SAIDE Getting Practical: A professional studies guide to teaching and learning

Paperback | October 15, 2012

byCosta Criticos, Mary Grosser, Lizette de Jager

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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 athoughtful 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 anddemonstrate different teaching strategies.

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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 athoughtful and learning-centered manner. SAIDE Get...

Tony Mays is at the South African Institute for Distance Education (SAIDE). Costa Criticos is at the University of Kwa-Zulu Natal. Mary Grosser is at North West University. Lizette de Jager is at the University of Pretoria. Leanne Long is at the University of Kwa-Zulu Natal. Relebohile Moletsane is at the University of Kwa-Zulu Natal....
Format:PaperbackDimensions:576 pages, 9.45 × 6.61 × 0.07 inPublished:October 15, 2012Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199055351

ISBN - 13:9780199055357

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Table of Contents

Section One: How to use this moduleWhat will we do in this module?How is the module structured?The changing contexts of teachingSection Two: Planning to teach2.1 Education as an intentional activity2.2 Purpose-driven planning: how do we decide what and how to teach?2.3 Planning with national aims in mind2.4 Developing teaching plansSection Three: Assessing learning and teaching3.1 Assessment: Introducing the terms3.2 Choosing appropriate assessment instruments3.3 Recording assessmentSection Four: Teaching with learning in mind4.1 How do young people learn?4.2 The importance of talk in learning4.3 What does this mean for teaching?Section Five: Whole-class teaching5.1 Using explaining as a teaching tool5.2 Using questions in teaching5.3 Using demonstrations in teaching5.4 Using whole-class discussion in teachingSection Six: Small-group, problem-based teaching6.1 Small-group teaching and learning6.2 Problem-based learning6.3 Resourcing learning and teachingSection Seven: Using information and communication technology in education7.1 Exploring the potential of integrating ICT in the classroom7.2 From potential to practice: integrating ICT into the classroomSection Eight: Managing learning and teaching8.1 Creating and managing disciplined classrooms8.2 Teaching as a management tool8.3 Enriching the environments in which we teachSection Nine: Ongoing professional development9.1 What is a professional leader?9.2 How do we improve our professional practice?9.3 Assessing your practice9.4 A concluding commentSelect reading