ORGANISATION OF TEACHING AND LEARNING PROCESSES
PRINCIPLES OF ORGANISING TEACHING AND LEARNING PROCESSES
LOGICAL AND COHERENT,
GRADUAL,
STRUCTURED,
VARIED
CONTINUOUS,
INTERRELATED EDUCATIONAL ACTIVITIES
AN EDUCATIONAL ACTIVITY IS A PROCESS OR PROCEDURE INTENDED TO STIMULATE LEARNING THROUGH ACTUAL EXPERIENCE, SUPPORTS COGNITIVE TRANSFORMATION OF THE SUBJECT MATTER. VARIOUS CRITERIA FOR CLASSIFICATION (E.G. ACTIVITIES SUPPORTING VARIOUS ASPECTS OF COMMUNICATIVE COMPETENCE DEVELOPMENT
EDUCATIONAL ACTIVITY
A TOOL FOR CHANGING/FORMING LEARNERS AND THEIR ACQUISITION IN THE PROCESS OF TEACHING AND LEARNING.
CHOICE OF ACTIVITIES IS BASED ON:
AIM, CONTENT, STUDENTS‘ GROUP/INDIVIDUAL AND DEVELOPMENTAL NEEDS, CONDITIONS, EXTERNAL CONDITIONS, TEACHER TEACHING STYLE
THE PRINCIPLE OF ALIGNMENT (MATCHING) GOALS, CONTENT, ACTIVITIES, EVALUATION, ETC.
DIDACTIC PRINCIPLES
GENERAL PRINCIPLES OF ORGANISING TEACHING/LEARNING PROCESSES (J.A. COMENIUS)
MULTISENSORY APPROACH (REAL, VISUAL OBJECTS, TOUCHING,) MOVEMENTS, SONGS, PERIPHERAL LEARNING)
INDIVIDUAL WORK (SYSTEMATICALLY BUILT)
FEEDBACK (WHOLE GROUP, SELF-, TEACHER, PEER)
ACTIVATION (CHALLENGING TASKS, ORG. FORMS, SPECIFIC TECHNIQUES, E.G. BRAINSTORMING, GAMES, ROLE PLAYS
INDIVIDUALIZATION (BY CONTENT, TIME, PROCESSES OF LEARNING – LEARNING STYLES AND STRATEGIES
ORGANISATION BASED ON:
MIXED LESSON - MOTIVATION, EXPOSITION (PRESENTATION), FIXATION (PRACTICE, REVIEW), DIAGNOSIS, APPLICATION
FORM OF STIMULUS + FORM OF L’S REACTION
ACCOUSTIC – VERBAL (NO WRITTEN SUPPORT) = ORAL
GRAPHICAL – ACOUSTIC (VIDEO) = GRAPHICAL
PICTORIAL, REAL OBJECTS = PHYSICAL ACTION
LEVEL OF TEACHER CONTROL AND LEARNER INDEPENDENCE
TEACHER-CENTRED X LEARNER-CENTRED
RECEPTIVE (LISTENING+READING – REACTIONS NOT OBSERVABLE)
PRODUCTIVE (OBSERVATIONAL)
AIMED AT SUBSKILLS (ACCURACY, AUTOMATISATION OR MANIPULATION) AND SKILLS (FLUENCY, CONTENT, SITUATIVENESS)
ROLE OF MOTHER TONGUE (TRANSLATION, CONTRA-INTERFERENTION)
LOGICAL OPERATIONS
DEDUCTION VS. INDUCTION
ANALYSIS VS. SYNTHESIS
DIDACTIC APPROACH:
CONSTRUCTIVE (HEURISTIC) VS. TRANSMISSIVE
LEARNER-CENTERED EDUCATION
AIMS TO DEVELOP LEARNER AUTONOMY AND INDEPENDENCE BY PUTTING RESPONSIBILITY FOR THE LEARNING PATH IN THE HANDS OF STUDENTS.
FOCUSES ON SKILLS AND PRACTICES THAT ENABLE LIFELONG LEARNING AND INDEPENDENT PROBLEM-SOLVING.
BASED ON THE CONSTRUCTIVIST LEARNING THEORY THAT EMPHASIZES THE LEARNER'S CRITICAL ROLE IN CONSTRUCTING MEANING FROM NEW INFORMATION AND PRIOR EXPERIENCE.
IT PUTS STUDENTS' INTERESTS FIRST, ACKNOWLEDGING STUDENT VOICE AS CENTRAL TO THE LEARNING EXPERIENCE. IN A STUDENT-CENTERED LEARNING SPACE, STUDENTS CHOOSE WHAT THEY WILL LEARN, HOW THEY WILL LEARN, AND HOW THEY WILL ASSESS THEIR OWN LEARNING.
THIS IS IN CONTRAST TO TRADITIONAL EDUCATION, ALSO DUBBED "TEACHER-CENTERED LEARNING", WHICH SITUATES THE TEACHER AS THE PRIMARILY "ACTIVE" ROLE WHILE STUDENTS TAKE A MORE "PASSIVE", RECEPTIVE ROLE. IN A TEACHER-CENTERED CLASSROOM, TEACHERS CHOOSE WHAT THE STUDENTS WILL LEARN, HOW THE STUDENTS WILL LEARN, AND HOW THE STUDENTS WILL BE ASSESSED ON THEIR LEARNING.
DIDACTIC PRINCIPLES
PRINCIPLE OF ACTIVITY:
A LEARNER LEARNS BEST BY DOING. THEREFORE IT IS NECESSARY TO ORGANISE A LEARNING SITUATION, WHICH INCLUDES A LOT OF ACTIVITIES.
PRINCIPLE OF COMBINING THEORY AND PRACTICE:
WHATEVER WILL BE TAUGHT AND LEARNED SHOULD HAVE A RELEVANCE TO THE ACTUAL PRACTICE. THIS PROMOTES THE WILLINGNESS TO LEARN, BECAUSE TRAINEES REALISE THE APPLICATION OF KNOWLEDGE IN PRACTICAL SITUATIONS.
THE PRINCIPLE MEANS TO COMBINE THEORETICAL KNOWLEDGE WITH PRACTICAL MATTERS, BUT ALSO THE PRACTICAL ACTIVITIES ON SHOP FLOOR SHOULD BE BACKED UP WITH THE NECESSARY THEORETICAL KNOWLEDGE.
PRINCIPLE OF FEEDBACK
PRINCIPLE OF COMPREHENSIBILITY:
CONTENTS MUST BE PREPARED IN SUCH A WAY THAT THEY MATCH THE LEARNERS LEVEL OF PRIOR KNOWLEDGE AND THEIR CAPACITY FOR UNDERSTANDING.
THE LEARNING MATERIAL SHOULD ALWAYS BE ADAPTED TO THE LEVEL OF KNOWLEDGE OF THE LEARNERS. THE LANGUAGE OF TRAINER HAS ALSO TO MATCH THE LANGUAGE OF LEARNERS AVOIDING UNNECESSARY DIFFICULT TECHNICAL TERMS.