using the following information answer the question below
1.Explain, in detail, how you will teach the causes of the French Revolution to a class of grade 10 learners at a Quintile 1 high schools in Mangaung?
is the mechanism that is used by the
teacher to organize and implement
a number of educational means and
activities to achieve certain goals.
Teaching methods are the broader
techniques used to help students
achieve learning outcomes
Some
Examples:
Lecture:
•Teacher is the more
active element with
learners as the passive
elements.
•Audience participation
can be limited.
•This approach can save
time
Discussion and Dialogue
•Socratic Method
•Dialogue can be structed around
subject matter or be a more open
discussion
Practical demonstration
•Practical demonstration considered as
one of the general teaching methods
which is effective in teaching skills of
using tools, lab experiments in
sciences, and training on giving
speeches.
•Real world
Group learning
•Groups that are formed by the teacher
in the class from different standard of
learner can give them the opportunity
to learn from each other and also to
assess each other.
•Research indicates that the strongest
group is that group which consist of
students with different levels of skills.
Investigation
•Investigation a solution to a problem.
•Learner Centric
•Teacher is more a facilitator
Problem Solving
•Exploring the cause of a
problem
•Proposing solution
Online Teaching Method
•Internet based distance
learning
•Connect to teaching and
learning from a computer
anywhere in the world
• Teaching Strategies are a
collection of different methods
that are all in use by the teacher
to teach the subject material, and
these may vary from lesson to
lesson
Teaching
Strategies
Active Learning
• Consists of promoting the engagement of
students in their own learning.
• Under this strategy, students’
discussions,groupwork,co-operation,
reflection and the necessary support to
foster these activities play a central role.
• Furthermore, the inclusion and use of
information and communication
technologies (ICT) in the classroom can
help to foster an interactive and
individual learning environment.
Cognitive Activation
• Refers to the use of practices capable of challenging students in
order to motivate them and stimulate higher order skills, such as
critical thinking, problemsolving and decisionmaking.
• Thisstrategy not only encourages students to find creative and
alternative ways to solve problems, but enables them to
communicate their thinking processes and results with their peers
and teachers
Teacher Directed Instruction
• Refers to teaching practices that
rely, to a great extent,on a teacher’s
ability
lessons.
to deliver orderly and clear
• Making explicit the learning goals,
providing a summary of previous
lessons or asking short, fact-based
questions are examples of practices
that help to structure lessons.
Teaching Approaches
•Teaching approach is a set of principles, beliefs or ideas about the
nature of learning, which is translated into the classroom.
•An approach is an enlightened viewpoint toward teaching. It
provides philosophy to the whole process of instruction.
•Teaching approach is a way of going about teaching which suggests
a ways that encourages good performance.
•An approach is a way of looking at teaching and learning.
Inductive Teaching Approach
• Inductive teaching refers to an instructional approach in which learners are firstly,
presented with educational challenges and explore them in order to address them.
• Inductive teaching utilises the use of learners as resources in the classroom.
• Learners should be given examples of the content under study instead of beginning
with general principles.
• Inductive teaching begins with specifics, thus a set of observations or experimental
data to interpret, a case study to analyse, or a complex real-world problem to
solve is required.
•As the learners attempt to analyse data or scenario or solve the problem, they
generate a need for facts, rules, procedures, and guiding principles, at which point
they are either presented with the needed information or helped to discover it for
themselves
• Learner Centred
Deductive Teaching Approach
• Deductive teaching allows the teacher to introduce a topic by using teacher
exposition or lecturing method.
• Deductiveteachinguses ideologies to develop understanding, gives learners
practice on similar bases and applications in follow up activities, and further
scrutinises their ability to do the same sort of activities during assessments.
• Little or no attention is initially paid to the question of why any topic is being
taught, the meaning of the key concepts and how learners can apply them to
the real life environment.
• Therefore, in a deductive classroom, the teacher conducts lessons by merely
introducing and explaining concepts to learners, and then expecting them to
complete tasks to practice the concepts.
• This approach is teacher-centred.
• A skill-based approach does not only aim
to teach competencies but also ensures
the transfer of the competencies into
practice.
• Preparation for skill: At this step,
students are informed about the skill and
explanations of the purpose of skill and
where it can be used are given.
• Applying knowledge and techniques: At
this step, information and techniques
about the skill are shown to the students
with examples
Non-Specific
Teaching
Approaches in
History
• students are given activities in which they
can apply these techniques. The
application process of the student is
monitored and necessary guidance and
help is provided.
Skills
Directed
Teaching
Approaches
• Accommodating to different
situations: At this phase, the
student has just learned the skill. It
is necessary that s/he applies it to
different situations and tries it in
different activities.
Biographical Teaching Approach
• Biography is the story of the life of a great man or woman in whom the
society may be interested.
•As important events, turn around the lives of great individuals, History
can be taught through the Biographical method.
• They are presented in a chronological order to emphasis the noble deals
of great persons.
• Its major advantages are:
• Providing natural interest to pupils
• Inculcating social and moral virtues
• Simple and motivating
Empathic Teaching Approach in History
•Empathy: the ability to understand and share the feelings of another.
• historical empathy is the skill to recognize how people in the past
viewed their circumstances, evaluated their opinions, made decisions,
and how their perceptions were shaped by their values, beliefs, and
attitudes.
• the ability to understand historical characters’ frames of reference on
the basis of historical facts and events without trying to identify or
sympathize with their feelings
• empathy tends to be used to mean the explanation either of action
itself, or of the ideas, beliefs and values that lie behind actions and
social institutions
Universal Teaching Approach
• a teaching approach that works to accommodate the needs and abilities
of all learners and eliminates unnecessary hurdles in the learning
process.
• This means developing a flexible learning environment in which
information is presented in multiple ways, learners engage in learning in
a variety of ways, and learners are provided options when demonstrating
their learning.
• The approach is aimed at being an accessible and inclusive instructional
approach that meet the needs and abilities of all learners.
•Differentiated teaching and learning
Question and Answer Approach
•Techniques from the Socratic Method
•Closed questions will test recall and understanding and help
children to revise what they know.
•Open questions in history focus children's attention, rouse
curiosity and interest, drive and shape the investigation, elicit
views and stimulate purposeful discussion. Open questions
promote higher order thinking and so help children to develop
their thinking skills.
•Learners asking questions
•Dialogue
Inquiry-Based Approach
• This is an instructional practice where
students are at the center of the learning
experience and take ownership of their own
learning by posing, investigating, and
answering questions.
• a form of self-directed learning where
students take responsibility for their learning
• a system of learning that supports the
critical skills
• Teacher posed key questions
development of students’ problem solving and
• Learners can develop their own questions
• Teacher is a facilitator
4 TYPES OF Inquiry Based Learning
•Confirmation Inquiry --You give students a question, its answer and the
method of reaching this answer. Their goal is to build investigation and
critical-thinking skills, learning how the specific method works.
• Structured Inquiry --You give students an open question and an
investigation method. They must use the method to craft an evidence
backed conclusion.
•Guided Inquiry --You give students an open question. Typically in
groups, they design investigation methods to reach a conclusion.
•Open Inquiry --You give students time and support. They pose original
questions that they investigate through their own methods, and
eventually present their results to discuss and expand.
Group Exercise
1 answer
To effectively teach the causes of the French Revolution to a class of Grade 10 learners at a Quintile 1 high school in Mangaung, the following teaching plan will be implemented. The aim is to engage students actively and create an inclusive and stimulating learning environment, which aligns with the specific challenges and resources available in a Quintile 1 context.
Teaching Plan: Causes of the French Revolution
1. Introduction to the Topic (30 minutes)
Objective: Introduce the key themes and context behind the French Revolution.
Method: Teacher-directed instruction.
Procedure: Begin with a brief lecture that outlines basic historical context (e.g., social hierarchy of France, Enlightenment ideas, economic struggles) while using visual aids like maps and timelines to assist understanding.
Engagement: Use open-ended questions to prompt thought. For example, "What do you think might cause a group of people to rebel against their government?" This will activate prior knowledge and promote interest.
2. Investigation of Causes (1 hour)
Objective: Explore various causes through student collaboration.
Method: Group learning and investigation.
Procedure: Divide students into small groups, mixing different skill levels. Assign each group a specific cause of the revolution (e.g., economic hardship, social inequality, Enlightenment ideas, or political discontent).
Resources: Provide each group with primary sources (excerpts from writings, paintings, or public declarations) and secondary resources (historical summaries).
Outcome: Each group will research their assigned cause, preparing a short presentation on why it played a role in the revolution.
3. Structured Inquiry (1 hour)
Objective: Enable students to draw connections between the causes.
Method: Guided inquiry.
Procedure: After presentations, pose the question: "How do these causes interconnect?" Each group will collaborate to create a cause-and-effect chart, using their conclusions from the presentations.
Facilitation: Circulate among groups, posing guiding questions to stimulate discussion and deeper thinking, e.g., "How might Enlightenment ideas have influenced the economic struggles?"
4. Empathy Building (45 minutes)
Objective: Foster historical empathy by understanding perspectives.
Method: Empathic teaching approach.
Procedure: Introduce key figures from the Revolution (e.g., Louis XVI, members of the Third Estate, Rousseau) and ask students to role-play from their perspectives during a mock debate on the Revolution.
Outcome: This method helps students articulate the motivations and struggles of these figures and enriches understanding of the complexities involved in the Revolution.
5. Reflection and Discussion (30 minutes)
Objective: Reinforce learning through reflection.
Method: Class discussion and reflective writing.
Procedure: As a whole class, discuss what they learned about the causes and how understanding these causes helps them comprehend modern societal issues.
Engagement: Encourage students to express their views: "What lessons can we learn from the French Revolution in today's world?"
Assignment: For homework, ask students to write a reflective piece on which cause they believe was the most significant and why.
Strategies for Inclusivity and Engagement
Differentiated Teaching: Tailor activities to accommodate different learning levels and needs within the class.
Active Learning: Ensure all students participate actively through group work, role-playing, and inquiry-based activities.
Use of ICT: If available, incorporate digital resources like videos or virtual tours of historical sites related to the French Revolution to enrich the learning experience.
Conclusion
This comprehensive plan aims to engage Grade 10 learners in a meaningful exploration of the French Revolution, utilizing diverse teaching methods to cater to different learning styles and foster critical thinking skills. By promoting student collaboration and reflection, learners will not only understand the historical context of the revolution but also make connections to contemporary issues, thereby enhancing their awareness as informed citizens.
