EDM 152 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 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 External forces

WHAT WILL MAKE YOU A SUCCESSFUL TEACHER? KNOWLEDGE OF YOUR SUBJECT AND TEACHING METHODS CRITICAL THINKING AND PROBLEM SOLVING TEACHING AND COMMUNICATION SKILLS KNOWLEDGE OF LEARNERS AND THE WAY THEY LEARN P (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 NCS OBE INCLUSIVE EDUCATION EFFECTIVELEARNINGEFFECTIVELEARNING

Activity

CONSTRUCTIVISM ACTIVE PROCESSASK QUESTIONS, ARGUE,COGNITIVE CONFLICT MUST MAKE SENSEUNDERSTAND, WHY SOCIALWORK IN GROUPS, ASK QUESTIONS CO OPERATIVE PROCESS CO-OPERATIVE LEARNING WITHIN CONTEXTSFRAME OF REFERENCE DEEP LEARNINGUNDERSTANDING, 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 aspects  Emotional  Self image  Motivation  Pre 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 phasePre 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