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EDM 152TEACHING METHODS
TECHNOLOGY AND AIDS
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
Which method ? How do I know I am doing the
right thing?Will the learners
learn?Will I be able to
handle discipline ?
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
EDM:
Dates Groups Project Blackboard See guide Workbook Selfassessment tasks Prescribe book
Administrative aspects and responsibilities
Workshedule
CURRICULUM DESIGN WITHIN AN OBE CONTEXT
OBE CURRICULUM DESIG
N
OUTCOMES
CONTEXTS
LEARNING CONTENT
STRATEGIES;
METHODS,
MEDIA
ASSESSMENT
External forces
KNOWLEDGE OF YOUR SUBJECT AND TEACHING METHODS
CRITICAL THINKING AND PROBLEM SOLVING
TEACHING AND COMMUNICATION SKILLS
KNOWLEDGE OF LEARNERS AND THE WAY THEY LEARN
WHAT WILL MAKE YOU A SUCCESSFUL TEACHER? P 20-32
(KILLEN)
Self knowledge and self regulation
Decision making
Reflection
Applying research
WHAT IS GOOD TEACHING ?
Action Research
Knowledge Self esteem Effective communication Inquisitive “Committed” Passion Keep on Work together Organised Optimistic Ethical (36-38 Killen) (KLAS ROOM MANAGEMENT)
The teacher
Compare to your answers
Create the environment
NCSOBE
INCLUSIVE EDUCATION
EFFECTIVE
LEARNING
ACTIVE 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
CONSTRUCTIVISM
How must I teach?
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.
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?
scenario
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)
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
Cognitive development Language and language development Physical aspects Emotional Self image Motivation Pre knowledge (gap/ adapt) Attitude towards school
Factors that can contribute that students are “not ready “ for the learning process (p 139 Killen)
SITUATION ANALYSIS
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
WHO DO I TEACH (FET PHASE?(39-42:Killen)
FET phase Pre school
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.
Take note by means of activities and sensory information
Forms internal mental presentations Sensory -motor phase
FIRST PHASE (0-2)
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
PRE OPERATIONAL PHASE (2-7)
PRE OPERATIONAL PHASE (12-OLDER)
• Create different situations for a specific situation in a systematic manner
• Imagine, create, • Analyze
Vgotsky Zone of proximal development Gap Collaboration Accommodating all learners (Who ? Why? ) Compare constructivist approach, OBE, NCS
What must the teacher do?
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
CONCRETE OPERATIONAL PHASE (7-12)
WHO ARE YOU?
LEARNINGSTYLES AND MULTIPLE INTELLIGENCES
Tactile 37%
Auditive 24%
Visual 29%
Why must I change my teaching
style?
MULTPLE INTELLIGENCES
CANNOT ONLY MAKE USE OF ONE TYPE OF
TEACHING METHOD
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)
Prepare for Large group work