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2.  Educator provides the learners with content.  It is a educator approach  Examples : lectures and demonstrations  Educators must keep the following in mind: 1. Outcomes must be very clear to learners in advance 2. Feedback must be academically orientated

3.  The educator must monitor the learners carefully  The educator must exercise strict control of he time allocated to different activities

4.  Interaction between people where ideas are exchanged  The whole class can be involved or can be divided in small groups  Discussions can form part of the lesson or more than one part  Give the information well ahead of time: e.g. discuss the advantages and disadvantages of genetically foods, you would certainly give an opinion if you read about the topic

5.  Small group discussions will be valuable in the following cases (Killen 1996:60):  To deepen the learner’s understanding of a subject or learning area  For learners to exchange ideas and learn from one another  To improve learners’ communication skills while they are learning the content  To give one group of learners some extra attention while the rest of the groups are actively learning

6.  Means working together to achieve the same goal. Learners can help one another if given opportunities  Follow the following guidelines: 1. Set objectives very clearly ahead of time 2. Select the most suitable form of cooperative learning for your learning area 3. Explain how the learning activity is going to work

7. 4. Start with a introduction the first day and gradually make it longer 5. Provide enough resources and aids 6.Mix the group according to gender, abilities, culture etc) 7. Develop a system to acknowledge and reward learning, both by individual learners and in respect of the group’s achievements

8. 8. Assessment instruments must be set before hand 9. Make time for reflection

9.  Is a process where existing knowledge is applied to understand a new or strange situation.  The student also acquires new information when using the problem solving skills.

10.  The imitation of real conditions  A case study or role play includes simulation  Demonstrations can be given in simulation situations.  Simulations is an event where the following features (Maley 1997:159): 1. It must hav reality of function, no play acting or fooling around

11.  The environment is simulated. There is no contact with the real world  Simulation must have a structure. Not pretend or invent. All facts and information must be provided for them  Simulations are usually problem centred:The problem set must be open ended.

12.  A case study is a presentation of a real problematic event or of something that could possibly happen, so that learners can analyse, investigate and discuss it and then suggest possible solutions or make predictions.  Case studies can be used to introduce new info, concepts and theories, or to enable learners to apply their knowledge and skills in certain situations. Often used in assessment.  The problem scenario can be a video or else ach student must have a copy of the case

13.  Is a variation of simulations, and contribute to problem solving skills.  It implies that learners have to stage a situation rather than reading about it or watch a video  They act out real life situations  It often includes case studies, to give them an opportunity to put themselves in somebody else's shoes.  Encourage shy learners who do not want to participate by using a mask

14.  To obtain as many options and ideas about something.  Raise a problem let students list as many key words possible to solve the problem  All ideas are accepted in the first instance and nobody is allowed to to evaluate them  Ideas can be classified as useful, too expensive, irrelevant etc.  The useful ideas can then be considered further

15.  Research is the systematic collection of information, the interpretation of the information and the drawing of conclusions from it ( Du Plessis et al, 2007:34)  When learners do research for the first time. Make resources available to them.

16.  In groups of six use al 10 teaching strategies and create a learning activity for each one ( 20 min)  Present these learning activity examples to the rest of the class ( 10 min)