Education

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GED102U/501/2008

DEPARTMENT OF TEACHER EDUCATION

TEACHING AND LEARNING
Tutorial letter 501/2008 for GED102U

DEPARTMENT OF TEACHER EDUCATION

TEACHING AND LEARNING
Tutorial letter 501/2008 for GED102U
Compile by

Celia Booyse

UNIVERSITY OF SOUTH AFIRCA PRETORIA

# 2008 University of South Africa Printed and published by the University of South Africa Muckleneuk, PretoriaGED102U/501/2008 98247549 3b2

A4 Icon Style

B5638585

(iii)

GED102U/501/2008

CONTENTS

Study unit INTRODUCTION 1 1.1 1.2 1.3 1.4 2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 3 GENERAL INTRODUCTION TO TEACHING AND LEARNING Introduction Introductory perspective on education, teaching, instruction, training, learning and the learner How teachers' views on learningand teaching relate to each other What happens in practice? Summary and perspective on the future EDUCATION IN PERSPECTIVE Introduction Education environments Education and training in South Africa: a paradigm shift Approaches to teaching Assessment within outcomes-based education OBE and the teacher A facilitative teaching approach Reflective teaching Multicultural education Teaching and learningin a multicultural class Mastery learning, cooperative learning and peer tutoring Learning styles and multicultural education Guidelines for teachers in a multicultural situation Adult education and learners Summary and a look ahead

Page v 1 3 21 22 23 26 27 28 31 43 52 54 56 61 65 72 73 75 78 80 87 89 90 90 91 92 96 97 97 108 121 122 135 144

EFFECTIVE TEACHING PRACTICE Introduction 3.1Something new to do 3.2 Evaluation of effective teaching 3.3 Motivation as a condition for effective teaching 3.4 Active involvement as a condition for effective teaching 3.5 Individualisation as a condition for effective teaching 3.6 Planning and preparation as conditions for effective teaching 3.7 Effective presentation of lessons 3.8 Summary and preview 3.9 Teaching methods and media 3.10 Teachingmedia 3.11 Summary

(iv) 4 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 THE FOUNDATIONS OF ASSESSMENT Introduction Assessment versus evaluation The importance of assessment and evaluation in teaching The assessment and evaluation of competence Generating evidence Linking assessment to performance Fairness Assessment and literacy Direct observationof work activities Making judgments Transparency in assessment Measurement and measuring instruments What is a portfolio? Good tests Different types of test questions (items) Different types of assessment Alternative assessment strategies Different interpretations of test scores The planning and preparation of a test Summary Self-evaluation questions GLOSSARY BIBLIOGRAPHY 145 146 147 148 152 153154 154 154 154 155 156 156 159 161 164 166 167 169 172 173 174 175 180

(v)

GED102U/501

INTRODUCTION

TEACHING AND LEARNING IN PRACTICE
Introduction: Teaching and learning in our daily lives In the module on Human Development and Education we pointed out that education is part of our daily lives. Because education, teaching and learning are so closely related, teaching and learningform part of the daily round of each and every one of us and, as a result, we take them for granted and hardly ever pause to think about them. There is a general tendency to see teaching and learning as activities that are confined to the formal teaching-and-learning situations at schools, universities, technikons and the like. Teaching and learning take place, however, in situations that range frominformal and unplanned to highly structured conditions. People in the teaching profession are certainly not the only ones involved in these activities. Everybody Ð not only teachers Ð would therefore benefit from a better understanding of what teaching is and how people learn.

OVERVIEW
In this module of General Education we are going to take a closer look at teaching and learning and how...
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