Principles for Selecting Learning and Teaching Support Materials in Education

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Understand the art and science of teaching through selecting appropriate learning and teaching support materials. Explore how these materials can impact learning experiences, from relevance and significance to transitioning from concrete to abstract concepts, with a focus on the learner's interests and developmental stages.

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ART AND SCIENCE OF TEACHING L2 MALUTI TVET COLLEGE BETHLEHEM CAMPUS M AVONTUUR

ART AND SCIENCE OF TEACHING L2 TOPIC 2 : LEARNING CONTEXTS AND DIVERSITY MODULE 3 : MEDIATION OF LEARNING THROUGH LEARNING AND TEACHING SUPPORT MATERIALS

DEFINE THE FOLLOWING CONCEPTS: PRINCIPLES FOR SELECTING LEARNING AND TEACHING SUPPORT MATERIALS. HOW LEARNING AND TEACHING SUPPORT MATERIALS CAN AFFECT LEARNING EXPERIENCES.

SELECTION OF LTSM PRINCIPLES RELEVANCE SIGNIFICANCE CONCRETE TO ABSTRACT PERCEPTION ACTIVITY INDIVIDUALISM

RELEVANCE THE CHILD`S INTERESTS AND DEVELOPMENTAL STAGES, SHOULD BE CONSIDERED AS A POINT OF DEPARTURE, WHEN SELECTING THE SUPPORT MATERIALS. THE SUPPORT MATERIAL SHOULD NOT BE STRANGE TO WHAT THE LEARNER IS USED TO. IT SHOULD BE BASED TOWARDS THE LEARNR `S DAILY LIFE EXPERIENCES. IT SHOULD BE GENUINE. IT SHOULD BE USABLE AND ADD VALUE FOR LEARNING TO TAKE PLACE. IT SHOULD BE STRUCTURED IN SUCH A WAY THAT IT SUITS OR ACCOMMODATES THE LEANER `S DEVELOPMENTAL STAGE OR LEVEL. IT SHOULD BE RELEVANT TO SUCH AN EXTENT THAT IT ALLOWS FOR LEARNER`S ACTIVE INVOLVEMENT, USE OF THEIR SENSES AND TO EXPERIMENT WITH THE WORLD AROUND THEM.SIN CE THEY ARE EGOCENTRIC.

SIGNIFICANCE SUPPORT MATERIALS MUST BE SIGNIFICANT. SIGNIFICANT SUPPORT MATERIALS IMPACTS HEAVILY ON LEARNER`S IMPRESSION AND MOTIVATION TO ENQUIRE MORE. ANY SUPPORTING MATERIAL, USED AS AN EXMPLE TO THE LEARNERS , SHOULD BE CLEARLY VISIBLE, IN ORDER TO CATCH THEIR CONCENTRATION.

CONCRETE TO ABSTRACT PEOPLE AND ALL PEOPLE, LEARN THROUGH CONNECTING THEIR PRIOR KNOWLEDGE , WITH EXISTING KNOWLEDGE AND REAL WORLD EXPERIENCES. LEARNING IS SUPPORTED WHEN CONNECTING THE NEW INFORMATION WITH SOMETHING THEY ALREADY KNOW. EDUCATORS SHOULD BEGIN THE CONTENT BY ASKING LEARNERS QUESTIONS THAT ARE RELATED TO THEIR OWN EXPERIENCES. EDUCATORS SHOULD CONTINUE TO STIMULATE THEIR THINKING THROUGH QUESTIONS THAT LEAD TO THEIR ABSTRACT THINKING. ALWAYS BEGIN THE CONTENT WITH CONCRETE, THROUGH VISUAL ILLUSTRATIONS, PICTURES,DEMONSTRATIONS AND THEN PROCEED TO THEORATICAL CONCEPTS. SINCE SOME LEARNERS CANNOT JUST UNDERSTAND BY MEARLY LISTENING RATHER THROUGH SEEING.

PERCEPTION LEARNERS MUST PERCEIVE WHAT HAS BEEN TAUGHT THROUGH THEIR SENSES. LEARNERS SHOULD BE ASSISTED IN USING ALL OF THEIR SENSES IN ORDER TO GRASP THE CONTENT AND COME INTO DIRECT CONTACT WITH GENUINE THINGS. PICTURES, VIDEOS AND ALL MATERIALS, THAT CAN BE USED FOR LERANERS TO VISUALISE AS REAL EXAMPLES, SHOULD BE BROUGHT TO THE CLASSROOM.

ACTIVITY LEARNERS SHOULD DO SOMETHING IN ORDER TO LEARN. LEARNERS SHOULD GET THEMSELVES INVOLVED, AND DO SOMETHING IN ORDER TO OWN WHAT THEY HAVE BEEN TAUGHT IN THE CLASSROOM. ACTIVITIES CAN ALSO TAKE A MENTAL FORM, IN WHICH LEARNERS CAN THINK CRITICALLY AND SOLVE PROBLEMS RATHER THANJUST BEING PHYSICAL. THEREFORE, SUPPORT MATERIALS, ASSIST LEARNERS TO ACTIVELY PARTAKE IN LEARNING BY ACTIVATING THEIR THOUGHTS PROCESSES. LEARNERS WILL BE MOTIVATED TO GRASP AND UNDERSTAND THE CONTENT THROUGH THE USE OF ALL THEIR SENSES.(touch, smell, hearing, seeing, doing, feeling and thinking). THE MORE ACTIVELY INVOLVED THE LEARNER BECOMES, IN A SITUATION, THE GREATER THE LEVEL FOR ACHIEVEMENT.

INDIVIDUALISM WHEN SELECTING THE SUPPORT MATERIALS, EDUCATORS SHOULD TAKE INTO ACCOUNT INDIVIDUAL DIFFERENCES. THEREFORE, THE SUPPORT MATERIAL SHOULD CATER FOR ALL INDIVIDUAL DIFFERENCES. EDUCATORS SHOULD ENSURE THAT THERE IS ENOUGH TIME ALLOCATED TO LEARNERS AND ENOUGH SUPPORT MATERIAL TO HELP THEM EXPERIMENT. THE ENVIRONMENT SHOULD ALLOW FOR LEARNERS TO TEST NEW IDEAS, BE SAFE WITHOUT LEARNERS FEELING UNACCEPTED, INTIMIDATED AND INSECURE. ENVIRONMENT SHOULD ALSO ALLOW FOR LEARNERS TO WORK TOGETHER AND SHARE IDEAS WITHOUT ANY FORMAL TEACHIG STRATEGIES.

INDIVIDUALISM: CRITERIA FOR TLSM TO ADHERE TO SUPPORT MATERIALS SHOULD BE DURABLE SHOULD POSSESS SAFETY FEATURES SHOULD REFLECT CULTURAL MAKE-UP OF GROUPS AND DIVERSITY OF CULTURES BE ATTRACTIVE AND APPPEALING TO CHILDREN BE NON-SEXIST AND ANTI-BIAS BE EASY TO MAINTAIN AND REPAIR

LEARNING AND TEACHING SUPPORT MATERIALS CAN AFFECT LEARNING EXPERIENCES THROUGH THE FOLLOWING . LANGUAGE MATHEMATICS AND SCIENCE MUSIC PHYSICAL DEVELOPMENT ART

LANGUAGE LANGUAGE CAN BE DEVELOPED THROUGH SOCIAL INTERACTIONS. THEREFORE: READ STORIES TO CHILDREN. ALLOW THEM TO FOLLOW WORDS IN BOOKS. RECOGNITION OF WORDS, LEADS TO BETTER UNDERSTANDING WHEN LISTENING. INTRODUCE THEM TO PRINTED MATERIALS, BY READING BOOKS TO THEM. EXPAND THEIR VOCABULARY THROUGH THE USE OF NEW WORDS.

MUSIC PHYSICAL CO-ORDINATION DEVELOPED THROUGH RHYTHMIC INSTRUMENTS. ENCOURAGE BODY MOVEMENTS THROUGH MUSIC. DISSOLVE INHIBITION AND STIMULATE FREE AND SPONTANEOUS MOVEMENTS THROUGH SHAKERS, BEAD BAGS,SCARVES, BALLOONS, HOOPS COLOURED PAPER STRINGS OR STREAMERS. ENCOURAGE USE OF PICTURES AND STORIES TO ACT OUT SCENES, THROUGH SONGS AND RELEVANT SOUNDS. PAINTING AND DRAWING CAN BE ENCOURAGED THROUGH RHYTHMIC MOVES AND COLOUR THAT FITS THE ART WORK.

PHYSICAL DEVELOPMENT CHILDREN SHOULD BE TOUGHT TO TAKE TURNS THROUGH A VARIETY OF ACTIVITIES. DEVELOP CO-OPERATION AND OTHER SKILLS THROUGH THE USE OF BEAN BAGS. CREATIVE THINKING, SOCIAL LEARNING AND VALUES WILL BE LEARNED THROUGH TEAM GAMES SUCH AS BALL, HOOPS, ROPES AND HANDKERCHIEFS.

MATHEMATICS AND SCIENCE ACTIVITIES SUCH AS BASIC MATHEMATICAL AND SCIENTIFIC CONCEPTS ASSIST IN DEVELOPING CHILDREN`S CRITICAL THINKING SKILLS, SUCH AS OBSERVING, EXPLORING CHANGES, MAKING PREDICTIONS, ASKING QUESTIONS, AND PROVIDING WAYS TO TEST WHETHER IDEAS WORK. EDUCATION ABOUT LIVING AND NON LIVING THINGS, PHYSICAL CHANGES IN SOLIDS, LIQUIUDS, MOTION, SPEED, BALANCE, LIFESTYLE OF LIVING THINGS, MEASUREMENT AND QUANTITY, ETC.

MATHEMATICS ACTIVITIES: IDEAS AND CONCEPTS NUMBERS: COUNTING AND NUMBERS SHAPES: IDENTIFICATION AND CONSTRUCTION OF 2-3 DIMENSIONAL SHAPES PROPERTIES. MEASUREMENTS: QUANTITY, HEIGHT, WEIGHT, LENGTH, TEMPERATURE AND MONEY. SPATIAL RELATIONS: INFRONT OF, UNDER, BELOW, ABOVE, BEHIND, LEFT, RIGHT PATTERNS AND PREDICTIONS: SHAPES, NUMBERS AND SOUNDS. PUTTING TOGETHER AND TAKING PART: ADDITIONS AND SUBTRACTIONS AND RELATIONS BETWEEN SUBSETS.

SCIENCE ACTIVITIES: IDEAS AND CONCEPTS CHILDREN LEARN NEW CONCEPTS THROUGH THE FOLLOWING: OBSEVING: NOTICE DIFFERENT PROPERTIES THROUGH THEIR SENSES. CLASSIFYING: GROUP OBJECTS ACCORDING TO THEIR PROPERTIES. MEASURING AND NUMBERING USAGE: LENGTH, WEIGHT SIZE, TEMPERATURE, ESTIMATES, SPATIAL RELATIONSHIPKNOWLEDGE. COMMUNICATING: THROUGH LANGUAGE, DRAWING, ETC. PREDICTING: PREDICTIONS BASED ON PAST OBSERVATIONS AND EXPERIENCES, INCLUDING COURSE AND EFFECT. EXPERIMENTING: EXPLORE, MANIPULATE, INVESTIGATE ABOUT WHAT HAPPENNED.

ART ART ACTIVITIES ASSIST LEARNERS TO EXPRES THEMSELVES IN VARIOUS WAYS.THEY ALSO REFLECT DISCOVERY OF A GROWING MIND. CHILDREN CAN BE TAUGHT TO ENJOY AND EXPRESS THEMSELVES THROUGH SCRIBBLING ON A PAPER WITH ONE COLOUR. THEY CAN LEARN TO CREATE ORGANISED PRODUCTS (form and composition on paper)THROUGH THE USE OF PRINT MATERIALS SUCH AS FEATHERS, LEAVES,FEATHERS, POTATO HALVES ETC. PLAYING WIH CLAY ASSIST THEM TO FREELY SOCIALISE AND EASE THEIR TENSION.

ART CONTINUATION MATERIALS SUCH AS WOOD FOR SCULPTURES, FABRICK, SPOOLS,PAPER PLATES AND SAND ALSO STIMULATE LEARNERS TO CREATE PRODUCTS. CHILDREN CAN BE STIMULATED TO UTILISE, ONE PRODUCT DIFFERENTLY, THROUH THE USE OF PAPER CUTTING, TEARING, ARRANGING AND PLACING VARIETY OF COLOURS AND TEXTURES ON BACKGROUNDS. DRAWING ON LARGE SHEETS OF PAPAPER EDUCATES CHILDREN TO REPRESENT SIZE, VOLUME, TIME AND SPACE. LEFT HANDED SCISSORS SHOULD BE AVAILED IN CLASSROOMS.