LADEMSJ- Memo Summaries.

TEACHING ECONOMICS AND MANAGEMENT SCIENCES (SENIOR PHASE SUBJECT DIDACTICS) Name and discuss the elements and criteria used to formulate criteria-based behavioural outcomes that are based on the criteria as discussed in the study guide. Formulate criteria- based outcomes (lesson objective in lesson planning). Show in brackets where and which element and criteria you used in the formulation of the outcome, and give an appropriate example. Pg55-56 Paper Question Marks Allocated Jan/Feb-2019 2.2 14 Oct/Nov-2018 2.2 14 Page 55-56  The ultimate action expected of learners must be spelled out. Learner and the teacher must know what is expected to be capable of at the end of the lesson. (What is to be done?, write a business plan)  The outcome of the lesson must be measurable or assessable performance (criteria). These include the time allowed, level of proficiency and minimum number of correct answers required (10 out of 12... 90% accuracy. [How well was it done?].  The condition under which the objectives have to be achieved must be spelled out and clearly understood by everybody. These include restrictions and the media to execute the action contained in the outcomes, (for instance if the teacher requires a task to be performed without the use of a textbook). The outcomes must also adhere to the following  The learning material to which the outcome relates must be clearly demarcated and specified.  Outcomes should be concrete, for example by the end of the lesson; learners who have given 10 accounts must be able to classify eight of them correctly without consulting the book.  Outcomes must be manifestly realistic and attainable. They should take into account learner’s development level, readiness, potential and or weaknesses. Identity the skills that Economics and Management Sciences teachers should consciously develop to become competent teachers in the learning area Paper Question Marks Allocated Jan/Feb-2016 1.1 10 Oct/Nov-2016 1.1 10 Jan/Feb-2017 1.1 10 Oct/Nov-2017 1.1 10 Oct/Nov-2018 1.1 10 Jan/Feb-2019 1.1 10 Page 151-152 1. Reduce subject matter to essences - Teachers must carefully consider the interrelationship between a theme and other themes (macro analysis). -Teacher should make a microanalysis of the subject knowledge (technical terms like proper names, generic names and symbols), LADEMSJ- Memo Summaries. - Subject- specific skills such as giving advice, making decisions, drawing graphs, collecting data and general skills (explaining, interpreting and analysing) 2. Planning a lesson design - The teacher has to particularise propositions from the lesson structure – macrostructure and so arrive at a lesson design that harmonises the anticipated lesson format with subject matter. 3. Make a lesson proceed meaningfully - Skilled teachers are able to establish a balance between their own activities and those of their learners. - The criteria for evaluating this skill include instructional effect and learning effect. 4. Viewing themes through the eyes of learners - 5. Capturing and holding learner’s interest - Teachers should vary activities to capture learners. - Teachers should start the lesson once the learners have unpacked their books. - Teachers should prepare lesson plan thorough and motivate learners. 6. Asking questions - Teachers should use question and answer method to promote a dialogue between then and learners. - Teachers should have expertise to ask questions that follow logically, that accord with the learner’s level and make the lesson unfold progressively. - Formulating questions is an essential part of preparing a lesson plan and should not be left to chance. 7. Applying reinforcement - Teachers should listen attentively to learners, give credit where credit is due and encourage them to answers questions. - Teachers should not humiliate or reject learners. 8. Integrating teaching media effectively - Teachers should use media that make learners perceive things. -Teachers should use media that are effective that promote thinking. 9. Evaluation - Evaluation reveals both qualitative and quantitative elements. - This skill has to be carefully cultivated 10. Providing intellectual challanges - Teachers should provide intellectual challenges that improve learner’s performance. - Instructions should not be aimed only at memorisation of a multitude of facts; it should be aimed future -oriented. Identify steps that can be followed during a class Group investigation. Paper Question Marks Allocated Jan/Feb-2016 1.2 12 Oct/Nov-2018 3.2 12 Jan/Feb-2019 3.2 12 Page 92-93 1. Topic selection - Learners choose specific subtopic within a general problem area, usually delineated by the teacher.