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EDM 152

EDM 152. TEACHING METHODS TECHNOLOGY AND AIDS. INTRODUCTION TO EDM 152. LEARN. TEACHES. 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 .

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EDM 152

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  1. EDM 152 TEACHING METHODS TECHNOLOGY AND AIDS EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  2. INTRODUCTION TO EDM 152 LEARN TEACHES EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  3. 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 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  4. 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 ? EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  5. 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 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  6. ADMINISTRATIVE ASPECTS AND RESPONSIBILITIES • DATES • GROUPS • PROJECT • BLACKBOARD • SEE GUIDE • WORKBOOK • SELFASSESSMENT TASKS • PRESCRIBED BOOK EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  7. Workshedule ? ANY EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  8. CURRICULUM DESIGN WITHIN AN OBE CONTEXT External forces EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  9. WHAT WILL MAKE YOU A SUCCESSFUL TEACHER? P 20-32 (KILLEN) EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  10. WHAT IS GOOD TEACHING ? ACTION RESEARCH EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  11. 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 dutoiter@ufs.ac.za

  12. 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 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  13. CREATE THE ENVIRONMENT E F F E C T I V E L E A R N I N G NCS OBE INCLUSIVE EDUCATION EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  14. CONSTRUCTIVISM EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  15. 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 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  16. scenario APPLICATION • 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? EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  17. APPLICATION OF CONSTRUCTIVISM 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) EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  18. 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 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  19. 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 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  20. 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 EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  21. WHAT MUST THE TEACHER DO? • VYGOTSKY • ZONE OF PROXIMAL DEVELOPMENT • GAP • COLLABORATION • ACCOMMODATING ALL LEARNERS (WHO ? WHY? ) • COMPARE CONSTRUCTIVIST APPROACH, OBE, NCS EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  22. 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. EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  23. PRE OPERATIONAL PHASE (12-OLDER) • CREATE DIFFERENT SITUATIONS FOR A SPECIFIC SITUATION IN A SYSTEMATIC MANNER • IMAGINE, CREATE, • ANALYZE EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  24. LEARNINGSTYLES AND MULTIPLE INTELLIGENCES • WHO ARE YOU? WHY MUST I CHANGE MY TEACHING STYLE? EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  25. MULTPLE INTELLIGENCES CANNOT ONLY MAKE USE OF ONE TYPE OF TEACHING METHOD EDM 152 LECTURE 1 dutoiter@ufs.ac.za

  26. EDM 152 LECTURE 1 dutoiter@ufs.ac.za

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