Table of Contents
Teaching is not just speaking in front of students. It is a planned process where the teacher, learner, content, and classroom environment work together to produce learning. This topic explains the teaching process, the levels of teaching (memory, understanding, reflective), and the phases of teaching (pre-active, interactive, post-active).
You will also learn the small lesson steps like set induction, questioning, closure, and feedback, using very simple examples.
In Real life: A good teacher plans, teaches, checks understanding, and improves the next class using feedback.
Exam Point of View: Questions often mix “level vs phase vs step”, so you must learn clear differences with keywords.
Teaching as a planned interaction
Teaching works best when it is planned, not random. A planned interaction means the teacher thinks in advance about what to teach, how to teach, and how to check learning.
A simple way to see teaching is:
- Teacher (planner + guide)
- Learner (active participant, not silent listener)
- Content (what is to be learned)
- Environment (classroom, time, mood, resources, culture)
When these parts work together, teaching becomes smooth and meaningful.
Teaching-learning process vs mere “telling”
“Telling” means only giving information. Teaching-learning is bigger because it focuses on student learning, not teacher talking.
| Point | Mere Telling | Teaching–Learning Process |
|---|---|---|
| Student role | Mostly passive | Active (thinking, responding, doing) |
| Teacher role | Speaker | Planner + facilitator (helper/guide) |
| Checking learning | Often missing | Always present (questions, tasks, feedback) |
| Result | Short-term recall | Better understanding + application |
Situational Example:
A teacher reads a chapter word-by-word and leaves. Students forget soon.
Another teacher explains with examples, asks questions, gives practice, and revises weak points. That is the teaching-learning process.
Why “active learning” is the key idea
Active learning means learners do something with knowledge:
- answer questions
- solve problems
- discuss with peers
- apply in small tasks
- reflect and improve
Even a simple “think for 30 seconds, then answer” makes learning active.
Feedback makes teaching complete
Feedback means information about learning progress. It helps the teacher decide:
- what students understood well
- where students are confused
- what to re-teach with a better method
Feedback can be:
- verbal answers
- quizzes
- homework patterns
- classroom expressions and participation
Levels of Teaching
Levels of teaching show how deep the learning is. They are commonly linked with:
- Memory level – Herbart (facts + recall)
- Understanding level – Morrison (meaning + explanation)
- Reflective level – Hunt (problem-solving + critical thinking)
Memory level of teaching (Herbart)
This level focuses on remembering facts and repeating them.
Main features
- learning = recall
- teacher gives ready information
- students repeat definitions, dates, formulas
Merits
- useful for basics (terms, formulas, rules)
- quick coverage of content
Limitations
- weak for creativity and problem-solving
- students may forget soon if no understanding
Understanding level of teaching (Morrison)
This level focuses on meaning. Students can explain ideas in their own words.
Main features
- learning = understanding
- teacher connects concept with examples and reasons
- students can explain “why” and “how” in simple form
Merits
- learning stays longer
- better base for application
Limitations
- takes more time than memory level
- needs good examples and questioning
Reflective level of teaching (Hunt)
This is the highest level. Students think deeply and solve problems using logic.
Main features
- learning = reflection (deep thinking to reach a conclusion)
- students analyze, judge, and create solutions
- teacher becomes a guide and gives challenging tasks
Merits
- develops critical thinking and decision-making
- prepares students for real-life problem solving
Limitations
- not possible for every topic and every class period
- needs maturity, time, and supportive classroom environment
LOTS vs HOTS (Lower vs Higher order thinking)
- LOTS (Lower Order Thinking Skills): remembering, understanding basic meaning, simple use
- HOTS (Higher Order Thinking Skills): analyzing, evaluating, creating solutions
A simple memory question is LOTS. A “find the best solution and justify” question is HOTS.
Comparison: memory vs understanding vs reflective
| Point | Memory Level | Understanding Level | Reflective Level |
|---|---|---|---|
| Focus | Recall facts | Meaning + explanation | Problem solving + critical thinking |
| Student activity | Repetition | Explaining with examples | Analyzing + judging + creating |
| Teacher role | Instructor | Explainer + facilitator | Guide + question designer |
| Best for | Definitions, dates | Concepts, reasons | Case studies, issues, application |
| Thinking type | LOTS | LOTS → early HOTS | Strong HOTS |
Exam Point of View: Many MCQs ask “highest level of teaching” or match the level with its key word (recall / meaning / problem-solving).
Phases of Teaching
Phases of teaching show the time order of teaching work: before, during, and after the class.
Pre-active phase (Planning)
This phase happens before teaching starts. It is the planning stage.
Teacher does
- sets objectives (what students should learn)
- selects content (what to include and what to skip)
- chooses method (lecture, discussion, demonstration)
- chooses media (board, PPT, chart, activity)
- plans questions and evaluation
Good planning reduces confusion inside the classroom.
Interactive phase (Classroom interaction)
This is the “live teaching” stage in the classroom.
Teacher does
- presents the topic step-by-step
- explains with examples and visuals
- asks questions and encourages responses
- gives reinforcement (praise, hints, corrective support)
- manages classroom and keeps learners engaged
Learners do
- listen actively, respond, discuss, practice
- ask doubts and attempt questions
Post-active phase (Evaluation and follow-up)
This phase happens after teaching.
Teacher does
- evaluates learning (test, worksheet, oral questioning)
- identifies weak areas
- gives remedial teaching (re-teaching the weak part)
- provides follow-up tasks (homework, practice sets)
| Phase | Main purpose | Main actions | Output/Proof |
|---|---|---|---|
| Pre-active | Plan teaching | objectives, content, method, media | lesson plan |
| Interactive | Execute teaching | presentation, questioning, feedback | participation + responses |
| Post-active | Improve learning | assessment, remedial steps | improved performance |
Situational Example:
If many students fail a small quiz, the teacher changes the method next class and re-teaches using a simpler example. That is post-active follow-up.
Micro steps inside a lesson
Micro steps are the small lesson moves a teacher uses inside a period. They make teaching exam-friendly because they are easy to remember and match with phases.
Set induction
Set induction means gaining attention and connecting the new topic with prior knowledge.
Common ways:
- a short story
- a simple question
- a quick demo
- a real-life connection
Presentation and explanation
This is where the main concept is delivered clearly.
- explain in small parts
- use examples first, then definition
- use visuals, demonstrations, or short activities
Questioning and reinforcement
Questioning checks understanding and keeps students active.
- start with easy questions
- then increase difficulty
- give reinforcement (praise, hints, correction)
Closure and assignment
Closure means ending with a short summary.
- “Today we learned…”
- give 2–3 quick recap questions
- assignment gives practice for retention
Feedback loop (re-teach where learners struggle)
Feedback loop means using student errors to improve teaching:
- identify the exact confusion
- re-teach using a new example
- re-check with one quick question
| Micro step | Goal | Teacher action | Quick sign it worked |
|---|---|---|---|
| Set induction | attention + connection | hook question/story | students become curious |
| Presentation | clear concept | examples + visuals | students can restate idea |
| Questioning | check learning | graded questions | answers improve stepwise |
| Reinforcement | motivation + correction | praise/hints | confidence increases |
| Closure | summary | short recap | students recall key points |
| Assignment | practice | homework/task | better performance next time |
Key Points / Takeaways
- Teaching is a planned interaction between teacher, learner, content, and environment.
- Teaching-learning process is different from mere telling because it focuses on learner activity.
- Feedback is essential because it improves the next teaching cycle.
- Memory level of teaching focuses on recall of facts and definitions.
Exam Point of View: “Recall/meaning/problem-solving” keywords help you identify memory/understanding/reflective levels quickly.
- Understanding level focuses on meaning, explanation, and concept clarity.
- Reflective level is the highest level and supports critical thinking and problem solving.
- LOTS is basic thinking; HOTS is deep thinking like analysis and evaluation.
- Levels of teaching show depth of learning, not the time order of teaching.
Exam Point of View: Many students confuse “levels” with “phases”. Levels = depth, Phases = time order (before/during/after).
- Pre-active phase is planning (objectives, content, method, media).
- Interactive phase is actual teaching with presentation, questioning, and feedback.
- Post-active phase is evaluation, remedial teaching, and follow-up.
- Set induction, closure, and reinforcement are micro steps inside the interactive teaching period.
Exam Point of View: If the question says “before teaching starts”, it points to pre-active. If it says “assessment + remedial”, it points to post-active.
Models / Processes / Frameworks
IPOF view of teaching (easy framework)
Teaching can be remembered as IPOF:
- Input: learners’ prior knowledge, content, resources
- Process: teaching method + interaction + practice
- Output: learning outcomes (knowledge, skill, attitude)
- Feedback: test results and responses used to improve next plan
This framework is simple and works for many MCQs because it shows teaching as a cycle.
Herbartian lesson steps (often asked as formal steps)
A common “formal steps” flow linked with good teaching is:
- Preparation: link with previous knowledge
- Presentation: present the new content
- Association: connect new ideas with old ideas
- Generalization: form a rule or principle
- Application: use it in a new situation
Situational Example:
While teaching “density”, the teacher starts with “why some objects float”, explains density, links with mass/volume, forms the rule, then gives new problems to solve.
Summary table of frameworks
| Framework | What it helps you remember | Best use |
|---|---|---|
| IPOF cycle | teaching as input→process→output→feedback | process-based MCQs |
| Herbart steps | lesson delivery flow | lesson plan questions |
| Phases of teaching | before/during/after teaching | sequence-based MCQs |
| Levels of teaching | depth of learning | higher/lower level questions |
Examples
Example 1 (Classroom): Memory level
A teacher asks: “Define teaching aptitude” and students repeat the definition. This is memory level because it checks recall.
Example 2 (Classroom): Understanding level
A teacher asks: “Explain teaching aptitude in your own words with one example.” Students explain meaning and give a situation. This is understanding level.
Example 3 (Classroom): Reflective level
A teacher gives a case: “Students are not participating in class. Suggest the best strategy and justify.” Students analyze reasons and propose solutions. This is reflective level.
Example 4 (Daily-life): Feedback loop
You try a new recipe, it fails, you notice the mistake, and next time you change the step. That is feedback improving the next “plan”.
Example 5 (Phases): Pre-active vs post-active
Pre-active: teacher prepares questions and selects examples before class.
Post-active: teacher checks answer sheets and plans remedial teaching for weak students.
Example 6
Ravi’s teacher started the “Electricity” chapter by asking, “Why do we get a small shock sometimes?” Students became curious.
She explained with a simple demo, then asked easy questions first and slowly harder ones.
After a short quiz, she found many students confused about “current vs voltage”.
Next day she re-taught using a water-flow example and students improved quickly.
Quick One-shot Revision Notes
- Teaching is planned interaction, not simple telling.
- Four core elements: teacher, learner, content, environment.
- Teaching-learning process needs activity + feedback.
- Levels show depth of learning: memory, understanding, reflective.
- Memory level = recall; linked with Herbart.
- Understanding level = meaning; linked with Morrison.
- Reflective level = problem solving; linked with Hunt.
- LOTS = basic thinking; HOTS = deep thinking.
- Phases show time order: pre-active, interactive, post-active.
- Pre-active = planning of objectives, content, method, media.
- Interactive = presentation, questioning, reinforcement, feedback.
- Post-active = evaluation, remedial teaching, follow-up.
- Set induction starts a lesson and connects prior knowledge.
- Closure ends the lesson with summary + short recap.
- Feedback loop improves the next lesson plan.
Mini Practice
Q1) A teacher notices that most students failed in “fractions” test, so she plans a new method and re-teaches using simple visuals. This action mainly belongs to:
A) Interactive phase
B) Post-active phase
C) Memory level of teaching
D) Set induction
Answer: B
Explanation: Post-active includes evaluation results and remedial teaching based on weaknesses.
Q2) Which option best matches Reflective level of teaching?
A) Memorizing definitions
B) Repeating dates and facts
C) Solving a problem and justifying the solution
D) Copying notes from board
Answer: C
Explanation: Reflective level focuses on HOTS like reasoning, problem-solving, and justification.
Q3) Assertion (A): Pre-active phase is called the planning phase.
Reason (R): It includes selecting objectives, content, methods, and teaching aids.
A) A is true, R is true, and R explains A
B) A is true, R is true, but R does not explain A
C) A is true, R is false
D) A is false, R is true
Answer: A
Explanation: Pre-active is planning, and the reason states the exact planning tasks.
Q4) Which statement is correct?
A) Levels of teaching show the time order of teaching
B) Phases of teaching show the depth of learning
C) Levels show depth of learning, phases show time order
D) Levels and phases mean the same thing
Answer: C
Explanation: Levels = depth (recall to problem-solving). Phases = before/during/after teaching.
Q5) Set induction mainly helps to:
A) Give final test and grades
B) Gain attention and connect with prior knowledge
C) Do remedial teaching after results
D) Only increase syllabus coverage speed
Answer: B
Explanation: Set induction is the lesson-start hook that connects old knowledge with new topic.
FAQs
What is the teaching process in simple words?
Teaching process is planned teaching with interaction, checking learning, and improving using feedback.
What is the highest level of teaching?
Reflective level is the highest because it develops problem-solving and critical thinking.
What is the difference between levels and phases of teaching?
Levels show depth of learning; phases show the time sequence (before, during, after teaching).
Which phase includes evaluation and remedial teaching?
Post-active phase includes assessment, finding weaknesses, and re-teaching for improvement.
What is LOTS and HOTS in teaching?
LOTS(Lower Order Thinking Skills) is basic thinking like recall; HOTS(Higher Order Thinking Skills) is higher thinking like analysis, evaluation, and creation.
Why is set induction important?
It grabs attention and links new topic with prior knowledge, so students learn faster and better.