Propounder (Creator): Henry C. Morrison.
  • Characteristics: It requires more brainpower. Students and teachers interact more. The teacher helps the student "connect the dots" so they aren't just repeating facts, but actually grasping the core meaning.
  • Evaluation: Essay questions, solving conceptual problems, and questions that ask "why" or "how".
  • Morrisonian Steps:
    1. Exploration: Testing previous knowledge.
    2. Presentation: Overview of the subject matter.
    3. Assimilation: Deep study to understand the concepts.
    4. Organization: Structuring the learned material logically.
    5. Recitation: Expressing the learned concepts orally or in writing.
🍎 Real-World Example:

Instead of just memorizing the formula for the area of a rectangle (A = L × W), the teacher shows the students a grid of squares on a floor plan, helping them understand that multiplication is just counting the total squares, allowing them to apply the formula to different shapes.

💡 Exam Tip

Remember that the **Understanding Level** focuses on: "Generalization + Insights + Relationships". It requires the Memory level as a prerequisite foundation. It is thoughtful teaching.

3. Reflective Level of Teaching (RLT)

The Reflective Level is the highest and most advanced stage of learning. Here, students think deeply, solve brand new problems, and do their own independent research (Hunt, 1968).

  • Propounder (Creator): Maurice P. Hunt.
  • Characteristics: The classroom is very open and student-controlled. The teacher acts more like a guide or a helper. Students find problems themselves, guess possible solutions, gather data, and test their ideas (Dewey, 1933). It takes a lot of critical thinking and creativity.
  • Motivation: Highly internal. Students learn because they are genuinely curious and want to solve the problem, not just to pass a test.
  • Evaluation: Writing research papers, open-book exams, holding debates, and defending a thesis.
🍎 Real-World Example (Indian Context):

A postgraduate architecture student at an IIT or NIT is asked to design an eco-friendly, low-cost housing model for flood-prone areas in Assam. The student must independently research local climate data, evaluate indigenous bamboo materials, and creatively solve structural problems. The professor acts only as a mentor.

Comparative Matrix of Teaching Levels

Feature Memory Level (MLT) Understanding Level (ULT) Reflective Level (RLT)
Propounder J. F. Herbart H. C. Morrison M. P. Hunt
Focus/Nature Thoughtless; Rote recall Thoughtful; Comprehension Highly Thoughtful; Problem-solving
Learner Role Passive / Recipient Active participant Self-directed, investigator
Teacher Role Authoritarian, Dominant Guide, Interactive Facilitator, Democratic
Motivation Extrinsic Extrinsic & Intrinsic Intrinsic

📜 Key Takeaways

  • Memory Level (Herbart): Rote memorization, passive learning, teacher-centric. Steps: Preparation → Presentation → Comparison → Generalization → Application.
  • Understanding Level (Morrison): Comprehension, insights, mastery of subject, active interaction. Steps: Exploration → Presentation → Assimilation → Organization → Recitation.
  • Reflective Level (Hunt): Highest level, problem-solving, critical thinking, highly learner-centric and democratic. Prerequisite: Memory and Understanding levels.

References

  • Bigge, M. L. (1982). Learning theories for teachers (4th ed.). Harper & Row.
  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D. C. Heath.
  • Herbart, J. F. (1901). Outlines of educational doctrine (A. F. Lange, Trans.). Macmillan.
  • Hunt, M. P. (1968). Teaching high school social studies: Problems in reflective thinking and social understanding (2nd ed.). Harper & Row.
  • Morrison, H. C. (1926). The practice of teaching in the secondary school. University of Chicago Press.