University of Fort Hare Distance Education Project. Core Education Studies Course: Helping Learners Learn. Umthamo 4: Independent Learning in a 'Resourceful' Classroom
In this umthamo, we will consider ways of making sure that there are 'resources' in our classrooms from which learners can learn independently, without direct supervision from the educator. more
University of Fort Hare Distance Education Project. Core Education Studies Course: Helping Learners Learn. Umthamo 4: Groupwork
In this umthamo, we will think about, and try out, ways of organising learners into groups in the classroom, in order to help them to learn more actively and effectively along these lines. more
University of Fort Hare Distance Education Project. Core Education Studies Course: Helping Learners Learn. Umthamo 3: The Languages of Learning and Teaching
In lo mthamo, teachers will look more closely at the languages you use in your classroom. These are called the Languages of Learning and Teaching (LOLT). The term previously used was 'medium of instruction'. Discussion will be held as to which language is the LOLT which helps learners to learn best. more
University of Fort Hare Distance Education Project. Core Education Studies Course: Helping Learners Learn. Umthamo 2: Creating a Learner-Centred Environment
Lomthamo is the second in the "Helping Learners Learn" strand. In lomthamo, teachers will look at learner-centredness. more
University of Fort Hare Distance Education Project. Core Education Studies Course: Helping Learners Learn. Umthamo 1: Classroom Management: Group Work
In this Iomthamo, learners will think about, and try out, ways of organising learners into groups in the classroom, in order to help them to learn more actively and effectively. When teachers have completed Iomthamo, they should be able to: * Plan an activity involving small group work; * Organise and implement the activity; * Critically evaluate what happened and why it happened. more
Supporting Teaching Practice: A Manual for Supervisors and Mentors
The primary aim of this module is to empower teaching practice supervisors and school-based mentors to develop and implement appropriate mentoring programmes to support teaching practice placements in schools. However, as will be seen, the competences associated with mentoring can also be applied more widely. The learning guide of this module addresses four key questions as follows: * What... more
Professional Learning Communities for Teacher Development: The Collaborative Enquiry Process in the Date-Informed Practice Improvement Project (DIPIP)
The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be... more
Being a Teacher: Reading 15. Outcomes-based Education in the Context of Three Kinds of Knowledge
With all the talk of teaching towards the achievement of competency and skills in the wake of outcomes-based education in South Africa, it is easy to forget that these should not be taught in a vacuum, or to the exclusion of other forms of knowledge. In addition to knowing ‘how to’ do something, we also need to ‘know that’ (content knowledge) and know how to form a judgement about issues (values... more
Being a Teacher: Reading 14. Dead Certainties: A Post-Modern World
In this edited extract, Andy Hargreaves explains how the momentous changes in the world in the last few decades have also changed the way we think. The author talks about a ‘modern’ world and a ‘post-modern’ world. What does he mean by these terms? more
Being a Teacher: Reading 12. Spoil the Rod, Spare the Child
Teachers often confuse authority with power, to use the distinction made at the beginning of Reading 11. Probably the most common means of wielding power (for teachers) has been the use of corporal punishment. The following extract was taken from a two-part article in The Educator’s Voice, published by SADTU. Vally briefly analyses some of the reasons for the popularity of corporal punishment... more
Pages
