Mark 7 Didactics: Complete this web quest , then send it back to me please. 1. Read this article http://www.wikilearning.

com/curso_gratis/didactica_del_inglesdidactics_and_the_teaching_of_english_as_a_foreign_language/26563-2 and explain what Didactics is in the EFL classroom. 2. Now, go to http://tntee.umu.se/lisboa/papers/full-papers/pdf/e6-vasutova.pdf and explain what Disciplinary Didactics are and what the authors opinion on the importance of these didactics is. 3. In this web page http://knol.google.com/k/didactics-the-art-of-teaching# Ontiveros shows the importance of the studies on Didactics and how it affects our everyday teaching. Can you explain that? What different kinds of Didactics does he mention? 4. Explain the interrelationship between Didactics, Pedagogy and Methodology according to Tomas Kroksmark. http://es.scribd.com/doc/43119931/bc02d8ad4b713c82df5094438f8aa7cc

1- Didactics deals with the aspects of teaching, methodology and all the elements that interact within the classroom. It describes the procedures to be followed in class to encourage students in their learning process. Didactics concerns about objectives, teaching, motivation, discipline in class, communication, evaluation, methods and techniques. The teachers should plan their classes with formal or informal lesson plans which are both valid but its effectiveness depends on the teachers experience, they are also in charge of helping students to achieve their learning goals. There are three kinds of teachers: the explainer, the involver and the enabler but teachers might play several roles depending on the different phases of the classroom and the activities planned. Learners are also responsible for their own learning process because they are all different and their routes to learning will not be the same, our own learning style is what makes us like to learn and learn better. Anyway, it is important to let them know the different learning strategies so that they can choose the one they will perform better. Your definition of Didactics needs improvement, we can leave the teachers role and the learners role aside for a while and concentrate a bit more on the definition.

2- Disciplinary Didactics is a pedagogical discipline that makes part of the academic studies which also reflects the inner institutional structure departments of the teacher education faculties. During the 60s all the concepts of general didactics were transformed into a teaching theory of single subjects, this is known as applied concept. In the 70s the integration concept appeared which is based on interdisciplinary attitude with contribution of scientific disciplines towards education. In the middle of 80s the communicative concept was born now Disciplinary Didactics is regarded as a boundary discipline with interdisciplinary character and uses the methodology of sciences of education. At the beginning of 90s its statues became questionable; it became only a partial course of the teacher training curriculum. The author states that Disciplinary Didactics are important because they are young sciences with great perspectives in their development according to the educational context that is always changing and to the new requests on the professionalization of teachers. He also says that if the educators are more persistent with their didactics theories they will contribute to the acknowledgment of the university level of teacher education. 3- According to Ontiveros Didactics is very important because it has given way to new strategies, methods, and procedures for teachers to target students in the appropriate context and maturity level so that they can be guided to improve according to their own abilities and to achieve their full potential. He mentions three different types of Didactics which are: General Didactics that involves the basic norms of group organization and personal orientation, Special Didactics which studies Didactics norms and Differential Didactics which studies and determines Didactics norms within a context and particular circumstances. 4 - The specific part of scientific Pedagogy, which deals with teaching, is called Didactics. Didactics means the art of teaching and as the science of teaching can be considered the scientific foundation of methodology. Presumably Didactics within Pedagogy has contributed to the scientific foundation of Methodology but when this theory was presented, most Swedish teachers decided to introduce Methodology in the same definition as subject Didactics. This created a conflict and both methodical perspectives were put against one another. Consequently, Didactics has been treated in several ways: as a subject possibility, as a methodological possibility and as a pedagogical possibility or impossibility. Didactics is no longer an obvious and claimed part of pedagogical research. It establishes totally new domains. Accordingly, research in the three above mentioned fundamental components of teacher education should hardly deprive itself of this relation as an aspect.