1. Technology assisted methods and strategies to “catch –up” on academic programmes during/after protest actions
Thelma de Jager (Education Foundation)

2. Overview Introduction Students’ views Online methods
Scaffolding methods
Conclusion
Your input ( discussion)
Thelma de Jager (Educational Studies)

3. Less time for practical application
Problem Statement
All subjects’ content, assignments, tests etc, should be completed in a limited timeframe
Success rate drops
Less time for practical application
Teaching diverse cultural backgrounds
Thelma de Jager (Education Foundation)

4. What do students want?
Catch up.mp4

5. Strategies to catch-up
Diagnostic assessment
Thelma de Jager (Education Foundation)

6. Cultural roots/socio context

7. Different learning styles
Humanities. Department: Educational Studies ]

9. PrPrioritise (Education Foundation)
List outstanding topics and content
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10. State the goals and objectives
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11. Advantages of online classes
video recorded lessons
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12. Video recorded lessons
H chapter 4 lesson 1.mp4

13. Advantages of video recorded lessons (cont.)
Students can learn at an individual pace which could improve academic results
Lecturers can reflect and improve their lessons by viewing themselves
Many ways to use
Thelma de Jager (Education Foundation)

14. Can be used in various online ways
View the following video and answer the questions below
Name the UPS principles of assessment
How will you apply these principles in solving a problem?

15. Create a CD or send your lecture via email
Replace laboratory experimentos with Digital Visual Disks (DVDs)
Thelma de Jager (Education Foundation)

16. Disadvantages of Video lectures
If the format of your lecture is not supported on all devices students will not be able to access videos.
(iSpring Pro offers the perfect solution – it creates video lectures in the combined Flash & HTML5 format, so you can play your lecture in all browsers and mobile devices.)
Disadvantages of Video lectures

17. Create IMovies

18. SEE SAW.com
Digital Portfolios
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19. Students can “show what they know” using photos, videos, drawings, text, PDFs, and links. You can also import directly from most popular apps
Thelma de Jager (Education Foundation)

21. When students add to their Seesaw journal, content is uploaded, organized by student, and immediately accessible to any device.  Seesaw makes it easy for students and educators to review progress over time and demonstrate growth
Thelma de Jager (Education Foundation)

22. Journals are organised and accessible

23. Gives students an authentic audience of their peers, around the globe, encouraging better work and real feedback

24. Online theory course Defence port folio
Students complete the year’s theory at his/her own time
Three certificates could be printed for 40% complete 70% complete and 100% complete
Submit at the end of the year the certificate as prerequisite for a assessment criteria
Thelma de Jager (Education Foundation)

25. Online Course
2. Chapter 1.docx

26. Example of online activities
General Subject Didactics
( professional Studies)

27. Advantages of online theory course
More effective learning
If a student miss a lecture, you can send him the link to the lecture video or
Make regular posts on your blog or website for all students to access at their convenience.
Thelma de Jager (Education Foundation)

28. Advantages of online theory course
Creates opportunities for:
Self-study
Self-testing
Practical application of theory in classes
Thelma de Jager (Education Foundation)

29. Contact classes
Students complete theory part online and attend classes to apply theory in practice
Thelma de Jager (Education Foundation)

30. Scaffolding methods lectures should consider
Thelma de Jager (Education Foundation)

31. Soft scaffolding
Soft scaffolding lectures, implies moment-to moment assistance
A lecturer circulates the lecture room, communicates, assists and gives feedback while students work on their assignments.

32. Visuals
Allow students to process information through images rather than words.

33. Graphical presentations

34. Drawing
Constructing and interpreting visual presentations in the form of drawings can be used as a “thinking activity” in solving problems

35. Culturally relevant texts
Use culturally relevant texts to engage students in active learning activities

36. Differentiated assignments
Allow students to choose between different assignments that function as scaffolding to support them as they develop their critical thinking skills

37. One-minute paper
Instruct students to write a very short essay in-class, on the concepts that confuse them the most.

38. Concept map
Summarise the content of a lecture by using keywords and sub-headings

39. Reflection
Students use a short writing assignment that can either be written in class or at home to reflect back on the lecture.

40. Mother tongue
To communicate difficult concepts with one another can make a difference to learning

41. Class discussions in small groups
Allow students to brainstorm, discuss, or complete a quick writing activity on topics/questions in small groups.

42. Interaction between ESL speakers and English speakers
Promote guided interaction among ESL-speakers and English speakers students by grouping them together and involve them in small group discussions or whole group discussions and activities.

43. Assessment
Online assessment
Regular realistic and timely feedback encourages student performances
Criterion referenced assessment rubrics

44. score
observation
Hypothesis
Prediction
Identify variables
Analyse Data
Conclusion 1
Below grade level 2
Develop
Grade skills 3
Achieved grade skills 4
High level
score

45. Motivation
Is a powerful tool to improve learning skills

46. Use guest speakers to complete assignments
Use guest speakers to complete assignments. Stay enthusiastic about the course
Humanities. Department: Educational Studies ]

47. CONCLUSION
Various strategies and innovative ideas to assist students disadvantaged by protest actions.
The lecturer, needs to stay motivated and encourage their students in effective learning
Online blackboard courses, video recorded lectures and other applications can be created and applied in allowing students to work at their own pace

48. References
J. Asaro. Inspiring teachers’ tips: Great active learning strategies. Retrieved from
W. E. Baird, and G. D. Borich. Validity considerations for researching integrated science process skills and formal reasoning ability. Science Education. 1987, 71 (2):
A. A. Carin and R. B. Sund. Teaching science through discovery. 6th edition. Columbus: Merill. 1998, pp. 69.
K. Checkley. The First Seven...and the Eighth: A Conversation with Howard Gardner. Educational Leadership. 1997, 55 (1). Retrieved on 5 May 2012 on line <
L.J. ChanLin. Technology integration applied to project-based learning in science: Journal of the Association for Programmed learning ETTI. Innovations in Education and teaching International. 2008, 45(1):
R. Charlesworth, and K. K. Lind. Match and science for young children (2nd Ed.). Albany, NY: Delmar 1995, pp
P. Chen, and D. McGarth. Moments of joy: Student engagement and conceptual learning in the design of hypermedia documents. Journal of Research on technology in Education. 2003, 35(3):
EduSource Data News. Johannesburg: The Education Foundation. 2011, Number 1: December.

49. What is your input?