EDDHODJ/201/1/2020

Tutorial Letter 201/1/2020

THE EDUCATOR AS LEARNING

PROGRAMME DEVELOPER

EDDHODJ

Semester 1

Department of Curriculum and

Instructional Studies

IMPORTANT INFORMATION:

This tutorial letter contains feedback on Assignment 01 and Assignment 02.

Dear Student

This tutorial letter contains feedback on Assignment 01 and Assignment 02.

The assignments I received from students were generally of a very high standard. It was
clear that you went to a lot of trouble in completing the assignments. Thank you for that.

FEEDBACK ON ASSIGNMENT 01

The Assignment Section marked this assignment.

Students complained that they could not find the information to answer some of the
questions. I refer you to the specific pages in the prescribed textbook where you can find the
answers to some of those questions:

Question 3: page 2
Question 7: Chapter 1 contains many examples, including those on pages 10 and 36
Question 25: page 78 (Also see page 55 ‒ we should read and implement CAPS with the
NCS ‒ and 56 ‒ the principles of NCS are still relevant. As an educator, you should know the
principles contained in the NCS
Question 28: pages 94 and 98 (figure 4.2)
Question 30: page 43 (3.2.2)
Question 31: pages 51 and 59
Question 32: page 93
Question 38: page 70
Question 39: The answer to this question appears across the module in all phases of
planning. See pages 7 to 9 as well as pages 15, 84 (from section 4.3.2 onwards) and108
Question 41: page 67
Question 44: page 84
Question 45: pages 89 and 90
Question 46: Page 45 reminds us that OBE is an approach. Read pages 111 to 114.

FEEDBACK ON ASSIGNMENT 02

All five questions were compulsory, as announced on MyUnisa. I trust that you enjoyed
completing this assignment.

QUESTION 1

The belief about learning as achieving objectives (outcomes) and therefore “behavioural
change” is aligned with the behaviourist approach. Behaviourism is an example of a
theory on teaching and learning that originated from the natural sciences. Describe in
your own words what the behaviourist perspective is all about. (10)

MEMORANDUM (Pages 13 and 93)

The belief about learning as achieving objectives (outcomes) and therefore "behavioural
change" is aligned with the behaviourist approach; in other words, the focus is gaining
knowledge or an ability through the use of experience, with equity, access, flexibility
and quality, aimed at changing the way in which learners behave. Therefore, learning is
approached as an objective (outcome) or product of processes that can be recognised or

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seen.

 Relies on technical and scientific principles.

 Paradigms, models and step-by-step strategies are used.
 Blueprint or document.
 Logical-positivist, conceptual-empiricist, experientialist, rational-scientific, technocratic;
thus also technical and scientific.
 Behaviourism has allowed for research that investigates the depths of the mind.
 Teachers must perceive learners as cognitive functioning individuals within a social
context.

THIS IS GENERAL INFORMATION FROM THE TEXTBOOK. WE GAVE CREDIT FOR

OWN INTERPRETATION AND EXAMPLES.

QUESTION 2

How does Vygotsky interpret the impact of context in the teaching-learning situation?
Do you agree with his view? Motivate your answer. (10)

MEMORANDUM (p 29 – 30)

Lev Vygotsky, an educationist who argued for a socio-constructionist perspective in

education, was a young man during the Russian Revolution (1917–1918), a time of great
change in his culture and society. He believed that the lifelong process of development is
dependent on social interaction, and that social learning actually leads to cognitive
development (Vygotsky, 1978). Traditionally, schools have not promoted environments in
which learners play an active role in their own education as well as that of their peers.
Vygotsky’s theory, however, requires teachers and learners to play non-traditional roles as
they collaborate with each other, because both are influenced by the contexts in which they
live, teach, and learn. Instead of teachers dictating meaning to learners for future recitation,
they should collaborate with learners in order to create meaning in ways that learners can
make their own (Hausfather, 1996). Learning becomes a reciprocal experience for both
learners and teachers. This means that a teacher cannot ignore context when planning and
during the process of developing learning programmes.

According to Vygotsky’s theory, the physical classroom should provide clustered desks or
tables and workspaces for peer learning, collaboration, and small-group learning. Like the
environment, the learning material should be structured to promote and encourage learner
interaction and collaboration. Thus, the classroom becomes a community of learning.

Because Vygotsky asserts that cognitive change occurs within the zone of proximal
development, instruction should be designed to reach a developmental level that is just
above the learner’s current developmental level. Vygotsky (1978) argues that the overall
development of the child and a new stage of the development process should be kept in
mind when learning is planned.

Appropriation is necessary for cognitive development within the zone of proximal

development. Individuals participating in peer collaboration or guided teaching must share
the same focus in order to access the zone of proximal development. “Furthermore, it is
essential that the “partners” in this educational environment be on different developmental
levels, and that the higher-level partner be aware of the lower partner’s level. If this does not
occur, or if one partner dominates, the interaction is less successful. This is why joint
attention and a common understanding of the problem-solving process are needed to create

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a cognitive, social, and emotional interchange between the “partners” in the educational
environment (Driscoll, 1994; Hausfather, 1996). This requires the teacher to have a good
understanding of contextual influences in terms of planning, instructional design, and
assessment in the teaching-learning environment.

OWN RESPONSE

Yes or no. Possible own motivation: Mental processes can be shaped and transformed by
social settings and language abilities. Culture and context in which learner finds himself can
provide all the tools of intellectual adaptation needed for both what and how to think.

QUESTION 3

Define and discuss (2) how and in which instances you would use the following in a
teaching-learning environment. Also refer to advantages, disadvantages and practical
examples (3) to further elaborate on your answer.

 teaching critical thinking (p 99)

 cognitively guided instruction
 scaffolding
 simulation
 problem solving
 discussion

MEMORANDUM

Start with an introduction and end with a conclusion. Make sure you refer to any sources that
you used.

3.1 TEACHING CRITICAL THINKING

The answer to the question “Why do we teach thinking skills?” lies in understanding that we
want to give learners the ability to solve problems and make decisions that are more
intelligent, to make them open-minded, and to allow them to develop self-confidence when
reasoning. It also means that learners will become dedicated to searching for reliable
information and keen to test hypotheses (Facione, 2009). Learners have to be able to
question their own understanding and compare their version of the truth with that of the
teacher and their fellow learners.

3.1.1 Best time to use

When a process of knowledge building, making a collective inquiry into a specific topic, and
coming to a deeper understanding through interactive questioning, dialogue and the
continuous improvement of ideas is applied.

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3.1.2 Advantages

The learner takes responsibility for his/her own learning. It will help with an advanced
understanding of what the learner knows about the topic.

3.1.3 Disadvantages

It might not be possible in large groups. Assessment tasks might be difficult for teachers.

3.1.4 Examples

Assessment that involves problem solving skills.

3.2 COGNITIVELY GUIDED INSTRUCTION

Cognitively guided instruction is a strategy for using both listening and language as part of
the learning process. The strategy uses learners' prior knowledge and builds on that through
discussion and dialogue. By listening to learners' thinking about the subject and topic, the
educator can direct or guide their thinking and thereby emphasize knowledge acquisition.

3.2.1 Best time to use

It is best to use cognitively guided instruction when critical thinking is required. Learners
need to have experience and knowledge of the subject matter and be confident enough to
take part actively.

3.2.2 Advantages

This strategy helps to develop learners' insight into the problem. It allows learners to
recognize different approaches towards solving problems and the value of sharing
experiences and different perspectives.

3.2.3 Disadvantages

Quiet learners can "hide" by not taking part. We cannot use this strategy when learners are
not well prepared or do not have adequate prior knowledge. It can also be a real problem
when a few learners dominate the cognitively guided instruction, while the majority of the
learners are excluded and do not gain from it.

3.2.4 Examples

Class discussion and dialogue.

3.3 SCAFFOLDING

Scaffolding is the process of creating a framework around prior experience to assist learners
to build new knowledge.

3.3.1 Best time to use

It is best to use scaffolding when learners have personal, social or academic obstacles to
learning.

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3.3.2 Advantages

The educator can gradually guide the learners and build confidence and motivation.
Scaffolding uses teacher guidance and peer support and encourage interaction and
collaboration.

3.3.3 Disadvantages

In the case of the over simplification of tasks, learners will not reach the educational
objectives. The differing opinions of learners could require teacher intervention. Language
and socio-economic problems, attitudes and low levels of motivation might be problematic.

3.3.4 Examples

Questioning, collective enquiry into a topic and dialogue.

3.4 SIMULATION

Simulation is the controlled re-enactment or imitation of situations using technology and

includes real-life enactment by learners. Learners practice problem-solving skills.

3.4.1 Best time to use

It is best to use simulation to demonstrate real-life situations to learners.

3.4.2 Advantages

The method helps learners to experience real-life situations without the possibility of serious
repercussions. Learners can experiment and find solutions in a safe manner – true to life.
The educator can get learners emotionally involved in a situation in an interactive and
enjoyable way.

3.4.3 Disadvantages

The method takes a lot of time, and learners can get over emotional and involved in
imaginary situations.

3.4.4 Examples

Computer-aided simulation and role-play.

3.5 PROBLEM SOLVING

Problem solving allows learners to build skills such as self-management and teaches them
to approach problems in a balanced way.

3.5.1 Best time to use

It is best to use problem solving when learners have a clear understanding of the subject
related to the problem, are motivated to learn and have acquired a measure of problem-
solving ability.

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3.5.2 Advantages

The educator actively involves learners by challenging them to make judgments, applying
the knowledge they were taught and to think about their own learning processes.

3.5.3 Disadvantages

Learners' fear of failure may restrict participation. This method requires time consuming and
in-depth preparation from the educator.

3.5.4 Examples

Context-based teaching, case studies and word sums.

3.6 DISCUSSION

3.6.1 Best time to use

It is best to use discussions when the aims of the teacher are to obtain knowledge, to
motivate learners to develop cooperative skills, to encourage the critical analysis of
assumptions and attitudes and to stimulate creative solutions.

3.6.2 Advantages

Both the teacher and the learners take part during discussions. It appears that learners can
be motivated and encouraged through a discussion to analyse assumptions critically, to
achieve creative solutions to problems and even to develop cooperative skills.

3.6.3 Disadvantages

Learners need sufficient background knowledge about the agenda of the discussion to be
able to discuss the relevant issue. Some learners might display behaviours like silence,
withdrawal, animosity or aggression.

3.6.4 Examples

Policy discussions that require learners to see the need for the policy and to take a position
on it or to act on the particular issue.

QUESTION 4

4.1 If a curriculum developer wants to prepare learners for instance for the 21st century,
what should be the knowledge and skills to be included, in particular for the diverse
South African context?

MEMORANDUM

Skills to consider that would prepare learners more holistically and might assist teachers in
the implementation of the curriculum, include the following:

i Sense-making: determine deeper meaning

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ii Social Intelligence: ability to connect to others in a deep and direct way, to sense
and stimulate reactions and desired interactions
iii Novel and adaptive thinking: proficiency at thinking and coming up with solutions
and responses beyond that which is rote or rule-based
iv Cross-cultural competency
v Computational thinking: ability to translate vast amounts of data into abstract
concepts and to understand data-based reasoning
vi New media literacy: ability to critically assess and develop content that uses new
media forms, and to leverage these media for persuasive communication
vii Transdisciplinary: literacy in and ability to understand concepts across multiple
disciplines
viii Design mind-set: ability to represent and develop tasks and work processes for
desired outcomes
ix Cognitive load management: ability to discriminate and filter information for
importance, and to understand how to maximize cognitive functioning using a
variety of tools and techniques
x Virtual collaboration: ability to work productively, drive engagement, and
demonstrate presence as a member of a virtual team

Content and skills must be clear, follow a logical sequence, progression of content and
applicable teaching/learning methods must be used. (10)

4.2 Curriculum development focuses on improvement and innovation in education.

During this process, which may take many years – especially where generic
curriculum development is concerned – and which extends beyond a specific local
context, desires and ideals are incorporated in a cyclic process of design,
implementation and evaluation to achieve concrete results in practice. First draw
and then discuss the five core activities in curriculum development by referring to
the cyclic process in short. (10)

MEMORANDUM

(5)

In a cyclical process, analysis, design, development, implementation, and evaluation take

place interactively. Curriculum development often starts with analysing the existing setting
and formulating intentions for the proposed change or innovation. Important activities in this
phase include problem analysis, context analysis, needs analysis, and analysis of the
knowledge base.

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Based on these activities, first design guidelines are drawn up. The design requirements are
carefully developed, tested, and refined into a relevant and usable product. Evaluation plays
an important role in this process, as can be seen from its central position in the model.
Evaluation activities cast light on the users’ wishes and the possibilities that exist in their
practical context, and reveal the best way to attune the product to the practical setting. When
the product has sufficient relevance, consistency, and practical usability, its impact can be
investigated. Whereas the primary emphasis is on generating suggestions for product
improvement (formative evaluation), during later phases, this emphasis shifts towards
evaluating effectiveness (summative evaluation).

The nature and extend of curriculum design

Subject experts and curriculum designers should work collaborative to ensure that a
curriculum serves national goals, qualification aims and developmental outcomes.

The aims, outcomes, culture, context and the purpose for the curriculum influence the
structure of the curriculum as a whole. (5)
[20]

QUESTION 5

This is an open question. Suggested length: four to five pages (i.e.1 200 - 1 400 words).

The implementation of the curriculum needs to be a phase-long process for planning,

managing and organising classroom practice. This means that what is planned must guide
and inform what is done in the classroom, all teaching, learning and assessment.

What do us teachers have to consider when we plan for teaching and learning to take place,
and who should be involved in curriculum planning?

Your focus should be on one phase in school.

In your case study, you should include at least the following:

1. Stages of planning for curriculum interpretation and implementation (process) (5)

2. The documents you need (5)

3. Who should be involved (5)

4. An example of a lesson plan for ONE SUBJECT and ONE GRADE IN THE PHASE,
including an activity (product) (5)

5. Your own SWOT analysis of any school. (10)

(30)

THE ANSWER BELOW IS MERELY AN EXAMPLE.

Steps or stages of planning for curriculum interpretation and implementation

1. Strategic school planning

2. Phase planning

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3. Grade planning
4. Lesson plan

Strategic school planning

The entire school development planning can form part of this section, but is not compulsory.

All stakeholders must consider all the activities and interests of the school and then decide
on the goals for a specific period. The purpose is to make sure the school is ready for the
learners and that teaching and learning suit the needs of the community, school and
classroom.

Whole school development includes the following: vision, mission, budget, staff and
curriculum. Planning concerning how teaching and learning should take place should be
linked to the whole school development plan. The curriculum forms the core of the school,
and its implementation must support the school's vision and mission.

The school management team and professional staff must do a SWOT analysis to determine
the needs they should focus on in a particular phase. Other stakeholders, such as the
learners, parents and community should also give their input in the process of selection.
The broader context helps teachers to make selections based on identified needs and
ensure that they do not ignore conceptual progression.

Phase planning: A learning programme or curriculum is developed for three grades. The
implementation of the curriculum must be a phase-long process of planning, managing and
organizing classroom practice. The planning must serve as a guide for the teaching, learning
and assessment that take place in the classroom. For example, in the FET phase (grades10
to 12) there are four compulsory subjects (i.e. the home language, the first additional
language, Mathematics/Mathematical Literacy and Life Orientation) and three elective
subjects.

Aspects to consider during phase planning include the following:

 the contexts or themes of teaching, learning and assessment

 incorporating the principles of the CAPS document in all teaching, learning and
assessment
 the aims and assessment criteria across the phase
 the sequencing of the aims and assessment criteria
 the core knowledge and concepts needed to attain the learning outcomes and
assessment criteria (should reflect the context)
 how to ensure progression within subjects and from grade to grade
 the time allocation and weighting awarded to learning in the subject for each phase

All teachers in a phase should work together to create a clear plan of how they will guide
learners. Individual planning is not advisable, because all teachers must ensure that learners
achieve the national learning outcomes by the end of the phase (grades 3, 6, 9 and 12).
Teachers must be involved in different levels of planning. The teacher must refer to the
teacher's guide and CAPS document. The CAPS document and the characteristics of the
learner are the organizing principle.

Planning per year and grade: The work schedule for each grade is based on CAPS.
Teachers will have to consider the realities of the school and the learner context when
planning.

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Lesson planning: Individual teachers have to plan lessons for each grade based on
curriculum topics and have to ensure that they plan for particular learners in their classes.
Each lesson must also include learning aims and an outcome.
(20)

EXAMPLE OF ANY LESSON PLAN: Please make sure that your lesson plan makes sense
and that you link the objectives and assessment. (5)

SWOT ANALYSES OF ANY SCHOOL

 strengths (internal)
 weaknesses (internal)
 opportunities (external)
 threats (external) (5)
[30]
TOTAL: 100

Best wishes for your preparation for the examination!

Ms L Botes
E-Mail: [email protected]
Tel: 012 429 6052

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