CSP4801/101/0/2021

Tutorial letter 101/0/2021

BEd (Hons): Curriculum Studies and

Psychology of Education

CSP4801

Year Module

Curriculum and Instructional Studies

IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.
 CONTENTS
Pages
1 INTRODUCTION AND WELCOME 3
2 PURPOSE AND OUTCOMES OF THE MODULE 4
2.1 Purpose 4
2.2 Outcomes 4
3 LECTURERS AND CONTACT DETAILS 6
3.1 Lecturers 7
3.2 Department 7
3.3 University 7
4 MODULE-RELATED RESOURCES 8
4.1 Prescribed books 8
4.2 Recommended books 8
4.3 Electronic Reserves (e-Reserves) 8
4.4 Library services and resources information 8
5 STUDENT SUPPORT SERVICES 9
5.1 Contact with fellow students 9
5.2 myUnisa 9
5.3 Telecentres 9
5.4 Free computer and internet access 9
5.5 Student query process 10
6 STUDY PLAN 10
7 MODULE PRACTICAL WORK AND WORK-INTEGRATED LEARNING 11
8 ASSESSMENT 11
8.1 Assessment criteria 11
8.2 Assessment plan 12
8.3 Assignment numbers 12
8.3.1 General assignment numbers 12
8.3.2 Unique assignment numbers 13
8.4 Due dates for assignments 13
8.5 Submission of assignments 13
8.6 The assignments 14
8.7 Comments and feedback on assignments 45
8.8 Other assessment methods 45
8.9 Examination 45
8.9.1 Examination admission 45
8.9.2 Year mark 45
8.9.3 Examination period 46
8.9.4 Examination guidelines 46
8.9.5 Previous examination papers 46
9 FREQUENTLY ASKED QUESTIONS 47
10 SOURCES CONSULTED 47
11 IN CLOSING 47

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Please note / important note: Read this tutorial letter first.

It contains the compulsory assignments.

1 INTRODUCTION AND WELCOME

Dear Student

We are pleased to welcome you to the module “Curriculum Studies and Psychology of
Education” and hope that you will find it interesting, useful, inspiring and rewarding. The
module explores the integrated nature of curriculum, learning and teaching. It will provide a
base from which we can interrogate the roles of the teacher as interpreter of learning
programmes and materials, assessor and learning mediator. We shall do our best to make your
study of this module successful. You will be well on your way to success if you start studying
early in the year and resolve to do the assignments properly.

CSP 4801 is a fully online module. You will need to visit the module site for the study material
and other important information.

This tutorial letter, Tutorial Letter 101, contains important information about the assignments for
this module. We urge you to read it carefully and to keep it at hand when working through the
study material, preparing the assignments, preparing for the examination and addressing
questions to your lecturers. This tutorial letter also provides all the information you need with
regard to the prescribed study material and other resources and how to obtain it. Please study
this information carefully and make sure that you obtain the prescribed material as soon
as possible. We have also included certain general and administrative information about this
module. Please study each section of the tutorial letter carefully.

We hope that you will enjoy this module and wish you all the best!

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2 PURPOSE AND OUTCOMES OF THE MODULE

2.1 Purpose

In this module, you will be required to investigate the dynamic interrelationship between
teaching, learning and knowledge. The purpose of this module is to provide you with a
profound understanding of curriculum and learning theory and to introduce you to a wide range
of discourses that will enable you to develop innovative and contextually relevant responses to
teaching and learning issues.

2.2 Outcomes

MODULE FORM

The purpose of this module is to provide students with a deep understanding of teaching and
learning theory and introduce them to a range of readings to enable them to develop innovative
and contextually relevant responses to teaching and learning issues. Students are required to
investigate and interrogate knowledge and skills related to the dynamic interrelationship
between teaching, learning and assessment.

Specific Outcome 1: Interpret individual learning contexts

Assessment Criteria
• describe concepts of intelligence
• identify and define the development of an individual learner
• critically reflect on and discuss the physical, cognitive, emotional and moral development
in developmental phases
• select, sequence and pace learning by being sensitive to the different needs of learners
• investigate different theories of how learners learn at different ages
• identify potential causes of success or failure in typical learning processes
• critically reflecting on how race, class, gender, language, culture and other differences
impact on learning and propose guidelines to address these
• apply of problem based learning in a classroom situation
• reflect on discuss motivation of learners
• contextualise learning by considering the input of other modules in this programme and
describe strategies to identify and solve related issues

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Specific Outcome 2: Understand curriculum theories, the process of curriculum

development and be able to relate it to practice with contextual input from the other
modules of this program

Assessment Criteria:
• interpret and evaluate curricula through analysis of underlying theories
• discuss the contextual relevance of a curriculum for South Africa by considering social,
historical and philosophical issues
• analyse curriculum practice and propose changes where necessary
• critically discuss programme design, implementation and dissemination of curricula
• critically analyse different programmes in real contexts and through case studies
• describe the curriculum in practice by referring to teaching and learning
• explore and alternative assessment methods of teaching and learning and describe how
these should be implemented

Specific Outcome 3: Interpret research with regard to teaching and learning issues
considering the influence and relationship of the various disciplines.
Assessment Criteria:
• use appropriate resources and draw upon applicable vocabulary to evaluate curriculum
and learning discourses
• identify psychology of education issues
• submit a formative assessment task that reflects specialised knowledge of, and the
ability to interpret basic research in: the development of the learner; the concept of
intelligence and language acquisition; learning and development theories; learner
variability or cultural diversity as well as curriculum related issues.

3 LECTURERS AND CONTACT DETAILS

The lecturers responsible for this module are as follows:
3.1 Lecturers

3.1.1 Curriculum Studies Section

If you experience any problems with academic work, e.g. with the content of the module or the
prescribed book (du Preez & Reddy: 2014) or the content of assignments 01 and 03, you can
contact the following lecturer:

Dr P Biccard
6-67Nkoana Simon Radipere Building
biccap@unisa.ac.za
Tel: 012 429 6634

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3.1.2 Psychology of Education Section

If you experience any problems with academic work, e.g. with the content of the prescribed
book (Woolfolk) or Assignments 01, 02 and 04, you can contact the following lecturers:

Prof V Scherman
scherv@unisa.ac.za

Dr H Olivier
6-45 Nkoana Simon Radipere Building
olivih@unisa.ac.za
Tel: 012 429 6753

All queries that are not of a purely administrative nature but are about the content of this
module should be directed to us. Please have your study material with you when you contact
us. E-mail and telephone numbers are included above if you need to contact any of your
lecturers. If you do not reach a lecturer telephonically, please send an e-mail. We will get back
to you!

3.2 Department

This module is managed by:

Department of Curriculum and Instructional Studies

College of Education
PO Box 392
UNISA
0003

3.3 University

PLEASE NOTE: Do not enclose or insert letters to lecturers with or in your assignments.

Communication with the University

If you need to contact the University about matters not related to the content of
this module, please consult the Study @ Unisa brochure for general Unisa
contact details. Always have your student number at hand when you contact the
University.

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4. MODULE-RELATED RESOURCES

4.1 Prescribed books

You have two prescribed books for this module and you need to buy both for this module:

[1] Du Preez, P., & Reddy, C. 2014. Curriculum Studies: visions and imaginings. Cape
Town: Pearson.

[2] Woolfolk, A. 2020. Educational Psychology, UNISA CUSTOM EDITION (2nd Edition).
Boston:Pearson Education, Inc. [The first edition of the Unisa Custom book may also
be used]

*Prescribed books are available from the University’s official booksellers. If you have difficulty in
locating your book(s) at these booksellers, please contact the Prescribed Book Section at tel:
012 429-4152 or e-mail: vospresc@unisa.ac.za

NB: Study the prescribed texts in conjunction with this tutorial letter and the Lessons
on the module site.

PLEASE NOTE THAT THERE IS NO STUDY GUIDE – everything you need is now online!

4.2 Recommended books

For Curriculum Studies:

Booyse, C., & du Plessis, E. 2017. Curriculum studies - Development, interpretation, plan and
practice. Cape Town: Van Schaiks. ISBN: 9780627035876

Carl, A. 2019. Teacher Empowerment through Curriculum Development:

Theory into Practice. Cape Town: JUTA. ISBN: 9781485125242.

For Psychology of Education:

Donald, D., Lazarus, S., & Moolla, N. 2014. Educational psychology in social context:
ecosystematic applications in southern Africa (5th Ed). Goodwood, Cape Town: Oxford
University Press Southern Africa. ISBN: 9780199054404

Eloff, I., & Ebersöhn, L. 2004. Keys to Educational Psychology. Cape Town: UCT Press.
ISBN: 9781919713441

Eloff, I., & Swart, E. 2018. Understanding Educational Psychology. Cape Town: JUTA.
ISBN: 9781485102472
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Landsberg, E., Krüger, D., & Swart, E. 2019. Addressing barriers to learning: a South African
perspective. Cape Town: Van Schaiks Publishers. ISBN: ISBN: 9780627036491; eISBN: N/A;
ePub ISBN: 9780627036507

4.3 Electronic-reserves (e-reserves)

For Curriculum Studies:

Council for Higher Education. 2017. Decolonising the curriculum: stimulating debate.
BrieflySpeaking, 3: 1-12.

For Psychology of Education:

Kaplan, D.E. (2018). Piagetian theory in online teacher education. Creative education, 9, 831-
837.

Marfo, K. 2011. Envisioning an African Child Development Field. Child Development

Perspectives 5 (2): 140–147.

Nsamenang, A. B. 2006. Human ontogenesis: An indigenous African view on development and

intelligence, International Journal of Psychology, 41(4): 293-297. DOI:
10.1080/00207590544000077
To link to this article: http://dx.doi.org/10.1080/00207590544000077

Nsamenang, A. B. 2008. Culture and human development, International Journal of

Psychology, 43(2): 73-77. DOI: 10.1080/00207590701859093
To link to this article: http://dx.doi.org/10.1080/00207590701859093

Nsamenang, A. B. & Tchombe, T. M.S. 2011. Handbook of African Educational Theories and
Practices: A generative teacher education curriculum.

4.4 Library services and resources information

For brief information, go to www.unisa.ac.za/brochures/studies

For detailed information, go to http://www.unisa.ac.za/library. For research support and services

of personal librarians, click on "Research support".

The library has compiled a number of library guides:

• finding recommended reading in the print collection and e-reserves –

http://libguides.unisa.ac.za/request/undergrad
• requesting material – http://libguides.unisa.ac.za/request/request
• postgraduate information services – http://libguides.unisa.ac.za/request/postgrad
• finding, obtaining and using library resources and tools to assist in doing research –
http://libguides.unisa.ac.za/Research_Skills
• how to contact the Library/finding us on social media/frequently asked questions –
http://libguides.unisa.ac.za/ask

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Check the myUnisa site for this module and look under ‘Resources’.

5 STUDENT SUPPORT SERVICES

For information on the various student support systems and services available at Unisa
(e.g. student counselling, tutorial classes, language support), please consult the Study @ Unisa
brochure.

5.1 Contact with fellow students

It is advisable to have contact with fellow students. One way to do this is to form study groups.
We encourage you to contact fellow students on myUnisa.

5.2 myUnisa

You need to have access to a computer that is linked to the internet to quickly access resources
and information at the University. The myUnisa learning management system is Unisa's online
campus that will help you to communicate with your lecturers, with other students and with the
administrative departments of Unisa – all through the computer and the internet.

To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za, and then
click on the “Login to myUnisa” link on the screen. This should take you to the myUnisa website.
You can also go there directly by typing in http://my.unisa.ac.za. All registered Unisa students
have a free myLife e-mail account, which must be activated. This is the only official e-
mail address that Unisa will recognise and use in correspondence with you. Unisa sends
important information, notices and updates exclusively to your myLife account, so please
ensure that you check it regularly. Please consult the Study @ Unisa brochure that is available
on the Unisa website for more information on myUnisa.

Consult the Study @ Unisa brochure on who to contact and how regarding any problems you
may encounter in this module. Generally, lecturers can only assist with academic matters
and not with administrative problems. Administrative matters regarding issues such as
assignment submissions, tutorial matter, examinations, student fees, library services,
special learning needs or student counselling support, etc. are managed by the relevant
departments who have specialist staff trained to assist you in these matters. Your
lecturers cannot assist you with these.

5.3 Telecentres

5.4 Free computer and internet access

Unisa has entered into partnerships with establishments (referred to as Telecentres) in various
locations across South Africa to enable you (as a Unisa student) free access to computers and
the Internet. This access enables you to conduct the following academic related activities:
registration; online submission of assignments; engaging in e-tutoring activities and signature
courses; etc. Please note that any other activity outside of these is for your own cost e.g.
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printing, photocopying, etc. For more information on the Telecentre nearest to you, please visit
www.unisa.ac.za/telecentres.

5.5 Student query process

Step 1:
Contact (by e-mail or phone) the lecturer.
Dr P. Biccard
biccap@unisa.ac.za
012 429 6634

Step 2:
If there is no response from the lecturer within 48 hours, call/forward query with a trail of
previous e-mails to the Chair of the Department’s office (Secretary: Ms F. Lewis, Tel No: 012
4033, lewisfb@unisa.ac.za)

Step 3:
If there is no response from the CoD’s office within 48 hours, call/forward query with a trail of
previous e-mails to Director at School of Teacher Education (Secretary: Ms H Pheto, Tel No:
012 429 6879, e-mail: phetohk@unisa.ac.za)

Step 4:
If there is no response from the Director of the School within 48 hours, call/forward query with a
trail of e-mails to College of Teaching and Learning’s office (Secretary: Ms Rosslee, Tel No: 012
429 4274, e-mail: rossle@unisa.ac.za)

You are advised to always start on STEP 1 when raising queries and not jump straight to
Step 4.

6. STUDY PLAN

This module aims to develop the abilities characteristic of an academically disciplined person to
think intelligently and constructively, and to argue rationally. To acquire these abilities, you have
to keep the following study hints in mind:
- Be systematic in tackling the problems you encounter in this module. You should guard
against the lamentable modern tendency of wanting answers without doing the
necessary reading.
- Study thoughtfully and try to adopt a critical attitude to what you read. You cannot hope
to answer an examination question satisfactorily by merely reproducing the discussions
contained in the study material.
- Study the material offered, interpret it, make sure you understand it, discuss it critically
and apply it. Reduce the material to essential elements, so that you can repeat the
contents of every section. Do not imagine, however, that you need not bother to study
the subject matter in detail.
- Do not take it for granted that the examination questions will all be direct ones. See to it
that your knowledge of all the material prescribed for the syllabus is properly integrated.

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In this way you will develop a balanced attitude and sound evaluative ability that will be
of tremendous value in the examinations, as well as in your later life and work.
- Do not merely read through your prescribed books passively. This is simply a waste of
valuable time. Set about it systematically, making good summaries of the main points
and subdivisions.
- Try to reduce each chapter to a solid framework that can be filled in without much
trouble. This advice may sound trite, but it is definitely the best method to master a
large volume of tutorial matter.
- If you are familiar with modern memorising techniques, or have already applied them
successfully, try them out in this course as well; but try to develop your understanding
as well as your memory.

Consult the Study @ Unisa brochure for general time management and planning skills.

7. MODULE PRACTICAL WORK AND WORK INTEGRATED LEARNING

There is no practical work for this module.

8. ASSESSMENT

8.1 Assessment criteria

At a post-graduate level, we expect that you not only are familiar with the content of the course,
but that you are able to apply and integrate the knowledge across domains and contexts in
order to demonstrate competence in the field of teaching and learning. Furthermore,
independent inquiry is necessary for post-graduate competence.

Independent inquiry is conducted by:

• Completing assignments that show knowledge of and the ability to conduct basic
research into any one of the identified issues such as development of the learner;
concept of intelligence or language acquisition; learning theories and learner variability
or cultural diversity.
• Using appropriate resources and drawing upon applicable vocabulary to develop an
argument in support of any one of the curriculum and/or learning discourses.
• Identifying and investigating a relevant teaching and learning issue.
• Identifying and investigating educational-psychological issues and reporting it in an
academically appropriate way.

8.2 Assessment plan

Assignments form part of the learning material for this module. As you do an assignment, study
the reading texts, consult other resources, and discuss the work with fellow students.
Considering the assessment criteria given for each assignment will help you to understand what
is required of you more clearly.

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 COMPULSORY ASSIGNMENTS
There are FOUR assignments for this module, two of which are in the form of multiple-choice
questions while the other two are paragraph-type assignments. There are non-negotiable
submission deadlines for each of the four assignments and you must submit them if you
wish to gain entry to the examination! All these assignments contribute to your year mark.
Although all these assignments are compulsory, it is mandatory that you submit the first
assignment to demonstrate your activity as a student. Assignment 01 is a pre-requisite for
examination admission.
NB:
PLEASE NOTE THAT THE ONUS IS ON YOU TO DETERMINE WHETHER YOUR
ASSIGNMENT IS CORRECTLY UPLOADED BY THE DUE DATE. REFER TO THE STUDY
@ UNISA BROCHURE..

Your year mark, based on the mark obtained for the four assignments, contributes 40% towards
your final mark, while your examination mark contributes 60%. However, you must gain a
subminimum of 40% in the examination.

The assignments are weighted as follows:

Assignment 01, 02 and 03: contribute 30% each to the year mark (3 x 30% = 90%)
Assignment 04: contributes 10% to the year mark

The combined weighted average of your year mark and examination mark must be 50% or
higher for you to pass the module.

8.3 Assignment numbers

8.3.1 General assignment numbers

Assignments are numbered consecutively per module, starting from 01. In this module there are
four assignments, 01; 02; 03 and 04.

Unique assignment numbers

The unique numbers for the various assignments are:

Assignment 01, which is marked by computer, is: 722784
Assignment 02: 638793
Assignment 03: 709935
Assignment 04: which is marked by computer, is 607509

8.4 Due dates of assignments

The closing dates for the submission of the assignments are:

• Assignment 01 : 28 May 2021
• Assignment 02 : 25 June 2021
• Assignment 03 : 23 July 2021
• Assignment 04 : 27 August 2021

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8.5 Submission of assignments

You must submit your assignments electronically via myUnisa. Assignments may not be
submitted by fax or e-mail directly to the lecturers. No postal assignments will be processed. For
detailed information on assignments, please refer to the Study @ Unisa brochure.

To submit an assignment via myUnisa:

• Go to myUnisa.
• Log in with your student number and password.
• Select the module.
• Click on assignments in the menu on the left-hand side of the screen.
• Click on the assignment number you want to submit.
• Follow the instructions.
• Please do not zip documents
• Please note that essay assignments must be in Portable Document Format (pdf) for
online submission and onscreen marking.
• Check that your assignment does register and is uploaded.

Please remember that Unisa’s systems are designed to accommodate many students. All
records are linked to your student number and the module code. It is very important that you
ensure that you use the correct 8-digit student number on all correspondence, including
assignments. It is equally important that you identify your assignments with the correct
module code and assignment number: e.g. Student number: 34237775; Module Code
CSP4801; Assignment 03. A mistake in any one of these or the unique numbers could
result in your work not being credited to you! Take care, therefore, when providing the
information. WE WILL NOT REMARK ASSIGNMENTS IF YOU NUMBERED THEM
INCORRECTLY.

8.6 Assignments

Assignment 01: Overview of Curriculum Development

Due date: 28 May 2021
Unique number for this assignment: 722784

Purpose: This assignment gives you the opportunity to familiarise yourself with the content of
the prescribed book and in particular with teacher empowerment and curriculum development in
the South African context.

Link to LOs: This assignment is concerned with all three Learning Outcomes and the
associated assessment criteria but with particular reference to Learning Outcome 1 and 2.
Link to module: This is an interim assessment. That means that we assume that you have
started reading your prescribed textbook and that you are ready to consolidate your new
understandings of teaching and learning.
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Questions 1-50 relate to the Learning section (Woolfolk) while questions 51-100 relate to
the Teaching section (du Preez & Reddy: 2014).

Psychology of Education questions:

1) Differentiated Instruction is...

[1] Instruction that matches the subject being taught and the students’ needs.
[2] When students work at own pace but are assed using indicators which fit the group
norm.
[3] When can see a distinct differentiation in curriculum and instruction.
[4] Seen as instruction which is differentiated within cultures.

2) Descriptive studies

[1] Are only studies which describe phenomena.

[2] Can include survey results, interview responses, and dialogue and classroom
activities.
[3] Occurs when the researcher observes and describes their findings.
[4] No participant observation is used.

3) Ethnography is an investigation of

[1] life within a group and tries to understand the meaning of events to the people
involved.
[2] a group of people over a specific period of time.
[3] a small group of people with similar backgrounds.
[4] people from one geographic area

4) A negative correlation between two factors indicates that …

[1] the factors tend to increase or decrease together.

[2] are NOT necessarily related.
[3] as one factor increases so another factor decreases
[4] decrease proportionately.

5) Indicate which ONE statement is true for qualitative research.

[1] Both case studies and ethnographies are examples of quantitative research.
[2] The goal of qualitative research is to understand and explore specific situations or
people in depth.
[3] Both correlational and experimental types of research are quantitative.
[4] Quantitative research uses words, dialogue, events, themes and images as data.

6) A correlation study indicates that teachers' interest in teaching and the amount of the day
their students are engaged in learning correlate at +0.46. This coefficient would indicate
that

[1] as teacher interest decreases, engaged time increases.

[2] interest in teaching leads to a large increase in engaged time.
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[3] as teacher interest increases, engaged time tends to increase.

[4] there is virtually NO relationship between the two variables.

7) When a result from a research project involving an experimental design is reported in the
literature as significant, this result

[1] contradicts the prevailing theoretical views.

[2] I s unrelated to theory development.
[3] is unlikely to have occurred by chance.
[4] will indicate its practical importance.

8) Which one of the following is an example of maturation?

[1] Learning which foods produce the most weight

[2] Losing weight due to exercise
[3] Losing weight during a brief illness
[4] Gaining weight from age two to age three

9) The concept of Maturation in Piaget’s theory of development refers to:

[1] The way we make sense of the world from what we learn from teachers and parents.
[2] The unfolding of the biological changes that are genetically programmed.
[3] Is a phase a child encounters while growing up
[4] A sign that a child is reaching puberty.

10) According to Piaget’s theory Egocentric means:

[1] Thinking continually about oneself.

[2] The child’s state of thinking is controlled by the child’s intellectual development.
[3] The child sees the world from what they experience.
[4] he child assumes that others experience the world the way they do.

11) A preoperational child's belief that a tall, narrow glass contains more liquid than a short,
wide glass is probably due to difficulties in

[1] egocentrism.
[2] decentring.
[3] serration.
[4] object permanence.

12) Janie was having some difficulty deciding how to organize her defence for the debate
competition. She prepared several hypothetical arguments that her opponents might raise,
and how she might reply. What cognitive stage of Piaget's theory does this account best
illustrate?

[1] Sensor motor

[2] Formal operations
[3] Preoperational thought
[4] Concrete operations

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13) According to Robbie Case, cognitive development in one domain of thought

[1) cannot be explained by assimilation and accommodation.

[2) differs from one domain to another.
[3] is similar from one domain to another.
[4] transfers from one domain to another.

14) The social cultural perspective of Vygotsky assumes that...

[1] Children only learn from their families and close relations.
[2] Development is the transformation of socially shared activities into internalized
processes.
[3] Culture plays a role in learning but not in child development.
[4] Human activities take place primarily in the family setting and must be understood

15) “Scaffolding” is an appropriate technique for which theory?

[1] Piaget’s theory.

[2] Bronfenbrenner’s theory.
[3] Vygotsky’s theory.
[4] Kohlberg’s theory.

16) Psychosocial theory describes

[1] The functioning of the child within the family.

[2] Describes the relations of the individual’s emotional needs to the social environment.
[3] The needs of the family with respect the social environment.
[4] The social environment’s influence of child development.

17) What does a conflict such as initiative vs. guilt represent in Erikson's theory?

[1] Cognitive dissonance

[2] A developmental crisis
[3] Disequilibration
[4] Equilibration

18) The term self-concept means:

[1] A person’s opinion about themselves.

[2] How a person feels about themselves.
[3] The individual’s knowledge and beliefs about themselves, their ideas feelings and
attitudes.
[4] An individual’s thought processes concerning their interaction with others.

19) Moral reasoning is the …

[1] The thinking process involved in judgements about questions of right and wrong.
[2] Value system that each person internalises.
[3] Development process that children undergo when they reach adolescence.
[4] The thinking process that young children use with respect to values.
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20) Frank said, "If I were starving, I'd steal a loaf of bread, but it would be wrong and against
the law." What level of moral reasoning does Frank demonstrate according to Kohlberg’s
theory?

[1] Preconventional.
[2] Conventional.
[3] Postconventional.
[4] Nonconventional.

21) Thomas and Thomas (2008) state that physical development also has psychological
consequences. Which one of the following are not considered to be a challenge?

[1] Obesity
[2] Muscular stature
[3] Bulimia
[4] Anorexia Nervosa

22) Urie Bronfenbrenner’s bioecological model of development indicates that…

[1] a child is an individual and he/she is not influenced by social settings.

[2] relationships always flow in one direction.
[3] context does not have an influence on the child’s biological development.
[4] ecosystems, in terms of physical and social contexts, are constantly interacting and
influencing each other

23) Cold and controlling in their interactions with their children are termed:

[1] Uninvolved parents

[2] Permissive parents
[3] Authoritative parents
[4] Authoritarian parents

24) All children in Ms. Gray's math class can now solve subtraction problems, but Larry does
them much more quickly and efficiently than most of his classmates. Sternberg in the
prescribed textbook would call this intellectual process…

[1] flexibility.
[2] automaticity.
[3] meta-components.
[4] insight.

25) Intellectual disabilities can be understood as

[1] children who are uncontrollable from an early age and usually have a low IQ score of
70.
[2] children who present with social maladaptive behaviours like truancy and substance
abuse.
[3] presenting itself when one can physically identify problems with respect to intellectual
functioning with onset before the age of 18 years.
[4] characterized by significant limitations in both intellectual functioning and adaptive
behaviour, with the onset originating before the age of 18 years of age.

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26) Gardner developed a multiple intelligence theory (MI). He believed that:

[1] Intelligence is based on experience and interpersonal interactions.

[2] Culture and the environment do not play a role in the MI theory.
[3] Intelligence has a biological base and has bio-psychological potential to solve
problems or create culturally appropriate products or values.
[4] Different ethnic groups have different and specific intelligences

27) Terman's classic study found that children who are gifted tend to be

[1] less athletic than their peers.

[2] larger and stronger as adults than their peers.
[3] less socially skilled than their peers.
[4] teachers' pets.

28) Behavioural theories of learning emphasize

[1] development.
[2] thinking.
[3] nature over nurture.
[4] observable actions.

29) The Premack principle for behaviour modification states the following:

[1] A high frequency behaviour or activity can serve as a reinforcer for a low frequency,
less preferred activities.
[2] Behaviour cannot be reinforced or eliminated it must be taught.
[3] A high frequency behaviour or activity cannot be used for behaviour modification
[4] A low frequency behaviour or activity can be used for behaviour modification.
30) In classical conditioning, the conditioned stimulus and the unconditioned stimulus must be

[1] dependent upon reward.

[2] equivalent stimuli.
[3] in a contiguous relationship.
[4] in a non-contiguous relationship.

31) Precorrection can be defined a tool for positive behaviour support. Choose the aspect that
is NOT considered an aspect of pre-correction.

[1] Identify the context for the students’ misbehaviour and specify the alternative
expected behaviour.
[2] Closely observe the student so that you can pre-correct if the child presents with
inappropriate behaviour.
[3] Modify the situation to make the problem behaviour less likely.
[4] Rehearse the expected positive behaviours in the new context and provide powerful
reinforcers.

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32) The teacher says to Marty, "Good job," but frowns as he looks at her. According to O'Leary
and O'Leary, the teacher's praise is not…

[1] contingent.
[2] identified with the behaviour.
[3] believable.
[4] salient.

33) Attention can be defined as…

[1] Reacting to a stimulus

[2] Focusing on a stimulus
[3] Hearing or seeing a stimulus
[4] Acknowledging a stimulus

34) Context is the fourth element of memory processing that influences learning. It can be
defined as:

[1] Physical surroundings that have relevance to memory processing.

[2] Emotional experiences that have relevance to memory processing.
[3] A situational backdrop associated with the event that activates the information in
memory processing.
[4] A biological process that has relevance to memory processing.

35) Cliff is good at solving math problems, but has difficulty solving problems in his computer
class. His problem-solving ability in math represents what type of knowledge?

[1] Declarative
[2] Procedural
[3] Domain-specific
[4] Conditional

36) When you mention "dogs," both Bethany and Ashley would picture collies. In relation to
the concept "dog," what would the image of a collie be?

[1] requires specific, external memory cues.

[2] Attribute
[3] Heuristic
[4] Prototype

37) The resources required to process stimuli irrelevant to the task is known as

[1] Cognitive load

[2] Extraneous cognitive load
[3] Intrinsic cognitive load
[4] Germane cognitive load

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38) There are four steps in the problem-solving process. The first is defining goals and
representing the problem. Which aspect is NOT part of this process?

[1] Exploring possible solutions

[2] Evaluating the findings.
[3] Adopting primary strategies and frameworks
[4] Anticipating consequences and trying out solutions

39) Spiral curriculum can be defined as

[1] Considering problems using various analogies, examples and metaphors building up
to a solution.
[2] Teachers and students make meaningful connections between what is known by the
teacher and learned by the students.
[3] Teaching that introduces the fundamental structure of all subjects in the early years
in school and then revisits the subjects in more complex forms over the years.
[4] An aspect of learning that relies on collaboration with others and gaining information
from others different perspectives.
40) Dyna is undertaking a project for her art class. She brainstorms the different ideas on how
to represent windmills in the Karoo. This is an example of

[1] Convergent thinking

[2] Restructuring
[3] Insight
[4] Divergent thinking

41) A learning approach in which students identify and analyse the problem based on the facts
from the scenario is called:

[1] problem-based learning

[2] anchored instruction.
[3] inquiry learning
[4] situated learning

42) In organizing cooperative learning groups, Woolfolk suggests that it is best to

[1] group students of similar backgrounds together.

[2] balance the number of boys and girls in each group.
[3] keep groups together for at least half the year.
[4] make shy or introverted students the group leader.

43) Thembi is very helpful and always ensures that everyone can hear what the others are
saying. In a cooperative learning group which of the following possible roles does Thembi
play?

[1] Taskmaster
[2] Quiet captain
[3] Materials monitor
[4] Reflector

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44) Mr. Snow, the math teacher, asks parents to facilitate their child's self-regulation by

[1] rewarding only large improvements in math skills.

[2] encouraging the student not to engage in self-evaluation.
[3] modelling how to set specific goals.
[4] linking success to natural born abilities.

45) The concept of self-determination is an important influence in what view of motivation?

[1] Humanistic
[2] Social learning
[3] Behavioural
[4] Cognitive

46) In Maslow's hierarchy, self-esteem is considered to be what type of need?

[1] Being
[2] Proficiency
[3] Self-actualization
[4] Deficiency

47) Harry is apathetic and certain that he is not able to do the work. He makes poor marks in
school and is not inclined to seek help. According to attribution theory, Harry is typical of
students who attribute their failures to causes that are

[1] internal, stable, and uncontrollable.

[2] external, stable, and controllable.
[3] external, unstable, and uncontrollable.
[4] internal, stable, and controllable.

48) Which one of the following strategies would not support motivation to learn?
[1] The teacher sets the pace for the lesson for the slowest learner
[2] The teacher allows a new learner to sit with a buddy for the day
[3] The teacher indicates that the work learners are doing is hard but that they are doing
a good job
[4] The teacher stimulates creative thought

49) Which one of the following quotes exemplifies a learning goal?

[1] "I'm going to go for the third assignment option, so that I can receive an A." \
[2] "Jason will be impressed if I can learn this laboratory procedure."
[3] "Accomplishing this should make me better prepared for Biology 101."
[4] If I master this material, I can have some free time."

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50) Whenever Matt appears to be having difficulty in completing his science laboratory work,
Ms. Butterfield quickly offers to help him and encourages him to continue working.
According to Graham (1991), Ms. Butterfield's behaviour is likely to result in Matt
developing

[1] an enhanced sense of self-efficacy.

[2] doubts about his ability.
[3] an incremental view of his ability.
[4] external-unstable attributions.

Curriculum Studies questions:

51) The understanding of curriculum is

[1] Broad and open to interpretation

[2] Influenced by social perspectives
[3] Influenced by theoretical perspectives
[4] All of the above

52) The field of Curriculum Studies started in

[1] The 21st Century

[2] The 20th Century
[3] The 18th Century
[4] The 17th Century

53) Which of these is part of the Positivist approach to curriculum studies?

i) It is suited to a system where authorities prescribe the content and method

ii) The approach has been attributed to the ideas of Ralph Tyler
iii) It is structured and recipe-like in nature
iv) Leads to a curriculum that is flexible

[1] i; ii and iii

[2] i; ii and iv
[3] all of the above
[4] ii and iv

54) Reddy sets out four perspectives and approaches to Curriculum Studies. They are:

[1] Structural, Positivist, Empiricist, Post-modern

[2] Positivist, Interpretivist, Empiricist, Post-structural
[3] Positivist, Interpretivist, Critical, Post-structural
[4] Structural, Post-modern, Discursive, Critical

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55) Knowledge

[1] Has many different meanings and can be viewed in different ways
[2] Is socially constructed by human deliberation and interaction
[3] Is the guiding principle of education in modern Western schooling systems
[4] All of the above

56) The following is true about a critical perspective to curriculum inquiry

[1] It does not question assumptions and implications

[2] It considers the curriculum as decontextualised
[3] It is opposed to the oppression of individuals by means of ideological and socio-
economic forces in the broader world
[4] It assumes that the community is not threatened

57) A post-modern approach to curriculum imagines a curriculum that

[1] Fosters participation in the global information revolution

[2] Fosters indeterminacy, aesthetics, autobiography, intuition, eclecticism and mystery
[3] Challenges conventional curriculum design
[4] All of the above

58) The three kinds of curriculum policy that can be distinguished are:

[1] Formal policy, Strategic policy and Practical policy

[2] Official policy, Administrative policy and Prudential curriculum policy
[3] Formal policy, Implicit policy and Prudential policy
[4] Mandatory statements, Formal policy and Prudential policy

59) OBE was profoundly influenced by:

[1] Labour and economic discourses

[2] Psychological aspects of children
[3] The constitution
[4] Principles of teaching and learning

60) Simmonds sets out ___ curriculum policy cycles in post 1994 South Africa

[1] 1
[2] 2
[3] 3
[4] 4

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61) How many core documents are part of the National Curriculum Statement Grades R-12?

[1] 5
[2] 4
[3] 3
[4] 2

62) Curriculum production through social construction is important because it:

[1] takes only one view into consideration

[2] it shows up the complicated nature of involving multiple stakeholders
[3] is an example of a top-down approach to curriculum development
[4] is an authoritarian construction

63) Curriculum studies needs to turn to ______________ in exploring assumptions regarding

what is or out to be regarded was worthwhile knowledge to be included in teaching and
learning

[1] Psychology
[2] Education
[3] Philosophy
[4] Science

64) An ideology can define

i) a curriculum
ii) the outcome of the curriculum
iii) the elements of the curriculum
iv) the process of curriculum

[1] i, iii and iv

[2] i and iv
[3] i, ii and iv
[4] none of the above

65) The null curriculum includes:

[1] The subject statements

[2] The set out objectives of the curriculum
[3] The suggested teaching methods
[4] All elements left out of the curriculum

66) According to Biesta (2009) any analyses, research or questions about the curriculum are
about engaging with

[1] Values
[2] Knowledge
[3] Science
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[4] Pedagogy

67) The aim of the post-apartheid curriculum in South Africa is made impossible by:

[1] A free, equal and dignified society

[2] Equal distribution of resources
[3] Implicit and explicit neo-liberal values
[4] Good teaching practices

68) Which ideology has saturated education?

[1] Environmentalism
[2] Communism
[3] Nationalism
[4] Liberalism

69) What assumption of neo-liberalism has reproduced inequality?

[1] Structuring the curriculum on behaviourism

[2] Structuring the curriculum on environmentalism
[3] Structuring the curriculum on market principles
[4] Structuring the curriculum on design principles

70) With regards to multicultural integration, when diversity and difference are ignored:

[1] people are excluded and marginalised

[2] are differentiated and defined
[3] people are encompassed and recognized
[4] people are not silenced nor assimilated

71) A cosmopolitan approach to education means that

[1] Public schools should deny access to children of immigrant communities

[2] Public schools should not deny access to children of immigrant communities
[3] Public schools should not support immigrants in learning the language of instruction
[4] Public schools should not be hospitable to immigrant children

72) Which of these will not lead to multicultural integration in pluralist societies?

[1] if one learns to respect the freedom of others

[2] if one learns how to contribute to the justice of one’s society
[3] if one is not taught the virtues of democratic justice
[4] through the realization of democratic justice

73) Who saw the hidden curriculum as potentially liberating?

[1] Piaget
[2] Dewey

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 [3] Jackson
[4] Smith

74) Curriculum development can be defined as

i) The sum total of learning opportunities provided

ii) A continuous process which is context specific, flexible and adaptable
iii) Organic and comprehensive in its outlook
iv) An area outside of Curriculum Studies

[1] i and iii

[2] i, ii and iii
[3] ii, iii and iv
[4] ii and iv

75) A critical reflection on the product approach to curriculum development reveals that is can
be:
i) behaviouristic
ii) oppressive
iii) prescriptive
v) socially responsive

[1] i and ii
[2] ii,iii and iv
[3] i, ii and iii
[4] iv only

76) The approach which highlights ‘why’ questions to curriculum development is the

[1] product approach

[2] process approach
[3] praxis approach
[4] procedural approach

77) A curriculum based on critical pedagogy

[1] should not be committed to the empowerment of the marginalized

[2] should critically challenge class differences and racialized inequalities
[3] should not ensure that the agency of people is recognized
[4] should not endorse a dialectical perspective

78) Stenhouse considered the possibility of a curriculum that is

[1] committed to enable students to engage in meaningful learning activities

[2] tied to unreasonable control
[3] technocratic, prescriptive and product fixated
[4] built on industrial logic and behaviourism

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79) Ontological assumptions are the assumptions about

[1] education
[2] teaching and learning
[3] knowing
[4] being

80) Decisions about what is valued and should be included in a curriculum often reflects:

[1] power relations in society at the time

[2] what is of international importance
[3] what is of national importance
[4] acknowledgment of ways of knowing

81) Pedagogic assumptions that are based on our assumption about being, knowing and the
purpose of a curriculum can be characterized as:

[1] behaviourism, cognitivism, transformation and transcendence

[2] behaviourism, socio-constructivism, connectivism and pedagogical
[3] behaviourism, cognitivism, socio-constructivism and epistemology
[4] behaviourism, cognitivism, socio-constructivism and connectivism

82) Identifying the best way to use resources to support teaching and learning rely on one of
three choices:

[1] accept, adapt or create

[2] adopt, adapt or create
[3] adopt, adhere or create
[4] accept, adopt or create

83) An OER (open educational resource) is defined as:

[1] a technology-enabled device that can be shared by pupils

[2] a technology-enabled resource that a teacher has to pay for
[3] a technology-enabled resource that can be used or adapted for non-commercial
purposes
[4] a technology-enabled device that is upgraded on a regular basis

84) The OER lifecycle includes the following stages

[1] Find – remix – adapt – use – share – research

[2] Find – create – adapt – refine – publish
[3] Find – create – adapt – share – research – understand – commercialize
[4] Find – remix – adapt – use – delete

27
85) South African educational reforms can be described as

[1] criterion-led
[2] objectives –led
[3] assessment- led
[4] teacher-centered

86) Which one is false? Assessment

[1] is integral to both teaching and learning

[2] is important in realizing embedded aims and goals of the curriculum
[3] should be exam driven
[4] should be considered when changing educational practices at school

87) Systemic testing can be negative because it

[1] reduces teaching time and does not assess higher order thinking
[2] increases the morale of teachers
[3] focuses on the real purpose of the curriculum
[4] increases the morale of learners

88) Feedback should:

[1] not be based on comparison

[2] be timely and specific
[3] value quantity rather than quality
[4] not focus on the activity

89) Enhancing assessment requires balancing of

[1] assessment for and assessment before learning

[2] assessment as and assessment after learning
[3] assessment of, for and as learning
[4] assessment of and assessment as learning

90) Summative and formative assessment together with a focus on self-assessment and self-
regulation

[1] will result in responsible citizenship

[2] is well spelt out in the CAPS document
[3] will result in poorer grades
[4] will diminish the role of the teacher

91) School principals

[1] do not ensure the smooth functioning of direct curriculum leadership

[2] tend to directly contribute to curriculum leadership by creating conditions of possibility
for teaching and learning

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[3] play a crucial role in ensuring the effectiveness of teaching and learning
[4] do not play any role in curriculum leadership at a school level

92) “Free spaces” provide educators with

[1] a dogmatic and authoritarian space

[2] the opportunity to become self-actualising professionals
[3] a hierarchical decision making system
[4] a structure of unquestioning adherence

93) Which one is incorrect?

[1] South African school principals spend 19% of their time on direct curriculum
leadership
[2] South African school principals spend 2.8% of their time on supervising teachers
[3] South African school principals spend 24.6% of their time disciplining learners
[4] South African school principals spend 20.9% of their time on administrative and
departmental reporting

94) School principals are seemingly retaining authoritarian leadership. Grant (2006) attributes
this to

[1] creative interaction and knowledge

[2] the fear of the loss of power
[3] a primary focus on administration
[4] an inherited ethos of bureaucracy

95) The under-representation of women in leadership positions

[1] had changed significantly from 1998 to 2005

[2] does not indicate a gender bias
[3] is due to male teachers respecting supervision by women
[4] may be due to insufficient role models

96) Interrelated activities that go through the stages of planning, action, observation and
reflection is known as

[1] design-based research

[2] action research
[3] curriculum research
[4] quantitative research

97) Which one is incorrect? Re-imagined curriculum evaluation has the potential to assist
teachers

[1] to make informed contributions in the review process

[2] in taking ownership of curriculum transformation
[3] to avoid latency in curriculum enactment

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 [4] understand curriculum evaluation as a non-integrated process in curriculum making

98) Curriculum evaluation as a reflective activity aims to

[1] question and problematize aspects of the curriculum

[2] bring about profound change
[3] disregard realities about the local situation
[4] improve accepted curricula

99) New developments in other fields should be considered in curriculum evaluation because

[1] it could facilitate a process of reflection

[2] it maintains a narrow view of curriculum evaluation
[3] it will have no impact on content selection
[4] rapid digital evolution will not require a revision of pedagogy

100) Which one is incorrect regarding curriculum evaluation as grading practice

[1] it depends on the application of professional expertise to judge quality

[2] it aims to advise decision makers
[3] it is a liner, product orientated activity
[4] It judges the quality of the curriculum processes and resources

[TOTAL: 100]

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Assignment 02: Understanding individual learning contexts

Due date: 25 June 2021
The unique number: 638793
Upload date - opens: 7 May 2021

Purpose: This assignment gives you the opportunity to demonstrate your understanding of
learning theory and the implication thereof for teaching practice and speaks in particular to the
role of an educator as a mediator of learning (DoE 2000).

Link to LOs: This assignment is concerned primarily LO 1 and the associated assessment
criteria.

Link to module: This is an interim assessment. That means that we assume that you have
completed at least a preliminary reading of Woolfolk, and are beginning to think about ‘the what’
and ‘the how’ of some possible related research. We are trying to find out what you now know
and understand and to what extent you can begin to apply what you have learned in an
integrated way.

Question 1 (Chapter 1)

Critically discuss qualitative and quantitative research. In your answer refer to a research
method that would exemplify the quantitative and qualitative research. [10]

Question 2 (Chapter 2)

There are three general principles of development. Discuss these principles to begin with and
then focus on the notion that the plasticity of the brain needs to be focus. In your discussion
highlight three implications for teaching, including examples from your own practice. [10]

Question 3 (Chapter 3)

Urie Bronfenbrenner postulates a theory that is widely used in education and psychology.
Critically discuss social context for development and discuss how this theory can be used in the
classroom. [10]

Question 4 (Chapter 4)

As teacher, you need to familiarize yourself with the major issues involved with learning and
cognitive styles, and understand their implications for classroom practice. Discuss Richard
Mayer’s Three Facets of the Visualizer–Verbalizer Dimension and comment on whether such a
theory is application in your practice. [10]

Question 5 (Chapter 5)

Reinforcement schedules influence how persistently individuals respond when reinforce is

withheld. Name 5 reinforcement schedules and indicate what happens with the reinforcement
stops. [10]

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Question 6 (Chapter 6)
Many factors influence attention in the classroom. Critically discuss the guidelines provided on
gaining and maintaining attention in the classroom and which of these methods you use
effectively. [10]

Question7 (Chapter 7)

Mrs Rebecca Tlale has planned a group project for her Grade 6 learners. The group project
revolved around find a solution for Pretoria’s homeless population. Over the past few years, the
number of homeless individuals and families had grown alarmingly quickly. Social service
agencies, shelters, and businesses in the central city were struggling to deal with the challenge.
As the first stage of the task presentation Mrs Tlale explained that different individuals learn in a
different manner and that this needed to be included as part of the planning document which will
be submitted for marking. Describe 5 learning strategies that learners could use in relation to
the topic provided. [10]

Question 8 (Chapter 8)

David and Roger Johnson (2009a) explain five elements that define true cooperative learning
groups. How would you use these elements in an overcrowded classroom? [10]

Question 9 (Chapter 9)

Name five factors that affect observational leaning and explain the effects on the modelling
process. [10]

Question 10 (Chapter 10)

Motivation can be approached in difference ways. Choose 3 views of motivation and compare
the views selected in terms of the source of motivation and key influencing factors. [10]

[TOTAL: 100]

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Assignment 03: Curriculum theory and debates

Due date: 23 July 2021
Unique number: 709935
Upload date – opens: 6 June 2021

Link to LOs: This assignment is concerned with all three LOs and the associated assessment
criteria.

Link to module: This is a summative, integrated assessment. That means that we assume that
you have completed your reading of your prescribed textbook (du Preez & Reddy: 2014) on
curriculum visions and imaginings well as any additional reading that you have done.

Question 1 (Chapter 1)

Three kinds of curriculum policy can be distinguished according to Connelly and Connelly
(2010). Discuss each one and give examples from your own teaching of each of these policies.
Discuss how each type of policy affects your day-to-day teaching. [10]

Question 2 (Chapter 1)

Discuss the role of curriculum engineering through a national curriculum system.

[10]
Question 3 (Chapter 2)

What do you predict the 5th curriculum policy cycle for South Africa will be? Give reasons for
your responses. [10]

Question 4 (Chapter 3)

a) How does ideology relate to ones curriculum perspective? [5]

b) Explain how the hidden messages in a curriculum reflect ideological assumptions? [5]

Question 5 (Chapter 4)

Analyse Waghid’s (in du Preez & Reddy: 2014, p.84) "democratic justice and curriculum" and
comment on its value in a modern curriculum. [10]

Question 6 (Chapter 5)

Analyse the process approaches to curriculum-making and decide if it is a suitable approach to

decolonise a curriculum. Give reasons for your answers. [10]

Question 7 (Chapter 6)

Compare the transmission, transaction, transformation and transcendence assumptions about

education as they relate to teaching and learning. [10]

Question 8 (Chapter 7)

Watch the following clip

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https://www.teachingchannel.org/video/class-warm-up-routine

Give your opinion about the positive and negative aspects of this type of formative assessment.
Provide an example of another way to use learners’ “mistakes” positively and to further their
understanding. [10]

Question 9 (Chapter 8)

As a school leader, how could you encourage and motivate teachers to undertake action
research? How would you inform teachers of the benefits/challenges of action research?
[10]

Question 10 (Chapter 9)

How would you evaluate a curriculum on a National and Classroom level?

[10]

[TOTAL: 100]

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Assignment 04: Teaching and Learning – link to research

Due date: 27 August 2021
Unique number: 607509

Link to LOs: This assignment is concerned with all three Learning Outcomes and the
associated assessment criteria but with particular reference to LO 3.

Link to module: This is a formative assessment assignment where issues related to

psychology of education and curriculum found in published journals are highlighted. This also
links to the Research module.

Read the article:

The following questions are related to this article:

Kaplan, D.E. (2018). Piagetian theory in online teacher education. Creative education, 9,
831-837

1) Which of the following research methods would be best suited to describe the research
methodology?

[1] Ethnography research

[2] Survey research
[3] Case study research
[4] Quasi-experimental research

2) Overarching framework were applied in the research. Which of the elements below are
included as part of the framework

[1] relevant content

[2] pre-designed assessments
[3] educational theory
[4] social development as related to cognitive development

3) Schema knowledge in terms of adaptation are one of the cornerstones of the

theory used. Which of the following was not highlighted in the article?

[1] Accommodation
[2] Assimilation
[3] Equilibrium
[4] Organisation

4) The overarching objective of the research was to:

[1] provide an alternative to Piaget’s theory

[2] apply Piagetian theory
[3] highlight the disadvantages of Piaget theory
[4] to add to the stages of Piaget’s theory

35
5) Which sampling strategy could perhaps best describe the selection of participants?

[1] Random sampling

[2] Purposive sampling
[3] Snowball sampling
[4] Stratified sampling

6) Which data collection tool was not used in the study?

[1] Constructivism courses

[2] Lesson designs
[3] Interviews
[4] Reflections on readings

7) Which data collection tool was not used in the study?

[1] Constructivism courses

[2] Lesson designs
[3] Interviews
[4] Reflections on readings

8) Readings on Constructivism was included in the theory module. Which other theorist could
be viewed as a constructivist?

[1] Bronfenbrenner
[2] Erikson
[3] Skinner
[4] Vygotsky

9) Which one of the following was advocated by participants when considering the design of
materials?

[1] Phase of development

[2] Understanding the specific schema
[3] The social transmission of knowledge
[4] That activities influence each other

10) When considering the preoperational stage with which participants were working with, which
of the following would be advantageous

[1] Understanding the role that reflexes play

[2] Making use of words and images
[3] Hands on problem solving
[4] Abstract thinking exercises

11) Participants also highlighted the ability to solve abstract problems. This is an example of
something a learner in which phase would be able to manage?

[1] Sensorimotor stage of development

[2] Preoperational stage of development
[3] Concrete operational stage of development
[4] Formal operational stage of development

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Which of the following statements are TRUE and which statements are FALSE?

12) Thirteen references were made to assimilation/accommodation/equilibrium when

considering the application f theory in analysis.

[1] True
[2] False

13) Most participants designed for the developmental phase of the group.

[1] True
[2] False

14) Hands-on experiences where advocated for the formal operational stage?

[1] True
[2] False

15) Possibilities for deeper thinking in music and art were advocated for the concrete
operational phase of development.

[1] True
[2] False
[TOTAL: 15]

37
8.7 Comments and feedback on assignments

The markers will comment constructively) on your written work. As soon as you receive the
feedback, please check your work. The assignments and the comments on these assignments
constitute an important part of your learning and should help you to better prepare for the
examination. If you submit your assignments electronically, the comments can be viewed
electronically. Please note that if you print the assignments, the comments may not be visible.

8.8 Other assessment methods

There are no other formative assessment methods for this module

8.9 Examination

For general information and requirements as far as examinations are concerned, see the
brochure Study @ Unisa.

8.9.1 Examination admission

Examination admission will be granted to all students who submit the first compulsory
assignment as well as the other three assignments. Please make an effort to submit this
assignment before the due date.

8.9.2 Year mark

Your year mark, based on the mark obtained for the four compulsory assignments, contributes
40% towards to your final mark, while your examination mark contributes 60%. The combined
weighted average of your year mark and examination mark must be 50% or higher for you to
pass the module. However, you must obtain a minimum of 40% in the examination, regardless
of your year mark.

8.9.3 Examination period

This module is a year module and you will write the examination in January/February of the
following year.

8.9.4 Examination guidelines

In terms of a decision reached by the College, lecturers may not demarcate or “scope” specific
work for examination purposes and examination questions should be based on all the work
covering the notional hours of modules. Please do not approach your lecturers for a further
demarcation other than what is provided below. This is a 24 credit module and
consequently requires you to devote 240 notional hours to it. According to the Assessment
Procedure Manual (2013), paragraph 4.5.2(e), the examination memoranda (guidelines, rubrics,
and so on) may not be made available to students.

9 FREQUENTLY ASKED QUESTIONS

The Study @ Unisa brochure contains an A-Z guide of the most relevant information.

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 CSP4801/101

Question: Do I have to buy the prescribed books?

Answer: Yes. You cannot study this module without using the prescribed books, so there is no
option here.

Question: Can I only use the prescribed book to do the assignments?

Answer: This is a postgraduate module, and you are encouraged to read widely. Consult other
sources such as the e-resources, and use them in your assignments, but please remember to
acknowledge all sources. Plagiarism is illegal!

Question: Can I work with other students on an assignment?

Answer: You are welcome to form study groups, but please remember that if you submit the
same assignment as that of a group member, you are plagiarising! Each assignment should be
unique.

Question: I need an extension to submit my assignment. Can I have one?

Answer: No extensions can be granted for Assignments 01 and 04 so please do not
request an extension for them. You are requested to adhere to the submission dates for all
assignments as any delay has severe implications on the marking and management of
assignments. If you plan properly, you should not need an extension. Only in exceptional cases
will extensions be considered for Assignments 02 and 03. NO ASSIGNMENTS WILL BE
MARKED AFTER 28 AUGUST 2021.

Question: Does this module have a study guide? This module is offered as a fully online module
so the Lessons online is the study guide.

10 SOURCES CONSULTED

No sources were consulted in the composition of this tutorial letter.

11 IN CLOSING

We hope that you will enjoy this module and we wish you success with your studies. Please
remember that you are welcome to contact any of your lecturers for assistance with any
academic-related queries.

Good luck
Your lecturers

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