EDM 152

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EDM 152. TEACHING 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?
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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 ?EDM:
  • IS ALL ABOUT HOW LEARNERS LEARN AND HOW I ( teacher) TEACHES
  • How do I solvedailyproblems?
  • Whichprincipelsmusthold?
  • Thinkcriticallyaboutwhatyou do andreflectonit (Itwillnotalwayswork) DIDACTIC FELXIBILITY
  • HOLISTIC development of the learner
  • Administrative aspects and responsibilities
  • Dates
  • Groups
  • Project
  • Blackboard
  • See guide
  • Workbook
  • Selfassessmenttasks
  • Prescribebook
  • WorksheduleCURRICULUM DESIGN WITHIN AN OBE CONTEXTExternal forcesWHAT WILL MAKE YOU A SUCCESSFUL TEACHER? P 20-32 (KILLEN)WHAT IS GOOD TEACHING ?Action ResearchThe teacher
  • Knowledge
  • Self esteem
  • Effective communication
  • Inquisitive
  • “Committed”
  • Passion
  • Keep on
  • Work together
  • Organised
  • Optimistic
  • Ethical (36-38 Killen) (KLAS ROOM MANAGEMENT)
  • Compare to your answers Create the environmentEFFECTIVE LEARNINGNCSOBEINCLUSIVE EDUCATIONCONSTRUCTIVISMHow must I teach?Empoweringis 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. 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?
  • IN PRACTISE ? HOW DOES IT WORK ?
  • New ideas – CONNECT - topreviousknowledge
  • Modelling of acomplextaskandindicatetolearnersthePROCESShowto do it in order tobecomeindependent
  • “SCAFFOLDING” tobuild. Providesupportonsomethingthey do notknowand (withdraw later) askquestions, giveassignments
  • Learnersmustbe MOTIVATED-teachersupports;
  • ARTICULATE THEIR ideas(construct , make sense)
  • DISCOVERING AND PROBLEMSOLVING ACTIVITIES;
  • Choicesandoptionsconcerningtaskandprojects;
  • FLEXIBILITY –teacherthatappliesaconstructivistapproach is pro activeandallowsthelearnersto take thelead.
  • ADAPT- academiclearning style.
  • Variety of answersnotonlyoneanswer . Makes sense withwhat is happening
  • REFLECTIONcomparetheirsolutionswithothers
  • (mainaspect of learningFactors 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 WHO DO I TEACH (FET PHASE?(39-42:Killen)
  • Basedonthework of Piaget- aSwisspsychologist –developmentalstages
  • How do childrenlearnanddevelop (observations)
  • How do childrenthink?
  • How do childrensolveproblems?
  • What do childrenusetolearn/excecute
  • Learningtakesplace in FOUR phases
  • 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. FIRST PHASE (0-2)
  • Take note by means of activities and sensory information
  • Forms internal mental presentations
  • Sensory -motor phase
  • PRE OPERATIONAL PHASE (2-7)
  • Internalize ideas
  • Howto present things –theythinkaboutit
  • Conserve ( fluid in containers)
  • Focusononeaspect
  • Revers ideas (7+5= 12/ 12-7=5)
  • Perception/ recallsprevioushappenings
  • PRE OPERATIONAL PHASE (12-OLDER)
  • Create different situations for a specific situation in a systematic manner
  • Imagine, create,
  • Analyze
  • What must the teacher do?
  • Vgotsky
  • Zone of proximal development
  • Gap
  • Collaboration
  • Accommodating all learners (Who ? Why? )
  • Compare constructivist approach, OBE, NCS
  • CONCRETE OPERATIONAL PHASE (7-12)
  • Recognisesthelogicstability of thephysicalworld
  • Elementscanchangeandcharaceristicscanstay in place
  • Classify
  • Skillstoengagewiththefamiliaraspect
  • LEARNINGSTYLES AND MULTIPLE INTELLIGENCESWhy must I change my teaching style?
  • WHO ARE YOU?
  • MULTPLE INTELLIGENCESCANNOT ONLY MAKE USE OF ONE TYPE OF TEACHING METHODPrepare for Large group work
  • 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)
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