The document discusses six key didactic principles: 1. The principle of totality which emphasizes integrating learning units into a unified whole and considering the total development of the learner. 2. The principle of perception which uses teaching aids like pictures and models so learners can perceive and learn through their senses. 3. The traditional principle which builds on learners' existing knowledge to introduce new topics. 4. The principle of motivation which can encourage intrinsic or extrinsic motivation through the learning situation and program. 5. The principle of mother tongue instruction which allows learners to be taught in their native language. 6. The principle of activity which channels learners' natural activity towards successful learning.

1. INTRODUCTION
(F Van Der Stoep W.J LOUW) Defines didactic principles as “the theory of teaching or the scientific
analysis of the activity and didactic is therefore the scientific study teaching activity. So I’m going to
discuss didactic principles of which are: the principle of totality, the principle of perception, traditional
principle, the principle of motivation, the principle of mother tongue instruction and the principle of
activity.
DIDACTICTIC PRINCIPLES
1. PRINCIPLE OF TOTALITY
Stuart et al (1987:28) state, “The principle of totality stresses the unity of men.”The principle of totality
is perceived as the most embracing didactical principle in the teaching and learning context because it
emphasizes the total development of human interllect, emotions and personality. In teaching and
learning this principle refers to the synthesis and integration of learning units as experienced in totality
by the child. Educators must be knowledgeable about the principle of totality and be ready to utilize the
acquired knowledge of inclusive education on the basis this principle if they are to achieve their goals in
respect of disabled and non disabled learners. This principle discourages the teaching of units of
knowledge and memorization of facts and rules as disjointed bits that are not integrated to form a unity.
The emphasis on the principle of totality is always on the idea of integration of lesson units into a single
unified structure. Educators should understand this didactic principle as emphasizing the fact that
learners cannot be isolated from their peers due to their physical defects.
1.1 IMPLICATION AND EXAMPLES
The principle of totality works effectively when grouping learners those with disability and non disability.
In business studies this principle works very well because the units of business studies integrate with
some units in Economic Management and Science.
2. THE PRINCIPLE OF PERCEPTION
According to C.W Kgole (2007:48) when entering the didactic situation the child is already aware of
certain concrete things. The learner has not been in formal teaching and learning and learning situation,
yet he knows a great deal
Perception, however, means more than sensory awareness. Once a person sees, smells, feels, taste and
hears, he starts to arrange his thoughts so that he is able to memorize what he is experiencing. In the
didactic principle situation this principle is applied by using media-teaching aids-which may be pictures,
models, films, etc…,so that the child may perceive and so learn.

2. 2.1IMPLICATION AND EXAMPLES
In geography, the principle of perception is effective because when talking about plants, soil, or animals,
the teacher can bring along these thing in class so learners can understand very well.
3. TRADITIONAL PRINCIPLE
According to C.W (2007:45), it should be kept in mind that in many cases, the subject matter presented
to the pupils is relatively new to him and must be assimilated by him. The teacher’s task is to see that
this takes place successfully. This knowledge the children have, can now be used as a link to the new
knowledge the teacher wants to presents to them.
3.1. IMPLICATION AND EXAMPLE
This can be used in mathematic literacy and mathematics when introducing new topics like VECTURES.
4. THE PRINCIPLE OF MOTIVATION
According to C.W (2007:44) the principle of motivation is distinguished by intrinsic and extrinsic
motivation. When educators have gained insight into the principle of motivation, they will be in better
position to implement both forms of motivation appropriately in the teaching and learning situation of
population within an inclusive education. Teachers’ readiness to implement this principle within an
education situation would yield position results in respect of social competence and lifelong learning.
Intrinsic motivation is derived from learning situation in this framework learners are exposed to the
subject matter. In extrinsic motivation , learners participate in learning programmes with conflicting
ideas. The principle of intrinsic encourages the learner to develop learning attitudes competency and
productivity.
4.1. IMPLICATION AND EXAMPLE
This principle is effective when guiding learners from grade nine to grade ten like guiding learners who
are interested on being chattered accounted to study commercial subject.
5. THE PRINCIPLE OF MOTHER TONGUE INSTRUCTION
From birth the child learns to speak their language of communication in his or her environment. the
child develops the language and acquire the life style of his or her immediate community. This principle
is important since according to it every learner has the right to be thought in their mother tongue. this
means that every child, including those born with disabilities should be allowed to use their mother
tongue in teaching and learning situation.

3. 5.1. IMPLICATION AND EXAMPLE
This can be effective when a teacher is in the place where there is only one culture for example you can
teach with ISIZULU when you are in KZN because in that place there u will not find Setsonga or
Tsevenda.
6. THE PRINCIPLE OF ACTIVITY.
The child is dynamic by nature, and if he or she is physically well, is always active. this activity is not
necessarily aimed at learning, the idea is to channel this ever present activity of the child into the
didactic situation in such a way that successful learning can take place, as it was said before, the child is
actively involved in the process of becoming an adult.
6.1. IMPLICATION AND EXAMPLE
These principles help the child to become a meaningful, active and matured citizenship
CONCLUSION
Didactic principle help educators to make teaching and learning situation to run smoothly because it
guides them on how to manage the teaching and learning environment . Didactic principles help
educators to understand each and every learner with or without disability

4. REFERANCES
1. TEACHING METHOD SECOND EDITION P.J.N
F.VAN DER STOEP
W.J LOUW.
2. EDUCATORS KNOWLEDGE OF INCLUSIVE EDUCATION AND THEIR READINESS TO IMPLEMENT IT IN A
DIDACTIC SITUATION
C.W KGOLE
2007

5. TABLE OF CONTENT
INTRODUCTION………………………………………………….................................PAGE 1
1. THE PRINCIPLE OF TOTALITY…………………………………………………………….PAGE 1
1.1 IMPLICATION AND EXAMPLES…………………………………………………………….PAGE 1
2. THE PRINCIPLE OF PERCEPTION……………………………………………………………….PAGE 1
2.1. IMPLICATION AND EXAMPLES…………………………………………………………………..PAGE 2
3. TRADITIONAL PRINCIPLE………………………………………………………………………………PAGE 2
3.1. IMPLICATION AND EXAMPLES………………………………………………………………….PAGE 2
4. THE PRINCIPLE OF MOTIVATION………………………………………………………………….PAGE 2
4.1 IMPLICATION AND EXAMPLES……………………………………………………………………PAGE 2
5. THE PRINCIPLE OF MOTHER TONGUE INSTRUCTION………………………………..PAGE 2
5.1. IMPLICATION AND EXAMPLES…………………………………………………………………..PAGE 3
6. THE PRINCIPLE OF ACTIVITY…………………………………………………………………………PAGE 3
6.1. IMPLICATION AND EXAMPLES…………………………………………………………………..PAGE 3
7. CONCLUSION……………………………………………………………………………………………….PAGE 3

6. GSD 400T
ASSIGNMENT NO.1
S.X MHLONGO 209242982
LECTURER: MRS RAMAPELA
DUE DATE: 28 FEBRUARY 2012
TOPIC : DIDACTIC PRINCIPLES