TEGT4705 - STUDY NOTES

Activity 5.1: Different Teaching Strategies (continued)

1. Active learning approach

2. Holistic approach

3. Structured approach

5.2 Teaching Strategies

In the world of modern technology, it is difficult to occupy the attention of ALL learners in the
classroom. We are competing with brilliant television presenters and modern electronic devices and
if we do not change our teaching strategies and practices to become smarter, effective learning will
not take place in the Technology classroom. Below is a short definition, advantages and indication of
how the teaching strategy is applied in Technology.

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5.2.1 Active teaching

Definition:
The active teaching approach means:
 ALL learners are actively involved in activities. Activities are not necessarily practical work.
 Lecturing is minimised and the teacher and learners are actively involved in activities.

Advantages:
The most important advantages of the Active Teaching Strategy are:

 It is a natural way of learning as learners will act in different ways to come up with a possible
solution to solve a problem.

 It allows learners to use or apply concepts (ideas), knowledge and skills in designing the
suggested solution. Your current policy document states …’Knowledge is important BUT the
learners must show that they can use the knowledge, and not just memorise it.’( RSA DoE,
2011:12)

 The active teaching approach allows for different learning styles.

Application in Technology:
Active teaching and learning is central to the design process in Technology. As the title states, it simply
means that you and all the learners must be actively involved in activities. The main objective of the
active teaching approach is to allow more, if not all learners, to take part in critical thinking, evaluating
and applying skills and knowledge in solving the given problem during the design process.

5.2.2 Holistic teaching strategy

The key to successful teaching lies in the development INTELLECTUAL
of each aspect of individual human beings. Famous
and influential masters of teaching like John Dewey and SPIRITUAL HOLISTIC PHYSICA
Maria Montessori, among others emphasised the fact
that education should be seen as a fine art to develop L
the moral, physical emotional, psychological and
spiritual well-being of each learner.

The holistic teaching approach aims to develop the EMOTIONAL
whole learner. In the design process, the focus will be

on the intellectual development of learners’ logical thinking and reasoning skills on how to solve

identified problems, as well as the physical development of practical skills to safely work with tools

and materials.

This approach creates opportunities for different learning styles (visual, auditory and kinaesthetic) to
ensure that effective learning takes place and to ensure that every learner develops to the best of
his/her abilities.

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5.2.3 Structured Teaching Strategy

To manage the design process successfully, practical work is involved. This part is often neglected as
teachers are afraid or do not feel capable to do it as it can easily turn to chaos in the classroom. The
structured teaching strategy will assist to ensure full control and disciplined learners.

This teaching strategy involves the following.
1. Planning and preparation of practical work:
 What do my learners know? (Prior knowledge)
 What content and skills do I want my learners to achieve? (Purpose of the lesson)
 What will my learners learn? (Outcome)
 Use a ‘time –table’ to plan each practical work period:

Technology Grade 7 – 9

30 Minutes 60 Minutes

Duration Action Duration Action

5 Min Collect material 5 Min Collect material and

and tools tools

20 Min Aim of the period 40 Min Aim of the period

5 Min Clean up 5 Min Clean up

2. Organisation of the physical setting of work space in the classroom to ensure enough elbow
room for learners to work.

3. Relevant material and tools must be available before the period starts.
4. Availability of tools and materials. Your current policy document (RSA DoE, 2011:13) states:

‘It is the responsibility of the school to provide each learner with the minimum tools and
material to meet the need of the subject.’ Because of this statement learners cannot be
penalised for not having material.
5. Materials and tools which are organised and clearly marked.
6. Clear and understandable instructions available.

Activity 5.2: The Design Process and Teaching Styles

Instructions:
1. Study Appendix A in your resource section on the different teaching approaches.
2. The steps of the design process require different / a combination of teaching

approaches. Discuss this statement as a group and choose the most suitable approach
for each step.
3. Motivate at each step which learning style/s will be appropriate.
4. Complete the table on the next page on your own.
5. Use a flip chart to present your findings.

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Activity 5.2: The Design Process and Teaching Styles (continued)

DESIGN PROCESS TEACHING APPROACH LEARNING STYLE

Design Design brief

Specifications &
Constraints

Investigation Background
Existing products

Design skills Sketch initial ideas

Evaluating skills Choose best idea

Working drawings

Making Making steps

Building the model

Evaluating skills Make and use a
tool self-
evaluation

Presentation
strategy

Communication Presentation:
skills  sketches;
 modifications;
Evaluation skills  plans;
 models.
Member
responsibility
Evaluation of other
teams with a tool /
rubric

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5.3 Conclusion

By now you should have a better understanding of how you could use different teaching strategies to
keep all learners occupied and active in your Technology classroom. You will now be able to use
different teaching strategies to develop your learners’ skills in critical thinking, evaluating and applying
their skills and knowledge of the design process. You will also be able to integrate specialised teaching
(pedagogical) methods and content knowledge in your teaching of Technology. In Unit 3 we will be
taking a look at different classroom approaches.

5.4 Glossary

Teaching strategy: how I plan to approach a lesson or activity. Teaching strategies need to be
innovative, exciting and easy to manage.

Critical thinking: this skill needs to be seriously developed in Technology as learners need to
think of an authentic, practical solution to a given problem. It is the skill of
thinking ‘out of the box.’ It means coming up with a solution that is different
from other solutions that were designed for the same problem. The
development of this skill is crucial for a designing company to survive in the
highly competitive modern world.

Structured following this very well planned and prepared teaching approach will make
teaching: life
much easier for teachers in managing material, tools and the models built for
the practical tasks in the subject.

Design processes: the steps to follow when a solution is designed, planned and made to solve a
problem.

Structured Technology is a very practical subject that requires a lot of specific planning
teaching: to ensure that learners will have enough time to collect material and tools, to
complete the activity as planned and to clean up the classroom. Structured
instruction is crucial to make sure everybody knows what to do, how to do it
and when to do it.

Work space: the classroom should be arranged in such a way that there is enough room for
learners to work safely with tools. It means free movement without bumping
into other classmates especially when using heated tools like glue guns or
sharp tools like scissors, awls and craft knives

Elbow room: the number of group members must not be to many as each member needs
enough elbow room without disturbing the neighbour while cutting or joining
or working with hot or sharp tools.

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5.4 Appendix

 ACTIVE TEACHING APPROACH:

1. Introduction:
In Technology as subject, the active teaching approach plays and important role in the involvement
of learners who are actively involved in the solving a given problem in applying the design process
skills. The Policy RSA DoE (2011) emphasise the forming of groups/teams in solving a given problem.
They will act as contracting companies etc.

2. Definition:
The active teaching approach means:

 ALL learners are actively involved in activities. Not necessarily practical work.
 Lecturing is minimised and the teacher and learners are actively involved in

activities.

3. Advantages:
In the active teaching approach, lecturing is minimised and it develops:

 The ability to focus on more individual learners’ problems.
 The focus is on developing critical thinking skills of learners in solving a given problem /

challenge.
 The application of knowledge and skills in building a strong, stable and reliable structure as

solution to the identified problem.
 The evaluation skills of learners develop as they need to evaluate and existing solutions

similar to the given problem.
 The skill to analyse ideas of group member to be able to select the best idea for the given

problem.
 The natural ways of learning take plays when learners are acting in solving a problem and

reflecting on how to solve the given problem.

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4. Possible activities:
There are many examples and applications to use in the active teaching approach. The focus will be
on Technology only.

 Groups/teams will analyse the scenario to identify the given problem.
 Groups/pairs brainstorm the given scenario to determine what is needed to solve the given

problem.
 Group members must evaluate the scenario to identify specifications and constraints for the

problem in the scenario. All group members need to take part in this activity as it is
important for every member to clearly understand and know the specifications for the
solution.
 The Policy state that learners need to individually sketch possible solutions for the given
problem and the group/team will evaluate each idea and select the best possible idea for
the given problem.

5. Effective learning:
The most important advantages of the Active Teaching Approach are that:

 It is the natural way of learning as learner will act in different ways to come up
with the most suitable solution to solve the given problem.

 It allows learners to use or apply concepts (ideas), knowledge and skills in
designing the suggested solution. Your Policy stated …”Knowledge is important
BUT the learners must show that they can use the knowledge, and not just
memorise it.” RSA DoE (2011:12)

 It allows all the different learning styles therefore every learner will be able to
learn effectively.

 The cognitive level of all learners will increase in successfully solve the given
problem.

 Exploring activities promote effective learning when existing products are
investigated to learn how someone else solved similar problems.

 Psychomotor exercises of all learners will improve and effective learning will
take place when a specific skill like drawing, building or constructing a structure.
It is very important the group must take responsibility for each other to make
sure every group member develop the necessary skills.

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6. Management:
In the Active Teaching Approach you as teacher need to STAY IN CONTROL. This teaching strategy is
actually ‘forced’ in a natural way in completing the design process in design and make a suitable
solution for the given problem.

The management of all groups, activities and participation of all learners will lead to manage the
design process with excitement.

Management skills:
 Clear understanding of what to do when, will keep learners focused and occupied.
 TIME management is crucial to ensure deadlines are met.
 PLANNING each period of the Mini – PAT.
 Proper PREPARATION
 INSTRUCTIONS to groups / teams MUST be:
o Simple, making sure every learner understands the language.
o Clear, make sure all learners are on the same spot in understanding the concepts.
o Orientated, so that learners understand the importance of completing the task in
developing a proper solution in order to solve the given problem successfully. It is
important to note that the Policy constantly refers to working/functional models.
o Envisage
 A DUTY LIST / JOB DESCRIPTION:
o This list will ensure that every learner in the class is actively participating with what he /
she is supposed to do.
o The duty list should be always available.
o Randomly check the duty lists to ensure learners are
o Change the tasks or responsibility every term to ensure ALL LEARNERS develop the
necessary skills needed.
 MONITORING the groups constantly will ensure:
o That you are on top of each group’s progress.
o Individual attention can be given to learners with problems.
o That advice is given for example to improve the solution to ensure it will solve the given
problem.

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7. Different groups:
Dividing learners in groups is a crucial part of the active teaching approach. There are many
different ways how to divide learners in groups suitable for the outcome of the activity. The focus
here will be on the most suitable grouping for Technology.
Grouping learners with mixed abilities will be the most suitable group setting for the Technology
classroom. Remember, the active learning approach teaching style is that learners need to teach
and support one another in the big class environment of schools in South Africa. Knowing your
learners’ abilities and skills will assist to make sure the groups are balanced and that the members
will support one another. If you allow the learners to choose their group members, they will always
choose their friends.

Form new groups every term to ensure learners are prepared for real life situations to be able to
work with a variety of different people.

 HOLISTIC TEACHING APPROACH:

Background:
The holistic teaching approach means that every learners need to be developed in every aspect of
his/her existence. In developing the learner holistically, teaching must focus on the four aspects of
humanity: intellectual, emotional, physical and spiritual. Throughout the history of public schooling,
critics all over the world emphasised that education should not be only to prepare a learner in
shaping or moulding them into future workers and citizens. Famous and influential masters of
teaching like John Dewey and Maria Montessori, among others emphasised the fact that education
should be seen as a fine art to develop the moral, physical emotional, psychological and spiritual
wellbeing of each learner.

The holistic teaching approach is based on the idea that each learner finds identity and meaning in
life through connection with his family for safety and caring, the development of spiritual values
with connection moral values of peace, the community and environment of nature and the world
around us. Therefor it is very important that the curriculum caters for the holistic developing
through different subjects.

Learning styles:
In order for successful preparation of each learner, it is important to remember that every child has
his/her own intelligence and that it cannot be measured on their performance in a standardised test.
The success of this teaching style is based on diverse learning styles and to involve different
approaches in order to address most learning styles in a lesson / activity.

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1. Visual learner:

1.1 Characteristics of visual learners are that they:
 Have a good sense of direction.
 Memorise landmarks, maps.
 Find lectures boring.
 Like to scribble or draw, or look out
window.
 Remember details, colour, and faces.
 Use sight words like see, look, show etc.

1.2 How visual learners learn best:
To occupy the attention and ensure visual learners learn effectively will be to include the following:

• Images, maps, graphs, etc.
• Mind maps, lists.
• Other visual techniques like video clips
Make sure to include the above mentioned as it will give visual learners a better chance of
remembering key information.

1.3 Teaching methods:
In your teaching methods try to include of follow the following hints:

• Use photographs, models, diagrams, mind maps, word webs, and visuals.
• Always highlight key items to make the more visible
• Use flash cards in lessons and on the classroom walls.
2. Auditory learner:

2.1 Characteristics:
 As they are sound based, they are distracted by outside noise/sounds
 They love listening & talking.
 They remember what they hear.

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 Normally good with language
 Often read to themselves [studying]
 Use sound words: listen, hear, say, tell, whisper, story speak, understand

2.2 How they learn best:
 Through hearing lessons
 Need to read written words aloud to remember
 Repeating over & over [key learning method]
 Love to learn through stories

2.3 Teaching method:
 Teach verbally (lecturing)
 Giving instructions verbally.
 Supply written instructions
 Highlight key points
 Group discussions
 Allow questions, discussions,
reading out loud, talk through
problems
 Use stories, quotations, proverbs

3 Kinaesthetic learner

3.1 Characteristics
• DOING!!!
• Good at physical activities
• Enjoy hands-on learning
• Like how-to guides
• Action-adventure stories
• Pace while on the phone

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• Take breaks from studying & move around
• Use feeling words: feelings, felt, touched, sensed, safe, caring
• Some find it hard to sit still
• Stay away from stern reprimands, anger, violence & shouting [disturbs them

tremendously]

1.2 How they learn best
 Through experience in making things, colouring in, manipulating items, simulations,
role play.
 Enjoy learning through experimenting
 Movement & participation critical

1.3 Teaching method
 Critical to involve them physically in learning process
 Hands-on lessons
 Role-plays
 Discussions & experimenting groups
 Field trips
 Allow movement to avoid losing concentration

 STRUCTURED TEACHING APPROACH:

This approach involves:
1. Planning of each period using a time – table for each part of the lesson e.g. collecting tools and

material, physically use the tools and material, cleaning up etc.
2. Planning and preparation of practical work:
3. What do my learners and I know? (Prior knowledge)
4. What skills do I want my learners to achieve? (Purpose of the lesson)
5. What will my learners learn? (Outcome)
6. Organisation of the physical setting of work space in the classroom to ensure enough elbow

space for learners to work.

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7. Availability and of tools and materials. The Policy stated: “It is the responsibility of the school to
provide each learner with the minimum tools and material to meet the need of the subject.” RSA
DoE (2011:13). Because of this statement learners cannot be penalised for not having me trial.

8. These materials and tools must be organised and clearly marked.
9. Clear and understandable instructions

APPROACHES TO TECHNOLOGICAL EDUCATION
___________________________________

1. AN ACTIVE LEARNING APPROACH
Active learning – personal hands-on experience with people and things – is central to the design
process and elementary Technological education.
The content of the Technology Education learning enables the teacher to choose activities with
which the young learner is already familiar. Familiar contexts are a safe place for the learner to
experiment with changing and controlling the environment.

The five ingredients of active learning are:
Materials
Manipulation
Choice
Language
Support

1.1 Materials

Children learn better – and are most connected with exploring, thinking and learning – when they
have something in their hands to use. Active learning implies having something to act upon. As
learners are particularly drawn to the everyday objects that are functionally important to adults; they
want to use them.

Young learners need easy access to a comprehensive (not overwhelming) range of tools and materials;
as their skills and understanding develop, you can increase the range of tools and materials available
to them. Initially, the range should consist of non-resistant materials such as clay, dough, paper, card
and fabric. Children should be able to use modelling tools and scissors effectively before moving on
to resistant materials.

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Emphasize the issue of recycling as an environmentally desirable activity. Encourage learners to
become actively involved in the collecting and sorting of recyclable materials at home. Set aside one
day each week for the collection of recyclable materials at school. Be careful not to refer to the
materials as “junk”; this has negative connotations and can lead to a careless attitude to work.
Encourage learners to examine materials so see whether they are biodegradable and can ultimately
be broken down or whether they can be reused in ` fresh and innovative way. Use this as a
classification exercise, both to make learners aware of materials and to help in their organization and
storage. Emphasise the sorting of materials according to plastic, big cardboard, boxes, little cardboard
boxes, egg boxes, cardboard cylinders such as toilet rolls, waste paper rolls or wine sleeves, bottle
tops, or any other category.

1.2 Manipulation

Once learners have materials in their hands, they can pull, push, squishes, pinch, fold, bend, and clip
and generally manipulate them in whichever way they like. The actively explore with all the senses.
They discover relationships through direct of changing and combining materials. They acquire skills
using tools and equipment.

Before learners are independent in using a wide range of tools, they need clear guidance on how to
handle tools safely and correctly. Firstly, the teacher must demonstrate to the whole class how to
stand while holding different tools. The teacher must then work with three or four learners at a time,
allowing them to explore the new tool or material. Good practice at this stage provides a sound base
for the development of manipulative skills.

Safety rules must be emphasized from the earliest stage.

1.3 Choice

Learners need choices. They use materials in a variety of ways, and they are creative in their choices
of what to do and how to do it. When learners make choices, they feel in control of their learning and
demonstrate a commitment to it. As they become more familiar with the characteristics of materials
and the most appropriate tool to use for a particular task, their choices become more selective and
suitable.

There are various ways for the teacher to encourage learners to develop the ability to make choices.
For example, a treasure hunt could include searching for items to fasten pieces of wood, sanding
wood, joining paper, cut card to use as a wheel. A treasure hunt could be an exercise in which the
whole class participates or it could be an individual activity written on activity cards. Learners would
choose a card and put their example next to it.

Each learner should be encouraged to find something different as their treasure. The sooner they
learn to make fairly rapid choices and they realize that their choices are not the only possible correct

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choice. However, they also come to realize that some choices are better than others and so learn to
reflect on their choices and evaluate them.

1.4 Language

Language serves as the bridge between physical and mental activities. Stating things in their own
words moves learners from the role of passive to active participants. They need to be able to express
their observations, so that thinking, reasoning and talking about what they see become a natural part
of their lives. As their thinking matures, so their observations become increasingly logical.

Possible questions to ask can be;
 Is there enough material?
 Is that the size you want?
 Can it do what you want it to do?
 Does it look the way you want it to look?
 Is it strong enough?
 What would happen if . . .?

Teachers must be aware of when it is appropriate to ask questions during problem-solving design
activities and when it is appropriate to keep quiet and observe. The last thing a designing learner
needs is a distracting barrage of questions.

1.5 Support
Strategies teachers can use to support learners include:
 Environmental support
 Non-verbal support
 Verbal support

Environmental support
Teacher must support learners’ design activities by providing materials and space. This space, with its
organized, accessible materials, is the environment in which the learners develop autonomy. If there
is not enough room in the classroom to store and display the full range of materials, it may be helpful
to use a sample box or display board showing the range of available materials. When perspex-fronted
drawers are used to store materials, a sample of the material, a picture or label is fastened onto the
outside of the drawer, it will not take the learner long to find the required material.

Tools can be hung up with an outlined shape of the tool painted on the board. In this way the learner
can see at a glance what available and what is being used. This is also a useful way to keep a check on
tools.

Ensure that resources are stored in such a way that learners will not need to ask anyone for support.
Parent and helpers can be a further support, both in collecting materials from the home, commerce
or industry, and in demonstrating a tool or skill to the learner at home. They can also offer a
supportive pair of hands and words of encouragement when a new technique is being taught.

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Non-verbal support

Non-verbal support includes the physical ways in which adults encourage learners as they work and
play. Teachers must watch learners and show interest and understanding as they work. They must
initiate learners’ actions in a supportive way, by putting themselves at the same physical level as the
learners and listening to what they are saying. Avoid interfering too quickly - a smile of
encouragement can work wonders, staying calm and allow them to make mistakes as making mistakes
are essential.

Verbal support
Teachers must acknowledge learners’ actions and choices, repeat their language and talk about what
they are doing. Refer learners one another for ideas, assistance and conversation and encourage
learners to answer their own questions.
Ask related questions to their play and accept their answers and explanations, even when they seem
wrong.

When adults used these environmental, non-verbal and verbal support strategies with young learners,
the learners tend to use the same strategies with each other.

2. HOLISTIC APPROACH

A holistic approach to Technology Education activities could include opportunities for learners to:

 Take an activity and identify the need or problem, generate ideas, make a solution and evaluate
it.

 Initiate and take responsibility for their designs.
 Reflect and act, where thoughts promote actions and actions promote further thought and

ideas.
 Compare ideas and discuss with peers.
 Make informed choices.
 Make reasoned decisions.
 Work within certain constraints of time and resources.
 Predict consequences of actions.
 Produce original and quality work.

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3. A STRUCTURED APPROACH

When planning to implement Technology Education, one needs to maintain a fairly structured
approach to the framework, while allowing for individual interpretation of the content.

Opportunities should be provided for learners to:
 Work individually and in groups.
 Work with a full range of materials including construction materials, graphics materials, textiles

and food.
 Work within a variety of familiar contexts, starting with the home and school, and progressing

up to link schoolwork with technological activities in the wider community.
 Discuss their ideas, plans and progress
 Design and make objects, systems and environments
 Identify needs or problems, both in stories and in real life
 Think laterally and creatively and generate ideas in two dimensions on paper as annotated

sketches (without necessarily making the artefact, system or environment – which may be
impractical), as well as to design prior to making and evaluating the finished product.
 Evaluate not only their work but also evaluate everyday objects similar to their work in the
environment.

When properly conducted and assessed, an investigative learning approach provides learners with the
opportunity to develop the important skills of learning for themselves. Practical problem-solving
activities are carefully planned so that progression in skills, concepts, knowledge and attitudes is
systematically covered. Children have seeds of inventiveness within them as they are naturally
inquisitive, imaginative and uninhibited; Technology Education gives learners the permission to think
for themselves.

Technology is an open-minded subject where one can challenge the past, contribute to the future and
expect the unexpected.

Make a clear distinction between short, structured tasks (which will extend the learners’ knowledge
and manipulative skills and increase their understanding of properties of materials, techniques and
scientific principles) and design tasks, focusing on the design process.

RESOURCE TASKS

These are the short, structured tasks which equip learners for the design process. They are a means
to an end. They cannot be classed as complete Technology Education because they are planned and
presented by the teacher alone. Every learner has to work in a similar way in order to master the task.

Resource tasks:
 Should develop learners’ resources of technological knowledge and skill
 Are usually carried out following a demonstration by the teacher.
 Have predetermined outcomes
 Are closed-ended

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 Are active and are usually presented on a need-to-know basis, for example how to fasten a
cylindrical shape to a rectangle, how to use a particular piece of equipment or how to master a
technique such as appliqué.

CASE STUDY TASKS
These are also generally short, structured tasks which aim to allow learners to:
 To link learning in schools with technological experience in the wider community (for example

post offices, power stations, factories and farms).
 Provide a vehicle for examining the ethical, social and environmental issues related to the

development of technology and its applications.

CAPABILITY TASKS

These are entire Technology activities which:
 Are more holistic (embracing many facets of Technology Education)
 Have active and reflective learning
 Follow the steps in the design process
 Are not demonstrated by the teacher
 Do not have predetermined outcomes
 Allow for individual input and open-ended tasks.

Technology projects consists of a series of case study tasks, resources tasks and capability tasks, but
many be short activities that can be included to cover a range of technological experiences.

The following examples may help you to understand the advantages of using different tasks in
Technology Education.

EXAMPLE 1

Mr Goba wants to teach his 15-year-old boys how to make a simple bookcase. He measure out the
required size timber, demonstrate how to make a dovetail joint and supervises while they make it.
Result: 30 similar bookcases, different only in degree of finishing.

EXCAMPLE 2

Velapi complains that he can’t find his homework book as his books are with those of his younger
brother, who shares his room. Mr Goba puts the problem to the class. A suggestion is made that
Velapi has his own little space for keeping his books separate from those of his brother. Some
members of the class complain that they have a similar problem. Mr Goba poses this problem to the
class: “Design and make something that will keep your books in one place so they won’t get lost”.

The learners choose:
 What to make – a bookcase, box or bag
 Type of material – wood, cardboard or fabric
 Size

Result: 30 different and creative objects that serve a similar purpose.

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Clearly example 1 is a craft lesson, gender-specific for boys and seen as appropriate by the teacher,
who prefers closed-ended tasks s they are easier to control.

Example 2 is a Technology Education activity because it follows the design process. Children design
for a purpose and do not simply create something to satisfy the teacher.

I Mr Goba had demonstrated dovetail joints as a short resource tasks, a dovetail joint may have been
one of the options a learner chose after selecting wood. The relevance of the short tasks as a means
to an end, and not an end in itself (as in example 1), can then bee seen clearly. Craft lessons of the
past could be compared to resource tasks where learners learn to develop technological knowledge
and skill. Technology Education now adds capability tasks to its methodology in order to enable
learners to design, realize and evaluate solutions to technological problems.

THREE KINDS OF TASKS to teach learners the knowledge, skills and
RESOURCE TASKS values they will need
CASE STUDIES Through which learners develop awareness of
technology of others (incl. other times, other
CAPABILITY TASKS cultures)
In which learners work through the
technological process, developing and
demonstrating capability in technology

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Classroom Approaches

Outcomes

By the end of this unit, you will be able to:
 present your lesson content in a different, exciting and innovative way;
 explain and consolidate concepts using cooperative teaching strategies;
 reinforce practical skills with more confidence and personal skills;
 ensure maximum participation of all learners in class;
 prepare your lessons in such a way that effective learning will take place in overcrowded
classrooms
 analyse and reflect on the teaching strategies that you have explored in this unit.

6.1 Introduction

Nowadays we have a better knowledge of alternative teaching strategies to ensure that effective
teaching and learning will take place in the technology classroom. Therefore we also have to revise
and apply alternative classroom practices to reach our goals. We approach the technology classroom
differently so that learners will understand concepts better, remember content better and will have
the skills to meet the requirements of Technology. This will only happen if we take the
abovementioned outcomes to heart and use the information in this unit to enrich our own teaching
style. In this unit we are going to focus on planning and preparing our lessons in a different way so
that we can be smarter and more effective teachers and not just stick to the old ‘talk and chalk’
teaching routine.

6.2 Lively Lessons

If we want to enliven our lessons, it means that they must be much more interesting so that all our
learners are actively involved. Using the ‘talk and chalk’ method will definitely not hold their attention.
Technology involves a lot of practical work that could make your lessons and assignments come to
life.

6.2.1 Elements that can be used for lively Technology lessons

Posters: Posters need to be replaced on regular bases to enrich the topic of a lesson. It must support
the concepts, content and skills of the topic under discussion. It can be used as part of investigating
and completing questionnaires or assignments.

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Flash cards: Introduce new words or concepts with colourful and attractive flash cards with a relevant
picture. Play games with flash card e.g. who can match the meaning with the word or concepts. Flash
cards must be swopped regularly to update the glossary but most of all to enrich the topic of the
lesson. Add new flash cards and see how long it takes for learners to ‘spot the new word/s.’

Physical examples: Physical examples are a very effective and relevant way to let all your lessons
come to life. Have models of how the structure of a tower was strengthened. Explain mechanical
advantage with models or real gear trains, pulley systems, pneumatic and hydraulic systems etc. Your
learners will understand and remember much better. Visit local scrap yards for examples of gears. The
textbooks do have very relevant and realistic pictures but it is not the ‘real’ thing as the saying goes:
‘When I LISTEN I learn BUT when I DO I remember!’

Modelling: Building models and explaining or presenting the way the model is going to work or solve
a problem plays a very important role in Technology. Therefore it is important that you lay the
foundation to use the modelling technique to demonstrate the presentation or lesson. In order to
model effectively there are a number of steps you should take:

 Prepare your lesson well, particularly if you are going to conduct a demonstration that is
new to you. Click on the following link for further assistance: Prepare the lesson well.

 Be well-prepared and write out a script for the demonstration.
 Rehearse your lesson thoroughly before presenting it to the class.
 As you grow in confidence, it will no longer be necessary to write out a script but you will

still plan exactly what you want the learners to learn.

Resources: Your current policy document writes that your school is responsible to provide the
minimum tools and materials to ‘meet the needs of the subject’ (RSA DoE 2011:13).

Remember:
You represent the school and you cannot only rely on the management team of the school to take
responsibility. It is your responsibility to ensure that relevant resources are available before the
practical work starts. The usage of waste material is emphasised in your current policy. Be
innovative! Collect empty cereal boxes from your friends, colleagues and learners. Write a letter
to parents and ask them to help by collecting waste material and sending it to school to meet the
needs of the term or specific lesson.

Tools: The correct tools will make your life much easier and will ensure that your learners enjoy and
master the skill to work safely and correctly with the tools. When you know and apply SAFETY rules
your lesson will be accident free. Wrong tools and practices will cause failure and disappointment. The
same principles for modelling are applicable with demonstrating tools. Make sure you know how to
handle each tool properly and that you demonstrate it properly to ensure fun and excitement.

ICT material as enhancement: Using electronic material as support to a specific topic will hold the
attention of many learners. However it is very important that teaching must be the main purpose of
the lesson. The focus should be to ensure that effective learning will take place rather than just
completing an assignment or using an ICT device. These materials must support the topic of the

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content, concepts or skills of the lesson and the message should be clear and appropriate. Instructions
should be very clear and it is important that all learners understand what to look for and what to do
with the information. The whole process must be monitored properly.

 Examples of ICT devices to use:
o Cell Phones:
The ‘correct’ usage of cell phones can really bring your lessons to
life! Smart phones can be used to Google information. Social groups
can be formed to share valuable information.
o Computer Laboratories:
Utilising computer laboratories will
also enliven your lessons and make
them more effective and practical.
Computers can be used as aids to
assist learners with physical barriers
with drawing and communication.
Teaching learners how to use software
programmes like power point
presentations will prepare and make
them more competitive for winning a
tender to build the bridge or mine
head gear.
o Video cameras:
Recording group presentations will motivate and
inspire learners to prepare special presentations of
how they solved problems.

o Interactive white boards:
Interactive white boards become more and
more popular as teachers realise the value of
using them in class. This device can accompany
all learning styles as pictures, colour, physical
involvement and participation of learners is
possible.

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Activity 6.1: Planning to use ICT

The world of ICT is very exciting and useful. Discuss in your group how available ICT can be used
in your classroom to develop a lively consolidation of planning the ‘making steps’ as part of the
design process skills.

6.2.2 Interactive Lessons

Interactive lessons are used as a strategy to interact with your learners instead of just lecturing in
front of the class or having them complete assignment upon assignment for evidence that a topic
was covered in the curriculum.
Interactive teaching is based on

1. Observing:
In order to motivate your learners to observe, the following questions can be asked:
What do I need to know about……?
What is unique to…….?
What is peculiar (strange) about …..?
Asking questions like these will occupy your learners’ attention and make them aware of what
you want them to observe about a topic. In the design process the learners will observe as
much as they can about the given scenario / problem.

2. Thinking:
At this point in time you want the learners to think or have a picture in their minds about a
topic / how the given problem can be solved by asking questions like:
Why do we need to investigate the background / scenario of a given problem?
Why do we need to make sure a structure is stiff, stable and strong?
What is ……?

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3. Reflecting:
Learners need to think carefully to ensure that the correct answer is given after observing
and thinking about a topic or the given scenario before answering or choosing the best
solution.

6.3 Interactions

WHOLE CLASS

TEACHER LEARNE
GROUPS
R

6.3.1 Whole class interaction

All learners will be involved and occupied in the whole class interaction.

A Teacher Learner/s:

This strategy can be successfully used:
1. To introduce a new topic / lesson.
2. To determine the level of understanding a topic.
3. To get the attention of the class in the middle of a group work activity to explain or make
learners aware of something, to determine the level of knowing their homework etc.

Following the ‘hands – up’ approach and not the ‘shouting out’ approach will keep learners occupied
as they will not know who will be asked next to respond. You can restrict the ‘know – it – all’ learners
to overwhelm the lesson. All your learners will be able to participate when you don’t allow them to
repeat an answer. It is important to write the answers down to ensure there is no repetition. Auditory
and visual learning styles are covered as learners will hear and see the spelling of words. You will build
the shy and quiet learners’ confidence is build when they are praised for the correct answer. This
method will also force learners to think before they answer as they might be embarrassed when they
give wrong answers. This will force learners to listen and think of another example if their idea has
already been mentioned. For example, your learners could name different types of structures or

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identify different line types, conventions, in the drawing. You can refer to
OER4Schools/activities/brainstorming to find out more.

6.3.2 Group work

For successful and effective interaction of group members clear instruction
is extremely important to make sure everyone understands what, how and
when to do what. Interaction with all groups will ensure everybody is on
board.

Links that can assist you:
Video/Eness vertebrates 1.mp4 (local play / download options)
Activity template.pdf

Constant close interaction with individual groups is very important to ensure proper understanding
and participation of all learners. Multi-level teaching can take place when slower / weaker learners
are supported in the comfort of their group with your and their group members’ interaction the
interaction to bring them on board. These learners will feel part of the group and most of all, of the
learning process. Group dynamics will support cooperative learning when group members support
and teach one another.

B Learners Learners:

6.3.3 Individual interaction

Interaction on individual bases is very important but also seems C Leaner learner
impossible with the large number of learners in a class. It is difficult to
plan for individual interaction to be part of a lesson. This is a
spontaneous interaction when a specific individual problem is
identified. Individual interaction can take place ‘one on one’ or in a
group situation when you give individual support and assistance. This
interaction can be between you and your learner or between two
learners.

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Specific planned interaction can take place when a learner or learners are identified to act as a
‘learning/teaching buddy’ to explain, assist and support an identified learner. Your current policy
document encourages planned interaction (RSA DoE 2011:38).

6.4 Intervention

Your current policy document clearly states that all learners need to experience success (RSA DoE
2011:38). You must have evidence of specific planning to intervene in identified problems or barriers
to learning in your class. In Unit 5 you will be exploring more about how to support your learners with
barriers to learning. Intervention lessons can be during teaching time; during break; as a specific
planned activity after teaching time or planned extra classes. Your interventions of teaching support
and assisting where and when necessary should happen every day; it should be continuous.

6.4.1 Intervention focus

The whole class: Intervention in a whole class situation is when new content, concepts and skills are
brought together to try and solve a general obstacle. The whole class can be involved in intervention
strategies by using different teaching strategies or playing games, etc.
Reference to link to: http://www.futureintelligence.org/SGLA.aspx

Groups: Grouping of learners plays an important role to suit the specific aim or outcome. It can be
done as follows:
 Group learners that are at the same cognitive level for more challenging tasks.
 Group learners with more or less the same barrier to learning and intervene on

how to address the barriers. Motivate them to support one another.
 Use cooperative learning strategies to intervene in groups to work together and

to support one another e.g. the strategy known as the ‘jig – saw puzzle’ to group
learners with more or less the same intellectual ability to master a specific part
of the content and then teach other group members to gain knowledge of the
other ‘part/s’ of the puzzle.

Individual learners: Intervention and support for individual learners is crucial. Your
current policy document (RSA DoE 2011:38) highlights your support to individual learners as follows:
‘Although there are many barriers to learning, the teacher needs to identify and build on learners’
strengths in order to affirm their uniqueness.’

Intervention for individual learners can be:
 Spontaneous in the classroom situation when a problem is spotted.
 Specifically planned intervention strategy to address a specific learning barrier where there is
evidence of the identified problem and strategies to address it.
 Individual support from learners to assist and support one another, ‘you teach me and I teach
you.’

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6.5 Classroom Approaches

6.5.1 Full class approach:

The full class approach would mean that there must be enough tools and resources for the whole class
to work on their projects at the same time. The class work as a whole, within a specific technology
period, where individual learners will be busy with the same activity in the technology classroom. This
type of approach will be appropriate when low-tech and non-specialist tools are required to complete
the activity or to solve the problem.

This is the traditional way of teaching where the teacher presents a lesson to the whole class using
different teaching methods. Some of these methods are teacher – centered approaches where the
teacher is acting the role of an expert in presenting the knowledge to the class. Other whole or full
class approaches the teacher may act as a facilitator to manage the teaching and learning process in
the classroom.

Whole class teaching approaches are:
1. Giving instructions
2. Lecturing
3. Class discussions
4. Demonstrations
5. Debating

 Methods for whole class teaching:

1. Giving instructions:
Giving instructions or providing directions of what is expected, is one of the most common whole-
group presentations. This is a teacher centered activity as the teacher alone is involved in giving
instructions and directions.
Giving clear and efficient information on how, what, when and where, an activity or assignment must
be done makes it easier for the learners to follow. Giving directions must not only be seen as a
teacher activity, but rather a very efficient tool to assist in managing his/her class. It gives a clear
picture of how assignments should be completed or looked like or what steps need to be followed or
are necessary to follow to complete the work and have a successful end product.

Problems and disadvantages:
1. Lack of learner attention:

Not having all the learners’ attention is very difficult. Some learners may be off in their own dream
world, or somehow be distracted by the actions of others, it is important to be prepared to deal with
it. That is why a written handout or assignment will assist in this regard. It will also save you a lot of
time.

2. Learner confusion:
If the task is not well defined with specified assessment methods, some learners might be confused
about what to do / when to do it. Therefore it is very important that the task must be very clear.

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3. Missing detail or the lack of clarity:
To ensure that there is no missing detail, the task should be given orally to accommodate the
auditory learners and in a written format to ensure the visual learners in the class is also
accommodated.

Making preparations:
To assist in prepare proper instructions, the following should be considered:

 Learners should know exactly what is to be done, how it must be done and when it must
be completed. The instructions for informal assignments may not cause problems.
Jotting the instructions on the board, giving it orally or using an overhead transparency
or data projector will prevent confusion

 If the assignment, task or project is a lengthy one, learners will greatly benefit from
written instructions of all the components included, with assessment information such
as rubrics or checklists included. It is important that the whole assignment, task or
project is explained orally as well.

2. Lecturing:
This is normally seen as the verbal sharing or imparting of knowledge. In using the lecturing method,
allow the teacher greater control. In this method, the teacher is in the role of the person who knows
the content and he/she plays the role of an expert sharing the knowledge with the learners.
Lecturing is normally used to….

 present new knowledge to form the bases of activities to follow.
 provide basic knowledge needed in future activities.
 give an overview of the knowledge that is important for learners to learn.
The lecturing method may have problems and disadvantages to be considered as a successful
method of addressing the whole class and to address some of the problems and disadvantages of the
lecture strategy.
Let’s focus on some problems and disadvantages of using the lecturing method:
 Learners with possible listening – skill deficiencies and short attention span will lose

some information if the lecture is not enhanced with colourful visuals like posters,
transparencies, videos, computer presentations etc.
 Lecturing can easily fall into the habit of the teacher doing all the talking. Different
lecture skills will determine the success of a lecture. Body language, voice tone and
enthusiasm is good foundation for a successful lecture.
 The prior knowledge of learners is crucial to support active learning. It is important that
teachers understand the prior knowledge of the learners in his/her class. A good lecture
will begins on a firm foundation of prior knowledge. A good way to determine this is to
ask the learners to discuss or write a short essay on what they know about the topic and
what they would like to learn.

Planning is essential for a successful lecture. They need a brief outline and it is important that a
successful lecture is built around a few main points and must include the following:

 The purpose and objective of what is the planned outcome of the learning.
 Important details to cover.

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 Relevant examples and illustrations to support each main point.
 Summary to ensure learners are on the same page.
 Plan how the assessment will be done.
Lecturing is a valuable strategy only if it helps the learners to accomplish the purpose and objectives
planned for the lesson.

3. Class Discussion:
Discussions as part of whole class teaching approach, focusses on interaction of the teacher with the
learners where they are allowed to express their knowledge, understanding of the topic as well
giving their opinions on the topic.
This strategy is more a learner – focused strategy where the teacher will act as facilitator and the
learners become more active participants. This action promotes active learning and greater student
accountability because learners must share their knowledge.
In order for this strategy to be effective, the teacher must make sure the learners’ are ready for
taking part in discussions. After studying a topic, discussions on the topic can be a very helpful
strategy to consolidate the content and knowledge.

Planning and guidelines to plan successful discussions:
Discussions must be carefully planned. For example, will it be an open discussion or a controlled or
restricted discussion where the process will be managed with learners raising of hands when they
want to participate in the discussions.

Proper rules must be in place to avoid the discussions turning into aimless, conversations without
educational benefit. Make sure that the discussions produce quality results. Guide the discussions
back to the topic with comments.
Discussions can be monitored that a few learners dominate the discussions by directing questions or
comments to inactive learners to give an opinion. Controlling dominating learner/s is very important
as this can discourage other learners to participate in discussions.

4. Demonstrations:
This method is also teacher – centered as the teacher will demonstrate his knowledge as expert.
Demonstrations as part of whole class approach may be used in the following circumstances:

 There are not enough resources or material for each learner or groups of learners for a
specific task.

 To give learners a pattern or procedure to follow for example the steps in the different
methods to dye textiles to change the colour, a demonstration by the teacher is necessary to
ensure learners know how to do it.

 When dangerous tools, equipment or material will be used, demonstrating the use of the tools
or equipment or materials demonstrating is the best and safest way to convey the
knowledge.

Preparations:
The key to successful demonstrations is if the teacher ensures that all the material and tools are
available that is needed for the demonstration. It is important to make sure that all the tools and
materials are in good working order and that the quantities of material needed is enough. Waiting

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until the last minute to round up materials and tools, is not wise at all.
Teacher preparation for the demonstration will depend on the presentation format. If the
demonstration is to demonstrate how to use specific resources or material, or how to perform an
action, make sure the necessary material is available.
If the purpose of the demonstration is to explain how to manage dangerous tools, equipment or
material, a proper plan must be part as visual assistance to the demonstrations to highlight the
dangers etc. This plan should contain the desired actions in order in which the dangerous tools must
be used or precautionary measures to be in place. Hand-outs must enhance the demonstration. This
will enable learners to manage dangerous tools and material more safely in future.
If the purpose of the demonstration is to demonstrate how to process something for example how
to crochet, the main aim is to provide information to support the demonstration. Learners will
follow the demonstration or can take notes on what the teacher shares and not how the teachers
shares.

Practicing:
Practising a demonstration as part of preparation, cannot be over emphasised. Make sure you as
teacher understands all the steps and how to perform an action. This might save embarrassing
moments.
A recipe for failure is forgotten to organise materials and tools, fail to practice the steps and gamble
on results. Remember the eyes of your learners are on the demonstration table and your forgotten
something or how to handle the tool properly. As quickly as you captured their attention, you will
surely lose it because you were not properly prepared.

Problems and disadvantages:
1. Seeing the demonstration:

The most important part is that your learners need a direct sight of the demonstration. Using
enlarged demonstration items may help that all learners will be able to see the demonstration. Large
posters with illustrations will also help the learners to follow the steps of the demonstration. You
could also film the demonstration using a video camera which is connected to a large-screen
television. You-Tube videos are available on the internet that can assist and enhance your
demonstration.

2. Limited learner involvement:
One of the biggest dangers of demonstrations is that the learners are not actively involved in many
cases. It is important to increase the involvement of learners while demonstrating by asking a
learner/s to explain to the whole class or smaller group the action that was demonstrated. Quick
assessments throughout the demonstration will keep learners more occupied.

3. Preparation:
Time used for setting up the demonstration and cleaning up afterwards, is one of the disadvantages
of this method. Organization and preplanning is essential to reduce the time wasted on this action.

5. Debating:
Whole class debates are based on controversial issues which have pros and cons. This method is a
learner – centered approach as the teacher is acting as a facilitator in the whole process. This

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activity will force learners to a higher thinking level as learners are forced to learn information about
the topic or issue that is going to be debated, taking a position on the issue, relate their position and
defend it. It is important that learners listen to the other side of the argument, form an opinion and
defend their position in a convincing manner. Learners must learn how to manipulate knowledge to
appeal to both factual and emotional needs of their audience.

1. In depth knowledge:
It is important that the learners must have an in depth knowledge of the topic before debating can
be regarded as a method of a whole class approach. It is important to build a strong foundation of
general knowledge before debating it.
It is important to emphasis the fact that emotional issues must not be the main issue but that all
arguments are based on the ability to manipulate facts to support their position.
The debate in class can take different forms. Once the learners have a foundation of knowledge,
raising a controversial topic for discussion, provides the opportunity for an informal debate. In a
more formal type of debate, you have to divide the classroom into the “against” and the “for”.
Assign learners to plan arguments which must include the defined position, facts to support the
position and plans and opinions to refute the opposing positions plea.
Make sure to select the leaders in each position carefully to avoid the “talkers” of the classroom not
to overshadow the other learners but to include even the shy or less confident learners in
nominating them as the participants.

2. Preparations:
It is important that suitable topics are chosen for debating in class. The level of the learners and
topics that form part of the curriculum may be a good starting point to select suitable topics for the
debating action. A successful debate is based on the learners’ level of understanding the topic and
their ability to approach it with actual facts rather than emotional reactions.
Part of your preparation as teacher is to ensure that you fully understand the knowledge and that
you already are prepared to intervene if the debaters lost the essence of the topic. To remember
that you are the facilitator and not to get involved in the arguments as such but to guide the
debating process.

3. Helpful guidelines:
There must be clear guidelines for the learners how to participate in a debate. These guidelines
should include the following:

 How are the learners going to share information – no shouting out but showing
hands.

 Sharing information by taking turns.
 It is important that learners need to learn to respect everyone’s opinion – learning

the skill to agree and disagree.
 Clearly indicate the amount of preparation and what is expected.
 The way you as teacher will manage the debate if the discussions get out of control.
 The conclusion of the debate cannot be over emphasised. The debate should be

stopped for summarizing or conclusion of the activity. This does not necessarily
mean that one group will be the “winner”. Proper planning how the learners will
summarise the maximum application of knowledge. In some activities, the groups

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might want to vote on which side presented the best argument. This part of the
activity will consolidate the knowledge shared.
4. Hints for successful debating:
In order for a successful debate, there should be quality classroom management in place.
You as teacher must be…
 an active facilitator in assessing whether learners have sound foundation knowledge
or whether they are trying to bluff their way through the debate.
 a good monitor to read the situation that the discussions are not based on emotional
aspects but that all arguments are based correct factual knowledge.

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Activity 6.1:

Instruction:
1. After studying the information , list the differences between giving instructions and lecturing

in a whole class approach.
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2. Discuss in your group how you will ensure that lecturing is a valuable strategy when used in a
Technology lesson.
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Activity 6.2:

Instruction:
1. After studying the information explain how you will use the debating process to debate re-

using or re-cycling plastic. Indicate how you will….
 manage the emotion part of it.
 make sure the so called “speaker” will not overtake the debate.
 summarise and close the debate.
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3.3 Small group approach:

Small group teaching means that the learners in a class are grouped together in small ongoing groups
to work on a project or tasks for several weeks. This method of teaching is part of your policy approach
on how to manage the Mini Practical Task in Technology. This way of teaching is also known as
cooperative learning or collaborative learning or peer learning. This teaching method involves a high
degree of interaction and the effectiveness is based on to which extend there is interaction between
the members of the group.

3.3.1 What is cooperative learning?

 Cooperative learning involves small groups of learners working together as a team to solve
problems, complete a task or a project.

 The instructional method makes use of small groups where learners who work together as a
group, which will increase their own and each other’s learning.

 Small groups require face-to-face interaction and rely heavily on mutual helpfulness and
individual accountability.

 Cooperative learning also falls in the general category of “collaborative learning” which
means the group will work together in searching for understanding of or coming up with
solutions given problem.

 It is important that cooperative learning is not about learners sitting around a table as they
individually do their assignments with instructions that those who finish first are supposed
to help the slower learners, or assigning a report where one learner does all the work and
the others just put their names on it.

The tools and materials needed for this approach would be sufficient for each group at a given time.
The resources may differ from group to group depending the task to be completed for example the
one group will receive materials to make weaving looms while the other group will have resources to
complete the knitting activity. The teacher needs to plan the time management very well to enable
learners to complete the whole activity at the end of the planned duration.

This approach will assist when there are not enough resources or material for each individual learner
at the given time. At the end of the activity, all learners would have shared the available resources for
example weaving looms or knitting needles.

3.3.2 Benefits of cooperative learning

Benefits of learning in small groups include:
 allowing learners to discover and engage in a wider range of perspectives, ideas and
backgrounds.
 improving of learning as learners teaches one another, especially when some understand the
material better or learn more quickly than others. Teaching someone else, leads to the
improvement of understanding the material better.

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 working together as a group, provide learners with opportunities to develop cooperative
behaviour which include critical thinking and the process of group problem solving.

 encouraging learners to work towards self-directed and independent learning.
 higher level of learning and achievement than some learners could obtained individually.
 activities which provide learners with opportunities to verbally express their understanding of

what they have learned or achieved as opposed to only interacting with listening and reading.
 higher learner’s achievement and motivation because they feel more positive about being

able to complete a task with others than not completing it when working individually.
 motivation may also lead to improve learner’s attitudes towards their own learning and

abilities because they feel more confident after achieving success as a group.
 better productivity as it improves the attitudes and in many cases it increases achievement of

more learners than in a whole class teaching method.
 the opportunity to actively construct their own knowledge as the group work collaboratively

to master new knowledge or solving problems given to them on their own cognitive levels.
 activities which is designed in such a way that learners are encouraged to construct their own

knowledge and to turn the classroom into communities of learning and working together.
 preparing learners for real life situations. Businesses are increasingly looking for employees

who are able to work collaboratively on a project and to solve problems as a team.

3.3.3 Group climate

The climate in the group will determine the success of the learning that is taking place. It the climate
is suspicious, competitive or antagonistic, no learning will take place. To intervene and to ensure
success, you can suggest or set some rules to make the member work together in a better way.
Proposed rules may include:

 The compiling of a duty list for each group member. Monitoring whether the responsible
member adheres to his / her duties.

 Treating other group members with respect. For example to evaluate each members possible
solution fair and equally.

 Redirecting discussions to ensure each member will be allowed to finish what he/she was
saying. A golden rule is that once a member has spoken, he/she must wait till two or three
members contributed before speaking again.

3.3.4 Structuring of the groups:

It is important to note the following when setting the groups:
 The size of the groups plays an enormous role in the success of group dynamics. The ideal
number of a group in a Technology class is four members. This is a problem in many
schools due to the large number of learners in a class and the limitation of space.
 It is important that the group members have eye to eye contact with each other.
 There are many different ways to set groups:
1. The learners may be allowed to select the group members themselves.

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2. You as a teacher can set the groups according to the abilities of learners. This will
ensure an equal spreading of talent and ability for example that each group will have
a designer as you know their abilities

3. To ensure effective learning will take place is to motivate the expertise for example in
drawing or managing tools, to teach the other learners in the group.

3.3.5 Role players in the group

The group members need to understand the duty list mentioned earlier and must know clearly what
is expected of them. The duties of each member on the duty list must be clear and spelt out. Member
may include:

 Leader / facilitator:
The cooperation and success will depend on the leader of the group. In the early stages of the task or
project, the group leader must take the lead to ensure everybody is on the same page. The main task
of the leader is related to supporting the group by building and maintaining good relationships
between members and getting the task successfully completed.

 The designer:
The designer will be the person who will manage the final evaluation of each member’s suggested
solutions to a given problem. He/she must make sure the evaluation is fair and equal. This can be
achieved in motivating all members to acknowledge ideas and contributions of others. The designer
will then have the responsibility to ensure the best possible solution is chosen and developed further.

 The planner:
The planner is the member that is responsible for getting the task done. He/she will have to make
sure the necessary resources are available which include material and suitable tools. The planner must
ensure time-management is in place and adhered to. Stimulating the group to ensure everybody is
motivated and to do his/her part to ensure success.

 The communicator:
This is the group member that will ensure the group’s solution to the given problem is properly
communicated. He/she will also be the leader in in presenting the group’s ideas. This is important to
mention that the communicator must make sure all the group members take part in the final
presentation.

3.3.6 Pitfalls and non-functional behaviour:
It is important that the teacher must intervene and support the group leader when the following
behaviour of group members turns the group’s activity into a non-functional exercise because of the
following:

 Some group members monopolise the situation in the group by talking so often and so long
that others do not get a chance to speak.

 Blocking the group’s progress by arguing too much on a point that the rest of the group’s
activities are derailed.

 Showing signs of aggression by always criticising and blaming others if the task or project is
not successfully completed.

 Withdrawing or day-dreaming, sleepiness and become passive and not adhering to the task
on the table.

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3.3.7 How to use cooperative groups in a Technology class

It is important that teacher understand the cooperative group activities particularly for managing
formal practical task known as the Mini PAT in the technology classroom. After analysing the given
problem situation as a group, the following activities must be included:

1. Each group member must individually come up with a possible solution to the given problem.
The solution must be given in a graphical format whereby the individuals communicate their
ideas with freehand sketches.

2. The groups then discuss and evaluate each possible solution by noting the group’s decisions
why the specific solution was chosen as the group’s idea of solving the given problem. This
will avoid the domination of one learner in the group. It is often the case that the simplest
idea will end up as the best solution.

3. After the group decided on a chosen idea, the whole group will work collaboratively on
properly designing the chosen idea, planning and making the model of the solution to present
to the larger group.

3.3.8 Assessment of formal work of small – group teaching

It is important that the way of assessment must be clear to all the groups and group members.
Assigning points can be done in different ways:

1. Groups must assess their own group product before presenting it to the whole class. These
marks may form a part of the formally recorded marks by the teacher. To ensure effective
learning is taking place, learners must write a report how the solution can be improved.

2. Groups must also assess the presentations of other teams. These marks can also form part of
the final recorded marks.

3. Each learner’s ability to communicate the chosen solution can be assessed individually.
4. Another fair way to assign marks for a group effort is to individuals is to have a group score

and each member is asked to volunteer the percentage of his/her contribution.
5. The most common way of assigning marks to group work, is when a group score is assigned

to the group and everyone receives that score.

3.3.9 The role of the teacher:
Despite all the recommendation and the benefits of using small groups as teaching methods, there
are still concerns expressed that no effective learning will take place. Some teachers feel
uncomfortable for losing their role of being on the centre stage and performing all the knowledge as
the expert.

In using small groups as teaching method, the teacher’s role in class is more on the background where
they turn into observers, listeners and facilitators of learning and assessor of learning. This means that
the teacher need to move around the groups as it can provide rich information for teachers to use as
assessing the level of mastering of content, concepts and skills informally.

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3.4 Workstations:

A workstation is exactly what it says, small groups of learners working together at a centre or station
within the classroom using instructional material to explore and expand their knowledge and skills of
the topic at each workstation. Each workstation will focus on a specific topic of a subject for example
joining techniques for structural members. At one station they will focus on how raw material are
processed into yarn to make textiles, another station may focus on weaving as a method to process
textiles or fabrics while another station may focus on knitting yarns to make textiles or fabrics.

The workstation approach intends that the teacher plan the teaching day or period in dividing it into
twenty minute blocks. This means that a group of learners, not more than four learners, will be
allowed for twenty minutes to finish the task at the workstation. While the learners are busy at the
different workstations, the teacher will work intensively with a small group of learners, preferably not
more than four learners assisting and supporting them. The biggest concern regarding this method is
that not all groups or learners will be attended to. There is a solution to this as it is proved to be the
most successful method of teaching one – is – to - one.

The workstation approach allows a small area in the room where different activities are set out.
Learners can work individually or in groups. The activities will continue till all learners have visited the
different workstations and the product or task is completed.

A workstation is an area within a general or ordinary classroom. The workstation is where the content
is set out, with pictures or illustrations. All the resources and material related to the topic being
covered must be available at the workstation. Examples of displays at the workstation may include
safety posters or there may be a trolley with the appropriate or relevant tools needed to complete
the activity/s at the station.

At some workstations, learners will just visit the station for specialized tools like soldering irons or
drills. The most of the work will be done at the desks and not at the workstation as such and the
learners will only visit the workstation to use the tools and equipment.

3.4.1 Workstations
A workstation is exactly what it says, small groups of learners working together at a centre or station
within the classroom using instructional material to explore and expand their knowledge and skills of
the topic at each workstation. Each workstation will focus on a specific topic of a subject for example
literacy at one station where they will complete the instructional material on literacy; another station
may focus on spelling where flash cards can be used to improve the spelling of words.

The workstation approach intend that the teacher plan the teaching day or period in dividing it into
twenty minute blocks of time where the teacher will work intensively with a small group of learners,
preferably not more than four learners. The biggest concern of most of the teachers will be, what will
happen to the other learners in the class while intensive time is spend with a group, or how will the
blocks fit into the time-table to pay attention to all the other groups as well. There is a solution to this
as it is proved to be the most successful method of teaching.

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3.4.2 Possible Solutions for the workstation approach:

To sit in the corner table and working with four learners, paying specific attention to their learning
problems, while the rest of the class are highly engaged in credible educational practices without
anyone hovering over them, sounds far beyond anyone’s imagination. It sounds fantastic, but is it real
and doable?
To turn a classroom into the dream classroom describes above, one need to…

 establish work stations.
 plan properly what must happen at the workstations.
 have excellent classroom management.

 Setting up workstations:
Many teachers will say that they do not have space in their classrooms to fit in separate workstations.
But it is possible if you prioritize the space in your classroom and make it work. One way is to keep the
learners desks in the middle of the room and used the perimeter for work stations. A workstation
doesn’t need to be a corner with tables and chairs for everyone, but it could be a container with the
instructional material for the specific topic for the workstation. The group of learners collect the
instructional material and the group work at their
desks on the instructional material and complete
the worksheets or in their notebooks.

 Establishing the groups:
The recommendation is that the groups must not
be bigger that four learners per group. This can be
a problem with large number of learners in a class
but with good management, it will work out. The
advantage of this approach is that the groups can
be established for a specific workstation section to
address certain needs of learners and their needs will be addressed in the workstation approach and
the compilation can change regularly. For example, learners with specific needs can be grouped to
address the need in the workstation approach. Learners with specific abilities can be grouped together
to complete and investigation on a specific topic at a higher level.
Planning plays a very important role to manage the other learners while the teacher is involved in
small group assistance. The rest of the class must be involved in their own learning. By rotating the
learners through the small group activity of workstations, you will be able to get as close to one-on-
one teaching with each learner as possible given the number of learners in each class.

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 The key to successful workstations:
The key to successful workstation is classroom
management. Every teacher has classroom rules for
daily living within their classrooms. Introducing
workstations will required that these rules and
management skills be extended further. Learners
will learn what is expected of them while
participating in the workstations. It is important that
every learner need to know what the rules are and
what will be the consequences if not adhering to
them.
Rules of behaviour may include things like, “ask three before asking me”. This means that learners
must find solutions to small issues within their learning groups before asking the teacher. It is
important that learners must know that there may be only four learners at a workstation and once
they are divided into groups at the workstations, they are not allowed to move to another station. The
most important rule to obey is that learners must understand that it is a privilege to work in
workstations and that their behaviour will determine whether or not they will be allowed to
participate.

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Activity 6.3:

Instruction:
1. After studying the information indicate the difference between the small group approach and

the workstation approach.
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___________________________________________________________________________

2. Discuss how the workstation approach can be used successfully implemented to address
different processes of adding colour textiles.
 extracting dye
 types of dyeing
 batik
 indigo dyeing process
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____________________________________________________________________P_a_g_e_|__1_36

3.5 Mobile units:

With this approach a mobile toolbox /workbench / unit / trolley is shared between different groups
within a class or between a numbers of classrooms. A wide range of tools and materials are housed
on this unit to be shared. The unit could be stored in a neutral place, ensure that is securely locked
away! The mobile unit is moved from group to group or form class to class, to be used. This would
alleviate the pressure on a full classroom with little space. The learners could still work in either the
small group or full class approach depending on the amount of tools and equipment available on the
trolley.

As most of the schools do not have a Technology class where there is enough space to store tools and
materials, we are going to focus on mobile units to address the issue of storing and managing tools
using a mobile unit.

A mobile unit can be…..
 a small container like a box with the tools needed for the specific task or practical work for each

small group in the class.
 a mobile trolley with wheels and different divisions or drawers where the tools will be stored

and kept safe.

3.5.1 Challenges

Most common challenges which most of the schools suffer, is
1. There are not specific classrooms or laboratories allocated to the Technology
subject as mentioned in your policy where there will be provision made for
tools to be stored properly.
2. Ordinary classrooms are not developed to store and keep tools needed safe
and locked up at each group’s working space.

3.5.2 Management of mobile units

The use of mobile unit will solve most of the problems faced by teachers. However, there is a lot of
planning and preparation involved to use mobile units properly and successfully. With mobile units, it
means that all the tools will be stored in one central place like a store room. The teacher then has to
plan what tools will be needed to complete a specific practical task. The mobile units will then be
stocked with the necessary tools for each group to be able to complete the required task. After
completion of the period or task, all the tools must be returned to the mobile unit and the teacher will
then return the stock to the store room.

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3.5.3 Control of tools
As the teacher is accountable for all the tools issued to the Technology class, mobile units must be
very well controlled.

 The following hints will assist in that regard:
 Every mobile unit must have an inventory list to ensure all tools are in the mobile unit.
 There should be a responsible team member in each group who will take care of the mobile

unit in his/her group.
 The “tool manager” must check and ensure that all the tools listed on the inventory list, are

included in the mobile unit.
 The “tool manager” will take full responsibility for the tools issued to his/her group.
 After the completion of the task or at the end of each period, all the tools must be returned

to the mobile unit and the “tool master” will hand them in.
This may sound very time consuming, but it is the only way to ensure all tools are returned to the
mobile unit.

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Activity 6.4:

Instruction:
1. After studying the information define your understanding of mobile units.

A mobile unit can be…..
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Discuss the way in which you will control the mobile units to ensure tools are kept safe.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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3.6 Specialist rooms:

3.6.1 Introduction:
In this unit we are going to pay a visit to a “specialist room” in the technology classroom. This
means that the focus will be on special equipment to enhance teaching in the technology
classroom. Using specialised equipment include internet connectivity, data projector, SMART
Interactive Whiteboard and student workstations.

3.6.2 Internet connectivity:
This special assistance in the classroom has many advantages as well as
disadvantages. Using this special teaching approach, the teacher should plan
very well and be monitor the use of internet connectivity. Modern smart cell
phones can be used very effectively when learners are allowed to use their smart
cell phones to “google” information needed.

Many teachers make use of the social media today for example to form WhatsApp groups with
their learners or to use other social media like Facebook to communicate with one another.

3.6.3 Digital projector:
Using digital projectors can be used very effectively in the
technology classroom. Specialised graphic software can be used
with great effect to improve drawing skills of learners.
Programmes such as Auto CAD, Smart Draw and Turbo CAD are
some of the many drawing programmes that can be used. Videos
can be shown to learners and in Technology there are many very
useful videos to teach learners how to process materials into
products. These videos demonstrate step by step how to go about.

The digital projector can be used for a large audience in the hall as the images can be enlarged
for everybody to see.

3.6.4 SMART interactive Whiteboards:
These SMART Boards has been around for several years and is a common special teaching aid in the

Technology classroom. It is easy to use by teachers and learners. Normally it has three features
which engage learners in extraordinary ways like, touch recognition, the pen tray and the
SMART notebook software.

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With touch recognition, you can use a marker to write, a finger to
navigate and the palm of your hand to erase. The word can be
dragged to somewhere else on the screen. The pen tray technology
allows you to use the interactive whiteboard as you would use a
normal whiteboard in class, or you can write with your fingertips.
The whiteboard is like a PC as you can do anything that you normally
would do with your computer with the additional benefit of being
able to physically control it by touching the surface.
The SMART notebook software allows you to bring the Internet into
your classroom for extending capabilities of the SMART Board.

3.6.5 Computer student workstations:
We have discussed the workstation approach earlier in the unit.
Computers can be used as workstations in your class and
learners can work in groups of four to complete the task
prepared for them at the computers.

It is important that learners be prepared how to use the
computers properly and how to get access to the documents
that will enable them to complete the task or exactly know how
to access the websites needed for the activity to be completed.
This activity must be well planned and monitored to ensure all
learners have access to the computers.

It is very important that the computer workstations must be arranged in such a way that all the
monitors are visible from anywhere in the classroom. This is to monitor that the learners do not
end up on a game site or any other site that was not on the website list.

It just makes sense for us as teachers to use modern technology with them as much as possible. Kids
will be occupied more and will show more interest in your classes when more technology is used.

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Assignment 6: - Teaching Approaches

Instruction:
1. You need to plan intervention strategies how you will use two of the special resources

described in Appendix K the specialist room. There are TWO scenarios sketched for you.
Indicate how you will manage the resource in each case:

Scenario 1:
You are teaching at Ikmisetseng Combined School in the rural parts or your district. There are
very limited resources at the school. At least, electricity was connected at the beginning of the
year so the computers donated last year, can now be utilised. There is very good cell phone
access at the school.

Scenario 2:
You are fortunate to teach at Mabatho Secondary. This school is well resource with a full
resourced specialist room. You have access to all the resources in this specialist room.

2. The intervention must focus on processing raw material into a textile using the weaving
process.

3. Your presentation must clearly show how you plan to use the specialist room resources to
enhance your teaching to ensure effective learning will take place.

Marks: _________

Hand in date: ________

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6.5 Conclusion

You should now have a better understanding of how to plan your lesson more innovatively and
creatively so that all your learners will be occupied and interested in what is happening in your
classroom. This unit has led you to present your lesson content in a different, exciting and innovative
way; explain and consolidate concepts using cooperative teaching strategies; reinforce practical skills
with more confidence and personal skills; ensure maximum participation of all learners in class;
prepare your lessons in such a way that effective learning will take place in overcrowded classrooms;
plan and prepare your lessons in a different way to be smarter and more effective than being a ‘talk
and chalk’ teacher.

6.6 Glossary

Maximum all learners are involved in whole class interaction; all group members
participation: work together during group activities and each learner meets the
requirements of the activity or task.

Effective learning: learners are able to demonstrate their understanding and are able to
apply the concepts, content and skill in written activities test/exams and
in practical work in drawing, etc.

Smarter and more plan to use the work done, e.g. a beam or roof trusses having the same
effective: measurements as the model to be built so that there is no need to start
afresh when building the model.

Modelling technique: demonstrating how to use/handle tools properly, drawing techniques
etc.

Auditory learning using sounds, music, talking clearly so that your learners can hear
style: properly and using your voice to introduce new concepts, explain
designs, give clear instructions, etc.

Visual learning style: including pictures, shapes, colours, physical examples to ensure visual
learners are included in lessons.

Planned interaction: this happens when specification needs to be planned to assist and
support a learner with specific barriers, e.g. physical barriers in the
Technology class. For example, you could use prepared jig pieces to just
assemble the model instead of making the pieces.

Cooperative teaching: learners take responsibility to develop one another. It can be on a one to
one basis, group activities etc.

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Jigsaw puzzle: Group members are split to go to ‘puzzle’ stations to gain information.
The members come back to their group and fill the ‘puzzle’ with all the
different pieces of knowledge and information gained at the ‘puzzle’
station.

6.7 Electronic support:

 Prepare the lesson well.
 OER4Schools/activities/brainstorming
 Video/Eness vertebrates 1.mp4 (local play / download options)
 Activity template.pdf
 http://www.futureintelligence.org/SGLA.aspx

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