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.

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

Content that is practical and relevant in its approach. Specific South African context and specific South African problems that educators have to deal with. Intensive teaching practice to enable teachers to acquire the skills to teach in a learning-centred manner.

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).

Content that is practical and relevant in its approach. Specific South African context and specific South African problems that educators have to deal with. Intensive teaching practice to enable teachers to acquire the skills to teach in a learning-centred manner.