EDM 152TEACHING METHODS TECHNOLOGY AND AIDS

WRITE DOWN 5 POINTS OF A GOOD TEACHER THAT IMPRESSED YOU

WRITE DOWN 5 POINTS ABOUT A TEACHER THAT DID NOT IMPRESS YOU AND DISAPPOINTED YOU

WHAT ARE CHARACTERISTICS OF A GOOD LEARNER

Which method ? How do I know I am doing the

right thing?Will the learners

learn?Will I be able to

handle discipline ?

EDM: IS ALL ABOUT HOW LEARNERS LEARN

AND HOW I ( teacher) TEACHES How do I solve daily problems? Which principels must hold? Think critically about what you do and

reflect on it (It will not always work) DIDACTIC FELXIBILITY

HOLISTIC development of the learner

Administrative aspects and responsibilities Dates Groups Project Blackboard See guide Workbook Selfassessment tasks Prescribe book

CURRICULUM DESIGN

OBE CURRICULUM

DESIGN

OUTCOMES

CONTEXTS

LEARNING CONTENT

STRATEGIES;METHODS,

MEDIA

ASSESSMENT

External forces

WHAT WILL MAKE YOU A SUCCESSFUL TEACHER?

KNOWLEDGE OF YOUR SUBJECT AND TEACHING METHODS

CRITICAL THINKING AND PROBLEM SOLVING TEACHING AND COMMUNICATION SKILLSKNOWLEDGE OF LEARNERS AND THE WAY THEY LEARN

P 20-32 (KILLEN)

WHAT IS GOOD TEACHING ?Self knowledge and self

regulation

Decision making

Reflection

Applying research

Action Research

The teacher Knowledge Self esteem Effective communication Inquisitive “Committed” Passion Keep on Work together Organised Optimistic Ethical (36-38 Killen) (KLAS ROOM MANAGEMENT)

Compare with your answers

Create the environment

NCSOBE

INCLUSIVE EDUCATION

EFFECTIVE

LEARNING

Activity

CONSTRUCTIVISMACTIVE PROCESS ASK QUESTIONS,

ARGUE ,COGNITIVE CONFLICT

MUST MAKE SENSE UNDERSTAND, WHY

SOCIAL WORK IN GROUPS, ASK QUESTIONS

CO OPERATIVE PROCESS

CO-OPERATIVE LEARNING

WITHIN CONTEXTS

FRAME OF REFERENCE

DEEP LEARNING UNDERSTANDING, REFLECT, MAKE SENSE

EMPOWER

Effective learning

Empowering is really what teaching is all about. Ironically, though, many teachers act as if empowering students means weakening themselves--their authority as both a classroom disciplinarian and a subject-matter authority. But maybe power is like love: the more you give, the more you get.

IN PRACTISE ? HOW DOES IT WORK ? New ideas – CONNECT - to previous knowledge Modelling of a complex task and indicate to

learners the PROCESS how to do it in order to become independent

“SCAFFOLDING” to build. Provide support on something they do not know and (with draw later) ask questions, give assignments

Learners must be MOTIVATED- teacher supports; ARTICULATE THEIR ideas (construct , make

sense)

DISCOVERING AND PROBLEMSOLVING ACTIVITIES;

Choices and options concerning task and projects;

FLEXIBILITY –teacher that applies a constructivist approach is pro active and allows the learners to take the lead.

ADAPT- academic learning style. Variety of answers not only one answer . Makes

sense with what is happening REFLECTION compare their solutions with others

(main aspect of learning

Factors that can contribute to students “not being ready “ for the learning process (p 139 Killen) Cognitive development Language and language

development Physical aspectsEmotionalSelf image MotivationPre knowledge (gap/ adapt) Attitude towards school

SITUATION ANALYSIS

WHO DO I TEACH (FET PHASE?(39-42:Killen) Based on the work of Piaget- a Swiss

psychologist –developmental stages How do children learn and develop

(observations) How do children think? How do children solve problems? What do children use to learn/excecute Learning takes place in FOUR phases

The DEVELOPMENTAL PHASES and the PREPAREDNESS of the child is very important when you make a choice about the types of methods you will apply as well as the SOPHISTICATION of the type of media you will use.

FET phase

Pre school

PRE OPERATIONAL PHASE (12-OLDER)

• Create different situations for a specific situation in a systematic manner

• Imagine, create, • Analyze

What must the teacher do? Vgotsky Zone of proximal development Gap Collaboration Accommodating all learners (Who ?

Why? ) Compare constructivist approach, OBE,

NCS

CONCRETE OPERATIONAL PHASE (7-12) Recognises the logic stability of the

physical world Elements can change and

characeristics can stay in place Classify Skills to engage with the familiar

aspect

LEARNINGSTYLES AND MULTIPLE INTELLIGENCES

Tactile 37%

Auditive 24% Visual 29%

MULTPLE INTELLIGENCES

CANNOT ONLY MAKE USE OF ONE TYPE OF

TEACHING METHOD