Approaches to Teaching EMS: The Learner-Centred Approach

Chapter Objectives for Teaching EMS: The Learner-Centred Approach

• Understand the fundamental principles of the Curriculum and Assessment Policy Statement (CAPS) as applied to teaching Economic and Management Sciences (EMS).
• Determine the situational factors involved in teaching EMS lessons.
• Define a learner-centred approach.
• Identify and explain different types of learner-centred approaches to teaching EMS.
• Select, plan, and use teaching strategies for a learner-centred approach.
• Integrate a learner-centred approach into teaching the EMS curriculum.

Questions & Discussion: A Conversation Between EMS Teachers

• Pulane: Over the last couple of weeks, I have been rethinking my teaching philosophy and practice. I want to change the way I am currently teaching EMS. I am no longer excited and motivated. I think I have lost my passion for teaching the subject.
• Motshidi: Why? Do you want to get your learners more actively involved in your class? Or do you want to increase their performance in the subject?
• Pulane: Yes, both are ultimate goals. I realise that some of my learners do not participate actively in my class. It seems some are bored with my teaching.
• Motshidi: My advice to you is to start planning learner-centred methods. It will take you a long way. You will observe the change. I tried it and it works. The goal is to get them involved in the learning process but you will need to set the scene and the class environment.
• Pulane: During my teacher training sessions we were exposed to different types of learner-centred approaches but I am struggling to plan and implement them successfully. It seems I have lost my confidence in these methods. Maybe you can advise me about specific methods that you use successfully.
• Motshidi: I think you will love it when you start planning and implementing them in your daily presentations. Let's see. Do you want your learners to work in groups or individually? You must ask yourself the following questions: How can I make appropriate use of learner-centred methods in my subject? What specific learner-centred methods will I apply and how will I plan the teaching methods I chose so that I achieve my objectives in teaching EMS? There are many methods but I like the jigsaw method, student teams' achievement divisions, project method and class discussions. The name of the game is plan, implement and reflect on the method.
• Pulane: Will these methods really work in teaching EMS? You mentioned the jigsaw method. What is so different about the jigsaw method as compared to the project method? How do you use the jigsaw method for an EMS topic, for example, unemployment? This method makes me think about building puzzles.
• Motshidi: Yes, I used it and it really works. You are on the right track. It works when you plan properly and you will see the results. The more you practice, the more successful you will become in using learner-centred methods in teaching EMS.

Introduction to Teaching EMS

• Teaching EMS involves using a well-defined way of acting out a specific lesson or teaching plan to achieve a desired goal with the class.
• Teaching approaches are essential skills in a teacher's repertoire to achieve intended objectives.
• There is no "golden rule" or formula for selecting the right approach; choice depends on various factors.
• Factors impacting the chosen teaching approach:     * The teacher's personality and competence.     * Learners' abilities.     * Subject content knowledge.     * Pedagogical content knowledge.     * The nature of the subject.     * Class size and classroom environment.     * The purpose of the lesson.
• Transitioning to a learner-centred approach changes the teacher's role from a "communicator" to an "organiser" and "motivator."

Teaching Principles in the Context of CAPS for EMS

• Teachers must read the CAPS document, which directs principles derived from the Constitution of the Republic of South Africa ($108$ of $1996$, as amended).
• Fundamental principles underpinning the EMS curriculum:     * Social transformation.     * Active and critical learning.     * High levels of knowledge and skills.     * Progression.     * Human rights.     * Inclusivity, environmental and social justice.     * Valuing indigenous knowledge systems.     * Credibility, quality, and efficiency.
• Application Example (Trade Unions): When teaching trade unions, integrate inclusivity and social justice by explaining that workers have the right to join registered trade unions. Business owners and workers can collectively start a trade union to negotiate fair wages and safe working environments.
• The teacher acts as a "change agent."
• The Tyler Rationale ($1949$): Ralph Tyler's four questions for structuring lessons:     1. What teaching and learning objectives should be considered? (What?)     2. What teaching methods will be applied and how will they help achieve objectives? (What and how?)     3. How to execute effective classroom management practices? (How?)     4. What to use and why use applicable assessment and evaluation tools? (What and why?)
• Steps to implement Tyler's approach:     * Plan and write specific, intended lesson objectives.     * Categorise and prioritise objectives.     * Outline how objectives will be achieved (identify teaching methods).     * Select measurement instruments (tests, worksheets, assignments).     * Compare learner achievements against formulated objectives.
• Specific EMS Teaching Principles:     * Learner Centredness: Focuses on the learner within the environment.     * Critical Thinking: Analysing and evaluating issues to make informed judgements (conceptualising, applying, synthesising).     * Creativity: Thinking process where new ideas are invented or existing products modified.     * Assessment for/of Learning: Formative (developmental feedback) and summative (grades/marks) reporting.     * Credibility: Ensuring lesson research is trustworthy and withstands scrutiny.     * Clear Focus: Intended objectives and subject-specific content for each grade.     * Remedial Teaching: Education intended as a remedy to rectify or make good for slow learners.     * Progression: Ensuring the curriculum in the Senior Phase moves from simple/basic to complex across Grades $7$ through $9$.

Determining Situational Factors for EMS Lessons

• Analysis of Learners' Existing Knowledge: EMS is introduced in Grade $7$. Learners entering the Senior Phase may have limited knowledge. The teacher's first task is to lay the foundation for economic, commercial, and financial matters.
• Practicalities of the Teaching Context: Challenges include inequalities in South African schools, such as unqualified teachers, lack of resources, and large class sizes. Grade $7$ is in the Senior Phase but often taught at the primary school level.
• Resources Available: Availability depends on the school's location and socio-economic status. While some parents provide textbooks, under-resourced schools depend entirely on the government.
• Nature and Scope of Subject Knowledge: Teachers must stay current with developments in commercial, economic, and financial fields. The curriculum must state the knowledge, skills, attitudes, and values to be taught.
• Empowering Learners: Equipping learners for the South African economy (e.g., understanding the economic cycle, financial literacy, and national budget).
• Entrepreneurship: A developing country like South Africa needs entrepreneurs to contribute to economic growth and job creation.
• Enabling Learning Environment: Use of direct instruction, individual/group work, simulations, and research.
• Assessment: Policy states EMS should equip learners with real-life skills. Completion of a formal program of assessment and a teaching plan is required for progression to the next grade.

Definition of a Learner-Centred Approach

• The learner is at the center of the experience and takes control of their learning with teacher support.
• The teacher plans based on "what" and "why" learners must achieve objectives.
• Teachers transfer content knowledge and skills while directing learners to discover new knowledge and change attitudes.
• Learners evaluate economic data, propose solutions, and choose the best options.

Teaching Methods for the Learner-Centred Approach

Small Group Work Method

• Involves two or more learners in a task requiring active participation for success.
• Benefits: Sharing information and explaining concepts.
• Challenges: Negative influences from some learners; can be time-consuming if not monitored.
• Application Example: Topic: "Methods to increase economic growth in South Africa." Groups of four discuss questions, report findings to the class via a selected leader ("reporter"), and are assessed by the teacher.

Co-operative Learning Techniques

• Learners are grouped to study material together, characterized by face-to-face interaction and mutual support.
• Advantage: Learners motivate each other and see their own progress.
• Disadvantage: Above-average learners may be hindered by the dependency of others; potential for disciplinary problems if the teacher plays too small a role.
• Specific Techniques:     * Teams-Games-Tournaments (TGT): Developed by Robert Slavin ($1986$). Involves academic games. Increases communication and achievements.         * Steps for TGT:             1. Decide on an EMS topic (e.g., the economy) and objectives.             2. Provide specific questions for the assignment or quiz.             3. Set rules for the game.             4. Divide teams into groups of four members.             5. Members select numbers to answer matching questions.             6. Allocate time and points; high-scoring team wins.             7. Teacher signs team sheets to verify scores.     * Student Teams-Achievement Divisions (STAD): Learners compete as teams to accomplish goals. Faster work yields better results.         * Components of STAD:             1. Assigning Groups: $4$ to $5$ members with mixed academic ability (high, middle, low achievers).             2. Teacher Presentation: Content covered via lecture, discussion, or audiovisuals.             3. Team Study: Groups work on worksheets to ensure everyone understands.             4. Individual Quizzes: No help allowed; teacher marks and allocates individual grades.             5. Team Rewards: Scores are summed and compared to equal-ability divisions in other teams. Points are awarded ($8$ for highest, $6$ for second, etc.).         * Implementation Steps: Researchers projects (e.g., Economic Environment in SA), use CAPS for content, provide assessment rubrics, allow sufficient time ($1$-week duration), assess team presentations, and provide constant feedback.     * Jigsaw Strategy: Developed by Professor Elliot Aronson ($1997$). Enhances listening, engagement, and empathy.         * Base Group: Original group of five members studying a problem.         * Expert Group: One member from each base group meets to become an expert on a specific piece of the puzzle, then returns to teach their base group members.         * Educational Value: Reduces racial conflict and improves motivation.         * Steps: Divide class into teams; divide material into parts; expert members meet; experts return and teach; assessment can be individual or team-based.     * Think-Pair-Share (Peer Tutoring): Learners work in pairs to study, discuss, and agree on points in a text.     * Group Investigation (GI) Method: Groups of five or more plan and present tasks.         * Steps: Choose groups and leaders; select topics; provide sources; introduce problem; write solutions; report back; final class discussion.

Problem-Solving Method

• CAPS is based on problem-solving, requiring critical thinking and decision-making.
• General Steps (Entrepreneurship Example):     1. Identify the problem (Why are entrepreneurs important?).     2. Look at causes (Why certain entrepreneurs are successful).     3. Gather information (Read articles on trade unions/successful entrepreneurs).     4. Analyse the problem (Example: Raymond Ackermann of Pick n Pay).     5. Look for alternative solutions.     6. Select the best solution.

Role-Play and Simulation Method

• Includes dramatisation, simulation games, and socio-drama.
• Use Cases: Explaining the market or opening a bank account.
• Benefits: Learners are active and gain confidence.
• Application Example: Roles include Consumers (households), Business people (Raymond Ackermann), Government (Minister of Small Business Enterprises), Banking (Governor of SA Reserve Bank), Trade Unions (President of COSATU), and Informal Sector (Mrs Khumalo representing Spaza association). Participants argue their contribution to job creation and economic growth.

Case Study Method

• Provides opportunities to read, communicate, and reflect.
• General Steps: Identify case; provide sources; allow study time; conduct whole-class discussion.
• Example (Dora Dlamini's Hairdressing): Dora moves from labour-intensive to capital-intensive production (investing in clippers, dryers, and training) to increase productivity and profit margins.

Research as a Teaching Method

• Underpinned by constructivism; an out-of-class activity focusing on real-world exploration.
• Features: Clear project questions, self-directed learning, collaboration, and creating a tangible end product.
• Implementation Guidelines: Give a list of topics, provide a marking rubric, set formatting requirements, and monitor progress.
• Application Example (Mr James in Somerset West): Grade $8$ project on entrepreneurs. Duration: Four weeks. Skills involve problem-solving and collaboration. Final research products are assessed and feedback provided.

Class Discussion Methods

• Intentional sharing of ideas between two or more learners.
• Five Types of Discussions (Hayman, $1980$):     1. Policy: Discussing rules (e.g., school cell phone policy).     2. Problem-solving: Solving issues like wealth creation.     3. Explaining: Expressing viewpoints from a lesson.     4. Predicting: Forecasting results (e.g., petrol price increases affecting budgets).     5. Debriefing: Probing issues after a field trip.
• Techniques:     * Brainstorming: Generating as many ideas as possible.     * Panel Discussion: Elected leaders speak; rest of class asks questions.     * Small Group Discussion: Groups of $4$ to $6$; report back to class.     * Whole Class Discussion: All learners actively participate.     * Class Debating: Two teams with speakers; each given $5$ minutes to speak.

Flipped Classroom Pedagogy

• A blended strategy combining traditional teaching with online strategies.
• Mechanism: Teacher creates material (podcasts, DVDs, articles); learners explore topics outside of class time.
• Lambert, Parker, and Park ($2015$) Definition: Learners view pre-recorded lessons to complete activities and assignments.
• Application Example: A teacher attending a workshop records a $10$-minute DVD and a $5$-minute podcast interview with a local bakery owner. Learners watch these and complete activities during the lesson period.
• Benefits:     * Learners take active responsibility.     * More class time for collaboration.     * Teachers understand learner grasp of content better.     * Easier for absent teachers or learners to catch up.
• Limitations:     * Not applicable to all subjects.     * Lower satisfaction compared to face-to-face (Strayer, $2012$).     * Financial barriers: Schools need high-speed internet and computers.     * Difficulty in producing high-quality recordings (Prensky, $2010$).

Key Concepts Lexicon

• Co-operative learning: A method whereby learners work together to ensure that all members in their groups have learnt and gained the same knowledge, skills, attitudes and values on a particular topic.
• Flipped classroom pedagogy: A type of a blended classroom setting which uses a combination of normal classroom teaching and an online strategy.
• Jigsaw method: A co-operative learning strategy whereby learners each study specific sections of a topic and collaborate by sharing and piecing together their information.
• Learner-centred approach: Where the learners are playing an active role in response to the teacher's instruction and direction during the lesson, but take sole responsibility for their own learning process.
• Student teams-achievement divisions (STAD): A learner-centred teaching technique in which learners work as a team competing against other teams to accomplish a specific assignment or tasks or project or compete in a quiz.
• Teams-games-tournaments (TGT): A technique in which groups participate in an academic game or tournament to achieve an objective.
• Think-pair-share (peer tutoring) strategy: Learners work in pairs to study subject content and share what they have learnt.