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CUS3701 ASSIGNMENT 2 S1 2024
- Course
- CUS3701
- Institution
- University Of South Africa (Unisa)
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PREVIEWQUESTION 2
2.1: Direct Instruction - This involves presenting
information or content to learners in a systematic,
explicit manner. It's effective for building
foundational knowledge.
2.2: Direct Instruction - Given the specific goal of
understanding how a polling station functions, a
direct explanation or demonstration would be
most appropriate to ensure clarity and
understanding.
2.3: Collaborative Learning - Allowing all learners
to participate in problem-solving encourages
collaboration and active engagement, which can
lead to deeper understanding and retention of
concepts.
2.4: Constructivism - This approach emphasizes
learners actively constructing their own
understanding and knowledge based on their
experiences and prior knowledge, with guidance
CUS3701
from the teacher.
ASSIGNMENT 2 2024 NATALIE FOXX
, QUESTION 1
1.1
APPROACH CURRICULUM IMPLICATION
Behavioural 1. Teachers must perceive learners as cognitively
functioning individuals within a social context.
2. Assessment is continuous, based on a variety of
techniques.
experiential 3. Self-directed, unstructured, and personalized instruction
programs that are "self-paced" are used.
4. The same curriculum elements of the academic,
experience-based, and technological approaches can be
used.
technological 5. Teachers become reflective practitioners with seven roles
to fulfill.
6. Informal and hidden curriculum is also important, not only
the formal and planned curriculum.
naturalistic 7. There is ongoing give and take within specific interest
groups and viewpoints, negotiation, and curriculum
consensus.
8. There is stress on teachers and their cooperative
curriculum decisions.
humanistic 9. Needs assessment is the point of commencement.
10. Permission is given for more teacher input in curriculum
decisions.
OBE Curriculum development is based on clearly defined
outcomes that guide all aspects of instructional design and
assessment.
Teachers and learners focus on achieving specific
competencies or outcomes.
1.2
In the South African educational context, the Curriculum and Assessment Policy Statement
(CAPS) serves as the guiding framework for curriculum development and implementation in
most classrooms. Among the various curriculum approaches, the approach that shares
similarities with CAPS is the
Outcome-Based Education (OBE) approach.
OBE is in line with CAPS due to its focus on clearly defined outcomes that guide all aspects
of instructional design and assessment. Similarly, CAPS emphasizes specific learning
outcomes that students are expected to achieve by the end of each grade or phase. Both OBE
and CAPS prioritize the identification of desired learning outcomes as the foundation of
curriculum planning and assessment.
The assumptions of the OBE approach include the belief that all learners can achieve
predetermined outcomes if provided with appropriate support and resources. It assumes that
learning is measurable and observable through the attainment of specific competencies or
outcomes. OBE also assumes that learning should be learner-centered, with a focus on the
individual needs and abilities of students.
NATALIE FOXX 2024
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