Teaching EMS: The learner-centred approach

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Approaches to teaching EMS: The learner-centred approach
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Approaches to
3 teaching EMS:
The learner-centred
4 approach
Micheal van Wyk
Chapter objectives
After reading this chapter you should be able to:
• Understand the fundamental principles of CAPS as applied to teaching 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.
Case study: 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
76 Teaching Economic and Management Sciences
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
Teaching EMS is about using a well-defined way of acting out a
specific lesson or teaching plan in order to achieve a desired goal
with the class. Teaching approaches play an important role in the
repertoire of teaching skills needed by the teacher to achieve the
intended objectives for the subject. Unfortunately, there is no golden
rule or formula that the beginner teacher can use to select the right
teaching approach for a specific teaching situation. There are various
factors that can impact on the chosen teaching approach. Such factors
include:
• The teacher’s personality and competence
• Learners’ abilities
• Subject content knowledge
• Pedagogical content knowledge
• The nature of the subject
• Class size, classroom environment
• The purpose of the lesson.
Teachers need to plan in order to execute lessons effectively. Teaching

Think and Link
Chapter 3 new subject content means the teacher must consider which approach
is the most applicable and appropriate for achieving the desired
lesson objectives. In this chapter, you will be introduced to the
learner-centred approach. By applying this approach, your role and
CHAPTER 4 Approaches to teaching EMS: The learner-centred approach 77
function changes from communicator to organiser and motivator

in the class.
Let us now start with a brief discussion of teaching principles
within the context of teaching EMS at classroom level.
4.1 Teaching principles in the context of CAPS

for teaching EMS
In this section, you will be exposed to the basic principles of CAPS
for teaching EMS in the classroom.
4.1.1 Fundamental principles underpinning the EMS

curriculum
It is important for you to read the CAPS document which directs the
Think and Link
fundamental principles derived from the Constitution of the Republic Chapters 1 and 2
of South Africa 108 of 1996, as amended), before planning EMS
lessons. The fundamental principles are:
• 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 (Republic of South Africa, 1996).
Teaching hint
When selecting, planning and deciding to use any learner-centred teaching strategies, always adhere to the
fundamental principles that underpin the EMS curriculum in all your lessons.
These fundamental principles form the basis for teaching all school
subjects in South Africa. It is important to integrate these principles
into lessons when planning and teaching. For example, when teaching
the topic of trade unions in South Africa, you should plan to integrate
the fundamental principles of inclusivity, environmental and social
justice into the lesson. With regard to this principle you should explain
to the class that workers have a choice or a right to apply for membership
to any registered trade union in South Africa. The class should be
informed that business owners and workers can decide as a collective
to start a trade union that will represent them when bargaining for
higher productivity or negotiating fair wages and safe working places.
The EMS curriculum for South African schools provides us with

information on the type of learner envisaged for the economy (DBE,
2010). It is important for you to understand your teaching role as a
change agent. Therefore, it is imperative for you to understand why
a specific principle has been chosen for teaching the subject. Furthermore,
Van Wyk (2010:113) argues that when you are planning to teach the
subject, it is a prerequisite that you should have an understanding
of the fundamental teaching principles underpinning this teaching
philosophy and practice.
Before you plan EMS lessons, there are specific questions you
should ask. Ralph Tyler, an American educator wrote a book, Basic
Principles of Curriculum and Instruction (1949), that still influences
teaching today. He came up with the four questions below, called
the Tyler Rationale, which teachers can use to structure their lessons:
• What teaching and learning objectives should be considered?
(What?)
• What teaching methods will be applied and how will the chosen
teaching methods being planned help to achieve the objectives in
teaching the subject? (What and how?)
• How to execute effective classroom management practices? (How?)
• What to use and why use applicable assessment and evaluation
tools in your lessons? (What and why?)
You can employ Tyler‘s approach to your teaching by implementing

the following steps:
• Plan and write specific, intended lesson objectives to be achieved
by the class
• Categorise and organise your lesson objectives (meaning prioritising)
• Outline how the lesson objectives will be achieved (meaning
indentifying the right teaching methods)
• Select instruments such as tests, worksheets and assignments to
measure whether the objectives have been achieved
• Compare the achievements of learners against formulated objectives.
These teaching principles serve as guidelines when starting to plan

Think and Link
Chapters 3 and 8 your EMS lessons, but remember to reflect on them before applying
them to your context.
After studying Taylor’s approach to teaching, the question is:
‘How will I then select the appropriate teaching principles for EMS
lessons?’ In this section, a selection of teaching principles are provided
which you can use to make informed choices regarding the best
principle(s) to apply. It is important that you teach according to a
certain set of principles, in this case those applicable to the subject
of EMS. It is imperative that the reason for applying a specific teaching
principle is to encourage quality and excellence in the subject. This
can only be achieved if you strive to plan and deliver quality and
excellent learning experiences that accommodate and support a
diverse learner population in the class.
These principles are:

Think and Link
• Learner centredness as a principle focuses on the learner in the Chapters 1–3
teaching and learning environment.
• Critical thinking as a principle means to analyse and evaluate an
issue in order to make an informed judgement. Learners need to
conceptualise, apply, analyse, synthesise and evaluate information
in order to reach conclusions.
• Creativity is a thinking process whereby a new or original idea is
created or invented, or an existing product is modified.
• Assessment for learning and assessment of learning are principles
relating to summative (grades and marks) and formative
(developmental feedback) reporting on the performance of learners
in the classroom.
• Credibility: The study (lesson research) undertaken must be
trustworthy and withstand the scrutiny of fellow researchers and
the research community.
• There should be a clear focus of intended objectives, a subject
specific content in each grade, as prescribed by the curriculum.
• Remedial teaching means specific education intended as a remedy
for slow learners and means to rectify or make good.
• Progression means the curriculum in the Senior Phase must show
progression from the basic/simple to the more complex in Grades
7 to 9. You need to have an overview of all three grades to determine
at what level content must be dealt with in a particular grade (Van
Wyk 2010:114–115).
Stop and reflect

Go to the web site of the Eberly Center: Teaching excellence & Educational Innovation, https://www.cmu.
edu/teaching/. This web site provides teaching principles for effective teaching: http://www.cmu.edu/
teaching/principles/teaching.html.
4.1.2 Determining the situational factors for teaching

EMS lessons
EMS is a living and practical subject that should be linked to
what happens in real life. It is your responsibility to determine a
strategy to do this. To be effective, EMS teachers must carefully
determine the situational factors that might impact their teaching
strategy.
In this section we will explain the situational factors that determine
what, why and how you will equip and empower learners with
economic and management skills that enable them to participate in
the South African economy. In order to achieve this specific objective,
you should determine your strategy for teaching based on the
following factors.:
• A careful analysis of learners’ existing knowledge and experiences:

EMS as a subject is only introduced in the syllabus in Grade 7.
Therefore, learners entering the Senior Phase will have limited
knowledge of Economic and Management Sciences. This can
be problematic, because the content of EMS requires learners to
know, read and write about everyday economic, commercial
and financial matters. Your first task will be to lay the foundation
for further experiences and opportunities for learners in
this subject.
• The practicalities of the teaching context (for example, class size):
The dilemma of teaching EMS in South Africa is accentuated by
the inequality that still exists in South African schools in terms of
unqualified teachers, resources, and class sizes. Grade 7 forms
part of the Senior Phase, but is taught at primary school level. This
poses a serious question about how prepared learners are for
Grades 8 and 9.
• The teaching and learning resources available: As mentioned
above, the availability of teaching and learning resources will
depend on the location and environment in which the school is
situated. Sometimes the income potential of parents and the
community in which the school is situated also plays a role. In
South Africa each learner in EMS must be provided with a textbook
and other learning and teaching material. In some schools, parents
are expected to provide these necessities, but most under-resourced
schools depend on the government to provide the learners with
everything they need.
• The nature and scope of subject knowledge to be taught: The
nature and scope of new subject knowledge and of increased
technology in the commercial, economic and financial fields make
it imperative that you keep abreast of the latest developments.
The curriculum must clearly state the knowledge, skills,
attitudes and values to be taught by you and learnt by the
learners. This will result in the classroom becoming a place where
learners are exposed to new knowledge, to rapidly changing
technology and to the latest developments in the above-mentioned
fields.
• Empowering learners with relevant new content knowledge,
skills or values in EMS lessons: You must equip learners with
economic and management skills that will enable them to play a
part in the South African economy. Learners in the Senior Phase
must know about the economic cycle and how it impacts on the
economy. You must introduce learners to the understanding of
finance by equipping them with the necessary financial literacy
knowledge. For example, you should discuss and explore the
effect of the national budget on the economy. EMS must prepare
learners for engaging in entrepreneurial activities. A developing
country such as South Africa needs more entrepreneurs because
they are the ones that can contribute towards economic growth
by creating more jobs.
• Providing an enabling-learning environment and employing
effective teaching methods to enhance learners’ knowledge, skills
and values: You can make use of direct instruction, individual
work, group work, simulations and research to enable the learning
process. You can also design a list of interesting activities and
resources to use at different points in your EMS lessons.
• Assessing learners’ work to evaluate whether learning has taken Think and Link
place: The EMS policy states that we must ‘equip learners with Chapters 1–3
real-life skills for personal development and the development of
the community’ (DBE, 2010:5). The learners must be able to complete
activities designed by you. EMS and all other subjects in a particular
grade must have a formal programme of assessment and a teaching
plan that guides teaching and learning in the classroom. Progression
to another grade can only be achieved if the formal programme
of assessment has been completed. This gives an indication of
whether learning has taken place.
Before you continue with the next section, complete Activity 4.1.
Activity 4.1
Read the conversation in the opening case study and answer the following questions:
1. Explain in your own words the concept of a learner-centred approach.
2. According to the case study, Motshidi advises Pulane on ways to use a learner-centred approach. Write three
things that you could use to advise Pulane on how to determine the situational factors that may influence her
EMS lessons.
Next, the learner-centred approach to EMS lessons is defined.
4.2 What is a learner-centred approach?

The purpose of this approach is to place the learner at the center of
the teaching and learning experience. Learners must take control of
their own learning with the support of the teacher. For example, EMS
teachers plan lessons focusing on what and why learners must achieve
specific lesson objectives. EMS teachers should transfer not only
subject content knowledge and skills, but also support, and direct
learners to discover new knowledge, skills and changed attitudes
toward the subject. Learners must be given opportunities to evaluate
economic data, propose solutions, consider their likely effects and
choose the best solutions for the problem.
4.3 Teaching methods appropriate for the

learner-centred approach
In this section, the following teaching methods appropriate for a
learner-centred approach are briefly discussed:
• Small group work method
• Co-operative learning techniques
• Role play and simulations
• Problem-solving method
• Research method
• Case study method
• Project method
• Class discussion method.
4.3.1 Small group work method

This method involves two or more learners in a small group task
where active participation of all members is required for success.
The teacher must see to it that the groups are small enough to allow
members to contribute equally. The benefits of this method include
being able to give and share information and explain concepts to
each other. Challenges include some learners being negative and
influencing the group’s learning process negatively. This can be time
consuming if the teacher does not monitor the situation closely.
For example, learners can be given an EMS topic such as ‘Methods
to increase economic growth in South Africa’ to explore. Small groups
consisting of up to four learners can discuss the topic. The teacher
provides instructions and specific questions to be completed by the
group in class time. The groups must report their findings to the rest
of the class. The groups will be observed and assessed by the teacher
whilst reporting their findings. Each group selects a leader to report
back on their findings (the reporter). Each group member is given a
specific task to be completed. Each group member gives input and
discusses ideas and collectively agrees on each point before they
accept it as a group.
The success of small group work lies in everyone in the group
understanding the topic under discussion and the teacher only
facilitating the process.
4.3.2 Co-operative learning techniques

Using this method, learners are grouped to study the learning material
provided and all members are involved in completing the task on a
particular topic. Learners learn from each other and there can be a
lot of face-to-face interaction between learners. They can learn new
skills from each other under the close guidance of the teacher.
The advantage of this method is that learners can support each other.
Learners are able to see their progress for themselves. This is a more
hands-on approach and can motivate learners to be positive about
their work. However, a big disadvantage is that the above-average
learners’ progress is sometimes hampered by other learners’ dependency
on them for their development and progress. They must put in more
effort to bring the other learners up to the desired level and can
neglect their own development. The teacher plays a small part in the
lesson and this sometimes leads to disciplinary problems in
a classroom. You should use the knowledge of the learners and
learning process to know when is the right time to introduce this
method.
There are various co-operative learning techniques:
• Teams–games–tournaments (TGT)
• Student teams-achievement divisions (STAD)
• Jigsaw strategy
• Think–pair–share strategy
• Group investigation strategy.
4.3.2.1 Teams– games–tournaments (TGT)

In the TGT technique, groups participate in an academic game or
tournament. Robert Slavin (1986:25) started this strategy in his classes:
he gave his students time to read, to discuss and present their ideas
on the content to the others. Slavin discovered several educational
values to this strategy, namely, increased communication skills, better
individual and group achievements, positive interaction between
students and improvement in self-esteem. For example, the teacher
gives students specific content to be learned in class. Small
groups follow the process of each one teaching someone. This is
also referred to as a technique of peer teaching (Bruffee, 1999:90).
An example of this is that you can plan an economic quiz game
whereby learners are grouped to play against each other and decide
on an ultimate winner of the game. It is important for you to
plan, organise and inform learners how and when this TGT will
be used.
You can use the following steps to implement TGT in your EMS Think and Link
class (Figure 4.1). First, you present lesson content to the whole class. Chapter 2,
Then the learners are divided into previously assigned four to five Sections 2.2.1,
member learning teams. The teams work together on teacher selected 2.2.2 and 2.2.3
or teacher-constructed study questions or practice exercises, coaching
each other to mastery of the content. The lesson then ends with a
tournament. Learners leave their learning groups and compete at
tournament tables with two others of the same achievement levels.
For instance three students, who are customarily the three top scorers
in multiplication, compete at one table. Those who usually rank four,
five and six compete at another table.
Groups 1
&3
Groups 5 Groups 2
&8 Class of &4
40
learners
Groups 4 Groups 3
&7 &6
Figure 4.1 Plan of steps to use TGT in the classroom
Step 1: Decide on a topic from the EMS curriculum, such as the

economy, and inform the learners in the TGT groups what
objectives should be achieved.
Step 2: Plan and provide TGT groups with specific questions to
complete the assignment or tasks or project or economic quiz
on the topic.
Step 3: Set up the rules for the teams to play the game.
Step 4: Teams are divided into smaller groups of four members
each.
Step 5: Each team member selects a number and answers the
question that matches the number selected by the team.
Step 6: Plan and decide on time and points allocation to each game
and the team who scores the most points overall is the
winner.
Step 7: Team recorded scores on TGT team sheets, and after each
round, these are signed by the teacher to verify and assure
that the scoring are correct and valid.
Now that you understand what TGT is and know the steps on how
to implement the strategy, we are turning our attention to STAD.
Activity 4.2
After reflecting on the issues raised in the conversation between Pulane and Motshidi, the following issues need
to be answered:
1. Why are you selecting TGT as a learner-centred approach for teaching EMS? Motivate your answer.
2. How could this teaching method encourage the active participation of learners and why do you think it is of
vital importance for learners to be involved in their learning?
3. What is the purpose of this strategy and how will you implement TGT strategy in your future lessons? Write
a short paragraph, advising the two teachers on the importance of this co-operative learning approach.
4.3.2.2 Student teams-achievement divisions (STAD)

EMS learners work as members of a team competing against other
Think and Link
teams on a section of learning in order to accomplish specific goals. Chapter 2,
The faster the team works to accomplish the task, the better the Sections 2.2.2
results. STAD learner groups consist of five members; each member and 2.2.3
contributes to the overall team goals to be achieved on the task. Each
member must learn a specific section of the topic and compete with
other teams. The purpose of STAD is to build good relations, enhance
co-operation and increase social interaction amongst groups to
compete as teams on a topic.
You can use the following components of STAD as a co-operative
learning strategy:
• Assigning learners to groups: The teacher can either assign learners
to groups of 4 to 5 members or learners can divide themselves
into groups. Ensure that each group has a good mix of members
in terms of academic ability (Maloof & White, 2005). You can use
this to assess social skills such as tolerance for others; this could
be an important consideration in grouping learners. Groups would
be formed based on academic performances of results as high-
middle- and low achievers.
• Teacher presentation: At this second stage, you present to the
whole class the content that is to be covered. The presentation
could be done by a traditional lecture method, discussion type of
lesson, demonstrations or by means of audiovisual presentations.
During this session, the teacher explains the content thoroughly
to the learners and allows them to ask clarifying questions before
commencing with group discussions (Chung et al., 2010:290).
• Team study: You distribute worksheets on the material you have
taught to the different groups. Each group should then go through
this content making sure that all members understand the work.
The teams work together using the given study notes and complete
worksheets that assist them to thoroughly comprehend the content.
• Individual quizzes: After a period of time, every member in each
team is expected to have mastered the given subject matter. The
teacher then administers individual quizzes. The quizzes are on
the material learners have learned and they may not help one
another during this period (Balfakih, 2003:608). When the learners
have completed the quizzes, the teacher collects and marks them
and allocates grades for each individual.
• Team rewards: According to Slavin (1986:39), the scores of learners
are summed up and compared to other members of their division
with equal abilities from other teams. For example, the high
achievers’ scores from one team would be compared with other
high achievers in other groups. The highest scorer in the category
earns eight points for his team, the second highest scorer earns
six points, the third highest scorer four points, and all others only
two points. Then the highest scorer in each division or ability level
is promoted to compete on the next higher level.
You can take the following steps to implement STAD in your EMS
class:
• Group learners: Each STAD learner group consists of five members.
The groups receive a topic, for example, the economic environment,
as a research project.
• Provide a task or assignment to be completed: Assign a specific
assignment or task to be completed by each team. Groups must
do a research project on the different role players and elements
influencing the economic environment in South Africa. For this
task, groups are given a week to plan, complete and submit their
final assignment of five pages for assessment.
• Provide content or learning material to be studied: Use the EMS
CAPS documents to find content to be studied by each team.
Groups can use their Grade 9 EMS book and conduct Internet
searches on the topic.
• Provide learners with the assessment criteria to be used to assess
each STAD team. Plan the assignments or tasks to be completed
by teams by using assessment rubrics or worksheets. Groups are
given the assessment rubric with criteria for marking the assignment.
• Allow sufficient time to complete the task. Enough time should
be allocated for groups to study and complete each assignment.
The time allocated for this project is a week.
• Assess whether objectives are being achieved: Teams must present
their tasks or assignment to the rest of the STAD groups. The
teacher grades or marks the tasks as the groups present their
project. The teacher evaluates each team on whether the team is
meeting the objectives as set out at the outset. At the end of the
week, the groups submit their final research project and also report
back on their experiences as a collective group.
• Allocate marks or grades. All scores are recorded on STAD team
scoring sheets. The mark allocation for the research project is 50 marks.
• Show change in progress by providing constructive feedback to
each STAD team about how each individual team member has
scored, as well as the overall progress of the team (Killen, 2009).
During the week before the submission date, constant feedback
on the project should be provided.
Complete Activity 4.3 before you continue to the next section.

Activity 4.3
Read the opening case study again and answer the question below.
During her undergraduate studies, Motshidi was exposed to student teams-achievement divisions as a co-
operative learning method. Currently she teaches all the Grade 9 EMS classes at her local school. She decided
after her conversation with Pulane to read more on STAD as a co-operative learning method. Motshidi is facing
a teaching dilemma regarding how to plan and implement this learner-centred approach in teaching her subject.
What possible reasons could you formulate to help Motshidi in her decision to use this teaching method in her
subject? What components and steps must she follow to be successful in this method?
4.3.2.3 Jigsaw strategy

Think and Link
The jigsaw strategy was developed in 1997 by Professor Elliot Aronson Chapter 2,
and his students at the Universities of Texas and California. Using Sections 2.2.1,
this strategy, course materials are studied by groups to achieve specific 2.2.2 and 2.2.3
objectives in a subject. The jigsaw strategy enhances the listening,
engagement, and empathy skills of learners, as well as of the group,
as an important part of competing in a class activity. Jigsaw is a
co-operative learning strategy whereby learners study course materials
to achieve specific objectives in a subject. Teachers use this teaching
strategy to plan and organise class activities in a way that builds
strong relationships and collaboration. This teaching strategy is
characterised by the formation of base groups and expert groups.
• Base group: Learners are placed in base groups consisting of five
members per group. Jigsaw base groups are the original groups
that study learning material on a problem and at the end completes
an assignment. Each base group chooses a member to represent
them in the expert group.
• Expert group: The chosen base group members form a new jigsaw
expert group who works with the class teacher on a problem and
report back to the original base group what the expert group
have learnt on a specific topic. After completion of each unit,
experts follow a rotating system so that other base members also
become experts in the class (Aronson & Patnoe, 1997:56; Aronson,
2005:38).
• The educational value of this strategy is the reduction of racial
conflict amongst school learners. It further promotes better learning
for both the individual and within the groups. It improves learners’
motivation to study the content and increases enjoyment of the
learning experience. Hundreds of classrooms have used the jigsaw
classroom strategy with great success (Jacobs, Vakalisa, & Gawe,
2011:20).
To use this strategy, the following steps should be taken (Killen,

2009:119):
• Divide the classroom into teams
• The material to be the object of the study should be divided into
as many parts as there are members in the jigsaw group
• Each expert member of the team meets with the other

expert members of teams who have the same knowledge area
(or jigsaw piece) and carry out activities to become experts in
that topic
• Once these activities are completed, the expert learners work out
how they will explain what they have learned to their team
members
• The experts return to the base teams. Each expert is responsible
for explaining the part he/she has prepared to the rest of the team.
At the same time he/she has to learn what the other members of
the team can teach him/her
• The assessment may be done in teams, or in the most extreme
case, it can be done individually (even focusing on the other team
members), but with a team mark.
Activity 4.4
Read the conversation in the opening case study and answer the following questions:
1. Explain the jigsaw method in your own words.
2. According to the case study, Motshidi informs Pulane on ways to use the jigsaw method as a learner-centred
approach. Write to Pulane and advise her regarding the characteristics of the jigsaw method and the steps
she must adhere to before she can successfully implement it.
3. Develop a lesson plan using the jigsaw approach and an EMS content topic.
Stop and reflect

Go to the web site https://www.jigsaw.org/. You will find ten easy steps that you can follow if you wish to
apply the jigsaw teaching strategy.
4.3.2.4 Think–pair–share (peer tutoring) strategy

This is a strategy where learners work in pairs. The learners study
Think and Link
Chapter 2, the lesson content, read it, pair with a partner and shares what he/
Sections 2.2.1, she has learnt from it. The advantage of using this strategy is
2.2.2 and 2.2.3 the development of social skills. Set clear objectives to be achieved
before the start of the activity. One way of using this strategy is
to give each pair of learners some material to read that is divided
into sections. They read the material, one section at a time. At the
end of the first section, one of the learners in each pair explains to
the other learner what the section was about. They then discuss it
and come to agreement on important points. This process continues
until all the material has been read, discussed and understood
(Cooper, 2003:88).
4.3.2.5 Group investigation (GI) method

In this strategy, learners are grouped into groups of five or more.
Think and Link
The teacher provides an interesting topic from the EMS as a task for Chapter 2,
the group. Clear instructions are given on how the groups must plan, Sections 2.2.1
complete and present their task or assignment. Groups follow the and 2.2.2
criteria provided for completing the task or assignment. Each member
of the group is given the responsibility to complete his/her part in
the task or assignment during the time decided on by the EMS teacher.
At the end of the time, the group presents their findings to the rest
of the class. The task or assignment is assessed by the teacher and
marks are allocated per group.
The following general steps can be applied in using group
investigations:
• Divide the class into groups. Let the learners choose their own
groups with a leader.
• Identify and select specific topics, case studies, or provide one
specific case study for the groups to investigate.
• Have sufficient sources for the groups to be read and used to
complete the task or assignment investigation.
• Introduce the groups to problems or case studies and give them
enough time to complete the task.
• Group members must write up the solutions to the problem or
case study under investigation.
• Groups report back to the rest of the class for assessment of their
investigation.
• Close the group investigation with a class discussion on their
findings to the problem.
Activity 4.5
After you had advised Pulane on the group investigation strategy, she used the strategy to teach the topic,
‘National budget for 2015’. She also used a recorded DVD about the budget speech and a poster about budgeted
items as her teaching aids.
1. Read the steps for using the group investigation strategy.
2. In a group, study the EMS curriculum policy and choose any topic.
3. Prepare a lesson for a Grade 8 class using this method.
4. After selecting the topic, think about how your group will plan to use this strategy on the topic in question.
5. Decide how your group will design your group poster, DVD or PowerPoint presentation.
6. Decide what information you will display on the teaching aid for your lesson.
4.3.3 Problem-solving method

The EMS CAPS document is based on problem solving and therefore
Think and Link
Chapter 5 it is important for EMS teachers to provide learners with problems
to solve. In their own engagement with the EMS content, learners
will be confronted with various problems and this requires critical
thinking skills and decision-making abilities from learners.
The following general steps can be applied to reach a solution to
a problem. Learners should be taught how to use these steps. For
example, using the EMS Grade 9 topic of Entrepreneurship:
• Identify the problem: Why are entrepreneurs important for the
South African economy?
• Look at the reasons or causes of the problem. The EMS teacher
presents a lesson on the reasons why certain entrepreneurs are
successful.
• Gather information on the problem. After the first part of the
lesson, the teacher provides learners with the instruction to read
a short newspaper article on the role of trade unions. Learners
must discuss the relationship of trade unions with entrepreneurs.
Learners then identify some successful South African entrepreneurs
and discuss the role entrepreneurs play in job creation and economic
growth.
• Analyse the problem. The teacher provides a newspaper article,
for example, on Raymond Ackermann of Pick n Pay as one of
South Africa’s successful retail businessmen. The class reflects on
how successful he is as a businessman and the impact he has made
in the retail market sector.
• Look for alternative solutions to the problem. Learners further
reflect on other successful business persons who have started off
very small but made significant contributions in different sectors.
Think and Link
• Select the best solution for the problem. Learners agree on the
Chapter 2,
Section 2.2.3 reasons why entrepreneurs are successful and decide on the best
option.
Before you continue with the next method, complete Activity 4.6.
Activity 4.6
After studying the problem-solving method, divide yourself into groups of not more than 10 members. Collect
information from local newspapers and find articles relating to unemployment and the consequences of
unemployment in your country and region. Write a letter to the MEC of social development as well as to
your local councillor:
1. Expressing concerns about the state of unemployment in your community.
2. Giving suggestions regarding what can be done by the local community and by government to solve this
challenge.
4.3.4 Role-play- and simulation method

The role-play method uses several techniques such as dramatisation,
Think and Link
simulation games and socio-drama. All three techniques are ideal
Chapter 2,
for introducing concepts such as the workings of a market and Sections 2.2.1
opening of a bank account to mention just a few. Learners are first 2.2.2 and 2.2.3
allocated roles and the rules associated with the roles. If necessary,
learners need to practice possible role-play scenarios in EMS beforehand.
The teacher therefore needs to take this into consideration when
planning such an activity. After completion of the role play the teacher
needs to give feedback on the learners’ performance and on whether
the message or content intended by the chosen technique was
conveyed to the other learners in the class. A benefit of this technique
is that learners are actively involved and they are in charge of the
activity. This leads to learners having more confidence and it motivates
them to participate in the classroom, leading to a positive attitude
towards learning. A challenge will be that sometimes it can get out
of control if sufficient time is not allocated to the activity.
Example of a role-play activity for two class periods

The teacher introduces the Grade 9 learners to the EMS topic in their textbook: the different role players in
the South African economy. The teacher presents a lesson on the topic and explains the roles and functions
of each player in the economy. The teacher introduces the learners to their different roles, such as consumers
(households), business people (Raymond Ackermann, an entrepreneur), government (Minister of Small Business
Enterprises), banking (Governor of the SA Reserve Bank), trade unions (President of COSATU), and the informal
sector (Mrs Khumalo representing Spaza, the shop association of South Africa). All role players must defend
their position in the South African economy. They must argue about how each one contributes to job creation
and economic growth in South Africa.
4.3.5 Case study as a teaching method

A case study is an excellent learner-centred method of presenting a
particular problem or scenario to learners so that they can interact
with the content of EMS. The benefits of the case study are huge in
terms of providing learners with opportunities to read, communicate,
write and reflect on the learning process. The following general steps
can be applied in using case studies.
• Identify and select a specific case study for the topic of the lesson
• Make sufficient sources available for the learners to read and
complete the task or assignment
• Introduce learners to the case study and give them enough time
to study it
• Close the case study with a whole-class discussion. Learners can
share information about the case study (Clark & Starr, 1996:46).
Read the following case study as an example of this teaching

method and solve the problems in the case study.
Case study: Dora Dlamini’s hairdressing and beauty shop

Ms Dora Dlamini owns a hairdressing boutique in Soweto that renders services such as hair cutting, hair
products and beauty services. She employs five other workers in her business. The business shows a small
profit at the end of the financial year. In her first year as a businesswoman, the greater proportion of the
costs of the business were spent on raw materials, electricity, labour and other related costs. On her recent
trip to Cape Town, Dora visited a hair beauty boutique in the township of Kayamandi and was amazed when
the owner pointed out that her hair cutting and styling business made more money. Dora was very impressed
about how she was treated as a client. After Dora left the Kayamandi beauty boutique, she decided to invest
in new hair cutting and hair styling equipment (clippers, scissors, hair dryers, hair spray) and work-integrated
training (short course) for her staff in order to be more productive and increase her profit margins.
As an individual activity, use the above case study to answer the following questions:
1. Name two methods that Dora used to save money.
2. Dora moved from labour-intensive production to capital-intensive production. How did this result in increased
saving and capital accumulation?
3. Imagine that you are the owner of a local grocery store, Shop and Pay Store. List five different ways in which
you can increase the profitability of your shop.
4.3.6 Research as a teaching method

Think and Link This is a learner-centred approach underpinned by the constructivist
Chapter 2, principle (see Chapter 2). Research as a teaching method is an out-
Sections 2.2.1, of-class activity which focuses on learning beyond the classroom.
2.2.2 and 2.2.3 Learners are given a project and must search for relevant information
in the real world. Research as a project method can be used as an
individual or group teaching strategy. The benefit of the project
method is that it provides learners with positive real-life experience
as well as enhances problem solving and research skills. By using
this teaching method, learners can undertake a project and develop
their self-directing learning skills.
The teacher must prepare learners before they start off with their
project. The following features can be applied using this method of
investigating a problem:
• State the project question clearly for the research: Decide on the
specific question or problem that learners must solve.
• Enhance self-directed and authentic learning opportunities by
creating learning opportunities for learners to explore a problem
by answering or solving the project question.
• Enhance collaboration skills: During the project, learners can
work together as a team or as a partnership with the teacher or
community to share and find solutions to the project problem.
• Create challenging learning opportunities during the project:

During the project, learners must be challenged, but the teacher
must provide support for opportunities to go beyond what they
learn during the project.
• Provide a product as a solution to the problem: After completion
of the research project, there should be a tangible end product that
addresses the project question (Santrock, 2009:334).
In most subjects at school it has become imperative for learners to

do some research on a prescribed project, and therefore it is necessary
for learners to know how to do research. Research can be a long and
difficult process for learners if the teacher does not give proper
guidance on how to do the research. In order for a research project
to be successful, the following guidelines can be followed:
• You must preferably give learners a list of prescribed topics to
choose from.
• It is advisable to provide a marking rubric to inform learners how
the project will be assessed.
• It is important to have a prescribed format in terms of length or
technical requirements.
• Learners must plan in the classroom how they are going to approach
the project so that you can assess whether they are on track with
their research project.
• Monitor the progress of learners by having regular feedback
sessions.
If you decide to use this method, adhere to the following

suggestions:
• Planning of the research project: Decide on the topic, define the
objectives to be achieved, formulate the project questions to be
answered, clearly state the timeframes for each milestone of the
research project, provide relevant resources, and specify the
submission date of the final project (see Chapter 4).
• Time allocation for the research project: Timeframes for different
stages of the research project must be clearly stated.
• Provide specific topics from the curriculum: Clearly formulate the
topic for the class project. Use the course curriculum of the EMS
curriculum for the project.
• Clearly state assessment criteria to assess the research project:
Provide a set of formulated criteria to assess the project. Assessment
must be clear, fair and transparent to learners in the project (see
Chapter 8).
You must maintain a firm hand in the lead-up to the completion of

the project to make sure all of the learners comply with the rules and
guidelines you have set out. Below is an example of a research project
from the EMS curriculum.
Example of the research method from the EMS policy

Mr James, the Grade 8 EMS teacher in Somerset West, Western Cape, assigned the following research project
to his class:
Subject: CAPS EMS
Theme: Entrepreneurship
Lesson topic: Discuss the role and impact of entrepreneurs in the South African economy
Objective of project: To investigate the role and functions of entrepreneurs in the economy
Time and duration: Four weeks
Knowledge : Entrepreneurs: characteristics, role and functions
Skills: Problem solving, research skills, collaboration and research project management
Attitude: Real-life experiences and developing self-directed learning
Teaching approach: Decide on teaching method(s) appropriate for the learner-centred approach
Lesson procedures: Learners can work individually or in teams of five. He implemented the following steps
for this method:
• He gives each individual or group the research question and material on this topic to read. Further
research can be done on the topic.
• Timeframes for stages of the research project are clearly stated. The time to complete the research
project and the time for reporting is stated.
• Every week individual or groups report back on their research project to the rest of the class.
Submission of final research product: Each learner or group presents their findings on the project. Over the five
weeks, each learner or group plans and compiles information and conducts research towards submitting the final
research project. The teacher assesses the final research project after the submission date and provides feedback
to each individual or group.
Activity 4.7
As a group activity, plan a Grade 9 EMS project on the following topic: Trade unions in South Africa. Make a
group presentation (either in PowerPoint, a short podcast, DVD or poster format) on these criteria for using the
project method:
• State the objective of the project
• Time and duration of the project
• Knowledge, skills and attitude for the learners to be achieved
• Lesson procedures for the project
• The final product.
4.3.7 Class discussion methods

The teacher plans a specific topic for the class discussion. There must
be clear purpose for using this method. This is a widely used teaching
method whereby two or more learners in the classroom are provided
with a topic for discussion. The teacher thinks about the objective of
the topic to be discussed, plans what and why a topic is to be discussed
and defines the role and responsibilities of the teacher and learners
in the discussion process. The purpose of the discussion method is
to increase knowledge and skills by the collective sharing of ideas
and expression of views on the topic. Hayman (1980:27) mentions
five types of discussions:
• Policy discussion: Where people discuss issues related to policy,
for example, the EMS teacher and class can discuss the school cell
phone policy regarding the use of cell phones during school
intervals (break) or transport policy (use of school buses for
educational excursions.
• Problem-solving discussion: Where a problem exists and the group
discusses possible solutions, for example, the EMS teacher can
provide the topic of wealth creation in their region of South Africa.
Learners can discuss how to solve this problem.
• Explaining discussion: Widely used in the classroom so that learners
express their point of view on an issue from the lesson.
• Predicting discussion: Where learners can guess or forecast the
results of an issue, for example, the class discusses the effect of an
increase in the petrol price on the family’s monthly budget.
• Debriefing discussion: Used to probe or question issues, for
example, learners can discuss the field trip during a farm visit.
To set up a discussion, these requirements need to be followed:

• Provide a topic that is meaningful for the class, for example, the effect
of an increase in the petrol price on the family’s monthly budget.
• All learners must fully participate in the class discussion, for
example, what will the result be on the increase in price of 95
octane petrol from R12.30 per liter to R13.45 per litre if a family
last month spent R1 200 on traveling costs?
• Provide learners with opportunities to express their ideas in the
discussion. The discussion duration should be about 20 minutes.
• If you decide that for this exercise you will place learners in small
groups, then they must decide on who will be the leader in their
group.
• Create a space where skills such as questioning, supporting and
communicating can develop. Each learner is given the opportunity
to raise questions, reflect and give input on the topic.
The role and responsibility of the EMS teacher during the discussion
is the following:
• Create a classroom environment that promotes class discussion.
• Rearrange the class layout and furniture for the class discussion.
• Provide clear instructions on the topic and procedures for the class
discussion.
• Encourage learners to listen attentively to ideas on the topic.
• Instill respect for the opinions of others and of their views.
• Provide clear directions and applicable EMS examples from the
curriculum.
In the next section, we will discuss the different discussion techniques

you could use when teaching EMS. These techniques are:
• Brainstorming is designed to encourage learners to contribute to
the topic or generate as many ideas on the topic. After the topic
has been exhausted, final points are summarised.
• Panel discussion is a process whereby learners elect a leader from
their groups who will represent them on a panel. The EMS teacher
must plan and provide the panel with a topic or preferably panel
members should be part of deciding on the topic for discussion.
The rest of the groups can ask question for clarity on statements
made after the panel discussion.
• Small group discussion: Where learners are placed in small groups
Think and Link
Sections 2.2.1 of four to six members. All small groups are given the same or different
and 2.2.2 topics to be discussed. After a period of time, each group reports back
to the rest of the small groups. At the end, close the small group
discussion with a debriefing to summarise the main points discussed.
• Whole class discussion is structured so that all learners actively
participate in the topic for discussion. The teacher must set the
topic, objectives and outcomes for the class discussion clearly.
Every learner must express and exchange ideas.
• Class debating is discussion technique whereby learners debate
a specific topic. Choose two teams and give the objective and
outcomes for the topic under discussion. Each team selects a first
and second speaker on the topic. Each speaker is allowed five
minutes to speak on the topic. After each point is discussed, all
points are summarised.
Activity 4.8
After studying the opening conversation between the two EMS teachers, reflect on the following aspect: Today
you were introduced to the class discussion method. In your next class lesson you will be teaching the topic ‘The
impact of load shedding by Eskom on the SA economy’ to your learners.
• What questions are you working on?
• How will you suggest solutions in your discussion of this topic?
• Will you use this method in future lessons? If so, why?
• Motivate your choice.
• What role and function will you play in this method?
• What are the requirements before you can implement the method and how will you implement this method
successfully in your subject?
4.4 Flipped classroom pedagogy

This pedagogical approach is a type of blended classroom teaching
strategy which uses traditional teaching combined with an online
strategy. This method uses a learner-centred approach in which
learners explore pre-selected EMS topics. In the flipped classroom,
the teacher plans and creates learning material for learners to use.
Learners use pre-recorded topics, articles, digital video discs (DVDs)
and classroom discussions. Learning material is uploaded, creating
an online classroom discussion, or investigations outside the class
are conducted under the supervision of the teacher.
The teacher plans and pre-records classroom activities in the form
of short podcasts, DVDs, in-time class time, research projects, exercises
and online discussions. The characteristics of the flipped classroom
method are active participative learning, learner involvement, mixed
course design and podcasting. Lambert, Parker and Park (2015:270)
view the flipped classroom as a pedagogical approach whereby
learners view pre-recorded lessons to complete class activities,
experiments and assignments.
An example of flipped class room pedagogy

The EMS teacher plans and designs a specific lesson for Grade 9 on the factors of production. The teacher will be
on a district EMS training workshop for one day. The teacher creates a ten minute recorded session of the topic
on DVD as well as a short podcast of five minutes of an interview with a local bakery businessperson for the class
to watch along with other appropriate activities to be completed during the class period. The previous day, the
teacher held a short meeting with the class about what is expected from them during the EMS lesson period. The
teacher gives clear instructions to the class leader. The class can use the pre-recorded DVD and podcast lesson
topic over and over to complete the activities as part of continuous assessment.
4.4.1 Benefits of the flipped classroom method

Learners in the flipped classroom are compelled to take a bigger
responsibility for their learning. They must take a more active role
in their learning. This method permits the use of technologies such
as DVDs, pre-video recordings, podcasting, and online instructions.
Teachers can use online sources such as YouTube (Lambert, Parker
& Park, 2015:272). There is more class time for the learner to be
involved and to enhance collaboration and co-operation. This method
permits teachers to understand learners’ grasp of content due to
increased learner collaboration. It is possible to increase time for one-
to-one discussions (Hawks, 2014:270). If the teacher or a learner is
absent from class, the ability to reflect on recorded material makes
it easy to move forward by catching up on lost time.
4.4.2 Limitations of the flipped classroom method

Think and Link
This method may not be applicable to all subjects. Strayer (2012:179)
Chapter 2, conducted a study using the flipped classroom strategy and reported
Sections 2.2.1, that learners participating in the study were less satisfied with the
2.2.2 and 2.2.3 flipped classroom than normal face-to-face contact sessions. Another
huge limitation is that schools with limited financial budgets could
find it difficult to sustain the use of the flipped classroom method.
To sustain this method, schools need high-speed Internet connections,
computers and other related materials. Prensky (2010:23) is of the
view that it could be difficult to produce high-quality learning
materials, which has a direct impact on the quality of video recordings,
podcasts and additional PowerPoint presentations.
Conclusion
In this chapter we learned that the teacher is expected to perform
differently in different situations, first to guide learners and second
to create an environment for learner involvement in the lesson by
using different learner-centred methods and strategies. Different types
of learner-centered teaching methods were also discussed. Furthermore,
the underlying principles for teaching EMS were explained. This
chapter aimed to empower and equip you with different teaching
methods, to help you decide on an appropriate teaching method for
teaching EMS in your classroom. There is a wide range of teaching
methods that are available to you, but this does not mean that you
have to master and use all of them. The following learner-centred
methods were discussed: small group work, co-operative learning
techniques, role play and simulations, problem solving, research
method, case study, project and class discussion methods. It is important
for you to assess your own strengths and to constantly seek out ways
to add to and refine your learner-centred teaching methods. All these
methods will definitely support an active and participative learning
approach to your teaching. If appropriately planned and implemented,
EMS teachers can empower and equip their learners with problem
solving, critical thinking, and collaborative and communicative skills
for the challenges of the 21st century and beyond.
Key concepts
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
Questions
1. List and describe the different learner-centred teaching approaches
a teacher can use in his or her classroom.
2. Explain, with an applicable example, the steps and educational
values of STAD as a co-operative learning strategy.
3. In your opinion, what are the advantages and challenges of the
flipped classroom method in teaching EMS?
4. You have been selected to make a class presentation to your
colleagues on the use of one of the co-operative learning strategies
for teaching EMS. What strategy will you choose? What
will be your main points of departure? What applied examples
would you use to illustrate your ideas? How would you
prepare yourself to answer specific concerns and uncertainties
that would inevitably arise? Write up your specific plan for this
presentation.
5. Write a short essay (about 300 words) on the role of the EMS teacher
in promoting the flipped classroom approach, in both teaching
and learning the subject.
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Teaching_Large_Classes.pdf. [Accessed: 29 April 2015].
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Teaching EMS: The learner-centred approach

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Approaches to teaching EMS: The learner-centred approach

Chapter · August 2016

Micheal M Van Wyk

The user has requested enhancement of the downloaded file.

Case study: A conversation between EMS teachers

groups or individually? You must ask yourself the

Teachers need to plan in order to execute lessons effectively. Teaching

function changes from communicator to organiser and motivator

4.1 Teaching principles in the context of CAPS

4.1.1 Fundamental principles underpinning the EMS

The EMS curriculum for South African schools provides us with

You can employ Tyler‘s approach to your teaching by implementing

These teaching principles serve as guidelines when starting to plan

These principles are:

Stop and reflect

4.1.2 Determining the situational factors for teaching

• A careful analysis of learners’ existing knowledge and experiences:

Next, the learner-centred approach to EMS lessons is defined.

4.2 What is a learner-centred approach?

4.3 Teaching methods appropriate for the

4.3.1 Small group work method

4.3.2 Co-operative learning techniques

4.3.2.1 Teams– games–tournaments (TGT)

Figure 4.1 Plan of steps to use TGT in the classroom

Step 1: Decide on a topic from the EMS curriculum, such as the

4.3.2.2 Student teams-achievement divisions (STAD)

Complete Activity 4.3 before you continue to the next section.

4.3.2.3 Jigsaw strategy

To use this strategy, the following steps should be taken (Killen,

• Each expert member of the team meets with the other

Stop and reflect

4.3.2.4 Think–pair–share (peer tutoring) strategy

4.3.2.5 Group investigation (GI) method

4.3.3 Problem-solving method

4.3.4 Role-play- and simulation method

Example of a role-play activity for two class periods

4.3.5 Case study as a teaching method

Read the following case study as an example of this teaching

Case study: Dora Dlamini’s hairdressing and beauty shop

4.3.6 Research as a teaching method

• Create challenging learning opportunities during the project:

In most subjects at school it has become imperative for learners to

If you decide to use this method, adhere to the following

You must maintain a firm hand in the lead-up to the completion of

Example of the research method from the EMS policy

Subject: CAPS EMS

Time and duration: Four weeks

Knowledge : Entrepreneurs: characteristics, role and functions

Attitude: Real-life experiences and developing self-directed learning

4.3.7 Class discussion methods

To set up a discussion, these requirements need to be followed:

In the next section, we will discuss the different discussion techniques

4.4 Flipped classroom pedagogy

An example of flipped class room pedagogy

4.4.1 Benefits of the flipped classroom method

4.4.2 Limitations of the flipped classroom method

Co-operative learning: a method whereby learners work together

Flipped classroom pedagogy: a type of a blended classroom setting

Jigsaw method: a co-operative learning strategy whereby learners

Learner-centred approach: where the learners are playing an

Student teams-achievement divisions (STAD): a learner-centred

Teams–games–tournaments (TGT): a technique in which groups

4.1 Teaching principles in the context of CAPS

4.1.1 Fundamental principles underpinning the EMS

4.1.2 Determining the situational factors for teaching

4.3 Teaching methods appropriate for the

Step 1: Decide on a topic from the EMS curriculum, such as the

Bruffee, K. (1999). Collaborative Learning: Higher Education, Interde