Strategies For Teaching

Develop and demonstrate methods, materials and teaching
aids to teach these learning outcomes in a learner-centered

way according to the thematic approach by consulting the Pre
Primary -and the Lower Primary Syllabus for specific grades.
The following clarifies some of the teaching strategies/methods
Project method
The project method requires that learners participate in a
project.
The project could be designed by the teacher or the idea
could come from the learners.
It should be problem-solving in character, be realistic and
meaningful, and also be within the field of interest of the
learners.
A project should have clear outcomes which can be assessed.
 The teacher must give clear instruction about what should be done, how it
should be done, the resources available, the deadlines for the completion of the
project, how the project will be assessed and what will be assessed. The teacher
should not only assess the content but also the process.
 Learners can work either as individuals or as groups.
 Through groups projects, learners learn to work cooperatively with other
members of the team.
 This activity teaches them to compare solutions and discuss their findings
together.
 The teacher offer guidance only when it is necessary to allow learners freedom
to investigate, seek information and display their creative and cognitive
abilities. Link to Environmental studies
 Think of examples........
Problem-solving method
It allows learners to discover things for themselves and
the engage in solving problems.
They learn self-activity and self activity always
concerns a problem to be solved, a difficulty to be
overcome or a confusion to be resolved.
It is, however, important that the teacher guide the
learner towards the problems which form part of the
prescribed outcome.
Experimental method
The experimental method is used by the teacher to discover
reality by means of studying relevant examples and generalised
statements.
This method allows learners to experience reality and discover
things themselves. Experimenting ‘deals mainly with the
discovery of reality by means of a specific example in order to
eventually arrive at generally valid pronouncements concerning
the phenomenon or object.
This method is commonly used in natural and biological sciences.
The experimental method encourage learners to learn through
self-discovery, exploration and observation.
Think of examples and link to syllabus…….
Participative methods
Participative methods are those methods which focus on the

learner playing a central role in teaching-learning activities.
Participative methods give learners an opportunity to
participate actively and fully in classroom activities.
The learners are accompanied and assisted by the teacher to
seek solutions and to solve problems, to probe questions
and to find answers, to wonder, to explore, to investigate
and to manipulate the information at their disposal.
Participative methods lead to productive interactions
between the teacher and the learner and among learners.
Think of examples and link to syllabus……
Problem solving is a form of inquiry learning which engage
learners in seeking knowledge, process information and
applying ideas to real-life situations. This means that
problems have to be real to the learners and fall as much as
possible within the learners’ field of interest.
The problem should challenge the learner and encourage
him or her to greater responsibility for his or her own
learning.
Problem solving helps in developing learners’ thinking and
reasoning skills, thus keeping their natural curiosity alive.
Think of suitable examples......
Discussion method
A discussion allows for a planned and systematic

teaching-learning conversation between the teacher
and learners and among learners.
Teachers need to plan such lessons beforehand, and it
is useful if they tell learners in advance what the
intended outcomes of the discussion are.
The teacher should lead the discussion in the right
direction and, at the same time, prompting the
learners to exercise their own intellectual powers.
Nature table
On this table you should portray the theme of the

week. Learners can bring objects of interest e.g. a plant
and display it on the nature table. It is good to label
the items for incidental reading.
Group work
Group work broadens and develops the social interaction

of learners.
It keeps learners actively involve and enables them to
help each other.
Effective groups consist out of 5 to 6 learners.
When learners are busy in groups the teacher should
walk around in the classroom to supervise the groups,
giving advice and encouragement and help where
needed.
Well behaved groups can even sit and work outside the
classroom.
Learning through Play:
The value of play should never be underestimated.

Play is the spontaneous way in which children of all
cultural groups discover the world around them.
They learn through playing and if they enjoy their
play, they associate learning with enjoyment.
 Play is important for the total development of the child:
-Intellectual: the child learns to solve problems and make
choices
-Social: the child learns to interacts and cooperate with other;
-Emotional: the child learns to express feelings and respect
others;
-Physical: develop senses and good body and muscle control;
-Language: the child learns to speak and communicate with
others
-Play can happen inside or outside the classroom and the
teacher should be present to supervise and support learners.
Environmental education promotes learner-centred education.
As teachers we need to focus on developing the

skills, values and attitudes that encourages us to
care for people, and the resources and landscapes
around us.
Learner-centred education is a way of thinking
about how learning occurs and how learners
acquire knowledge. It is both a theory of
knowledge and theory of teaching and learning.
The focus of learner-centred education as a theory
concerns:
• Understanding on conceptual development
• Teaching and learning that is participatory
• Learning as a process leading to expanded understanding
• Knowledge as skills and values that are seen as an integral
part of knowing about, why, what if, how and how to.
• The multiple role of the teacher and the learner in the
learning process.
Environmental learning is concerned with making our learners environmentally literate.
By this we mean that through environmental learning

our learners will:
• Understand the key concept contained in the area of
environmental education and that they will through
the learning process
• expand their conceptual development in these areas.
• Knowing about these key concepts, and know the why,
what if, how and how to.
Environmental literate learners will be able to:
• Apply their knowledge to environmental issues and

problems
• Think critically about the environmental issues that
affect lives and the lives of their community.
• Make informed decisions about these issues
• Demonstrate the skills and competencies to work for ‘a
better place to live, learn and work.’
Look carefully at the above and you will
notice that the intention of environmental
learning and learner-centred education are
the same that is conceptual development.
Environmental learning, therefore, logically
is based on the same theory of learning and
teaching that learner-centred education is.
Portfolio?
It is expected that each student compiles a portfolio.

Portfolios are a way in which students can ‘showcase’ their
work and through which they are able to demonstrate their
development and progress.
What can be included in the portfolio:
Student can include copies of work they have done in this
course, interviews you have conducted, teaching aids you
have developed, lesson plans you have written etc.
When will this portfolio be assessed?
At the end of your second year the portfolio will be assessed.
Please keep all your work in your portfolio file.
Practical
Collect pictures and a suitable story that depicts a
family that lives in harmony. Make flash cards for each
family member and what their roles and
responsibilities are.
End of Unit
Let’s see what you have learned?
List the topics discussed?
What was fun, what did you enjoy the most and why?
What was not enjoyable and why?
List areas for improvement (for lecturer as well as
students as a whole)
Did you give your very best students?
Next Unit to follow after recap of previous work!……….
References:
 Grobler, H.M., Faber, R.J., Orr, J.P., Calitz, E.M., & Van Staden, C.J.S.(2005). The Day Care
Handbook. Cape Town, Creda Communications.
 Jacobs, M., Vakalisa,N., &Gawe,N. (2004) Teaching-Learning Dynamics, 3rd edition.
Sandown,Heinemann Publishers.
 Ministry of Education. NIED. (2013) Curriculum for the Lower Primary Phase Grades 1-3.
Windhoek,Namibia: John Meinert Printing.
 Ministry of Education. NIED. (2008). Environmental Learning in Namibia. Curriculum
Guidelines for Educators. Windhoek: Printech cc.
 Ministry of Education. (2010). Lower Primary Phase. Integrated Planning Manual for
Teachers’ Grade 2. Okahandja. NIED.
 Murray, S., (2005). Introducing Environmental Learning in Schools. Windhoek:
Typoprint.
 Trawick-Smith,J. (2010). Early Child development: A Multicultural Perspective 5th
edition. New Jersey: Pearson Education.
 Van Harmelen, U., (2005). Environmental Learning and learner-centred education.
Windhoek: Typoprint.


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Develop and demonstrate methods, materials and teaching

aids to teach these learning outcomes in a learner-centered

Participative methods are those methods which focus on the

A discussion allows for a planned and systematic

On this table you should portray the theme of the

Group work broadens and develops the social interaction

The value of play should never be underestimated.

As teachers we need to focus on developing the

By this we mean that through environmental learning

• Apply their knowledge to environmental issues and

It is expected that each student compiles a portfolio.

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