ISC 3701

Instructional Studies in Context.

Assignment 2
Name: Anne-Marie Grobler
Student Number: 65624297
Assignment Code: 651799
Submission Date: 30 June 2022
1.1) Good teaching is when a teacher has deep content knowledge on the subject that
they are teaching, and they can communicate the content effectively to the students.
Teachers also need to understand the ways the students think about the content and
be able to evaluate the thinking behind students’ own methods.

Teachers need to be skilled in effective questioning and use of assessment. Good

teachers review previous learning and give adequate time for children to practice
ensuring that skills are embedded properly. If this is done well teachers scaffold
students learning by building on the content knowledge that they already have.

Good teaching also creates a climate that continuously demands more and pushes
students to succeed. A good teaching climate challenges learners, develops a sense
of competence and attributes success to effort rather than ability.

1.2) Theories of learning aim to connect research with education. In other words, these
theories explain how learning and teaching should be or take place. The cognitive
learning theory looks at the way people think. Mental processes is a crucial part in
understanding how learners learn. The cognitive theory understands that learning is
influenced by internal and external factors. Behaviourisms suggests that behaviours
are influenced and learned from external forces rather than internal forces. In
understanding behaviourism teachers understand what external forces could improve
the teaching and learning experience. Constructivism shows teachers that learning is
based on previous experiences and in knowing that teachers can build in previous
1.3)

Learning Theory Key Construct Two Key Differences with

the Succeeding/Later
Theory
1. Behaviourism 1. Emphasises behaviour 1.Behaviourism – Surface
that can be observed. learning
2. Focusses on actions that
are visible.
3.Attempt to find a
relationship between
stimulus and response.
4.Learning should be broken 2. Constructivism –
down into small steps. Collaborative learning
5.Repitition is important.
2. Constructivism 1. Learner’s construct 1. Cognitivism actively
learning based on stores and restores
experiences. information.
2.Learners need to actively
construct meaning and
knowledge.
3.Learning is seen is
continuous
4.Constructivist believe 2.Learners creates their own
learning requires language learning based on their prior
and higher order thinking knowledge.
and derived from experience
 5.Scaffolding is utilised to
build in prior knowledge to
gain new knowledge.
1. Focuses on organisation 1.Instructor manages peer
3. Cognitivism and memory. interactions and continuity of
2.The mind is seen as an them building their own
information processing knowledge.
machine.
3.A person can be an agent
of change or responder to
change.
4.Emphasises the creative 2.Behaviourism is largely
process and person. passive and responds to
5.Actively store, process syimuli.
and retrieve information for
later use.

1.4) The ADDIE model is a model used by educators to create effective learning
experiences. The ADDIE model can be used to create any type of learning
experience. The ADDIE model is an acronym that stands for Analysis, Design,
Implementation and Evaluation.

This model is meant to be completed in sequential order. However, ADDIE is

designed to be a flexible, continuous process of improvements and interactions.

Instructional Design for Teachers (ID4T) is also an instructional design for teachers.
This model is split into nine processes where the ADDIE model has 5. The ID4T
model also excludes the analysis of needs and focusses on the remaining four steps.

1.5) Using a backwards design offers a concrete way of communicating learning

objectives. It is referred to as backward design as it starts with the end in mind and
works backward from there. When designing instruction educators should keep the
end goal in mind.
1.6) African based teaching is more focussed on working as a group and taking collective
responsibility rather than working as individuals. It breaks down communication
barriers and works on building interrelationships.
1.7) Humans’ capacity to think, reason, disagree, speak listen and be listened to is
important in constructing and reconstructing knowledge. Using the African notion of
education then depends on borrowing from cultures and exchanging from other
cultures and initiating thought and action that are novel. Ubuntu and Ukama were
applied in teaching for change. Students are encouraged to share their views and
claims about knowledge and education in their own context. Practicing Ubuntu
demands that students articulate their willingness to engage with one another in an
atmosphere of openness where all viewpoints are welcomed. This encourages
everyone to be dignified and respectful within a classroom environment.

Applying the theory of Ukama students are encouraged to engaged in conversation

without prematurely judging. Other views are considered in classrooms and
educational settings without rushing to judgement. Students are taught to not only
share their views and stories, but to also share their views on these.
1.8) Ubuntu principle which is the capacity in an African culture to express compassion,
reciprocity, dignity, humanity and mutuality in the interests of building and
maintaining communities with justice and mutual caring, is one aspect of African-
based teaching that I can integrate in my own teaching philosophy. The other aspect
is rationality which is culture dependent