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Summary

EDT1602 summary

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A brief summary of chapters 1-10 and 15 of EDT1602

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  • October 2, 2017
  • 44
  • 2017/2018
  • Summary

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CHAPTER 1

UNDERSTANDING THE NATIONAL CURRICULUM STATEMENT

Background and overview

 The South African national curriculum was changed in 1997.
 The reforms changed the education system from one that was Content-based to one that
was Outcomes based
 From the start of democracy the curriculum is built on the values that inspired the SA
Constitution
 The National Curriculum Statement for grades R to 12 incorporates the principles of the
Constitution.

 There are 3 possible approaches to structuring a curriculum framework:

A content based approach

 Curriculum design starts with identifying the content that students have to learn about
 The approach tends to emphasize the importance of individual subjects

An experience –based approach

 Curriculum design starts with identifying the learning experiences in which students will
participate

An outcomes-based approach

 Curriculum design starts with the question “what do we want learners to be able to do by
the end of their learning
 This approach places strong emphasis on the total result of the educational process,
rather than just on what learners might achieve in each subject.

South Africa‘s National Statement grades R-12 Curriculum

 In 1994 a democratic approach to education was initiated
 In 1997 the Statement of the national curriculum for grades R - 9 was approved for
Foundation phase, Intermediate phase and Senior Phase.
 This initiative became known as Curriculum 2005
 Curriculum 2005 was a form of outcomes-based education
 Curriculum 2005 was reviewed in 2000 and a new curriculum framework was released.
 The new one was called the Draft Revised National Curriculum Statement grades R-9, and
was released in July 2001, and approved in 2002.
 The South African curriculum was revised again in 2009 and resulted in the National
Curriculum Statement grades R-12 being developed for implementation from 2012.
 This statement comprises:
 a policy document called the National Policy Pertaining to the program and promotion
requirements of the National Curriculum Statement grades R-12. This describes which
subjects to be offered in each grade and the promotion requirements.
 Curriculum and Assessment Policy Statements (CAPS) for each approved subject listed
in the policy document
 A policy document called the National Protocol for Assessment grades R-12, which
describes the recording and reporting process to be used in grades R-12.

,The four essential principles of outcomes – based education

 Clarity of focus
 Designing down from long-term outcomes
 High expectations for all learners
 Expanded learning opportunities

Teachers are expected to use the principles of outcomes-based education to guide their planning and
teaching activities.

, CHAPTER 2

Constructivism:

Constructivist approaches to teaching and learning

 The basic premise of constructivism is that knowledge is obtained and understanding is
explained through active construction and reconstruction of mental frameworks.
 Learning is not a passive process of simply receiving information, rather it involves
deliberate, progressive construction and deepening of meaning.
 Understanding involves the development of valid connections between new and existing
knowledge and experiences
 Constructivism is an approach to learning in which learners are provided the opportunity
to construct their own sense of what is being learned by building internal connections
among the ideas and facts being taught
 Cognitive constructivism focuses on the cognitive processes that learners actively
construct knowledge for themselves by forming their own representations of the material
to be learned.
 Social constructivism approach treats learning as a social process whereby students
acquire knowledge through interaction with their environment.
 In order for teachers to help learners build their understanding, they must do the
following:

 Scaffolding
 Providing learners with enough help to complete a task and then gradually decreasing the
help as the learner becomes able to work independently
 Using realistic learning contexts
 Using multiple perspectives

 In a constructivist classroom the primary goal of teachers is to foster critical thinking skills.
Teachers seek and value their students’ point of view.



EFFECTIVE LEARNERS

Characteristics of effective learners

Learners should be ready and matured in the following aspects:

 Cognitive Development
 Language and Literacy development
 Physical development
 Emotional Stability
 Self-efficacy and self confidence
 Motivation
 Prior knowledge
 Attitudes towards school and learning

, EFFECTIVE LEARNING ENVIRONMENTS

Effective learning environments

 Creating a supportive learning environment involves:
 encouraging learners to engage with relevant learning experiences
 supporting their efforts to understand
 allowing them to take academic risks
 rewarding achievements
 Creating a supportive environment should be a co-operative effort between the teacher and
the learners
 Creating a supportive learning environment also includes taking care of the physical
environment (class size, buildings, basic support equipment, etc)
 Consider also the learner’s family situation and the community



EFFECTIVE TEACHERS

CHARACTERISTICS OF EFFECTIVE TEACHERS

 Knowledgeable
 Enthusiastic
 Confident
 Optimistic
 Effective Communicator
 Committed
 Compassionate
 Curious
 Patient and persistent
 Willing to share
 Resourceful
 Well organized
 Ethical
 Reflective



FOUNDATIONS FOR EFFECTIVE TEACHING AND LEARNING

The evolving concept of ‘good’ teaching

A brief historical background

 Ideas about good teaching have changed over the years
 Many reviews conclude that no single teaching strategy is effective all the time for all learners
 In the early 1900s the notion of good teaching was inseparable from the notion of the
goodness of the teacher
 By the 1960s, conceptions of effective teaching were based very strongly on what teachers
did in the classroom
 In 1986 Brophy and Good linked teacher behavior to student achievement and emphasized
that learning is easier for students when their teachers carefully structure new information.

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