1. EDM 152 TEACHING METHODS TECHNOLOGY AND AIDS 1 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

2. INTRODUCTION TO EDM 152 LEARNTEACHES 2 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

3. 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 WRITE DOWN 5 CHARACTERISTICS OF A GOOD LEARNER 3 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

4. WILL I BE ABLE TO KNOW: WHICH METHOD TO APPLY? HOW DO I KNOW I AM DOING THE RIGHT THING? WILL THE LEARNERS LEARN? WILL I BE ABLE TO HANDLE DISCIPLINE ? 4 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

5. EDM: IS ALL ABOUT HOW LEARNERS LEARN AND HOW I ( teacher) TEACH 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 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

6. ADMINISTRATIVE ASPECTS AND RESPONSIBILITIES DATES GROUPS PROJECT BLACKBOARD SEE GUIDE WORKBOOK SELFASSESSMENT TASKS PRESCRIBED BOOK 6 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

7. Workshedule ? 7 EDM 152 LECTURE 1 dutoiter@ufs.ac.za ANY

8. CURRICULUM DESIGN WITHIN AN OBE CONTEXT External forces 8 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

9. 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 20-32 (KILLEN) 9 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

10. WHAT IS GOOD TEACHING ? SELF KNOWLEDGE AND SELF REGULATION DECISION MAKING SELFKNOWLEDGE AND SELF REGULATION REFLECTION APPLYING RESEARCH ACTION RESEARCH 10 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

11. Activity 1 Facilitation Explain Engage I explained it they did not understand Irrelevant information Logic, direction, cover a lot of work, take notes and do not understand Direction giver –good picture Focus on land marks and repeated the information Information was ordered in a logic way Select key information Identified problems and pointed that out EDM 152 LECTURE 1 dutoiter@ufs.ac.za 11

12. THE TEACHER Knowledge Self esteem Effective communication Inquisitive “Committed” Passion Keep on Work together Organised Optimistic Ethics (36-38 Killen) (KLAS ROOM MANAGEMENT) COMPARE TO YOUR ANSWERS 12 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

13. CREATE THE ENVIRONMENT NCS OBE INCLUSIVE EDUCATION EFFECTIVELEARNINGEFFECTIVELEARNING 13 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

14. CONSTRUCTIVISM ACTIVE PROCESSASK QUESTIONS, ARGUE,COGNITIVE CONFLICT MUST MAKE SENSEUNDERSTAND, WHY SOCIALWORK IN GROUPS, ASK QUESTIONS CO OPERATIVE PROCESSCO-OPERATIVE LEARNING WITHIN CONTEXTSFRAME OF REFERENCE DEEP LEARNINGUNDERSTANDING, REFLECT, MAKE SENSE EMPOWERTEACH THE SKILLS 14 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

15. 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 15 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

16. scenario 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? 16 EDM 152 LECTURE 1 dutoiter@ufs.ac.za APPLICATION

17. 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) 17 EDM 152 LECTURE 1 dutoiter@ufs.ac.za APPLICATION OF CONSTRUCTIVISM

18. 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 18 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

19. FACTORS THAT CAN CONTRIBUTE THAT STUDENTS ARE “NOT 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 19 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

20. 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 20 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

21. WHAT MUST THE TEACHER DO? VYGOTSKY ZONE OF PROXIMAL DEVELOPMENT GAP COLLABORATION ACCOMMODATING ALL LEARNERS (WHO ? WHY? ) COMPARE CONSTRUCTIVIST APPROACH, OBE, NCS 21 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

22. 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 22 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

23. PRE OPERATIONAL PHASE (12-OLDER) CREATE DIFFERENT SITUATIONS FOR A SPECIFIC SITUATION IN A SYSTEMATIC MANNER IMAGINE, CREATE, ANALYZE 23 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

24. LEARNINGSTYLES AND MULTIPLE INTELLIGENCES WHO ARE YOU? Tactile 37% Auditive 24% Visual 29% WHY MUST I CHANGE MY TEACHING STYLE? 24 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

25. MULTPLE INTELLIGENCES CANNOT ONLY MAKE USE OF ONE TYPE OF TEACHING METHOD 25 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

26. 26 EDM 152 LECTURE 1 dutoiter@ufs.ac.za