Struggling with your BED2601 module? The folloeing assessments cover the folowing:
Theory and practice of reflection
Noddings' thinking on care in education
Constructivist perspective on learning
Values in a learner-centered curriculum to create pedagogy of care in the classroom
, This is developed through social interaction.
With experience in teaching and learning from experience comes the need for reflection.
This cannot be achieved solely on our experience but also from theory that goes beyond our
experience. As a result, if educators’ practice what has been taught through theory and the
theory is tested on practice, a teacher would accomplish effective theory and practice of
reflection.
Through development of an educators’ personal theory of practice an educator can use theory
as a guideline and enrich their teaching practice.
1.2. Noddings’ thinking on care in education:
Noddings’ does not think that care for the students to be just a duty; however, it is of utmost
importance. This refers to the relationship in the teaching situation. This is also known as
relational ethic. Relational ethic is termed as the thoughts, decision and experience of the
individual. This could also be referred to a, ‘natural caring’ Noddings (1998; 4) whereby one is
caring and the other is cared for. In this instance the person responsible for the caring is the
educator. The responsibility of the educator is to develop a relationship of care with the
child/children ‘cared’ for.
According to Noddings (1998: 218) the nature of the relationship of caring is determined by two
aspects namely; engrossment and displacement of motivation.
Engrossment refers to putting aside one’s own issues and tending to the issues that child
displays. This should be done by allotting all attention to the child while one is with the child.
Displacement of motivation could be termed as becoming aware of the learners needs. Thus
responding by allocating attention and teaching to what may be problematic and of concern in
the students learning process. This could be done without losing perspective or becoming too
engrossed while still being empathetic, hence forging relationships into teaching and learning.
Noddings says (1998; 72,173) the primary objective of every educational institution should be to
enhance care and maintenance of such care.
1.3. Constructivist perspective on learning:
Constructivist perspective refers to the development of understanding and comprehending of
information.
This is not only by memorizing gathered information; rather it is also by making sense of the
meaning of such information.
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, This could also include self concept and knowledge of the world
Encouraging learner observation through activities such as hypothesis testing, field trips and
gathering data.
Developing instructional material that could be used and manipulated to interact with their
environment.
Combine subjects and curricula
Utilizing of learning methods such as debating, discussing and cooperative learning.
1.4. The teacher can use the following three values in a learner-centered curriculum to create pedagogy
of care in the classroom:
Participation - Encouraging a caring educational environment. This can be done by
communicating strategies from the introductory lesson; it sets the tone of a caring atmosphere
for the learners in the classroom.
Affective - Familiarizing oneself with the emotions, thinking and individuality of their learners by
showing their care. This can be done by getting to know the students names and which
languages they speak at home as well as their diverse cultures.
Problem solving - Encourage learners to enjoy learning in a cooperative and critical classroom
environment. This can be achieved by encouraging curiosity, openness, responsibility and
hopefulness in learners.
Question 2
2.1. When planning a curriculum the following should be done:
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