The document outlines principles for designing and presenting EMS lessons, including: 1) Traditional principles like proceeding from known to unknown, simple to complex, and concrete to abstract to build new knowledge on existing foundations. 2) The principle of totality which sees learners as whole units and learning as involving intellect, affective and psychomotor dimensions. 3) The principle of activity stating that learning requires active participation from learners, not just passive listening, through meaningful activities like problem solving.

1. SEM. II LECTURE 01
15TH JULY 2015
METHODOLOGY PRACTICUM: SENIOR
PHASE EMS 3B
Course Code: MOSPEB 3B
1

2. LESSON PREPARATION AND PRESENTATION
The objectives of this lecture include being:
 able to do the necessary preparation in order to
design a complete lesson
 able to identify didactic principles and types of
lessons relating to EMS teaching and to apply them in
a lesson
 able to apply constructivism principles in the design
of EMS lessons

3.  The chief functions of teachers in class are
❶preparation
❷presentation
❸assessment

4. Lessons as aspects of a complex structure
Lesson
a window on reality
a self-contained unit with its
own goal and outcomes
Theme
A theme usually takes more than one lesson period to
expound
completion of a theme is a suitable
time for assessment
Work Schedule
Annual Teaching Plan arranges the content of the syllabus
into the logical sequence in which it is
to be taught
The subject syllabus
The syllabus is an official document, and is
strictly prescriptive
Subject matter to be taught and learned is
described in broad terms per Grade
The subject curriculum
Subjects are rooted in specific major disciplines
EMS is offered as a subject at
secondary (grades 7-9)
The curriculumthe curriculum represents the whole spectrum
of reality
intellectual, moral, practical and other aspects
of life

5. Describing a lesson?
 A basic self-contained teaching/learning unit
 with its own goal and outcomes.
 As a teacher you need to assess whether these
outcomes have been achieved in the end (How?)
 A lesson reduces the subject matter to basic
essentials (eg. Recording receipts in a business)
 When preparing a lesson, the teacher should take
into account not only the learners existing
knowledge, but also their level of readiness and
their potential.
 Possible difficulties should also be anticipated and
dealt with!

6. Principles of Teaching EMS lessons
 The teaching of EMS, like any other kind of
teaching, is based on a system of educational
principles.
 Different authors formulate these principles
differently, Eg. Constructivism…
 but the ones dealt with below are of primary
importance in the qualitative design and
meaningful presentation of lessons of EMS as a
subject.

7. 1. Traditional principles
2. The principle of totality
3. The principle of individualisation
4. The principle of activity
5. The principle of motivation
6. The principle of perception

8. 1. Traditional principles
Main idea is to build new knowledge upon existing
knowledge (constructivism)
a) Proceeding from the known to the unknown
KNOWN
• Learners are
UNKNOWN
• They now have to be

9. 1. Traditional principles
Main idea is to build new knowledge upon existing
knowledge
b) Proceeding from the simple to the complex
SIMPLE
• A learner buys an
item and pays for it
COMPLEX
• Show how this simple
transaction forms part
of the economic cycle
with the flow of goods
and services in one
direction and a money
flow in the opposite
direction.

10. 1. Traditional principles
Main idea is to build new knowledge upon existing
knowledge
c) Proceeding from the concrete to the abstract
CONCRETE
• Sole proprietor
(one man business)
ABSTRACT
• Large public
companies (Traded
shares companies)

11. 1. Traditional principles
Main idea is to build new knowledge upon existing
knowledge
d) Proceeding from the whole to the components and
back to the whole.
WHOLE
• Price is the
cost of
various
factors of
production
COMPONENTS
• Labour
• Land
• Capital
• Entrepreneu
rship
WHOLE
• Wages
• Rent
• Interest
• Profit

12. 2. The principle of totality
Main idea is to see a learner as a unit
All dimensions of the child are crucial for learning:
 the intellect; the affective and the psychomotor
Hand, head and heart
Learners should be able to synthesise the ideals of the
home, church, school and society
Learners should not find it strange that such themes as taxes;
bills; debt etc are in EMS as well as in Business Studies,
Accounting, English and so forth. Each subject imparts its own
characteristic emphasis to the themes which total up to the
curriculum outcomes

13. 4. The principle of activity
The idea is Learning takes place only when there is active
participation on the part of the learners
Teachers who have given careful thought to the principle of
individualisation can make provision for meaningful activity.
The danger in the teaching of EMS is that it is sometimes
considered sufficient if learners listen attentively and passively.
Nevertheless, they do need to think, approach problems
analytically, compare solutions, evaluate data and exercise their
critical faculties.
Activity can be promoted by withholding some information so
that learners are obliged to discover it through independent
study.