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QUESTION 1
A. 11
B. 4
C. 13
D. 1
E. 2
F. 3
G. 6
H. 12
I. 15
J. 5
QUESTION 2
2.1 PROBLEM SOLVING AS TEACHING STRATEGY
2.2 SIMULATION AS DISCOVERY LEARNING
2.3 COGNITIVELY GUIDED INSTRUCTION
2.4 SCAFFOLDING
2.5 PROBLEM SOLVING AS TEACHING STRATEGY
2.6 COOPERATIVE LEARNING THROUGH MEDIATION
2.7 SCAFFOLDING
2.8 MOBILE LEARNING
2.9 ENHANCING CRITICAL THINKING
2.10 DISCUSSION AS TEACHING STRATEGY
QUESTION 3
LAWRENCE FREIRE’S RALPH TYKER
STENHOUSE
PRINCIPLES FOR INTRINSIC VALUE IS GUIDED BY VALUES AND MUST CONTRIBUTE TO THE
SELECTING CONTENT NOT ONLY A MEANS QUESTIONS OF POWER. THE ACHIEVEMENT OF THE
TO AN END: FOCUS SELECTION OF CONTENT OBJECTIVE, EFFICICACY AND
ON PRINCIPLES OF COMES FROM THE LIFE EFFICIENCY OF TEACHING
PROCEDURE. EXPERIENCES OF LEARNERS
SELECTING CONTENT i.e. THE CONTENT IS BASED
IS A PROCESS. THE ON THE NEEDS AND
CHOICE OF CONTENT INTERESTS OF THE LEARNERS
SHOULD ENABLE
TEACHERS AND
LEARNERS TO GAIN
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EXPECTED
KNOWLEDGE
PRINCIPLES FOR PROPOSALS SHOULD EXPERIMENTAL- KEY THEMES SORT THE OBJECTIVES IN
MAKING DECISIONS BE FROM LEARNR’S LIVES LINERA ORDER, SHOULD
ABOUT SEQUENCING RECOMMENDATIONS, LOGICALLY BE ORDERED
CONTENT NOT PRESCRIPTIONS.
FOCUS ON HOW
LEARNERS LEARN,
AND ATTEMPT TO
ENRICH LEARNING
WHO MAKES THE ALL SHOULD BE MUST BE DIALOGIC- INFORMED PEOPLE OR
DECISION ABOUT THE INVOLVED IN THE CURRICULUM SCHOOLS PLAN HOW TO
CURRICULUM? TEACHING- LEARNING DEVELOPMENT TO TAKE DELIVER THE LEARNING
PROCESS; TEACHERS PLACE AS DISCUSSION WITH EXPERIENCES TECHNICAL
DO RESEARCH WHILE LEARNERS EXPERTISE IS IMPORTANT
THEY DEVELOP AND STEPS: FOUR QUESTIONS
TEACH 1. TEACHERS HELP 1. WHAT ARE THE
PEOPLE TO DEVELOP EDUCATIONAL
GENERATIVE PURPOSES?
THEMES THAT 2. WHAT ARE THE
REPRESENT THEIR EDUCATIONAL
VIEW OF REALITY EXPERIENCE?
2. PROFESSIONAL 3. HOW ARE THE
TEACHERS AND EDUCATIONAL
VOLUNTEERS ARE EXPERIENCES
INVOLVED IN ORGANISED?
REFINING 4. HOW CAN ONE
CURRICULUM DETERMINE WHETHER
CONTENT AND THE EDUCATIONAL
EXPECTATIONS PURPOSES ARE
ATTAINED?
FOCAL POINT OF FOCUS ON FOCUS ON THE REFLECTIONS OBJECTIVE EVALUATION
ASSESSMENT KNOWLEDGE, OF THE PARTICIPANTS; INSTRUMENTS; FORMAL
UNDERSTANDING WHETHER EMPOWERMENT ASSESSMENT OF WHETHER
AND JUDGEMENT. OR CHANGE IN OBJECTIVES ARE ACHIEVED
THE TEACHER OUGHT CONSUMPTION TOOK PLACE SKILLS AND INFORMATION;
TO BE A CRITIC, NOT A GRADING AND MARKING TEST
MAKER; ASSESSMENT
SHOULD BE AOUT
IMPROVING
LEARNER’S CAPACITY
TO WORK; TEACHING
OF SELF-
ASSESSMENTS IS
VIEWES AS
IMPORTANT
MOST VALUABLE THE LEARNER MUST TO BE ABLE TO READ THE TEACHERS GUIDE LEARNERS
ASPECT OF THE HAVE A SENSE OF WORLD, NOT ONLY THE TO ACHIEVE OBJECTIVES;
APPROACH GRASPING SUBJECTS WORD; POLITICAL
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DEEP STRUCTURES. EMPOWERMENT; STRUCTURE AND PROMOTE
THE VALUE OF ‘EMANCIPATORY’ APPROACH LEARNING
TEACHER IN WHICH CRITICAL
DEVELOPMENT TO REFLECTION IS VALUED
REFINE THEIR
CRITERIA FOR
JUDGEMENT (
PROFESSIONAL
DEVELOPMENT) IS
ACKNOWLEDGED
THE MOST APPROPRIATE CURRICULUM APPROACH FOR SOUTH AFRICAN SCHOOLS WITHIN
A MULTI- CULTURAL CONTEXT IS THE PROCESS APPROACH, THE APPROACH VALUES THE
DEVELOPMENT OF INDIVIDUALITY THROUGH CREATIVE AND CRITICAL ENGAGEMENT WITH
CULTURE AND THE EDUCATIONAL THINKER WAS AN ADVOCATE OF INCLUSIVE EDUCATION
AND WAS COMMITED TO MAKING EDUCATION AVAILABLE TO ALL LEARNERS THAT WAS
BOTH CHALLENGING AND EMPOWERING
WEAKNESSES OF THE PRODUCT/ INSTRUMENTAL APPROACH
PREDETERMINED OBJECTIVES LEAVES LITTLE FLEXIBILITY TO ADJUST TO THE OFTEN-
CHANGING NEEDS OF USERS AND THE GROWING INSIGHTS OF DESIGNERS. TYLER’ S
APPROACH FOCUSES ON TECHNICAL, EMPIRICAL DATA, WHEREAS EDUCATION IS ALSO
CONCERNED WITH PERSONAL VIEWS AND OPINIONS; IN ADDITION, SOCIO- POLITICAL
ASPECTS PLAY A PROMINENT ROLE IN MANY CURRICULAR ISSUES
WEAKNESSES OF THE PRAGMATIC APPROACH
ACCORDING TO THE APPROACH, WHAT TEACHERS TEACH AND THE WAY IN WHICH WE
TAECH CAN EITHEIR DEEPEN LEARNERS FEELINGS OF POWERLESSNESS AND CAN
DOMESTICATE THROUGH THE CURRICULUM. FREIRE’S THINKING FOCUSED IT’S ATTENTION
ON WHAT THE RATIONALE, THE PURPOSE, AND THE AIMS OF THE CURRICULUM SHOULD
INCLUDE
QUESTION 4
4.1 LEV VYGOTSKY, AN EDUCATIONIST WHO ARGUED FOR SOCIO- CONSTRUCTIONIST PERSPECTIVE
IN EDUCATION WAS A YOUNG DURING THE RUSSIAN REVOLUTION (1917- 1918), A TIME OF GREAT
CHANGE IN HIS CULTURE AND SOCIETY. HE BELIEVED THAT THE LIFELONG PROCESS OF
DEVELOPMENTIS DEPENDENT ON SOCIAL INTERACTION, AND THAT SOCIAL LEARNING ACTUALLY
LEADS TO COGNITIVE DEVELOPMENT (VYGOTSKY, 1978). TRADITIONALLY, SCHOOLS HAVE NOT
PROMOTED ENVIRONMENTS IN WHICH LEARNERS PLAY AN ACTIVE ROLE IN THEIR OWN EDUCATION
AS WELL AS THAT OF THEIR PEERS. VYGOTSKY THEORY, HOWEVER, REQUIRES TEACHERS AND
LEARNERS TO PLAY NON- TRADITIONAL ROLES AS THEY COLLABORATE WITH EACH OTHER, BECAUSE
BOTH ARE INFLUENCED BY THE CONTEXTS IN WHICH THEY LIVE, TEACH, AND LEARN. INSTEAD OF
TEACHERS DICTATING MEANING TO LEARNERS FOR FUTURE RECITATION, THEY SHOULD
COLLABORATE WITH LEARNERS IN ORDER TO CREATE MEANING IN WAYS THAT LEARNERS CAN
MAKE THEIR OWN (HAUSFATHER, 1996). LEARNING BECOMES A RECIPROCAL EXPERIENCE FOR BOTH
LEARNERS AND TEACHERS. THIS MEANS THAT A TEACHER CANNOT IGNORE CONTEXT IN TEACHING
AND LEARNING ENVIRONMENT
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ACCORDING TO VYGOTSKY’S THEORY, THE PHYSICAL CLASSROOM SHOULD PROVIDE CLUSTERED
DESKS OR TABLES AND WORKSPACES FOR PEER LEARNING, COLLABORATION, AND SMALL- GROUP
LEARNING. LIKE THE ENVIRONMENT, THE LEARNING MATERIAL SHOULD BE STRUCTURED TO
PROMOTE AND ENCOURAGE LEARNER INTERACTION AND COLLABORATION. THUS, THE CLASSROOM
BECOMES A COMMUNITY OF LEARNING
BECAUSE VYGOTSKY ASSERTS THAT COGNITIVE CHANGE OCCURS WITHIN THE ZONE OF PROXIMAL
DEVELOPMENT, INSTRUCTION SHOULD BE DESIGNED TO REACH A DEVELOPMENTAL LEVEL THAT IS
JUST ABOVE THE LEARNER’S CURRENT DEVELOPMENTAL LEVEL. VYGOTSKY (1978) ARGUES THAT
THE OVERALL DEVELOPMENT OF THE CHILD AND A NEW STAGE OF THE DEVELOPMENT PROCESS
SHOULD BE KEPT IN MIND WHEN LEARNING IS PLANNED
APPROPRIATION IS NECESSARY FOR COGNITIVE DEVELOPMENT WITHIN THE ZONE OF PROXIMAL
DEVELOPMENT INDIVIDUALS PARTICIPATING IN PEER COLLABORATION OR GUIDED TEACHING MUST
SHARE THE SAME FOCUS IN ORDED TO ACCESS THE ZONE OF PROXIMAL DEVELOPMENT.
“FURTHERMORE, IT IS ESSENTIAL THAT THE “PARTNERS” IN THIS EDUCATION ENVIRONMENT BE ON
DIFFERENT LEVELS, AND THAT THE HIGHER- LEVEL PARTNER BE AWARE OF THE LOWER PARTNER’S
LEVEL. IF THIS DOES NOT OCCUR, OR IF ONE PARTNER DOMINATES, THE INTERACTION IS
SUCCESSFUL. THIS IS WHY JOINT ATTENTION AND A COMMON UNDERSTANDING OF THE PROBLEM-
SOLVING PROCESS ARE NEEDED TO CREATE A COGNITIVE, SOCIAL, AND EMOTIONAL INTERCHANGE
BETWEEN THE “PARTNERS” IN THE EDUCATIONAL ENVIRONMENT (DRISCOLL, 1994: HAUSFATHER,
1996). THIS REQUIRES THE TEACHER TO HAVE A GOOD UNDERSTANDING OF CONTEXTUAL
INFLUENCES IN TERMS OF PLANNING, INSTRUCTIONAL DESIGN, AND ASSESSMENT IN THE
TEACHING- LEARNINGENVIRONMENT
YES, TEACHERS AND LEARNERS CANNOT IGNORE CONTEXT IN THE LEARNING ENVIRONMENT
BECAUSE IT INFLUENCES THE WAY IN WHICH THEY LIVE, TEACH AND LEARN. IT BECOMES A
RECIPROCAL EXPERIENCE FOR BOTH LEARNERS AND TEACHERS AS TEACHERS CANNOT IGNORE
CONTEXT IN THE TEACHING ENVIRONMENT
4.2
THE KEY ECONOMIC FORCES THAT DRIVE THE SOUTH AFRICAN EDUCATION SYSTEM
ONE OF THE FORCES THAT DRIVES OUR NEW EDUCATION SYSTEM IS GLOBALISATION.
SINCE SOUTH AFRICA’ S DEMOCRATIC ELECTIONS IN 1994, WE HAVE RE- ENTERED THE
WORLD ECONOMY WHICH MEANS THAT THE ECONOMY OF THE COUNTRY HAS GROWN
AT A RATE THAT IS COMPARABLE TO THE GROWTH RATES OF COUNTRIES IN THE REST
OF THE WORLD. BUT HAS THIS HAPPENED?THERE ARE ALSO GLOBAL EXPECTATIONS IN
TERMS OF SKILLS AND WAYS OF THINKING, CAPACITY TO DRIVE THE ECONOMY, AND
PERFOMANCE OF EDUCATION SYSTEMS AND IN INTERNATIOANAL TESTS, SUCH AS THE
TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMMS) AND THE
PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS).
ACCORDING TO THE UNITED NATIONS DEVELOPMENT PROGRAMME REPORT (
2015:209) SOUTH AFRICA IS RATED 116 OUT OF 188 COUNTRIES ON THE UNITED
NATIONS HUMAN DEVELOPMENT INDEX, WITH AN HDI VALUE OF 0.666 FOR 2014,
THUS FALLING IN THE MEDIUM HUMAN DEVELOPMENT CATEGORY. THIS SUGGESTS
THAT OUR COUNTRY IS NOT PRODUCING PEOPLE CAPABLE OF COMPETING WITH THEIR
COUNTERPARTS IN OTHER PARTS OF THE WORLD IN TERMS OF PRODUCING HIGH-
