Technology assisted methods
and strategies to “catch –up”
on academic programmes
during/after protest actions
Thelma de Jager
(Education
Foundation)
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Introduction
Students’ views
Online methods
Scaffolding methods
Conclusion
Your input ( discussion)
Thelma de Jager (Educational Studies)
All subjects’ content, assignments,
tests etc, should be completed in
a limited timeframe
Success rate drops
Less time for practical application
Teaching diverse cultural backgrounds
What do students
want?
• Catch up.mp4
Diagnostic assessment
Cultural roots/socio context
Different learning styles
Humanities. Department: Educational Studies
]
PrPrioritise (Education
Foundation)
List outstanding topics and content
Thelma de Jager (Education Foundation)
Thelma de Jager (Education Foundation)
Video recorded lessons
• H chapter 4 lesson 1.mp4
• Students can learn at an individual pace which
could improve academic results
• Lecturers can reflect and improve their lessons
by viewing themselves
• Many ways to use
Can be used in various online
ways
View the following video and answer the
questions below
• https://www.teachingchannel.org/videos/upsstrategy-as-assessment-tool
• Name the UPS principles of assessment
• How will you apply these principles in solving
a problem?
Create a CD or send your lecture
via email
Replace laboratory experimentos with Digital Visual Disks
(DVDs)
• If the format of your lecture is not supported
on all devices students will not be able to
access videos.
(iSpring Pro offers the perfect solution – it
creates video lectures in the combined Flash &
HTML5 format, so you can play your lecture in
all browsers and mobile devices.)
Create IMovies
Digital
Portfolios
Students can “show what they know” using
photos, videos, drawings, text, PDFs, and links.
You can also import directly from most
popular apps
Thelma de Jager (Education Foundation)
When students add to their Seesaw journal,
content is uploaded, organized by student,
and immediately accessible to any device.
Seesaw makes it easy for students and
educators to review progress over time and
demonstrate growth
Journals are organised and
accessible
Gives students an authentic audience of their
peers, around the globe, encouraging better
work and real feedback
• Students complete the year’s theory at his/her
own time
• Three certificates could be printed for 40%
complete 70% complete and 100% complete
• Submit at the end of the year the certificate as
prerequisite for a assessment criteria
Online Course
• 2. Chapter 1.docx
Example of online activities
• General Subject Didactics
• ( professional Studies)
• More effective learning
• If a student miss a lecture, you can send him
the link to the lecture video or
• Make regular posts on your blog or website
for all students to access at their convenience.
• Creates opportunities for:
Self-study
Self-testing
Practical application of theory in classes
Students complete theory
part online and attend
classes to apply theory in
practice
Thelma de Jager (Education Foundation)
Soft scaffolding
• Soft scaffolding lectures, implies moment-to
moment assistance
• A lecturer circulates the lecture room,
communicates, assists and gives feedback
while students work on their assignments.
Visuals
Allow students to process information through
images rather than words.
Graphical presentations
Drawing
Constructing and interpreting visual presentations in
the form of drawings can be used as a “thinking
activity” in solving problems
Culturally relevant
texts
Use culturally relevant texts to
engage students in active
learning activities
Differentiated
assignments
Allow students to choose
between different assignments
that function as scaffolding to
support them as they develop
their critical thinking skills
One-minute paper
Instruct students to write a
very short essay in-class,
on the concepts that
confuse them the most.
Concept map
• Summarise the content of a lecture by using
keywords and sub-headings
Reflection
Students use a short writing
assignment that can either be
written in class or at home to reflect
back on the lecture.
Mother tongue
To communicate difficult concepts
with one another can make a
difference to learning
Class discussions in
small groups
Allow students to brainstorm,
discuss, or complete a quick writing
activity on topics/questions in small
groups.
Interaction between ESL speakers
and English speakers
Promote guided interaction among
ESL-speakers and English speakers
students by grouping them together
and involve them in small group
discussions or whole group
discussions and activities.
Assessment
• Online assessment
• Regular realistic and timely
feedback encourages student
performances
• Criterion referenced assessment
rubrics
score
score
1
Below
grade
level
2
Develop
Grade
skills
3
Achieved
grade
skills
4
High
level
observation Hypothesis Prediction
Identify
variables
Analyse
Data
Conclusion
Motivation
Is a powerful tool to improve learning skills
Humanities. Department: Educational Studies
]
CONCLUSION
• Various strategies and innovative ideas to
assist students disadvantaged by protest
actions.
• The lecturer, needs to stay motivated and
encourage their students in effective learning
• Online blackboard courses, video recorded
lectures and other applications can be created
and applied in allowing students to work at
their own pace
References
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J. Asaro. Inspiring teachers’ tips: Great active learning strategies. Retrieved from
http:/www.inspiringteachers.com/classroom_resources/tips/curriculum_and_instruction/gre
at_active_learning_strategies.html. 2010.
W. E. Baird, and G. D. Borich. Validity considerations for researching integrated science
process skills and formal reasoning ability. Science Education. 1987, 71 (2): 259-269.
A. A. Carin and R. B. Sund. Teaching science through discovery. 6th edition. Columbus: Merill.
1998, pp. 69.
K. Checkley. The First Seven...and the Eighth: A Conversation with Howard Gardner.
Educational Leadership. 1997, 55 (1). Retrieved on 5 May 2012 on line
<http://www.ascd.org/pubs/el/sept97/gardnerc.html>
L.J. ChanLin. Technology integration applied to project-based learning in science: Journal of
the Association for Programmed learning ETTI. Innovations in Education and teaching
International. 2008, 45(1): 55-65.
R. Charlesworth, and K. K. Lind. Match and science for young children (2nd Ed.). Albany, NY:
Delmar 1995, pp. 1-30.
P. Chen, and D. McGarth. Moments of joy: Student engagement and conceptual learning in
the design of hypermedia documents. Journal of Research on technology in Education. 2003,
35(3): 402-4022.
EduSource Data News. Johannesburg: The Education Foundation. 2011, Number 1:
December.
What is your input?