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Teaching-Learning Process

Child Development & Pedagogy

Useful for: CTET, KVS, NVS, OTET, OSSTET, UGC NET, EMRS, CTSA / STSS

and 7 more exams

Junior Teacher, OAVS, OPSC PGT, OSSC Teacher Readiness, Sainik Schools, Special OTET, SSB School Teachers

Overview

Teaching is a planned process that moves from preparation through interaction to reflection, guided by well-known maxims and models.

Key points

Philip Jackson described pre-active, interactive and post-active phases of teaching.
Maxims: known to unknown, simple to complex, concrete to abstract, particular to general, whole to part.
Herbart’s five formal steps: preparation, presentation, association (comparison), generalisation, application.
Gagné’s nine events of instruction begin with gaining attention and end with enhancing retention and transfer.
Elements: teacher, learner, content, environment and resources.
Teaching should match objectives, learners and context.

Explanation

Lesson plans set objectives, activities, resources and assessment.
Interaction quality matters more than content coverage.
Reflection after teaching improves the next lesson.
Learner feedback is part of the process.
Flexibility lets teachers adapt to the class.

Step by step

Identify the concept, thinker or policy being tested.
Recall the exact definition, stage or provision.
Prefer inclusive, child-centred and evidence-based choices; reject punitive or labelling ones.

Examples

Introducing fractions with a shared roti before symbols → concrete to abstract.
Starting a lesson by recalling yesterday’s topic → known to unknown (Herbart: preparation).
A teacher plans objectives and materials the night before → pre-active phase.

Traps and advanced points

Trap: Mixing Herbart’s steps order.
Trap: Ignoring post-active reflection.
Trap: Maxims reversed.

Quick revision

Pre-active, interactive, post-active.
Herbart’s five steps.
Maxims of teaching.

Practice MCQs

Philip Jackson’s phases of teaching are pre-active, interactive and —
1. proactive
2. inactive
3. post-active
4. reactive
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Answer: (c) post-active. Planning, teaching and evaluation phases.
Planning a lesson the night before belongs to the —
1. none
2. pre-active phase
3. interactive phase
4. post-active phase
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Answer: (b) pre-active phase. Planning is pre-active.
Which is a maxim of teaching?
1. From complex to simple
2. From unknown to known
3. From known to unknown
4. From abstract to concrete
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Answer: (c) From known to unknown. Teach from known to unknown.
Herbart’s first formal step is —
1. preparation
2. generalisation
3. association
4. application
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Answer: (a) preparation. Preparation, presentation, association, generalisation, application.
Herbart’s last formal step is —
1. association
2. preparation
3. application
4. presentation
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Answer: (c) application. Application ends the sequence.
Gagné’s first event of instruction is —
1. enhancing retention
2. gaining attention
3. assessing performance
4. providing feedback
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Answer: (b) gaining attention. Gagné’s events begin with gaining attention.
Teaching fractions with a shared roti before symbols follows the maxim —
1. whole to part only
2. unknown to known
3. concrete to abstract
4. abstract to concrete
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Answer: (c) concrete to abstract. Concrete experiences first.
Reflecting on a lesson after teaching belongs to the —
1. pre-active phase
2. interactive phase
3. post-active phase
4. admission phase
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Answer: (c) post-active phase. Evaluation after teaching.
The elements of the teaching-learning process include teacher, learner, content and —
1. transport only
2. environment and resources
3. fees
4. uniform
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Answer: (b) environment and resources. Environment and resources complete the process.
Recalling yesterday’s topic at the start of a lesson corresponds to Herbart’s —
1. generalisation
2. application
3. association
4. preparation
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Answer: (d) preparation. Preparation links to prior knowledge.