Section A - Teaching Section. Text Book used - Teacher Empowerment. Memo for the questions per chapter that the lecturer posted on MyUnisa (under the tag Learning units for the Jan/Feb examination of 2019).
Questions are neatly ordered answered from the textbook, gathered notes and my assignment ...
EXAMPLE QUESTIONS
These are my answers to the questions posted
by the lecturer on MyUnisa for the Jan/Feb 2019
examination for Section A…
Figuring it out
HBEDTL6
Section A – Teaching Section
,Contents
Chapter 1 ...................................................................................................................................................................................................... 3
1. What is teacher Empowerment?................................................................................................................ 3
2. Name and briefly describe the three manifestations of empowerment. ................................................... 3
I. Professionalisation ............................................................................................................................... 3
II. Liberal Humanism ................................................................................................................................ 3
III. Critical theory................................................................................................................................... 3
3. Discuss the role of leadership in teacher empowerment ........................................................................... 4
4. How can you contribute to teacher empowerment @ school? ................................................................. 4
Chapter 2 ...................................................................................................................................................................................................... 4
1. Define the field of curriculum studies ..................................................................................................... 4
2. How would you define the curriculum to someone who is new to the field of education? ................... 5
3. List and give a brief description of the types of curricula........................................................................ 5
Chapter 3 ...................................................................................................................................................................................................... 6
1. Name and briefly describe the global review of the curriculum development phases. .......................... 6
I. Curriculum Design ............................................................................................................................... 6
II. Curriculum Dissemination ................................................................................................................... 6
III. Curriculum Implementation ............................................................................................................. 6
IV. Curriculum Evaluation ...................................................................................................................... 6
2. Name and summarise the FOUR approaches to curriculum development. ............................................ 7
I. Academic Approach ............................................................................................................................. 7
II. The Experimental Approach ................................................................................................................ 7
III. Technological Approach ................................................................................................................... 7
IV. Pragmatic Approach ......................................................................................................................... 7
3. Name and summarise the THREE orientations in respect of curriculum development. ......................... 8
I. Transmission ........................................................................................................................................ 8
II. Transaction .......................................................................................................................................... 8
III. Transformation ................................................................................................................................ 8
Identifying curriculum developers’ orientation .......................................................................................... 8
Chapter 4 ...................................................................................................................................................................................................... 9
1. Write an essay in which you discuss curriculum design at micro-level referring to any learning area,
subject or programme you are presently teaching. Critically discuss the following aspects of the
curriculum design process and relate each to the subject you teach giving practical examples. .................. 9
I. Situation Analysis ................................................................................................................................. 9
II. Aims and Objectives .......................................................................................................................... 11
III. Content .......................................................................................................................................... 12
IV. Teaching Methods ......................................................................................................................... 13
V. Evaluation ...................................................................................................................................... 14
1
, 2. Describe Carl’s model of curriculum design and discuss its value to curriculum development. ........... 15
Chapter 5 .................................................................................................................................................................................................... 16
1. Discuss curriculum dissemination in terms of the involvement of those interested in the curriculum. 16
2. Discuss curriculum as a social structure by referring to the social system, inter and intrapersonal
aspects and facilitating and inhibiting factors. ............................................................................................. 16
The social system ..................................................................................................................................... 16
Inter and intrapersonal aspects................................................................................................................ 16
Facilitating and inhibiting factors ............................................................................................................. 17
Chapter 6 .................................................................................................................................................................................................... 18
1. Discuss the factors that lead to successful curriculum implementation. .............................................. 18
Chapter 7 .................................................................................................................................................................................................... 19
1. Give a field description of curriculum evaluation. ................................................................................. 19
2. Select two models of the following curriculum evaluation models to compare and discuss: Cawood’s
elaboration of Blanckenberg’s scheme; Saylor or Oliva ............................................................................... 20
3. Differentiate between the seven different forms of curriculum evaluation. ........................................ 21
I. Basic differentiations ......................................................................................................................... 21
II. Comparative evaluation ..................................................................................................................... 21
III. Implementation evaluation ............................................................................................................ 21
IV. Consensus evaluation .................................................................................................................... 21
V. Diagnostic evaluation ..................................................................................................................... 21
VI. Pay-off evaluation .......................................................................................................................... 21
VII. Fundamental evaluation ................................................................................................................ 21
Chapter 8 .................................................................................................................................................................................................... 22
1. Using the knowledge you have gained so far, explain how you would implement the process of
curriculum development @ school .............................................................................................................. 22
Other things to keep in mind: .................................................................................................................. 22
Situation analysis of the community ........................................................................................................ 22
Situation analysis of a school.................................................................................................................... 22
Vision and mission formulation for a school ............................................................................................ 22
Mission formulation ................................................................................................................................. 22
Educational, teaching and school goals .................................................................................................... 22
Subject curriculum development ............................................................................................................. 22
Chapter 9 .................................................................................................................................................................................................... 23
1. How does participation in curriculum development lead to teacher empowerment? ......................... 23
2. What are the teacher’s curriculum functions in the various curriculum fields? ................................... 23
The teacher’s responsibility with regard to greater involvement with and in curriculum development in
respective curriculum fields: .................................................................................................................... 23
2
,Chapter 1
1. What is teacher Empowerment?
(10)
Empowerment refers to a management practice of sharing information, rewards, and power with
employees so that they can take initiative and make decisions to solve problems and improve service
and performance.
Empowerment is based on the idea that giving employees skills, resources, authority, opportunity,
motivation, as well holding them responsible and accountable for outcomes of their actions, will
contribute to their competence and satisfaction.
Carl (2012:3) states that empowerment is a process of growth and development that enables teachers
to optimise their teaching-learning situation and their own potential as educators.
Empowerment means to give authority and to enable. We empower teachers by giving them equal
power in decision making process; how and what will be taught.
Empowerment gives the right to participate, the right to articulate oneself and be heard. It highlights
that empowerment is all about sharing power.
Empowerment can only happen if management let it happen by sharing information and power with
employees. In turn, this will make the employees take initiative and make decisions to better their
performance, improve their service.
Contributes to develop learner's potential optimally.
Teacher's adaptation & style determine the quality of classroom activities.
Learners can also develop a feeling of interdependence in the class.
Empowered teacher not regard the syllabus as a recipe, but opportunities to experiment & make it
relevant & meaningful (& it requires specific knowledge, skills, proficiency).
Teacher act as facilitator & make children realize they have a share in own learning.
Teacher is not only a receiver of curricula, but developer of curricula! - Curriculum agents
Teacher accepts responsibility that they are adequately empowered - self- empowerment NB.
Curriculum development must not be a domain of specialists and "those who know" (outside class!!!)
2. Name and briefly describe the three manifestations of empowerment.
(3x3=9)
I. Professionalisation
Development of greater professionalisation with granting of more authority, status and individual
growth.
Also teamwork and acknowledging of work by colleagues.
No risk attached to give teachers greater control of Curriculum development but MONITORED.
II. Liberal Humanism
Strong emphasis is placed on freedom and emancipation meaning - Persons right to design curricula &
child studies are accentuated.
Specific institutional structures not always taken into account – can be limiting
III. Critical theory
Purpose of critical theory – to address &rectify situation in which people suffers & lives are regulated.
Empowerment manifested in three areas:
Field of status, & Knowledge, & Being able to make decisions for oneself.
3
, Empowerment manifests in different ways and different meaning for everyone.
3. Discuss the role of leadership in teacher empowerment
(5)
Clear connection between standard of leadership and standard of empowerment.
Principal will have to make conscious commitment in regards to empowerment of staff.
Principals must go through process of Empowerment self.
Leadership required facilitating empowerment.
Teachers put at centre of reform and used as catalysts for change & renewal.
School principals have NB role in teacher Empowerment (not mean lose authority/disempowered)!
Particular leadership style & management style other that traditional required.
Principal’s role – facilitator & empowered.
Particular vision (as to what must be achieved) & joint effort must be present!
Purpose: Prepare learners more effectively for society within which they will live
4. How can you contribute to teacher empowerment @ school?
(5)
Large measure of success depends on standard of interaction between school principals & staff!
Build up confidence.
Promote social interaction.
Maintain and promote good personnel relationships & working relationships
Maintain good communication
Carry out effective conflict resolution.
Draw and follow up clear objectives.
Outstanding principals go beyond merely involving teachers in decision making….3 steps:
o Provide supportive environment
o Facilitate reflective practices (evaluate)
o Make possible for teachers to implement ideas & programs
Chapter 2
1. Define the field of curriculum studies
(10)
It is the field of study to explore and evaluate different types of curricula and all curricula matters.
There is a clear set of theoretical constructs or principles directing curriculum studies.
A specific skill or pool of knowledge that is needed for the discipline of curriculum studies.
Curriculum studies have their own field of theoreticians and practitioners.
The world constantly changes, and there for, it is needed to study the reasons for change, or the need
for a new curriculum.
This can be done through the field of curriculum studies.
Curriculum Studies must have clear set of theoretical constructs/principals directing it (Olivia).
Curriculum Studies must have pool of knowledge & specific applicable skills for that discipline (Olivia).
Curriculum Studies continuously generates own unique contents & applicable skills.
Curriculum may have narrower (set of subjects) and wider (learning experiences offered by school
during & after school) depending on context used – Olivia.
4
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