1. TEACHING METHODS TECHNOLOGY AND AIDS

2.  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

3. Which method ? How do I know I am doing the right thing? Will the learners learn? Will I be able to handle discipline ?

4.  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

5.  Dates  Groups  Project  Blackboard  See guide  Workbook  Selfassessment tasks  Prescribe book

7. External forces

8. 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 20-32 (KILLEN)

9. Self knowledge and self regulation Decision making Reflection Applying research Action Research

10.  Knowledge  Self esteem  Effective communication  Inquisitive  “Committed”  Passion  Keep on  Work together  Organised  Optimistic  Ethical (36-38 Killen) (KLAS ROOM MANAGEMENT) Compare to your answers

11. NCS OBE INCLUSIVE EDUCATION EFFECTIVELEARNINGEFFECTIVELEARNING

12. 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 How must I teach?

13. 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.

14.  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?

15. 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)

16.  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

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

18.  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

19. FET phasePre school

20.  Take note by means of activities and sensory information  Forms internal mental presentations  Sensory -motor phase

21.  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

22. Create different situations for a specific situation in a systematic manner Imagine, create, Analyze

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

24.  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

25.  WHO ARE YOU? Tactile 37% Auditive 24% Visual 29% Why must I change my teaching style?

26. MULTPLE INTELLIGENCES CANNOT ONLY MAKE USE OF ONE TYPE OF TEACHING METHOD

28.  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)