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EDM 152

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 152

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  1. EDM 152 TEACHING METHODS TECHNOLOGY AND AIDS

  2. 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

  3. Which method ? How do I know I am doing the right thing? Will the learners learn? Will I be able to handle discipline ?

  4. 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

  5. Administrative aspects and responsibilities • Dates • Groups • Project • Blackboard • See guide • Workbook • Selfassessmenttasks • Prescribebook

  6. Workshedule

  7. CURRICULUM DESIGN WITHIN AN OBE CONTEXT External forces

  8. WHAT WILL MAKE YOU A SUCCESSFUL TEACHER? P 20-32 (KILLEN)

  9. WHAT IS GOOD TEACHING ? Action Research

  10. The 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

  11. Create the environment E F F E C T I V E L E A R N I N G NCS OBE INCLUSIVE EDUCATION

  12. CONSTRUCTIVISM How must I teach?

  13. 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.

  14. 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?

  15. 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)

  16. 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 learning

  17. 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

  18. 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

  19. 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.

  20. FIRST PHASE (0-2) • Take note by means of activities and sensory information • Forms internal mental presentations • Sensory -motor phase

  21. 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

  22. PRE OPERATIONAL PHASE (12-OLDER) • Create different situations for a specific situation in a systematic manner • Imagine, create, • Analyze

  23. What must the teacher do? • Vgotsky • Zone of proximal development • Gap • Collaboration • Accommodating all learners (Who ? Why? ) • Compare constructivist approach, OBE, NCS

  24. CONCRETE OPERATIONAL PHASE (7-12) • Recognisesthelogicstability of thephysicalworld • Elementscanchangeandcharaceristicscanstay in place • Classify • Skillstoengagewiththefamiliaraspect

  25. LEARNINGSTYLES AND MULTIPLE INTELLIGENCES Why must I change my teaching style? • WHO ARE YOU?

  26. MULTPLE INTELLIGENCES CANNOT ONLY MAKE USE OF ONE TYPE OF TEACHING METHOD

  27. Prepare 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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