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Getting Practical: About classsroom-based teaching


Authors: T Mays, C Criticos, L Long, R Moletsane, N Mthiyane,J Gultig and J Stielau
Publisher: OUP SA
Pub Date: July 2009
Binding: Paperback
Extent: 496 pages
ISBN: 9780195986518

Getting Practical: About classroom-based teaching for theNational Curriculum Statement second edition equips SouthAfrican teachers with strategies to cope with the demandsof the classroom. The book focuses on how teachers canoptimise learning through learner-centred teaching andprovides practical tips on how to use resources to enrichteaching and to establish a school extracurricular programme.

Getting Practical second edition is suitable for degreessuch as BEd, BEd (Honours) and PGCE, as well as forteachers’ continuing professional development.

This revised and updated edition features:
• Case studies throughout the text demonstrating differentteaching strategies.
• Practical examples and exercises, illustrating how teacherscan improve their teaching methods.
• Numerous activities, to be done independently or as partof a group.
• Cartoons which enact the concepts discussed in the textand create a platform for dialogue around different issues.

Table of Contents
Section 1: How to use this module
Section One introduces learners to the module’s content anddesired outcomes, provides tips on how to study, and sketchesthe changing professional and socio-economic context inwhich South African teachers will practise.

Section 2: Planning to teach
Section Two explores the notion of teaching as an intentionalactivity that requires planning. The section explores thegeneral principle of scaffolding and then expands on theplanning implications of this at school, phase, grade andlesson level.

Section 3: Assessing learning and teaching
Section Three explains the implications of the shift to acriterion-referenced assessment, and demonstrates a numberof ways in which assessment can be used diagnostically andformatively. It demonstrates how to use a range of assessmentstrategies to diagnose learning difficulties andassess learnercompetence reliably.

Section 4: Teaching with learning in mind
Section Four asks: ‘How do learners learn?’ It then illustrateswhat implications these understandings hold for teaching.The writers demonstrate how important talk is in all learning,how to teachconceptually, and how to ensure that learningdevelops both a depth and breadth of understanding.

Section 5: Whole-class teaching
Section Five focuses on developing teachers’ whole-classteaching skills. It explains how to usestrategies such asexplanation, demonstration, questioning and class discussionsin an interactive and learner-centred way.

Section 6: Small-group, problem-based teaching
Section Six focuses on developing teachers’ skills in smallgroup,problem-based teaching. It explains how to usesmall-group discussions, problem-based learning (inparticular, project work, experiments, role plays andsimulations) to construct learning that is engaging andrigorous. It concludes byshowing how to use a wide rangeof resources – from textbooks to trash – to enrich teaching.

Section 7: Managing learning and teaching
Section Seven focuses on the broader teaching and learningenvironment. It begins by exploring how teachers can movefrom a ‘discipline-as-punishment’ to ‘discipline-as-caringmanagement’approach to discipline. It then emphasises theimportance of good teaching as a disciplinary tool. To thisend, it tackles the issues of learning styles, teaching againstprejudice, linking learning to life (through themeteaching),and extending learning by using homework and extramuralactivities better. The section ends by examining how teacherscan brighten up the space in which they teach and use it moreeffectively.

Section 8: Ongoing professional development
Section Eight explores what different groups think a goodteacher is and ways in which we candevelop our professionalcompetence. Reflective action is one suggested process formonitoring our practices. The section ends by providingteachers with a typology they can use to assess theirprofessional competence.

Selected reading
The selected reading list provides teachers with readingresources they can use in their ongoingprofessionaldevelopment.

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This product was added to our catalog on Tuesday 23 August, 2011.

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