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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 DISAPPOINTED YOU WHAT ARE CHARACTERISTICS OF A GOOD LEARNER.

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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 DISAPPOINTED YOU • WHAT ARE CHARACTERISTICS OF A GOOD LEARNER

    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. CURRICULUM DESIGN External forces

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

    8. WHAT IS GOOD TEACHING ? Action Research

    9. The teacher • Knowledge • Self esteem • Effective communication • Inquisitive • “Committed” • Passion • Keep on • Work together • Organised • Optimistic • Ethical (36-38 Killen) (KLAS ROOM MANAGEMENT) Compare with your answers

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

    11. Activity

    12. Effective learning CONSTRUCTIVISM

    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. 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)

    15. 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

    16. Factors that can contribute to students “not being 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

    17. 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

    18. 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.

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

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

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

    22. LEARNINGSTYLES AND MULTIPLE INTELLIGENCES

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