Table of contents

Teaching strategy and teaching method explained.........................................3

Multicultural setting..................................................................................................3
Problem-Based Tasks as a strategy.....................................................................4
When...................................................................................................................................4
How.....................................................................................................................................5
Why.....................................................................................................................................6

Group work as a strategy........................................................................................7

When...................................................................................................................................7
How.....................................................................................................................................7
Why.....................................................................................................................................8
Conclusion........................................................................................................................8

Bibliography...............................................................................................................9

Question 1
Differentiate between teaching method and teaching strategy. Choose
any two teaching strategies and evaluate their importance by referring
to when, how and why you would use each of them in a multicultural
setting.

Teaching strategy and teaching method explained

In this assignment I will start off by giving the definition of a teaching strategy
and a teaching method respectively. I will then choose two teaching
strategies, explain what they are about and give reasons as to when, how and
why I would use each of them in a multicultural classroom environment.
A teaching strategy is a broad outline of an action plan for activities used for
teaching and learning. It is the approach that the educator chooses to use to
bring across an exercise/lesson to achieve the desired outcomes.
A teaching method is the way in which the teaching strategy is implemented.
In other words, it is a detailed plan/approach of the way to present the
contents of the lesson.

Multicultural setting
A multicultural classroom means that one is working with learners of diverse
cultures, all in one classroom. Learners contribute to a multicultural
environment by bringing different attitudes toward learning, their various
values and traditions as well as all their own prior knowledge. Because of this,
learners develop differently on an intellectual, physical and mental level.
Some of them might not even have English (which is the language of teaching
and learning (LOTL) in most schools) as their first or second language.
It is important that educators try their best to deal equitably with all racial and
cultural differences, especially in a rich and diversely cultured country like
South Africa (Nieman, Fraser, tsharane & Pienaar 2005:97). The following are
all good ideas to teach effectively in a multicultural setting: obtaining

information about other population groups, making sure all cultural groups are
respected, acknowledging the minority, being aware of racism and sexism that
may occur in textbooks, acknowledging differences among learners, creating
a climate of openness in the class, communicate equally across ethnic
groups, promote ethnic integration, reflect diversity in all activities and taking
everybody into consideration Nieman et al 2005:99-100). By doing a context
analysis, one is considering all these factors before choosing a teaching
strategy.
I will explain when I will utilize, how and why I chose Problem-Based Tasks
and Group Work as favorable teaching strategies in a multicultural classroom
environment.

Problem-Based Tasks as a strategy

When
In a multicultural setting, this strategy is appropriate as it is a learner-centred
way of teaching. I will utilize this strategy when there is new content to learn,
and prior knowledge can be used to discover the unknown. This will help the
learner to realize that information which they have learnt should be applied.
For example, in Natural Science, when the educator poses a question like
Why does ink spread faster in boiling water than in cold water?, the learners
use their prior knowledge of energy in the form of heat and what it does to
particles. It is good to use problem solving in a concept where many questions
will arise from the learners. If the teacher just had to give them the answer
directly, without them trying to figure it out by themselves, some might have
lost interest and not completely understood the reason/concept. When
learners figure things out by themselves, and discuss it with their peers, they
begin to form a proper understanding about a subject and will remember it
easily, as opposed to the educator just giving them the answer. Educators are
merely a guide to learners to help them ensure relevance in their findings.
Problem solving is a skill and it has to be able to generate new knowledge.
(Neiman & Monyai 2006: 115) Human beings, by nature, are inquisitive.
Solving problems not only appeal to learners natural inquisitiveness, but also

allow them to learn in the process (Nieman & Monyai 2006:115). Problem
solving can only be effective if the educator himself has a love for knowledge
and learning. The process and the solution are equally important and the
process should be monitored regularly by the educator. Problem-based tasks
are good to use when one specific topic is dealt with over a number of weeks.
Its important to note that this method requires a large amount of preparation
from the educator as well as a lot of engagement and responsibility from the
learners.

How
There are 9 steps that make up the core structure for most problem-solving
models:
1) Becoming aware of a problem situation or event. It is important to
encourage the learners interest by first identifying the problem they will
deal with.
2) Identifying the problem in exact terms. Keep it simple and concise.
Encourage precision more than quantity of words.
3) Defining all terms. The educator should be well-informed about the
problem to clarify any questions that the learners may have.
4) Establishing the limits of the problem. Set boundaries for the
chosen topic surrounding the problem so that learners can research
specific information.
5) Conduct a task analysis so that the problem can be subdivided
into separate elements for investigation. Guide learners into
approaching the problem with a plan.
6) Collecting data that is relevant to each task. Guide learners in
separating their relevant information from their irrelevant information.
7) Evaluating the data for errors. Teach learners to recognize and
separate information that is subjective.
8) Find a link to bind all the information which they have gathered.
9) Making generalization and suggesting alternatives to solve the
problem.
(Nieman & Monyai 2006:116)
A good way to approach on how the problem-based strategy is by doing it in
groups. Place responsibility on learners for suggesting a solution to the
problem which they are facing. It is a good idea for them to explain to one

another. Encourage them to listen to one another as each person brings new
value and insight because of their vast cultural differences. This is especially
helpful in lessons where knowledge creation is required. This will help them
grow and think in a way that is beyond what they can learn in their home
environment. Brainstorming is a good way to do this as it encourages optimal
participation. Another way to approach this strategy is by using case studies.
The case studies chosen by the educator should be interesting and relevant
to the learners as well as appropriate to what is happening in society today.
Nieman & Monyai (2006:118) suggest Clark and Starrs (1996:244) procedure
for conducting a case study:
1)
2)
3)
4)

Select a topic
Provide the learners with all the resources to complete the task.
Learners study the case with the guidance of the educator.
Discuss the learners findings and conclusions

These steps require the educator to well prepared for the lesson. It is
important that he goes through every possible answer that the learner might
give. During discussion, the educator should be fair in whom he chooses to
answer the question. Learners who shout answers out of turn should know
that there are consequences.
Why
The reason why the problem solving strategy is very beneficial in a
multicultural environment is because it does not only allow learner to expand
their knowledge vertically, but also horizontally. By being exposed to different
cultures, traditions and norms, they can learn much more than what the
education system offers and what their parents can help them with. An
advantage of solving problems using case studies that are relevant is that the
educator can give feedback on how the case was handed in reality. This could
also encourage a discussion whether the manner in which it was handled was
the best possible way, or if there was a better way with a better outcome.
Brainstorming allows the ice to be broken. So when it is done at the beginning
of the topic/session, tension is eased and it creates an environment where
everyone is comfortable.

Group work as a strategy

When
Group work as a strategy, in a multicultural setting, is very valuable as it
allows learners to interact and learn from one another. There are various ways
in which to group learners: whole class, small groups and in pairs. The way in
which the educator groups the class should be alternated. When dealing with
a big group, it is especially important to vary teaching strategies. Working in
different sized groups is a good way to bring variation. This strategy is
effective when academic work is divided into clear, separate sections. Each
section can then be divided among the groups. This strategy is also effective
when there are barriers to learning which the educator faces in the classroom.
Students are more open to asking their peers to explain something to them
which they do not know.

How
When making use of this strategy, one of the ways on how to approach it is to
have rules in place to control behavior. Nieman & Monyai (2006:129) say that
the educator can ensure order and discipline by following what Wilkens (1998)
says:

Planning appropriate tasks for the level being dealt with.

Making sure that the students know what group work entails.
Forming groups that are evenly divided regarding ability and behavior.
Ensuring that there are sufficient tasks which are challenging enough

to keep learners busy for the desired amount of time.

Ensuring that learners understand the work and instruction as well as

their roles within the group

Keep the learners focused on the goal of the activity and always

checking whether they are digressing.

Always circulate among the groups and being actively involved in the

process
Have a policy regarding the answering of questions which are asked by
the educator. An example could be that when a learner has answered a
question, they cannot/dont have to answer one again, unless it is
asked of them by the educator. This will ensure that each learner gets

a chance to participate.
Always be consistent and just when attending to discipline.
6

Why
It will be useful to appoint a group leader at the beginning of the group work
lesson, so that when its time to report back, only the group leaders report
back the findings. The biggest disadvantage in this strategy is that
participation is voluntary. There is no way to force someone to participate.
That is why it is vital to group learners in a strategic way.

Conclusion
In conclusion, it is always important for the educator to prepare lessons
thoroughly. Checking the content and preparing well in advance will allow the
educator to choose an appropriate strategy along with the teaching method in
which to present the lesson to the class. Also take the time to get to know
each student and their background. Take an interest in what they have to say,
and if there are barriers to learning, find ways to cross it instead of allowing it
to hinder the learners progress. In a diverse-rich South Africa, it is important
to find out which strategy works best in the particular setting. If the one fails,
then try something else. It is best to discover by practical trial and error.

Bibliography
1) Nieman, M. M. et al. 2005. The Educator as Mediator of Learning.
Pretoria: University of South Africa
2) Nieman, M. M. & Monyai, R. B. 2006. The Educator as Mediator of
Learning. Pretoria: Van Schaik Publishers

3) Sharma, Y. K. 2002. Fundamental Aspects of Educationa; Technology.

New Delhi: Kanishka Publishers