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Unit 1 Edm11es&Ef

The document discusses the integration of media resources in outcomes-based education (OBE) to enhance learner engagement and critical thinking. It emphasizes the importance of using both popular and educational media to connect learners' experiences with educational content, while also highlighting the teacher's role in facilitating learning. Key concepts include the need for a learner-centered approach, the use of diverse resources, and the development of higher-order thinking skills through structured lessons.

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30 views18 pages

Unit 1 Edm11es&Ef

The document discusses the integration of media resources in outcomes-based education (OBE) to enhance learner engagement and critical thinking. It emphasizes the importance of using both popular and educational media to connect learners' experiences with educational content, while also highlighting the teacher's role in facilitating learning. Key concepts include the need for a learner-centered approach, the use of diverse resources, and the development of higher-order thinking skills through structured lessons.

Uploaded by

leratomatsie38
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Developing a media rich

outcomes based education


(OBE)

EDM11ES/EF
SECTION 2, UNIT 1
OBJECTIVES

After studying this chapter, you should be able to:

 Gain insight in using media resources in OBE: Analyze a


case study
 Know how to transform popular media resources into
learning resources
 Know how to use popular media resources to deepen
learning
 Conceptual depth in media-based OBE:
 Concluding the case study
INTRODUCTION
OBE and Curriculum
2005
 They both minimized ‘teacher-centred’ methodologies (narrating, telling,
lecturing).

 Favoured a ‘learner-centred’ approach instead, with emphasis on:

 Actively involve learners in their own learning;

 Linking school learning with the learners’ lives and experiences;

 Develop learners’ critical thinking and problem-solving skills.


 World challenge – lack of learners with good reading and information-
processing skills, and media literacy.
 Teachers: familiarise themselves with the usage of media resources to aid
your learners’ skills
 Strategize on the implementation of ‘resource-based learning’ and
‘experimental learning’.
USING EVERYDAY RESOURCES TO
ENGAGE LEARNER INTEREST
PROBLEM-BASED TEACHING AND
LEARNING.

 What is a resource?
 In this context, a resource can be anything which can be a material; an
object; a person; a situation etc. which may be of great use to gain a
desired objective to a certain matter.
 These resources need to be those which your learners are familiar with,
(colourful, enjoyable, triggering)
 Utilise and alternate resources of different calibre as examples to draw
closer your learners’ focus.
 Once you’ve gained their attention, expand their critical thinking abilities,
(questions, analysis).
♣ Read through Activity 1 on page 12 for clarity.
GOOD RESOURCE-BASED
TEACHING

 The quality teaching and learning process occurs when the resource-based
teaching:
 Engage learner interest.
 Link learner experience with new and unfamiliar educational
concepts.
 Encourage active learning.
 Use different resources to develop increasingly higher levels of
learning.
 Develop in-depth skills and knowledge within an integrated learning
area.
 Refer to page 16.
USING POPULAR MEDIA
RESOURCES TO DEEPEN
LEARNING
 What is a popular media resource?
☻The kind of media that in not designed primarily for
education.
 Teachers may use these to enrich their teaching atmosphere.
 Note teachers: you need to be inclined, well informed, adventurous,
creative.
 The teacher can use photographs and magazines to deepen learning.
 Upgrade their academic language and communication skills, (design;
solve; analyse; demonstrate).
 Get to the learners’ level of entertainment to summon their interest
(Nomsa’s puzzle game).
 Read p.13 to see how Nomsa used these popular media deepen learning
 Using educational media to consolidate conceptual
learning
THE DIFFERENCES BETWEEN
POPULAR AND EDUCATIONAL MEDIA
RESOURCES
 These differences of both resources are found from the definition of
following three words:
 Media ▬ are the resources that are deliberately used to
communicate with people.
 Popular media ▬ are used by large numbers of people, to
entertain, inform, and persuade them.
 Educational media ▬ are developed specifically for the purpose
of educating using logically ordered content to develop learning.
♣ Stipulate examples for each of these media, identify
them from a case study
 A relation of all these media, becomes effective it develops the
connection between the learners’ experiences and school learning.
 Teachers should improvise for the lesson be expanded with
resources.
USING MEDIA RESOURCES
EDUCATIONALLY: A BRAINSTORMING
EXERCISE

 It is the teacher’s responsibility to ensure that teaching and


learning occurs with using all kinds of media.
 Brainstorming exercise attempts at expanding the learners’
knowledge and experience of the content by simulating the pre-
knowledge with different media.
 Then experiential learning takes place would solve problems;
play certain roles; simulate situations.
 The media’s role is to entertain learners whilst they are learning
about their educational content.
♣ But media alone, may not be enough for teaching and
learning process to progress
RESOURCES DON’T TEACH,
TEACHERS DO.

 Images speak a lot, but they don’t have a loud voice. It is the
responsibility of the teachers to narrate information.
• When using resources, learning will occur if teachers:

- are clear about their desired learning outcomes/objectives;


- plan their learning programmes
- design learning activities and worksheets
- select media resources appropriately
- mediate learning in a logical and sequential way
STRENGTHS OF POPULAR
MEDIA
 Popular media:
 Support learning
 create a connection between the learners' experiences and school
learning
 activate learner interest
 can be used to change theory into practice
WEAKNESS OF POPULAR MEDIA
 Popular media are not designed in the logical, structured and
developmental manner that is essential to good, higher-level learning
 Educational media, especially well-designed textbooks, should remain
the foundation on which learning in schools is built
 Textbooks and other kinds of educational media are used to
consolidate learning
ANY Queries?
CONCEPTUAL DEPTH IN MEDIA-BASED
OBE:
GETTING LEARNERS TO USE SKILLS
AND UNDERSTANDING

Consider back Teacher Nomsa’s lesson of the day.

 A lesson needs to be well structured for learners to be


guided accordingly.

 Alternate the activities for each sub-title at hand.

 Keep the momentum of the concept and the content of


the lesson.

 Bring the lesson with its activities to the level of learners’


real life experience.
CONCEPTUAL LEARNING
AND CONCEPT-BASED
TEACHING
• Concepts are tools for thinking about the world.
• Move from the fun and activity of media-based and activity-
based teaching to developing higher-order conceptual
understanding of your learning area.
• Conceptual understanding, rather than memorization of
facts, is vital in a world where facts change rapidly and where
the aim of teaching is the application of knowledge.
• Focus on developing some key concepts.
INTEGRATING SUBJECT
CONTENT INTO REAL LIFE
SITUATIONS
 Try to always have your lesson content on par with the Curriculum.

 Should there be external sources, link them appropriately to suit the lesson.

 Ask questions from these links that are educational.

 Assist learners to develop real and useful skills from the content to apply in
their real life situations.

 Learners will achieve integrated learning

 Improve their level of learning (higher-level learning)

 Information may be share amongst subject contents (giving out of


example).
ROLE-PLAY AND RESEARCH: AN
APPROPRIATE METHOD FOR YOUNG
LEARNERS
 Change activities regularly to keep the learners’ interest level on high.

 Utilise useful skills to offering them the responsibility of learning on their own.

 Research skills not as easy to forget

 Investigation skills gaining informative fact from the right


sources

 Role-play should link inn with the learners’ lives and experiences.

 It increases their interest levels.

 Offering an atmosphere of learning.

 Scaffold learners from familiar and concrete, to less familiar (unknown) and
abstract.

 Focus on one skill at a time. Try to be as simply as possible.


WHAT DO YOU MEAN BY
‘CONCEPTS’?
 Concepts are tools for thinking about the world.
 They are categories where we arrange certain aspects according to their similarities,
criteria, etc.
 E.g. the types of prisms
 E.g. the types of vegetable.
 For further information, refer to page 29.
 FROM CONCEPTS TO GENERALIZATIONS
 Concepts in general, are fairly abstract. They summarize a long scenario, sentence,
sequence into a shorter most precise one.
 As soon as we understand, general sensible statements can be made to further simplify
the concept.
 E.g ‘Industry’ this is a concept
 Means the little unit it is connected to real objects, or people or situations.
 However, it generally mean, industries are usually found in or near towns.
THE RELATIONSHIP
BETWEEN FACTS AND
CONCEPTS
 Concepts are more important than facts

 But facts are needed as the starting point of development.

 Concepts my offer routes of how to go about doing something.

 Facts offer what to do when intending on pursuing something.

 SELF-STUDY

 Research more about concepts, fact, and generalizations

 Go through to study on pages 30 – 34 on your own.


THANK YOU FOR YOUR TIME,
ENSURE TO SCAN YOU STUDENT
CARD FOR ATTENDANCE

THE END

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