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)

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