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CUS3701 Exam notes
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CUS3701 EXAM NOTESIf 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? These skills are listed under 1.2.5 in
your text book. Please provide an EXAMPLE after each of these competencies
in your own words.
1. Sense-making: How students understand info and apply what they have
learned. It is the method of providing sense to something. E.g. relate
conceptions to daily involvements and realism.
2. Social intelligence: a student’s capability to bond with other students on a
social level in order to know themselves and others people. This turn out to be
particularly significant in a school environment with multi-ethnic students in one
classroom. E.g. Work together on activities as a team or do role playing.
3. Novel and adaptive thinking: students need to have innovative thinking abilities
which focus on understanding issues and looking for possible solutions. This
means a more active technique to education in the classroom through practical
doings instead of direct instruction. E.g. Practical scientific projects that can be
done by using personal skills to prove a point.
4. Cross-cultural competency: the capability to involve others from diverse
cultures will be an important ability for the upcoming workers. Workstations,
mainly in South Africa, are now culturally varied, and as such will need skill
and the capability to work with one another for a common reason. E.g.
Completing a project where research is done on a culture different than their
own to guarantee that habits/traditions inside the culture are understood.
5. Computational thinking: a skill to innovatively resolve issues (computational
thinking) will be a vital ability for the 21 st era student. Resolving math
calculations, writing music or doing robotics all need reasonable computational
thinking. E.g. Making use of a survey to gather information on nourishment
inclinations and after that plot it on a chart in nourishment groups.
6. New media literacy: the capability to analyse and evaluate and make decisions
about the genuineness of sources will be a serious ability. An activity on how
to spot false broadcast will be useful in emerging this ability. E.g. Making use
of e-mails to exchange thoughts on assignments that needs to be completed
as a group/online learning.
7. Transdiciplinarity: student’s capability to comprehend perceptions through an
extensive range of restraints. This is known as Transdiciplinarity and makes for
a more all-inclusive method to learning. An instance might be the requirement
for a student to write an English essay on a geographical perception. E.g. to be
capable to compose a statement/article on research done in numerous
subjects by using the simple language rules of writing an essay – introduction,
body, conclusion.
8. Design mind-set: the student’s capability to use imagination to reach a wanted
outcome will turn out to be a required ability. If provided with a difficult math
problem, they will have to discover techniques of breaking down the parts of
, the issue in order to innovatively present an answer. E.g. creating an original
formula to bake a bread/using mind maps.
9. Cognitive load management: The capability to browse and look for applicable
and vital info is an additional ability which has to be developed. Essay writing
is one exercise where such an ability will show that it is valuable. E.g.
generating a study plan for a few subject/time administration abilities.
10. Virtual collaboration: This is important because of the introduction of the
internet and the regular use of online classrooms and operation situations
where participants are “attending” but not really in the same area. The
capability to work individually but within an online combined situation is an
important ability for the student in the 21 st era. E.g. Do a life-orientation
assignment with students from different schools making use of social media
like, Facebook and Skype.
Identify ten factors of effective questioning
1. Students must know what is needed of them
2. When educators give a task that needs to be completed, it must be on
paper and it must be clear in what way the task will be marked.
3. Put the key valuation criteria and pointers into the instructions for the task.
More specific performance pointers can go into the mark criteria/memo.
4. The educator should fit the action word in the task to the context.
5. Express valuation tasks sensibly and in language that is easy to
comprehend.
6. Make sentences short and the vocabulary and terms appropriate to the
level of the students.
7. Make use of active instead of passive voice.
8. Prevent using words with lots of syllables.
9. Be cautious when making use of pronouns, it should be clear what they
are referring to.
10. Inspire students to respond in methods with which they feel most at ease.
Permit numerous other methods of responding, like providing a definition
by making use of words or a labelled diagram.
There are different definitions and aspects of “curriculum”.
Definitions become exceptionally hard, particularly with regards to digest ideas, since
individuals frequently have various understandings of similar words. At an overall
level, a clarification of what "curriculum" is can be recognized as far as what is
incorporated as well as rejected in the description. The older, narrower definition
expresses that when we need to consider an educational program, we should take a
look at the educational plan, for example the report or the composed aim of what,
how and why something ought to be educated. This then, at that point actually
characterizes "curriculum" as a "course of study" or "study program", while a wide
definition is a more comprehensive idea including every one of the chances for
learning and saw in an authentic viewpoint in its socio-political setting. Narrow
definitions are probably going to encourage an origination of educational plan
change as a restricted and to a great extent specialized exercise. Then again, more
, extensive meanings of curriculum, which recognize both intended and unintended
learning, and which see educational plan as a social construct, imply a more
grounded feeling of the complexity of the educational program and additionally
methods of change. This implies that a specific culture's way of life will deliver a
specific sort of educational program, which thusly will likewise add to forming that
specific culture and its way of life. This implies that a specific culture's way of life will
create a specific sort of educational plan, which thus will likewise add to forming that
specific culture and its way of life. This shared impact is on-going, and one should
subsequently not consider the educational plan and the social design completely
separate elements. On the off chance that we would take a look at the South African
circumstance, we can accept that the next social structures have had a powerful
effect on the South African educational plan:
• The altering financial relations in the conversion from an agrarian to an
industrial economy
• The shifting control relations both within and between control teams with
regard to the financial fluctuations
• The changes in ruling group ideology demanded by and contributing to the
changes
Eisner (1985) describes a curriculum as a series of planned occasions that are
expecting to have educational results for one or more students, while Fraser (1993)
incorporates a much more extensive translation of curriculum as the inter-related
totality of objectives, learning content, assessment strategies and teaching-learning
exercises, chances and experiences that direct and implement instructional
exercises in a planned and justified way. Goodman (1998) says that the battle over
the definition of “curriculum” may be a matter of social and political needs, as well as
intellectual discourse; otherwise, the study of education will leave unquestioned and
unanalysed expectations that ought to be at the heart of the intellectual
understanding and practical process of education.
This debate about the understanding of “curriculum” comes a long way. The next
explanations might be useful:
1. Official, explicit curriculum: This is the prescribed curriculum, which is the
official, formal educational program and it is likewise described as the
"blueprint" for teaching. It can also be described as the curriculum or plan or
the expectations of for example the Department of Education. This implies
that an individual plan can be utilized for various students, though the context
may vary enormously.
2. Curriculum in practice: This educational program is the real practiced or lived
educational program. As such, it refers to how the educational program is
experienced by both the students and the teachers. It is also referred to as the
non-official, implied educational plan as executed by a teacher. It can
consequently refer to that which is really taught to learners and learned.
Teacher A's lesson, for example, demonstrates that what is really taught, can
be totally different from that which was planned and prepared for. Curriculum
in practice, refers to the phenomenon where, aside from a teacher's errors,
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