Exam (elaborations)
Exam (elaborations) SDBEC0S - FET SUBJECT DIDACTICS BUSINESS STUDIES (SDBEC0S)
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UNIVERSITY OF SOUTH AFRICASubject Didactics:
Business Studies
MODULE: SDBECOS
NAME: SIMPHIWE
SURNAME: NCWANE
STUDENT NUMBER: 64388875
FINAL ASSESSMENT
09 – 09 – 2021
, QUESTION 1
1.1 Requirements for effective planning in teaching Business Studies:
Educators should have a good content knowledge of their respective subjects.
Educators should formulate clear lesson aims and outcomes, this will help both
teachers and learners hence they will know exactly where they are going with the
lesson.
Educators should be familiar with the various approaches in business studies and
must be able to utilize these approaches, and they should also be familiar with the
sequence in which the content must be presented, and then afterwards choose the
most meaningful approach and sequence.
Educators must be familiar with and be able to utilize various teaching techniques that
encourage effective and participative learning.
Educators should know and be aware of the teaching media that are available and
know when and how to best utilize them in the lessons.
Educators should be able to assess learning, determine the level of knowledge
learners have acquired, to maintain a high standard and to use evaluation in order to
improve the quality of their teaching.
1.2 The techniques for asking questions:
The questions must be planned in a way that they provide structure and direction.
Educators must write them into the lesson, at least on for each objective, especially
higher order level questions are necessary to guide discussion.
The questions must be phrased clearly and specifically. The vague and ambiguous
questions should be avoided. The questions asked should be clear in order to
increase the probability of accurate responses from learners.
The questions should be adapted to learner’s ability levels in order to enhance and
improve understanding and reduce anxiety levels. For heterogeneous classes, the
questions should be asked in a more natural, simple language, adjust vocabulary
accordingly and sentence structure to learner’s language and conceptual levels.
Ask questions logically and sequentially. Should avoid random questions that lack
clear focus and intent. Must take into consideration the intellectual ability of learners,
their prior understanding of the lesson content, topic and outcomes.
Ask questions at a variety of levels. Must utilize knowledge level questions to
determine basic understanding and diagnose potential for higher level thinking.
Follow up learners responses. Must develop a response repertoire that will encourage
learners to clarify initial responses and expand their responses.
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