edm 152 teaching methods technology and aids 1 edm 152 lecture 1 [email protected]
TRANSCRIPT
• 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
3EDM 152 LECTURE 1 [email protected]
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 ?
4EDM 152 LECTURE 1 [email protected]
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
5EDM 152 LECTURE 1 [email protected]
ADMINISTRATIVE ASPECTS AND RESPONSIBILITIES
• DATES • GROUPS• PROJECT• BLACKBOARD• SEE GUIDE• WORKBOOK• SELFASSESSMENT TASKS• PRESCRIBED BOOK
6EDM 152 LECTURE 1 [email protected]
CURRICULUM DESIGN WITHIN AN OBE CONTEXT
OBE CURRICULUM DESIGN
OUTCOMES
CONTEXTS
LEARNING CONTENTSTRATEGIES;
METHODS, MEDIA
ASSESSMENT
External forces
8EDM 152 LECTURE 1 [email protected]
WHAT WILL MAKE YOU A SUCCESSFUL TEACHER?
KNOWLEDGE OF YOUR SUBJECT AND TEACHING METHODS
CRITICAL THINKING AND PROBLEM SOLVING TEACHING AND COMMUNICATION SKILLSKNOWLEDGE OF LEARNERS AND THE WAY THEY LEARN
P 20-32 (KILLEN)
9EDM 152 LECTURE 1 [email protected]
WHAT IS GOOD TEACHING ?
SELF KNOWLEDGE AND SELF REGULATION
DECISION MAKING
SELFKNOWLEDGE AND SELF REGULATION
REFLECTION
APPLYING RESEARCH
ACTION RESEARCH
10EDM 152 LECTURE 1 [email protected]
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 [email protected]
11
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
12EDM 152 LECTURE 1 [email protected]
CREATE THE ENVIRONMENT
NCSOBE
INCLUSIVE EDUCATION
EFFECTIVE
LEARNING13
EDM 152 LECTURE 1 [email protected]
CONSTRUCTIVISMACTIVE PROCESS ASK QUESTIONS, ARGUE ,COGNITIVE CONFLICT
MUST MAKE SENSE UNDERSTAND, WHY
SOCIAL WORK IN GROUPS, ASK QUESTIONS
CO OPERATIVE PROCESS CO-OPERATIVE LEARNING
WITHIN CONTEXTS FRAME OF REFERENCE
DEEP LEARNING UNDERSTANDING, REFLECT, MAKE SENSE
EMPOWER TEACH THE SKILLS
14EDM 152 LECTURE 1 [email protected]
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
15EDM 152 LECTURE 1 [email protected]
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?
16EDM 152 LECTURE 1 [email protected]
APPLICATION
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)
17EDM 152 LECTURE 1 [email protected]
APPLICATION OF CONSTRUCTIVISM
• 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
18EDM 152 LECTURE 1 [email protected]
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
19EDM 152 LECTURE 1 [email protected]
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
20EDM 152 LECTURE 1 [email protected]
WHAT MUST THE TEACHER DO?
• VYGOTSKY • ZONE OF PROXIMAL DEVELOPMENT• GAP• COLLABORATION• ACCOMMODATING ALL LEARNERS (WHO ?
WHY? )• COMPARE CONSTRUCTIVIST APPROACH, OBE,
NCS
21EDM 152 LECTURE 1 [email protected]
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 PHASE PRE SCHOOL
22EDM 152 LECTURE 1 [email protected]
PRE OPERATIONAL PHASE (12-OLDER)
• CREATE DIFFERENT SITUATIONS FOR A SPECIFIC SITUATION IN A SYSTEMATIC MANNER
• IMAGINE, CREATE, • ANALYZE
23EDM 152 LECTURE 1 [email protected]
LEARNINGSTYLES AND MULTIPLE INTELLIGENCES
• WHO ARE YOU?Tactile
37%
Auditive 24%
Visual 29%
WHY MUST I CHANGE MY
TEACHING STYLE?
24EDM 152 LECTURE 1 [email protected]
MULTPLE INTELLIGENCES
CANNOT ONLY MAKE USE OF ONE TYPE OF TEACHING
METHOD
25EDM 152 LECTURE 1 [email protected]
26EDM 152 LECTURE 1 [email protected]