TEACHING METHODS, TECHNOLOGY AND AIDSEDM152

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?.

WHICH METHOD?

WHICH METHOD?

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 FOCUS GEHEELBEELD WAARHEE N OPPAD

EXPANDED OPPORTUNITIES Verander onderrig metodes om suksessvolle leer te verseker

HIGH EXPECTATIONS Uitdagings standaard van verwagte uitkoms sal verhoog

DESIGN DOWN Kritieke uitkoms –tot les uitkoms

Microsoft Office Word 2007.lnk

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?

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?

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.Constructivi

st teaching

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 )

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 METHODSREAD TO LEARN, PRIVATE STUDY, HOME WORK, ASSIGNMENTS,PROJECTS, ESSAYS, GUIDED DISCOVERY

TEACHING METHODPLANNED 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)

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 SOLVINGDEMONSTRATION

METHODTIME, SPACE ,

MEDIA

SELF KNOWLEDGE , DECISSION MAKING,

REFLECTION, APPLICATION,

RESEARCH

LEVELS OF DEVELOPMENT,

SOCIO, CULTURAL, ECONOMIC

WHY?

TO ESTABLISH AN OPTIMAL POSITIVE SITUATION FOR THE INTAKE OF ACTUAL KNOWLEDGE

TECHNIQUE TEACHING TECHNIQUE IS A SUBSECTION OF A

METHOD IN OTHER WORDS A SPECIFIC PART OF A METHOD TO EVOKE A SPECIFIC REACTIONEX. 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

STRATEGY

IS 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.

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

SUMMARY: TEGNIQUE:questionmotivation METHODSdemonstrationdiscoverygroup work

TEACHING STRATEGY

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

DEDUCTIVE AND INDUCTIVEGENERAL DEDUCTIVE SPECIFIC

GENERAL INDUCTIVE SPECIFIC

 Inductive and deductive discovery require that learners be active in acquiring knowledge not previously known to them.

 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 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

DEDUCTIVE INDUCTIVE

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 THOUGHTS PASSIVE THOUGHTS

MAKES SENSE /COMPREHENDS SEEKS FOR RELATIONSHIPS

MEMORISES

MAKES A CONCLUSION MAKES CONCLUSIONS

ASK QUESTIONS TO GENERALISE

TEACHER FACILITATES TEACHERS FACILITATES