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Didactic Principles and Lesson Planning

The document discusses economics within the school curriculum. It covers the value of economics, teaching approaches, lesson preparation including components and flow, and types of economics lessons. It also discusses asking questions during lessons and assessment tasks.

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gamzahalexander
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54 views

Didactic Principles and Lesson Planning

The document discusses economics within the school curriculum. It covers the value of economics, teaching approaches, lesson preparation including components and flow, and types of economics lessons. It also discusses asking questions during lessons and assessment tasks.

Uploaded by

gamzahalexander
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Economics Methods

Lecture: 3
13 March 2023
ECONOMICS WITHIN THE SCHOOL CURRICULUM
• Locate the position of the Economics
subject into the curriculum

Lecture Outcomes: • Explain the value of the subject

• Describe briefly concepts related to


teaching approaches

• Discuss didactic principles

• Orientate to lesson preparation, the


flow of lessons and the course of
lessons, necessity of lesson preparation
and components of lessons

• Explain various types of Economics


lessons

• Explaining the techniques of asking


questions during the lesson

• Outline the Assessment Task


WHAT IS
ECONOMICS?
HOW DOES
ECONOMICS FIT
INTO THE SCHOOL
CURRICULUM?

All are part of the BCM


department
Practical Value

• Professional use
• Mentally enriching
• Tend to be abstract in nature

The Value Formative Value

of • Shaping character
• Influenced by the teaching approach of the teacher
/ pedagogue / andragogue / gerontogogue; etc.
Economics • Critical skills in Economics need to be cultivated

Utility Value

• Usefulness
• Decision making skills
• Solving future commercial problems
Creates occasions
Motivate learners for learning,
to think and do understanding and
Planning to thinking
teach:-
Ideas exchanged Data critically
What lesson and explored examined
preparation
is about?
Generalisations
formulated and Structured activity
validated
Outcomes are defined (learning and
teaching)

Series of activities (both homework and


classwork) are planned ahead

Why is lesson Orderliness and organization

preparation
necessary? Systematic way of teaching

Helps avoid unnecessary inclusion of


some content

Ensures creativity
TOPIC AIMS OBJECTIVES

Components
of a good
lesson PRIOR
KNOWLEDGE OF
TEACHING
METHODS
LEARNER
PARTICIPATION

preparation: LEARNERS

LEARNING AND CONTROL AND


TEACHING MEDIA EVALUATION
(ASSESSMENT)
The Flow Curriculum
of a
lesson: Syllabus

Scheme of work

Lesson Preparation
The course of a lesson:

LESSON LESSON LESSON


INTRODUCTION DEVELOPMENT CONCLUSION
Information lesson

• outlining / providing information through telling

Drill lesson

Types of • going through the subject content repetitively for


learners to remember

Economics Practical lesson

Lessons: • a lesson where learners will ‘do’ and apply their


knowledge

Revision lesson

• a lesson where the teacher goes through work


already covered /taught
Asking Questions
at each stage of
lesson Why do we ask
questions at each
presentation: of the stages?
Existing knowledge (Prior
knowledge)
Existing knowledge vs. new
knowledge
Learners’ interest and curiosity
Introduction:
Learners’ attention
The
‘Hook’ Involve all relevant information to
idea develop the theme of the lesson
The Presentation / Body:

Important
Understanding of Renew and
Reasoning aspects of
content maintain interest
content

Clearing up
Independent Learners to make
confusion and
thought conclusion
misunderstanding
Conclusion:

REVISION OF MAIN REMEDIAL WORK LESSON EVALUATION


TOPICS
Question Types to Avoid:

Closed ended “Do you


“What did we
questions: e.g. understand?” or
discuss last
“yes” or “no” “are you happy
time?”
answers about that?”
Teacher’s Correct Completely correct answers
responses to
learners’
Wrong Completely wrong answers
answers:
Partially correct and partially wrong
Correct answers

Correct Correct, but incomplete answers

Wrong Wrong but intelligent answers


Guidelines for handling learners’
answers:

Learners must Learners answers


Answers must Grammatically express themselves should be All sincere answers
always be polite correct in a brief and repeated by the must be accepted
formal manner teacher

If learner does not


Do not allow
Avoid accepting Avoid interrupting know, give him or
learners to sing a
first correct answer learners halfway her a second
chorus
chance

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