NIKITA MEYER
UNIQUE NUMBER: 724189
STUDENT NUMBER: 12917036
DATE: 20/06/2024
HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY CHILDHOOD
EDUCATION
Module Code: _CUS3701_ Assessment Date: _20/06/2024_
1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they were one’s own. I know that plagiarism not
only includes verbatim copying, but also the extensive use of another
person’s ideas without proper acknowledgement (which includes the proper
use of quotation marks) or any attempt to cheat the plagiarism checking
system. I know that plagiarism covers the use of material found in textual
sources and from the Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately
referenced.
4. This assignment/exam file/portfolio is my own work. I acknowledge that
copying someone else’s work, or part of it, is wrong, and that submitting
identical work to others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow, anyone to copy my work with
the intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarised.
7. I understand that my assessment/exam file/portfolio may be submitted
automatically to Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
Name…NIKITA MEYER………… Student No: ...12917036..............
Signed …………………………………………. Date …14/04/2024……….
I (full names): …Nikita Meyer……..
Student number: ……12917036…………………
Module: CUS3701
Assignment: ____02____
Declare that:
1. I understand what plagiarism entails and am aware of the University’s policy in
this regard: https://www.unisa.ac.za/sites/myunisa/default/Study-@Unisa/Student-values-and-rules
2. I declare that this assignment is my own, original work. Whether I used someone
else’s work, whether a printed source, the internet or any other source, I give the
proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.
Signature: _________________________________
Date: __14/04/2024___________
Table of Contents
Question 1: ............................................................................................................. 4
Question 2: ............................................................................................................. 7
Question 3: ............................................................................................................. 8
Question 4: ........................................................................................................... 11
Question 5: ........................................................................................................... 13
References ............................................................................................................... 14
CUS3701
Assignment 2:
Question 1:
1.1.
Approach:
Behavioural
Curriculum implication:
1. Teachers must perceive learners as cognitively functioning
individuals within a
social context.
OBE
2. Assessment is continuous, based on a variety of techniques.
5. Teachers become reflective practitioners with seven roles to
fulfil
Experiential
3. Self-directed, unstructured and personalised instruction
programmes that are “self-paced” are used.
8. There is stress on teachers and their cooperative curriculum
decisions.
Naturalistic
4. The same curriculum elements of the academic, experiencebased and technological approaches can be used.
7. There is ongoing give and take within specific interest groups
and viewpoints, negotiation and curriculum consensus
Humanistic
6. Informal and hidden curriculum is also important, not only the
formal and planned curriculum.
10. Permission is given for more teacher input in curriculum
decisions.
Technological
9. Needs assessment is the point of commencement.
1.2.
The curriculum and assessment policy (CAPS) used in the South African
classroom, shares similarities with the Constructivist approach regarding the
curriculum design as well as the learning process.
Constructivism states that knowledge is best obtained through concrete
experiences as well as reflections, learners learn to learn and then they learn
more as they learn. Let me explain, there is always hidden, or accidental
curriculum mixed with the intended knowledge to be obtained. Learners need
to consider the information being taught and relayed; and based on their
history, personal opinions, and cultural and religious backgrounds, construct
an interpretation and an understanding of the new content, this proves that
constructivism emphasises that students use their previous knowledge as a
foundation to build on the new knowledge obtained. This would imply that the
learning process for students relies on and is impacted by their past
experiences and knowledge, they need to be able to relate to the information
being relayed to them. Learning is influenced by motivation and engagement
in the classroom.
Constructivist classrooms rely on four key factors to be successful: shared
knowledge between teachers and students; shared authority between
teachers and students; the teacher guiding and facilitating; as well as the
students being able to work in small groups in their earning process. Students
are encouraged to take responsibility and play an active role in their
education, they need to participate in hands-on activities, discussions and
projects that enhance and improve their understanding and application of the
new knowledge. Teachers need to create a learner-centred classroom
environment, providing resources and opportunities for exploration and
problem-solving, as well as being able to constantly assess the students
understanding and comprehension of the knowledge obtained.
To implement this approach in my classroom, I would incorporate real-life
scenarios into the lessons, as well as encourage group work and
discussions/debates about the new information and knowledge obtained. I
would incorporate problem-solving activities to promote and enhance critical
thinking skills and active learning, as well as to encourage the students to
attempt to apply their knowledge in their daily practical situations. I would
provide opportunities for self-assessment such as quizzes or short questions
or ask the students to summarise and then explain to each other in groups or
pairs, this would encourage reflection and for them to help each other by
giving tips or even taking notes from one another. This will allow and
encourage students to take responsibility for their education and reflect on
what they have learned and develop a deeper understanding of the new
knowledge.
By implementing the constructivist approach in the classroom, I aim to
prepare my students for the challenges in the real world. I hope to develop
their critical thinking skills, problem-solving skills, social skills, and much more
which is very important for them. I hope to engage them and motivate them to
foster a love for learning as well as encourage them to play an active roll in
their education and learning process.
7.1
Question 2:
2.1. Problem-solving as a teaching strategy.
2.2. Simulation as discovery learning in action. (Experiential)
2.3. Cooperative learning, discussion, as well as problem-solving as a teaching
strategy.
2.4. Scaffolding builds learning bridges and constructivism.
2.5. Cooperative learning.
2.6. Scaffolding builds learning bridges.
2.7. Cognitively Guided Instruction.
2.8. Enhancing critical thinking.
2.9. M-learning as a teaching strategy.
2.10. Discussion as a teaching strategy.
Question 3:
Effective questioning involves using a simple question and then making it more
demanding and complex which will allow students to think more critically, debate and
discuss, and interact with one another to analyse their way of thinking as well as the
thinking and reasoning of their peers. When incorporating effective questioning in
your classroom, it is important to plan what questions you will ask. It would be
beneficial to introduce a no-hand policy, to ask the question out loud and then pick
random students to answer the questions. Mix up the types of questions being asked
and encourage students to ask questions to their peers as well.
Features of effective questioning:
•
Open-ended questions: This will encourage students to think critically,
analyse and allow for diverse answers, which will allow students to learn from
one another and build with and on each other's answers. These questions
require an explanation and not just a yes or no answer. Examples would be
instead of asking “Is chocolate healthy?” you would ask “What makes
chocolate unhealthy?", “How was your day?”, “What did you do at school
today?”, “What do you think will happen next in the story?”, “Why do you think
this happened?”
•
Probing questions: After a student expresses their view and opinion on a
subject or topic, it is important to get them to analyse and prove or disprove
their point by asking them to provide support and additional information on
why they have that certain opinion. Examples would include “Why do you
think that is?”, “How did you come to this conclusion?”, “How does that make
you feel?”
•
Wait time: Pausing after a question to allow students to formulate and
articulate their thoughts and opinions is important, one could even give them 5
minutes or so to discuss the questions in pairs or small groups which will
allow them to analyse their answers and compare it to their peer's way of
thinking and answering.
Benefits of effective questioning:
•
Encourages students to interact with one another and to analyse their thinking
and their work.
•
Empowers and encourages students to feel more confident in their work and
themselves,
•
Improves their listening, thinking, and speaking skills.
•
Teaches the students about respecting each other’s opinions.
•
Allows teachers to assess the student's understanding of the topic being
discussed.
•
Fosters and builds an interest in the topic being discussed.
Features of effective feedback:
•
Specific and constructive feedback: It is important to be clear and specific
about what the student's strengths and areas for improvement are. For
example, instead of saying “Good job.” Or “That’s not right.” I would say
something along the lines of “Your explanation has some good points such as
a, b, and c. I would like for you to explain more about d and e.” Or telling them
that their answer is correct, but they could work on their supporting
information. The feedback needs to be based on credible and accurate
information and not just a judgment.
•
Timely: It is important to give feedback promptly after an assessment for the
students to work on and improve their areas of weaknesses for future work
and assessments. At least within a week of completing the assessment would
be a good time to give feedback. This is important, because how will the
students know how they are doing if they do not receive the feedback before
the next assessment or activity to complete?
•
Encouraging reflection/two-way discussions: This is important to allow the
students to develop a deeper understanding of the areas that they need to
work on as well as the areas in which they are stronger. Encourage the
students to take the notes and feedback they have received and to tell you
and each other how they will improve their work and understanding, maybe
they could work in pairs or small groups and aid each other. This would mean
speaking to them and saying okay you struggle with a, b, or c, so tell me how
you would improve or work on these areas.
Together the features of effective questioning and feedback create a conductive and
engaging learning environment that always has room and opportunities for
improvement and development of the students and their way of thinking critically and
problem-solving.
Question 4:
Tyler’s approach implies that a good curriculum strikes a balance between subject
discipline, society, and the learners. His approach emphasizes the importance of a
systematic design process and a goal-directed approach. His approach to curriculum
involves planning, implementation, and evaluation aspects.
In this approach the following needs to be considered:
•
What educational purposes the school should seek to accomplish should be
stated and predetermined.
•
Determining what educational experiences can be provided that are most
likely to achieve the indicated purposes.
•
Finding ways to organise the educational experiences effectively. Experiences
should build on one another and students should be able to build and link new
knowledge to old knowledge. The sequence of activities and work should be
planned accordingly. Repetition for certain sections of work would be
essential to the learning process.
•
Determining whether the educational purposes are being accomplished.
Assessment is important to be able to record if the objectives have been
achieved, or if it has not.
According to Tyler’s view, the teacher must specify the educational purpose by listing
the behavioural objectives, selecting content and teaching activities that fit the
objectives, and then ending with an assessment to see if the objectives have been
achieved. The teacher guides the learners to achieve the objectives. The strength of
this approach lies in its simplicity, the complex design process has been reduced to
a handful of questions. The disadvantages of this approach would be that it leaves
little room to adjust to the often-changing needs of users and the ever-growing
insights of designers.
Stenhouse’s approach emphasises the development of a curriculum that enables
teachers and students to gain the expected knowledge. Selecting content is an
ongoing and continuous process that involves the teachers, the students, and the
community. He also believed that curriculum cannot be predetermined and that it
changes with the context and people involved.
Principles to guide this approach:
•
A rough guideline, only recommendations.
•
Activities to involve learners and give the learners a chance to apply their
knowledge, share in planning, and have active roles in their education.
•
Examine and evaluate.
The focus of the assessment would be focused on their knowledge, understanding,
and judgment. Assessment should be about improving the learners’ capacity to work,
teaching the students about self-assessment is viewed as important. The strength is
this approach is that it focuses on the students’ understanding of the subject matter
and how they grasp the subject’s deep structures. The value of teacher development
to improve their criteria for judgment is acknowledged. The disadvantages of this
approach would be that it does not take advantage of the support offered by
structured content, as well as the lack of discipline.
Freire’s approach emphasises the importance of critical thinking and social justice,
education should be liberating for students rather than just transferring knowledge to
them. This approach highlights the importance of education as a tool for social
transformation. He emphasises that critical thinking and problem-solving should be
developed to help students develop skills that are relevant to their social and political
contexts. The content of the curriculum is chosen and based on the needs and
interests of the learners.
This approach involves the following:
•
Dialogue between the teachers and students.
•
Analysis of the context and social standing of the students.
•
Problem-posing methods that require dialogue in which the teacher and
students are “critical co-investigators”.
•
Teachers should develop a critical consciousness.
The assessment of this approach will focus on the reflections of the participants and
look at whether empowerment or change in consumption has occurred. The most
valuable aspect of this approach is that its focus is that the learners can read the
world, not just the words. This approach emphasises critical reflection.
Question 5:
The best approach to use in the South African classroom would be the pragmatic
curriculum approach of Paolo Freire. This approach emphasises the importance of
looking at the society that the learners live in as well as their specific needs, making
this approach most suitable for a country with constantly changing diverse needs.
This approach thinks about the purpose of curriculum as having to empower and
liberate students to make connections and to understand language, experiences,
and their daily struggles. This approach implies that teaching students is not only
about passing down parroted work or words as their education but also enabling the
students to be able to apply their knowledge in life and the world around them.
This approach is very flexible and adaptable which allows for accommodation,
inclusion, and relevance to students. This approach allows for student-centered
learning.
The weaknesses of the other approaches:
•
Product approach: This approach is very rigid and does not account for or
allow for flexibility for the diverse needs of students. This approach does not
account for the importance of the diverse cultural backgrounds, religions,
languages, and needs of students in South Africa. Tyler’s approach to
curriculum does not leave any room for the voice or opinion of the teacher or
the learner and this is a direct contrast to the humanist approach to learning
preferred by Freire.
•
Process approach: This approach struggles to take advantage of the support
provided, it also lacks a clear focus on practical application and does not
consider the diverse needs of South Africa. It may struggle to address the
needs of a developing country such as South Africa, which means that not all
schools have access to the same resources. “Stenhouse views good
education as open-ended and experimental, leading to every classroom being
a laboratory.”- (Hoadley & Jansen 2002:61)
The pragmatic approach caters better for the diverse needs of a diverse and
developing country such as South Africa with diverse linguistic, cultural, societal and
educational needs.
References
Birt, J. (2023, March 11). Probing Questions: Definition, Comparisons and Examples.
Retrieved from Indeed: https://www.indeed.com/career-advice/careerdevelopment/probing-questions
Brau, B. (2024). Constructivism. Retrieved from The Students' Guide to Learning
Design and Research: https://edtechbooks.org/studentguide/constructivism
Collier, E. (2018, December 31). What is Effective Questioning & Why Should I Use
it in My Classroom? Retrieved from HIgh Speed Training:
https://www.highspeedtraining.co.uk/hub/what-is-effective-questioning/
https://www.talkdesk.com/resources/infographics/21-components-of-effectivefeedback/. (2023, December 12). Retrieved from Talkdesk:
https://www.talkdesk.com/resources/infographics/21-components-of-effectivefeedback/
Open Ended Questions for Kids. (2024, April 14). Retrieved from OSMO:
https://www.playosmo.com/kids-learning/open-ended-questions-for-kids/
Swart, R. (2009, 29 June). Microsoft Word - Tesis 29 Junie 2009 WORD BIB.doc.
Retrieved from University of Pretoria:
https://repository.up.ac.za/bitstream/handle/2263/29831/00dissertation.pdf?se
quence=1
What Is Constructivism? (2020, May 27). Retrieved from WGU:
https://www.wgu.edu/blog/what-constructivism2005.html
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Index of comments
7.1
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Not one of the textbook approaches.