Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
QUESTION 1
1. Sense making: Educators essentially need to create approaches of applying critical
thinking skills to achieve in the subject and with other subjects.
2. Social intelligence: A combined measure of self- and social alertness, developed
social beliefs and attitudes.
3. Novel and adaptive thinking: Capacity to be modified for new use or purpose.
Meaning you can live in the present, freely and willingly able to respond to the
demands and changes of the moment.
4. Cross- cultural competency: skill to effectively direct between cultural difficulties,
accomplish and set up communication lines between colleagues from diverse
environments.
5. Computational thinking: work with huge data sets, with information of
programming, statistical analysis and how good your quantitative- reasoning skills
are.
6. New media literacy: expertise to generate content using new media channels, social
media is one of the main platforms that plays a vast role in our regular lives and we
becoming aspects in grasping new media tools, e.g. digital technology,
understanding communication and think critically.
7. Transdisciplinarity: is the study of an appropriate concept, subject or problem that
manage the views of multiple disciplines in order to attach new knowledge and richer
information to reality experiences.
8. Design mindset: aptitude to modify work environment regarding desired outcome. It
inspires innovative thinking and creative problem solving.
9. Cognitive load management: raises to the used amount of working memory
resources. Whenever you ask leaners to learn, memorise and understand a novel
piece of information, you place some load on the working memory.
10. Virtual Collaboration: states working as a team, to communicate and applying
digital tools to complete tasks.
Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
QUESTION 2
EFFECTIVE QUESTIONS
➢ Contextualised action words:
• Learners should understand what is expected of them
• When teachers set a task, it should be in writing and it should be clear how the
task will be assessed.
• Put the main assessment criteria and indicators into the instructions for the task.
More detailed performance indicators can go into the marking criteria /
memorandum.
• The teacher must fit the action word in the task to the context.
➢ Clear and accessible language:
• Keep sentences short and use vocabulary terminology at the level of the
learners.
• Avoid words with many syllables. For example, “use the formula” is better
than ‘’utilise the formula”.
• Use active rather than passive voice. For example, “add sugar to the cup of
tea” is better than “sugar must be added to the cup tea”.
• When using pronouns, it must be clear what they refer to. For example, who
are “they” and “them” in the following sentence? “when teachers explain
things, they often forget that they should ask them diagnostic questions first.”
• Encourage learners to answer in the ways that they feel most comfortable.
For example, let learners use words in languages other than English (code-
switching) if that is how they can best express an idea, or allow several
different ways of answering, such as giving a definition by using words or a
labelled diagram.
➢ Comprehensive instructions:
• Use clear language according to the level/grade of the learner.
• Use action words to describe what activities are part of the task.
• Link instructions to the set outcomes and the assessment criteria in order to
make sure that what is expected is what is assessed.
• Re-read tasks after setting them to make sure that no steps are left out.
Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
QUESTION 3
Different definitions of “curriculum”
Descriptions turn out to be very hard, when it occurs to abstract ideas, since people often
have different understandings of the same words. at an overall level, an explanation of
“what curriculum” is can be distinguished in terms of what is included and/or excluded in the
description. The older, narrower definition says that when studying a curriculum, we must
look at the curriculum plan, i.e. the document that sets out the intention of what, how and
why something should be taught. In this definition, a curriculum is a “course of study” or
“study programme”, whereas the broader definition is a more inclusive concept that
comprises all the opportunities for learning and is viewed in historical perspective in its
socio-political context. Narrow definitions are likely to foster a conception of curriculum
change as a limited and largely technical exercise. In different circumstances, broader
definition of curriculum, which acknowledge both intended and unintended learning, and who
view a curriculum as a social construct. This means that a particular society’s culture will
influence the development of a particular type of curriculum, just as that curriculum will, in its
turn, contribute to shaping and forming that society and its culture. This mutual influence of
education and context is ongoing, so that we should not think of curricula and social
structures as entirely separate. By looking at South African situation, we can accept that the
following social structures have had a powerful impact on the South African curriculum:
• The changing economic relations as a result of the transition from an agrarian to an
industrial economy
• The shifting power relations both within and between power groups in connection
with economic changes
• The shifts in ruling-group ideology necessitated by and contributing to these
changes
Aspects of the curriculum:
1. Official, explicit, intended curriculum. This is the prescribed curriculum, also
described as the blueprint for teaching. It is the plan or intentions of, for instance, the
Department of Basic Education. A single plan can be used for different learners,
although its contexts can differ greatly.
2. Enacted curriculum as practice. This is the curriculum as it is experienced. It is
also referred to as the non-official, implicit curriculum as implemented by a teacher,
and is what is actually taught and learnt. Misunderstandings, resource constraints,
and so on can interfere with the teacher’s ability to implement a curriculum plan
exactly as intended.
3. Covert curriculum. This is teaching that is implicit (not spelt out), but nonetheless
deliberate on the part of the teacher or school. It is especially important in early
schooling, when consideration for others, order and obedience, teamwork and
cooperation are focal points. “Play” in early schooling is a deliberate curriculum
strategy to develop important attitudes and skills, such as fine motor skills, spatial
differentiation, and various pre-numeracy skills.
Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
4. Hidden curriculum. This is learning that is hidden from the teachers as well as from
the learners. It is another form of implicit learning, which the teachers did not intend
and are probably not even aware of. We consciously learn many things about the
world, or learn to see the world in particular ways, simply by spending a lot of time in
the sort of environment that schools and classrooms present to us.
5. Assessed curriculum. This is the knowledge and the skills that are measured to
determine learner achievement or what objectives or learning outcomes have been
attained. Assessment is an important element of a curriculum because it establishes
how learners will be measured in terms of their performance.
QUESTION 4
South Africa embarked on a radical transformation of education and training between
1989 and 1994, and subsequently on reviews of the curriculum. One of the most challenging
aspects of the initial transformation has been the adoption of an OBE approach that
underpins the introduction of C2005. C2005 has tried to capture aspects of all three of the
approaches discussed above, but just as there was tension between the three different
approaches of Tyler, Stenhouse and Freire, so there was tension between different aspects
of policy. Tyler used the narrow definition of “curriculum”, while Stenhouse argued for a
broader definition and Freire just assumed a broader definition. But that was only their
starting point. The main focus of their debate was on what should go into a curriculum and
how it should be approached. For this reason, these different approaches become useful
tools for sharpening our understanding and interpretation of C2005, both its revisions and
the amended NCS, referred to as the Curriculum and Assessment Policy Statement (CAPS).
Approaches to curriculum planning according to Tyler, Stenhouse and Freire: a summary
Ralph Tyler Lawrence Stenhouse Paolo Freire
• Sees curriculum as a • Sees curriculum as a process • Thinks about the purpose of a
product (objectives / with objectives not set at the curriculum – it must serve to liberate
instrumental approach) start, but changing in the learners to make links and
• Has a linear focus on teaching process. understand language, experiences
the end product; • Focuses on descriptiveness and their daily struggle.
cannot branch off in • Knowledge must be
the middle speculative
• Objectives, content, • Guidelines and professional • Intellectual, social and political
methods and development are important. liberation – how learners feel about
sequence questions • Learners should know what to knowledge and whether experiences
do with content. can be used in everyday life
• Understanding and criteria are
central to the process
• Educational purposes, • Carries out research while • The way in which we teach may
experiences etc. are teaching, evaluates while change learners – it is always
important. researching, changes the political (empowers or domesticates
process of reaching goals the learners).
• Negotiates understanding with
learners.
• Do research to find the • Tests, adapts and evaluates • Learners should be able to reflect on
best content to include the process to see if it is the value of learning.
enlightening.
Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
in curriculum / evaluate • Learners should “change” in
content. the learning process.
The following universal principles in approaches to curriculum, but also to teaching
and learning, are to be found in the views of Tyler, Stenhouse and Freire
• Experiential learning
• Clarity of focus
• Expanding opportunities
• Defining outcomes, aims or objectives
• Importance of knowledge, skills and values
• Evidence of achievement
• Individual learning
• What and whether we learn is more important than when we learned it
Tyler wanted structure in the teaching and learning situation and argued that there
should be clarity of focus in what you want to teach, how you want to teach and how
you want to assess. Therefore, the first step in effective teaching is to define objectives
(outcomes), keeping in mind that these objectives should be context-bound.
The teacher should ask four basic questions:
1. What educational purposes should the school seek to achieve? (By “purpose” Tyler
was referring to behavioural objectives (developed by gathering information from
three sources: the subject matter, the learners and the society).)
2. What educational experiences can be provided that are likely to achieve these
purposes?
3. How can these educational experiences be effectively organised?
4. How can we determine whether these purposes are being achieved?
Tyler argued that individual learning would ensure that each learner achieved the
set objectives (outcomes). We can interpret this to mean that educational experiences
should be derived from objectives, based on the results of an analysis of the
situation (learner, subject, society), and that objectives should be filtered through a
philosophical / psychological screen before being finalised. It is important to develop
citizens who are able to solve problems and can engage in democratic processes.
The principles mentioned above have their roots in the competency-based education
movement and mastery learning. They are based upon the premise that we
can help learners to create definite and reliable evidence of achievement. This model
focuses on the need to create favourable learning conditions as regards time, teaching
strategies and learning success.
A more detailed look at competency-based learning reveals that Stenhouse’s ideas
Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
of a teaching-learning process prepare learners for success in fulfilling various life
roles. It is important to test, adapt and evaluate the process to see whether it is an
enlightening one, and in that manner expand opportunities for application. Stenhouse
stressed the importance of doing research while teaching and of following the
route of “design down, deliver up” – a developmental process where the teacher can
change the teaching-learning environment according to context and learners’ needs.
The learner should change in the teaching-learning process to internalise information
and form opinions of his or her own.
Mastery learning promotes the idea that all learners can achieve the desired
teaching outcomes if given favourable learning conditions such as flexibility, sufficient
time and alternative ways of learning. Freire focused on these aspects; he wanted
teachers and curriculum developers to make sure that educational experiences
could be used in real life. Experiential learning was of utmost importance: learners
should be able to reflect on the value of learning. What is also considered here is the
perception of what the ideal learner in a particular field should look like, be like,
act like and think like. Freire felt it was important to identify specific knowledge in
order to attain a skill which could be applied in practice as the connection between
reflection and action.
The impact of these approaches in terms of curriculum interpretation
If we translate the approaches described above into teaching and learning principles,
methodology, the use of learning materials and assessment, then teaching implies
providing the learner with learning experiences and guiding, supporting and mediating
the learning content by facilitating understanding.
Learning implies the development of not only the learner’s knowledge, but also
his or her understanding of concepts, skills, activities and values. All these should
then be based on interaction between teacher, learner, context and content. Learning
is relevant to the real-life situations and experiences of the learner; therefore
cross-curricular integration of knowledge and skills might prepare learners for reality and the
world of work.
Teaching strategies in short imply that teaching involves critical thinking and
reasoning, reflection and action. Learners must take responsibility for their learning
by being actively involved in the teaching-learning process. This also means that
the teacher should use a variety of approaches and learning material in the learning
process to accommodate different learning styles.
Assessment is viewed as an integral part of teaching and learning, is continuous
and is based on a wide variety of techniques apart from testing. Feedback in
assessment is valued as part of learning.
QUESTION 5
5.1.1. 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
Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
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.
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.
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.
Disadvantages
• It might not be possible in large groups. Assessment tasks might be difficult
for teachers
Practical examples
• Assessment that involves problem solving skills.
5.1.2. 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.
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.
Advantage
Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
• 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.
Disadvantage
• 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.
Practical examples
• Class discussion and dialogue. (Booyse & Du Plessis 2014:37)
5.1.3. Scaffolding- Scaffolding requires the teacher to provide learners with the
opportunity to extend their current skills and knowledge. The teacher must engage
learners’ interest, simplify tasks so that they are manageable, and motivate
learners to pursue the instructional goal.
Best time of use
• It is best to use scaffolding when learners have personal, social or
academic obstacles to learning.
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.
Disadvantages
• In the case of the oversimplification 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.
Practical examples
• Questioning, collective enquiry into a topic and dialogue. (Booyse & Du
Plessis, 2014:39)
5.1.4. 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.
Best time of use
Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
• It is best to use simulation to demonstrate real-life situations to learners.
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.
Disadvantage
• The method takes a lot of time, and learners can get over emotional and
involved in imaginary situations
Practical examples
• Computer-aided simulation and role-play. (Booyse &Du Plessis, 2014:40)
5.1.5. Problem solving - Problem solving allows learners to build skills such as self-
management and teaches them to approach problems in a balanced way.
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.
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.
Disadvantages
• Learners' fear of failure may restrict participation. This method requires
time consuming and in-depth preparation from the educator.
Practical examples
• Context-based teaching, case studies and word sums. (Booyse & Du
Plessis, 2014:40-41)
Nonhlanhla Mkona.
Student no: 64681297
Unique code: 791203
Module: CUS3701
15 May 2020
References
https://www.shiftelearning.com/blog/design-elearning-to-protect-the-learner-from-overload
Refers to authors like: Eisner (1985), Fraser (1993), Glundy (1987), Goodson (1984 and
1989) and Goodman (1998) from the textbook in chapter 1
1. Booyse, C. & Du Plessis, E, 2014, Curriculum studies Development, interpretations
plan and practice, 2nd edn. Van Schaik, Pretoria.
2. Booyse, C. & Du Plessis, E, 2018, Curriculum studies Development, interpretations
plan and practice, 3nd edn. Van Schaik, Pretoria.
3. Booyse, C.2008.The Educator as a learning programme developer. Pretoria: Van
Schaik
4. Vygotsky, L.S. 1978. Mind and society: the development of higher mental processes.
Cambridge, MA: Harvard University Press.
RESULTS
q1 = 10
q2 = 10
q3 = 20
q4 = 20
q5.1 = 8
q5.2 = 8 1
q5.3 = 8
q5.4 = 8
q5.5 = 8
------------------------------
Total = 100 / 100 (100%)
COMMENTS
1 Excellent!
