1. TEACHING METHODS, TECHNOLOGY AND AIDS EDM152

2.  AT THIS STAGE YOU ARE AWARE OF THE FACT WHY YOU MUST MAKE USE OF DIFFERENT METHODS (You did a situation analysis )  THE QUESTION IS: How am I going to teach?.

3. WHICH METHOD?

5. HOW DO I KNOW WHICH STRATEGY TO CHOOSE ? If you look at the OUTCOMES that must be reached you must ask yourself the following questions(see EDS ) What do I want the learners to know by the end of the teaching period? What knowledge must the learners have ? Which skills must the learners demonstrate ? Why must the learners learn this specific aspect? Which values, skills and knowledge is necessary for this subject and why? CLARITY OF FOCUSGEHEELBEELD WAARHEE N OPPAD EXPANDED OPPORTUNITIESVerander onderrig metodes om suksessvolle leer te verseker HIGH EXPECTATIONSUitdagings standaard van verwagte uitkoms sal verhoog DESIGN DOWNKritieke uitkoms –tot les uitkoms

6. CONTENT  Which basic knowledge is necessary?  What is the source of knowledge?  Which thinking styles are necessary to teach this subject?  Which wrong misconceptions can excist in this subject?

7. PROCESS How do the learners interpret and understand the subject that I teach? How do I develop their skills ? How do I develop their values, skills and attitudes? Which strategies are appropriate for this teaching and learning situation ? How must I organise must classroom to ensure effective learning? Do the learners have the necessary knowledge of the strategy that I want to teach?

8. THE FOCUS SHOULD BE ON: LEARNING rather than teaching; To facilitate learning the learners must be encouraged to THINK ; Keep them busy with the necessary ACTIVITIES; CONNECT content with outside world; Structure a POSITIVE LEARNING ENVIRONMENT Teach learners HOW TO LEARN. Constructivis t teaching

9. DIDACTICAL GROUND WORK  Presentation (lectures, speech) : ONE WAY COMMUNICATION  Discussion ( classroom discussion, buzz groups, group work,) TWO WAY COMMUNICATION  Self do (taks, project methods,field work,) SELF ACTIVTIES DONE BY THE LEARNER  Evaluation directed (role play, case study )

10. CLASSIFICATIONS OF METHODS  TEACHER CENTERED TEACHER TALKS, DISCUSS, SHOW, QUESTIONING  ACTIVE METHODS FACILITATE STUDENTS PRACTISE, GROUP WORK, GAMES, DISCUSSIONS, ROLE PLAY, DRAMATISE, SIMULATIONS, SEMINAR, WHOLE CLASS IS INTERACTIVE  LEARNER CENTERED METHODS READ TO LEARN, PRIVATE STUDY, HOME WORK, ASSIGNMENTS,PROJECTS, ESSAYS, GUIDED DISCOVERY

11. TEACHING METHOD PLANNED SERIES OF RELATED ACTIONS (SYSTEMATIC WAY OF WORKING) OF THE TEACHER WITH THE AIM TO CONVEY SPECIFIC KNOWLEDGE SKILLS AND ATTITUDES TO REACH A SPECIFIC AIM. EXAMPLE Lesson outcome : At the end of the lesson learners will be able to : work together in groups (action) to explore (specific skill) concerning inductive and deductive method(knowledge)

12. TO REACH THIS YOU MUST:  MAKE USE OF A VARIETY OF THEACING METHODS  PLAN TO DIRECT THE LEARNER  THE TEACHER MUST BE MOTIVATED  TAKE A VARIETY OF FACTORS INTO CONSIDERATION GROUP WORK, PROBLEM SOLVING DEMONSTRATION METHOD TIME, SPACE, MEDIA SELF KNOWLEDGE, DECISSION MAKING, REFLECTION, APPLICATION, RESEARCH LEVELS OF DEVELOPMENT, SOCIO, CULTURAL, ECONOMIC

13. WHY? TO ESTABLISH AN OPTIMAL POSITIVE SITUATION FOR THE INTAKE OF ACTUAL KNOWLEDGE

14. TECHNIQUE TEACHING TECHNIQUE IS A SUBSECTION OF A METHOD IN OTHER WORDS A SPECIFIC PART OF A METHOD TO EVOKE A SPECIFIC REACTION EX. QUESTION TECHNIQUE, MOTIVATION TECHNIQUE WITH THE AIM TO EVOKE A SPECIFIC REACTION (Why do you so? That is good!) IF YOU A TECHNIQUE ONCE IT IS NOT A METHOD IF A TECHNIQUE IS USED ON A CONTNUOUS BASIS AND IT FORMS A CONCEPT THAN IT IS A METHOD

15. STRATEGY I S A BROAD PLAN OF ACTION FOR TEACHING ACTIVITIES WITH THE AIM TO REACH MORE THAN ONE OUTCOME A STRATEGY IN BROAD GIVES THE APPROACH THAT THE TEACHER WILL MAKE AND THE ACTIVITIES THAT WILL BE FACILITATED IN A STRATEGY A VARIETY OF METHODS ; MEDIA;ACTIVITIES AND CONTENT CAN BE PRESENT.

16. Voorbeeld WONDERFUL!(MOTIVATION TECHNIQUE) GO AND LOOK FOR ANOTHER EXAMPLE THAT ALSO HAS 6 LEGS(DISCOVERY) ILLUSTRATE (DEMONSTRATION METHOD ) LEARNERS ARE LOOKING FOR A NOTHER EXAMPLE THAT HAS 6 LEGS HOW MANY LEGS DOES THIS EXAMPLE HAVE? (QUESTIONING TECHNIQUE

17. SUMMARY:  TEGNIQUE: question motivation  METHODS demonstration discovery group work

18. TEACHING STRATEGY CHARACTERISTICS OF THE WHOLE SPECTRUM OF ALL THE BASIC DIDACTICAL GROUND WORK (WHAT IS IT) TO CONVEY THE CONTENT

19. DEDUCTIVE AND INDUCTIVE GENERAL DEDUCTIVE SPECIFIC GENERAL INDUCTIVE SPECIFIC

20. Inductive and deductive discovery require that learners be active in acquiring knowledge not previously known to them. In inductive discovery the learners do this from examples and instances by guessing the properties common among differences (see example) In deductive discovery they do this by making logical deductions from previously accepted knowledge. In both discoveries the teacher guides or facilitates In an inductive strategy the teacher presents instances in a carefully chosen sequence to facilitate abstraction of the pattern. They may ask questions to direct the learner’s attention to relevant variables and possible relations. In the deductive strategy the teacher tends to ask a sequence of questions that guide the learners’ thinking towards deducting the generalization that is the object of the lesson

21. DEDUCTIVEINDUCTIVE SEES ‘N PROBLEM AND WANTS TO SOLVE IT KNOLWDGE IS TRANSMITTED SEARCHES FOR THE DIFFERENCES AND THE SIMILARITIES FACTS ARE PROVIDED IDENTIFY DIFFREENCES AND SIMILARITIES ACTIVE THOUGHTSPASSIVE THOUGHTS MAKES SENSE /COMPREHENDS SEEKS FOR RELATIONSHIPS MEMORISES MAKES A CONCLUSIONMAKES CONCLUSIONS ASK QUESTIONS TO GENERALISE TEACHER FACILITATESTEACHERS FACILITATES