ERIC Number: ED449150
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
Strategies in Teaching and Learning. Southern African Regional Institute for Policy Studies (SARIPS).
Siyakwazi, Ben; Siyakwazi, Peggy D.
This book explores alternative strategies in teaching and learning, offering an expose of how to interpret curriculum, prepare lessons, construct lesson plans, present lessons effectively, develop teacher-student relationships, and appraise lessons constructively before and after presentation. The book highlights the importance of pedagogical studies in the teaching-learning process. The first section of the book presents six chapters aimed at giving teachers strategies to improve the quality of teaching: (1) "Introduction"; (2) "The Concept of 'Education' and Aims of Education"; (3) "The Role of the Teacher"; (4) "The Importance of Pedagogical Studies"; (5) "The Curriculum"; and (6) "Strategic Teaching and Learning." The second section presents seven chapters which develop basic principles mentioned in the first section, focusing on key teaching and learning methods: (7) "The Question Approach"; (8) "The Lecture Method"; (9) "Role-Play as a Teaching Method"; (10) "Group Work: Its Organisation and Functions"; (11) "Individualised Instruction"; (12) "The Discovery Method"; and (13) "Teaching Slow Learners." Contains an index. (SM)
Descriptors: Curriculum Development, Discovery Learning, Elementary Secondary Education, Group Instruction, Individualized Instruction, Inquiry, Instruction, Knowledge Base for Teaching, Learning Disabilities, Lecture Method, Lesson Plans, Mental Retardation, Pedagogical Content Knowledge, Planning, Questioning Techniques, Role Playing, Teacher Role, Teachers, Teaching Methods
African Books Collective, Ltd., The Jam Factory, 27 Park End Street, Oxford, OX1 1HU, England, United Kingdom ($14.95). Tel: 44-0-1865-726686; Fax: 44-0-1865-793298; Fax: 44-0-1993 709265; e-mail: email@example.com; Web site: http://www.africanbookscollective.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Southern African Regional Inst. for Policy Studies, Harare (Zimbabwe).