Didactic Analysis Issues - Report Example

Didactic Analysis Supervisor Study program Table of Contents Introduction 3 2.Definition of didactic analysis 3 2 Learner analysis 42.2. Learning outcomes 5 3.Methods and description of the methods 6 3.1Evaluation 8 4.Delivery of training 8 5.Interactions (sub-consciousness and interpersonal level) 9 References 9 Didactic analysis 1. Introduction The process of teaching is very dynamic and often changes with respect to the prevailing conditions. Each time a teacher sets for a new class or unit the process involves a new set of phenomenon (Dyson, 2001, 264-281). It therefore requires the teacher to build new skills that are in synchrony with the prevailing conditions. The role played by didactic analysis is crucial in this process since it cuts across all the instances of teaching with an aim of building insights into the didactic values of the sessions. This analysis identifies the actual class scenario and the occurring didactic phenomenon and bases their description on applicable didactic theories. For one to exercise this reflective activity, he or she must be having sound profession background. Its manifestation is shown by analysis of current situation and the feedback received for any process applied coupled with complete analysis of didactic elements appreciated in the course of teaching. The yields of didactic analysis brings about positive trend and progressive course of action in teaching as whole. The practice of didactic analysis requires the teaching staff and the entire teaching hierarchy to develop special abilities including the ability to comprehend the theoretical and methodological knowledge of didactic process and kindliness to all occurrences of educative procedures. Through didactic analysis, teachers are able to develop knowledge of educative process courtesy of reflective learning. 2. Definition of didactic analysis Didactics gives an explanation to the teaching and learning process that is isolated from all the other methods, it assumes that the content to be learnt is the key determinant of teaching and learning process. Didactic analysis evaluates the content in question by asking questions on the functional units of didactics system. These units are the links between the teacher, learners and the knowledge involved in the learning process. Didactic analysis therefore is the study of individual units of learning and in particular environments and their impact on the development of content in teaching and learning process. 2.1 . Learner analysis Before coming up with an education programme, one needs to have proper knowledge of the learners. He needs to know the characteristic of learners and their numbers. The first issue is answering the question of who and how many learners. In this stage, one have to specify the target audience. The level of experience of each learner is considered and the designated job titles that the learners will be awarded after the training should be honoured. The geographical dispersion of learners is another factor to be considered in the process of evaluating the learners. The procedure of conducting learners’ analysis must be practiced in the order below: 1. For a particular target group, identify a sample of learners. 2. Seek authority from concerned bodies to obtain information from the sample target group; the main ways of obtaining information may be through observation, performance testing and interview. However, the easiest way to gather information is via organised interviews. 3. Obtain any data available concerning the target group. Such information may include employments status, job title, job report, education background and geographical position. 4. Obtain information from the client through interview, testing or observation. 5. Analyse the data obtained accurately and explicitly 6. Use the data obtained from the learners exclusively in your reports. Avoid incorporating externalities such as what the superior authority says about the learners. Learner analysis helps the teacher to describe the students in terms of their entry behaviours, prior knowledge of the subject and their attitude towards knowledge delivery system. Other crucial information that can be obtained through learner population analysis include motivation to learn, academic abilities, learning preferences and the overall group characteristics. 2.2 . Learning outcomes Learning outcomes are declarations indicating what the learners should be able to accomplish at the end of educative process, it also indicates how the absorbed concepts will be demonstrated. Different levels of instructional process may be accompanied by a variety of learning outcomes as described in Bloom’s Taxonomy such: i. Ability to predict next move, action or turn of events ii. Formulate scientific question to validate the predicted course of action iii. Planning and coming up with a model that simulates and answers the question about the predicted events iv. Integrating the information obtained with any other available evidence v. Communicating the resulting scientific ideas and recommending a proper framework for father research in the same arena Learning outcomes can also be grouped into knowledge, attitude and kills. Knowledge- for instance, by the end of session on economic theories, students will be in a position to categorize economic theories and policies. Skills- for instance, by the end of engineering lesson, student will be able to diagnose engine problems. Attitude- for instance, by end of a learning process, student will be able to appreciate their position in research and innovation. 3. Methods and description of the methods Didactics comprises capturing learners’ ideas and involving them in what is being taught. Various method can be used to ensure that the ideas sink into the brains of learners and becomes part of them. They include: Frontal lecture- in this scenario, the knowledge is communicated directly by the educator to the learners. Explanations can be made by using relational materials to reinforce the theoretical concepts. Autonomous learning- this process involves the learner making deliberate moves to acquire knowledge using the available resources such as books and the library. Exercising- this activity follows a frontal lecture or autonomous learning whereby the learner seeks to reinforce the knowledge of what have been previously learnt. Case study- this is a real life situation of a similar problem that have been handled in the learning process. With the help of a trainer, the leaner is able to come up with solution of similar problems. Simulation/dramatizing- simulation involves creation of similar situation in the laboratory or technologically such as Games and Decision-making programmes. Dramatizing require the learners to act or play a role that depicts a similar situation as the one learnt in class. Research or guided findings- this involves formulation of objectives to be researched on and developing the rules or criteria to be used in the process of research. The entire process involves an educator who intervenes to correct mistakes and appreciate the successes. Site visit- it involves visiting various locations with an aim of finding realistic application of the concepts learnt in class Reading of informative papers such as newspapers and article reviews- this information sources may contain real life situation of the concepts covered in the educative process Surfing the internet- internet can both be used as source of information for learning purposes or a as a platform to access actual situation of the concepts learned theoretically. Cooperative learning- this involves exposing the learners to problematic situation and they are required to come up with suitable solutions based on the concepts learnt. Problem solving- this starts with formulation of problem statement when the learner is still not able to handle the situation. The need to find solution and possibilities that the solution may fail stimulates the anxiety to learn in the student and this forms the basis of teaching and learning. Problem posing- in this case, the instructor requests the learners to pose problems with their solution, in the process, the learners know more about application of the new concepts acquired. Exercise-on-duty- in this scenario, the learners are subjected to actual condition or real duty context and are expected to strengthen the skill learnt theoretically. Check/test- this is often incorporated in the educating-learning process, it may be achieved through interviews and test problems. 3.1 Evaluation Each method of didactic analysis have its arena of application, as such, it is essential to define the needs of the educative process from which a proper didactic method may be isolated (Krüger & George, 2007, 215-250). However, each didactic method enables as to achieve contextual learning of the concepts. The analysis assists in imparting knowledge and skill to the learners. For instance, learners expected to carry out a certain engineering process may be trained by all the didactic methods mentioned above for them to be perfect. 4. Delivery of training The training processes should start with defining goals of the activity that is about to be undertaken. The second stage involves stating the rules, the intended mode of delivery and what is expected of the learners at the end of training process. Level of technology should be taken care of in the process of training such as the use of projector, audio systems and any other material that nay be needed. The layout of the room should be in such a way that every participant is comfortable. On the first day of training, it is recommended that the participant to be given a worm welcome and provided with writing materials and refreshments if necessary. The trainers should be able to build the desire to learn in all participant on this day. For the training to proceed smoothly there should be ways of handling disruptive behaviours and correcting mistakes, take aways should be provided such as timetable. Proper feedback mechanism should be created to evaluate the impact of the lessons (Kirsti, 2007, 147-160). The educator should remember to thank the trainees at the end of every session. 5. Interactions (sub-consciousness and interpersonal level) Human consciousness is a reflective activity that involves the ability to judge, observe, monitor and make decision on the prevailing events or circumstances. The building units of sub-consciousness is accepting knowledge and re-organizing the sub-conscious part of the brain to respond in a particular way when faced with certain situation. It regulates how learners interact with actual condition based on how the ideas were learnt concerning the situation. Interpersonal level of interaction involves the responses of individuals within a group of people or organisation towards their peers and the feedback they receive from the peers (Tayler & Francis Group, 2013, 425-440). This is affected by how the individual conceives certain ideas relative to other colleges. Via didactic analysis, these levels of interaction can be established with respect to the concepts learnt. References .Dyson, B. (2001). Cooperative learning in an elementary physical education program. Journal of Teaching in Physical Education, 20, 264–281. Krüger, R & George D. (2007). Journal of Curriculum Studies. The significance of the concepts elemental and fundamental in didactic theory and practice. 40:2, 215 – 250. Retrieved from: http://georgeyonge.net/sites/georgeyonge.net/files/Kruger_elemental.pdf Kirsti, K. (2007). Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies. European Educational Research Journal, Volume 6, Number 2, 147- 160. Retrieved from: http://www.uv.uio.no/ils/personer/vit/kirstik/publikasjoner-pdf-filer/klette.-trends-in-research-on-teaching-and-learning-in-schools.pdf Tayler & Francis Group. (2013). European journal of engineering Education, Articulating learning activities for design between university and the workplace. A didactic analysis 38, Issue 4, 425-440. Retrieved from: http://dx.doi.org/10.1080/03043797.2013.794770 Read More