SAIDE Getting Practical
A professional studies guide to teaching and learning
3rd Edition
Published on 12. May 2012
Book
Paperback/Softback
576 pages
978-0-19-905535-7 (ISBN)
Description
SAIDE Getting Practical: A professional studies guide to teaching and learning equips South African teachers with strategies to cope with the demands of the classroom. With content that is practical and relevant in its approach, the book aims to develop the skills required to teach in a thoughtful and learning-centered manner.
SAIDE Getting Practical is aimed at undergraduate and postgraduate students taking courses in Professional Studies or doing Teaching Practice modules. It is also suitable for teachers' continuing professional development. Numerous case studies, activities and exercises ensure a practical focus and demonstrate different teaching strategies.
SAIDE Getting Practical is aimed at undergraduate and postgraduate students taking courses in Professional Studies or doing Teaching Practice modules. It is also suitable for teachers' continuing professional development. Numerous case studies, activities and exercises ensure a practical focus and demonstrate different teaching strategies.
More details
Edition
3rd Revised edition
Language
English
Place of publication
Goodwood
South Africa
Target group
College/higher education
SAIDE Getting Practical is aimed at undergraduate and postgraduate students taking courses in Professional Studies or doing Teaching Practice modules. It is also suitable for teachers' continuing professional development
Edition type
Revised edition
Illustrations
Illustrations (cartoons), tables
Dimensions
Height: 240 mm
Width: 169 mm
Thickness: 26 mm
Weight
844 gr
ISBN-13
978-0-19-905535-7 (9780199055357)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Tony Mays: South African Institute for Distance Education (SAIDE).
Costa Criticos: University of Kwa-Zulu Natal.
Mary Grosser: North West University.
Lizette de Jager: University of Pretoria.
Leanne Long: University of Kwa-Zulu Natal.
Relebohile Moletsane: University of Kwa-Zulu Natal.
Nonhlanhla Mtiyane: University of Kwa-Zulu Natal.
John Gultig: South African Institute for Distance Education (SAIDE).
Jo Stielau: South African Institute for Distance Education (SAIDE).
Costa Criticos: University of Kwa-Zulu Natal.
Mary Grosser: North West University.
Lizette de Jager: University of Pretoria.
Leanne Long: University of Kwa-Zulu Natal.
Relebohile Moletsane: University of Kwa-Zulu Natal.
Nonhlanhla Mtiyane: University of Kwa-Zulu Natal.
John Gultig: South African Institute for Distance Education (SAIDE).
Jo Stielau: South African Institute for Distance Education (SAIDE).
Content
SECTION ONE: HOW TO USE THIS MODULE; WHAT WILL WE DO IN THIS MODULE?; HOW IS THE MODULE STRUCTURED?; THE CHANGING CONTEXTS OF TEACHING; SECTION TWO: PLANNING TO TEACH; 2.1 EDUCATION AS AN INTENTIONAL ACTIVITY; 2.2 PURPOSE-DRIVEN PLANNING: HOW DO WE DECIDE WHAT AND HOW TO TEACH?; 2.3 PLANNING WITH NATIONAL AIMS IN MIND; 2.4 DEVELOPING TEACHING PLANS; SECTION THREE: ASSESSING LEARNING AND TEACHING; 3.1 ASSESSMENT: INTRODUCING THE TERMS; 3.2 CHOOSING APPROPRIATE ASSESSMENT INSTRUMENTS; 3.3 RECORDING ASSESSMENT; SECTION FOUR: TEACHING WITH LEARNING IN MIND; 4.1 HOW DO YOUNG PEOPLE LEARN?; 4.2 THE IMPORTANCE OF TALK IN LEARNING; 4.3 WHAT DOES THIS MEAN FOR TEACHING?; SECTION FIVE: WHOLE-CLASS TEACHING; 5.1 USING EXPLAINING AS A TEACHING TOOL; 5.2 USING QUESTIONS IN TEACHING; 5.3 USING DEMONSTRATIONS IN TEACHING; 5.4 USING WHOLE-CLASS DISCUSSION IN TEACHING; SECTION SIX: SMALL-GROUP, PROBLEM-BASED TEACHING; 6.1 SMALL-GROUP TEACHING AND LEARNING; 6.2 PROBLEM-BASED LEARNING; 6.3 RESOURCING LEARNING AND TEACHING; SECTION SEVEN: USING INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION; 7.1 EXPLORING THE POTENTIAL OF INTEGRATING ICT IN THE CLASSROOM; 7.2 FROM POTENTIAL TO PRACTICE: INTEGRATING ICT INTO THE CLASSROOM; SECTION EIGHT: MANAGING LEARNING AND TEACHING; 8.1 CREATING AND MANAGING DISCIPLINED CLASSROOMS; 8.2 TEACHING AS A MANAGEMENT TOOL; 8.3 ENRICHING THE ENVIRONMENTS IN WHICH WE TEACH; SECTION NINE: ONGOING PROFESSIONAL DEVELOPMENT; 9.1 WHAT IS A PROFESSIONAL LEADER?; 9.2 HOW DO WE IMPROVE OUR PROFESSIONAL PRACTICE?; 9.3 ASSESSING YOUR PRACTICE; 9.4 A CONCLUDING COMMENT; SELECTED READING