s.u. 2 the teaching approach in ect learning outcomes ...€¦ · most obvious characteristics of...
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PRS101 ECT (SG1) – S.U. 2 THE TEACHING APPROACH IN ECT LEARNING OUTCOMES: - Outcomes-based and informal teaching approach -Characteristics of an informal teaching approach *environment *the learning content *teaching methods *role of the teacher *discipline
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Teaching approach…
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FORMAL
INFORMAL
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Informal/Open Teaching
Teaching which takes place in a well-planned environment & provides
chn with optimal opps for self-discovery.
Both the chn & teacher are actively involved in the t & l events
The chn are (within limits) free to select and explore learning acts @own
pace & assessed acc to their own abilities and interests
Teacher has a personal, democratic relationship with each child
(2) The learning content
(3) Teaching methods
(4) Role of the teacher
(5) Discipline
(1) The environment
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C
har
acte
rist
ics
of
an In
form
al T
each
ing
Ap
pro
ach
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1. The Environment
Most obvious characteristics of the informal teaching approach. Pl-rm and outdoor play areas are planned to provide a variety of
opps for playing and learning Good chars of a good play-room:
1) Divided into diff areas 2) Areas varied 3) Promote co-op between chn 4) Socialisation
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craigourpark
Open-plan design Often used in schools with informal approach Large open areas and few permanent walls Larger or smaller areas can be made quickly to fit different activities Building adapted: meet teaching and learning needs BUT not a pre-requisite for open education/informal approach. This can
exist in any classroom
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Evaluating playrooms…
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Block area & big
construction
Manipulative & educational
toys area
Sensory play area
Book area
Science & mathematics
area
Art & Writing area
Fantasy Play Area
7 areas accom
mo
dated in th
e playroom
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A)
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B)
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C)
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D)
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E)
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2. The Learning Content
Relates to chn’s
interests & exps
Learning process
emphasised –
not end
product!
Child-directed
Is relevant –
make sense
Is flexible
Linking with
chn’s familiar
enviro, needs &
interests
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3. Teaching Methods
Focus on discovery
1. self-activity (active involvement)
2. self-discovery (experimentation)
4. Role of the teacher
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A) Planning the playroom
*relaxed spontaneous atmosphere
*different play areas
B) Planning the subject matter
*guided by CAPS, although not prescribed for younger years
*knowledge of chn and variety of topics
As planner
Scope of educators knowledge *individual l’s needs & interests *wide general knowledge
Educator-child relations (democratic) *mutual trust *sincerity, honesty and openness *respect for each other’s human dignity, opinions and statement *empathy with and understanding of the chn, including their feelings abut the teaching events *understanding and encouragement of the child’s need to be independent
Knowledge
Relations
PAST UNISA EXAM QUESTIONS
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a) Mention two popular teaching methods in ECT (2) b) The educator child relationship is characterised by 5 aspects. Mention them. (5)
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(5)
Closely connected to educator child-relationship Chn guided by teacher to take resp. for own
behaviour Teacher sympathetic and understanding teacher= democratic authority figure
• Assessment NOT evaluation
• Observation NB!
• Observe and assess the child throughout the school day
• Variety of assessment methods
• To guide chn’s learning
• Assessment of teaching effort
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(6)