TEACHING 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.

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 DISAPOINTED YOU

Which method ? How do I know I am doing the

right thing?Will the learners

learn?Will I be able to

handle discipline ?

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

EDM:

Dates Groups Project Blackboard See guide Workbook Selfassessment tasks Prescribe book

Administrative aspects and responsibilities

Workshedule

CURRICULUM DESIGN WITHIN AN OBE CONTEXT

OBE CURRICULUM DESIG

N

OUTCOMES

CONTEXTS

LEARNING CONTENT

STRATEGIES;

METHODS,

MEDIA

ASSESSMENT

External forces

KNOWLEDGE OF YOUR SUBJECT AND TEACHING METHODS

CRITICAL THINKING AND PROBLEM SOLVING

TEACHING AND COMMUNICATION SKILLS

KNOWLEDGE OF LEARNERS AND THE WAY THEY LEARN

WHAT WILL MAKE YOU A SUCCESSFUL TEACHER? P 20-32

(KILLEN)

Self knowledge and self regulation

Decision making

Reflection

Applying research

WHAT IS GOOD TEACHING ?

Action Research

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

The teacher

Compare to your answers

Create the environment

NCSOBE

INCLUSIVE EDUCATION

EFFECTIVE

LEARNING

ACTIVE 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

CONSTRUCTIVISM

How must I teach?

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.

You are a newly appointed teacher at “Put Sonder Water” and must organise the athletics. It is expected of you to measure out the track. How will you go about?

scenario

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

Cognitive development Language and language development Physical aspects Emotional Self image Motivation Pre knowledge (gap/ adapt) Attitude towards school

Factors that can contribute that students are “not ready “ for the learning process (p 139 Killen)

SITUATION ANALYSIS

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

WHO DO I TEACH (FET PHASE?(39-42:Killen)

FET phase Pre school

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.

Take note by means of activities and sensory information

Forms internal mental presentations Sensory -motor phase

FIRST PHASE (0-2)

Internalize ideas How to present things –they think about

it Conserve ( fluid in containers) Focus on one aspect Revers ideas (7+5= 12/ 12-7=5) Perception/ recalls previous happenings

PRE OPERATIONAL PHASE (2-7)

PRE OPERATIONAL PHASE (12-OLDER)

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

• Imagine, create, • Analyze

Vgotsky Zone of proximal development Gap Collaboration Accommodating all learners (Who ? Why? ) Compare constructivist approach, OBE, NCS

What must the teacher do?

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

CONCRETE OPERATIONAL PHASE (7-12)

WHO ARE YOU?

LEARNINGSTYLES AND MULTIPLE INTELLIGENCES

Tactile 37%

Auditive 24%

Visual 29%

Why must I change my teaching

style?

MULTPLE INTELLIGENCES

CANNOT ONLY MAKE USE OF ONE TYPE OF

TEACHING METHOD

Listen attentively (cognitive/ affective ) Give clear guidelines Give learners a hand out to keep them focused

(organise/schedule) Make use of signs to keep attention. Move around, make

eye contact etc. Create a learning opportunity Verbal and non-verbal communication Quality of media Did you learn something? Was informed before the time (Cangelosi)

Prepare for Large group work