CUS 3701

ASSIGNMENT 2

UNIQUE NR:756941

STUDENT NR:13269283

2022/06/27

QUESTION 1

1.Sense-making;Making sense of things involves how students comprehend knowledge, put what
they have learned to use, and assign meaning to various objects. For instance, the expression "find
stuff out" is frequently used. When you are attempting to understand something, you are
attempting to comprehend it.

2. Social intelligence: The capacity of a learner to interact with others on a social level in order to
comprehend both themselves and others. This is particularly crucial in a school with a classroom
with multi-ethnic students.

3. Novel and adaptable thinking: Students will need the capacity for creative thought, which being
aware of issues and looking for solutions Consequently, there will be a greater emphasis on Practical
activities rather than direct instruction are used to teach in classrooms.Learners will need the ability
to solve problems creatively, which will require a more hands-on approach to training in the
classroom rather than relying solely on lecturing.

4. Cultural sensitivity: The capacity to interact with people from many cultures will be essential.skill
for the workforce of the future. workplaces are increasingly more culturally diverse, especially in
South Africa.Being diverse will necessitate diplomacy and the capacity to cooperate towards a
common goal.

5. Computational thinking is the ability to think imaginatively in order to solve difficulties.For

students in the twenty-first century, solving mathematical equations and writing will be necessary
skills.Logic computational thinking is required for robotics, music, and other endeavors.

6. New media literacy: An exercise on how to recognize fake news will be important in developing
this skill. The capacity to analyze, assess, and make judgments about the legitimacy of sources will
be a vital talent.

7. Transdiciplinarity: The capacity of students to comprehend ideas from a variety of

transdisciplinarity, which allows for a more comprehensive approach to when learning, a
requirement that a student compose an English essay about a spatial notion.

8. Design mindset: The student will need to be able to break down a difficult arithmetic problem into
its component pieces in order to come up with an original solution. This will require them to apply
their imagination to reach the desired conclusion.

9. Cognitive load management: The capacity to read and skim text for pertinent and significant
information A further skill that must be learned is information; one activity in this regard is essay
writing. when such a skill might be beneficial.
10. Virtual collaboration: With the introduction of the internet and the widespread use of using
online meetings and classes where participants are "present" yet not present being present in the
same space and the capacity to work alone

QUESTION 2

1. After the question is posed, it's crucial to wait a sufficient amount of time so that pupils can
reflect and react appropriately.

2. Consistently mix open-ended and closed-ended inquiries.

3. Ask questions through a funnel that progress from general to more specialized ones.

4. The question needs to be presented in a straightforward manner so that students can understand
it.

5. Use of questions with hinges that are simple for students to respond to. They assist in offering
insight into areas that require further exploration and are not well understood.

6. The call-and-response method, in which the teacher asks a question and the pupils respond in
agreement. When students provide the incorrect response, the teacher should correct them then
ask them to repeat

7. Making use of whole-class response methods, in which each student individually writes their
response and presents it to the teacher, who then corrects any incorrect responses.

8. Teachers can pose inquiries that call for pupils to work in pairs and decide on the appropriate
solutions.

9. Probe students to see how well they comprehend a certain idea.

10. There should be a wrong answer in multiple-choice questions.

QUESTION 3

The Latin term "currere," which means "to run," is the origin of the concept of curriculum, claim
Booyse and Du Plessis. It evokes the concept of tracks being utilized for chariot racing and running. It
is implied that this refers to a path that leads to a destination or result. others, such as Curriculum is
viewed as a framework for learning, as per Thijs and Van den Akker. Consequently, in its broadest
sense, curriculum can be described as the courses provided by an educational establishment with
goals and objectives, such as a school or university outcome. A plan for learning, according to the
majority, is a curriculum. In Eisner's words, "a succession of planned actions that are designed to
have instructional implications for one or more learners," must take place.In other words, by the end
of the course, the curriculum must produce educational results in the school year or course.
Therefore, the curriculum exists to facilitate learning; in other words, it enhances learning.
Definitions can be quite challenging when dealing with abstract things.due to the fact that various
interpretations of the same words exist. You could get different responses that take into account the
respondent's opinions, history, and experiences. to identify When defining "curriculum," you must
be clear about what is included and what is not in the description. Fraser (1993) offers a
considerably broader meaning of "curriculum," viewing it as a linked totality of goals, learning
content, and evaluation. Eisner (1985) sees it as a series of organized events that are intended to
have educational effects for one or more learners.chances, experiences, and methods for instruction
and learning that direct and implement instructional activities in a well-thought-out and justified
way.the dated and limited description instructs us to consult the curriculum map if we want to study
the curriculum; it outlines what, how, and why certain subjects should be taught. This curriculum is
defined as a Study program, whereas the broad definition is more comprehensive, including all
learning opportunities, and is seen from a historical perspective.viewpoint within its socio-political
setting. Narrow definitions are likely to view curricular change as a constrained and primarily
technical endeavor. However, more inclusive definitions of curriculum that take both intentional and
unintentional learning into account andseeing education as a social construct would indicate a
greater understanding of the complexity of the curriculum.and/or transformative processes. This
implies that a society's culture will result in athat particular civilization will likewise be shaped by
that particular type of educational program.and its way of life. The majority of curricular interpreters
believe it to be a text which Outlines the subject matter, motivation, and logic of what will be taught.
This definition is more specific.of the word when the learning materials are organized
strategically.Various interpretations of "curriculum"Definitions are highly challenging, particularly
when dealing with abstract ideas, because people often interpret the same words in various ways.
Generally speaking, an explanation of It is possible to distinguish what "curriculum" is based on what
is included and/or excluded in the description. According to the previous, more specific definition,
when we desire to study a curriculum, We must examine the curriculum plan, which is the written
document outlining what, how, and why a particular subject should be taught. Thus, a "curriculum"
is truly defined as a "course of study" or "study program," as opposed to a broad definition, which
encompasses all the

options for education and seen historically in its socio-political setting.

Narrow definitions are likely to promote the idea that curricular change is a limited and mostly
theoretical phenomenon.technical training However, more inclusive conceptions of curriculum that
take into accountCurriculums that emphasize both intended and unintended learning and see
education as a social construct indicate a greater understanding of the complexity of the curriculum
and/or change processes. It follows thatThe culture of a given civilization will result in a specific type
of curriculum, which in turn will also helping to mold that particular society's culture. This reciprocal
influence continues,

and one shouldn't see the social structure and the curriculum as being completely
independent entities. If we were to consider the situation in South Africa, we may accept that
the structures have had a significant impact on the curriculum in South Africa: The transition from
an agrarian to an industrial economy's shifting economic relationshipsIn terms of the altering power
relationships within and between power groups, economic shiftsThe changes that the ruling group's
ideology brought about and that contributed to them

Taking into Account Different Curriculum Elements:

1. A formal, clear curriculum

This is a reference to the required curriculum, which is presented as a curriculum plan. the official
and official and a structured curriculum that is required by a higher power and is intended to, for
instance,the Education Department. Despite the fact that its application may vary depending on the
situation, a single plan may followed for various students. It clearly outlines the Lesson Aims,
Objectives, and Outcomes., which serves as the "Blueprint for Teaching"

2. The Enacted Curriculum: This is the actual, "Lived," or applied, curriculum. It speaks about how
students and teachers interpret the course material. The unofficial and unstated curriculum is what
is the instructor put into action. It is regarded as what is truly being instructed and learned.a lesson
might both demonstrate what is being taught and be very different fromthat's planned. The
implemented curriculum may refer to the situation in which, aside from that the teacher
misunderstands, the scarcity of resources, and a host of additional factors the teacher's capacity to
successfully carry out a curricular design.

3. Secret curriculum (as a component of the curriculum):The idea of teaching that is implicit (not
explicitly stated) is conveyed by the term "covert," although purposeful action on the part of the
teacher or institution. This is crucial in the early stages.years of education where concepts like
"respect for others," "obedience and order,"The emphasis is on teamwork and cooperation. Early on
in school, there is intentional "play."developing crucial attitudes and abilities, including as spatial
awareness and fine motor skills,differentiating among pre-numeracy abilities.

4. Uncovering the curriculum's hidden components:Learning that is concealed from both instructors
and students is referred to as being "hidden."Another type of implicit learning that the educators
either didn't intend or aren't likely to intend even conscious of The kind of environments that
classrooms and schools present, indirectly, permit to broaden our knowledge of the world or to help
us see it from many angles.

5. Curriculum being evaluated:To determine learner achievement, these knowledge and abilities are
measured.the achievement of objectives or learning results. A crucial component of a project is
assessment.curriculum since it specifies how students will be evaluated based on their achievement.
As a result,The curriculum should be considered both broadly and specifically. In addition, it should
pieces are viewed as a unitary whole that is connected to one another.

QUESTION 4

Curriculum development in SA: Curriculum development in South Africa wasn't an isolated event; it
was affected by the ideas of educationists like Lawrence Stenhouse, Ralph Tyler, and Paolo Freire.
the three offered many methods of curriculum creation that would significantly influence over South
African education This is how their disparate methods affected the South African curriculum
development.They have left their impressions, ideals, and knowledge in the curriculum.
Knowledgeable individuals ought to take into account a holistic viewpoint to take into account an
educational strategy that includes the curriculum foundations: a person's viewpoint on history,
psychology, philosophy, and social issues.A student's course of study in an educational setting is
described in the curriculum.institution. The curriculum for informal education includes a range of
classes, assignments, and content made available by the educational facility. Additionally, a
curriculum can be described as aA plan or programme of all the experiences the student has while
working under the guidance of a school.The three ideas of information, social pedagogy, and
personal development are clearly defined in the goals- or instrumental-based approach.Although
there was a lot of dispute over the proposed curriculum's substance,Understanding these three
strategies was very helpful in later curricula development. Therefore, in order to better understand
these three methods, which were influential in the curriculum's development in South Africa.
Richard Stenhouse (1926-1982)
Stenhouse advocated a process-driven approach to curriculum preparation because he thought that
it is very fluid and dynamic. Nothing ought to be predetermined. educators should do research while
teaching, evaluate the results, and make adjustments as they go along the pedagogical procedure.All
parties involved may choose the course materials, but they must be able to both teach and student
will acquire desired knowledge. Tyler's perspective, however, was more directive:This is what
Stenhouse's opinion was more open to disagreement. It may be modified to meet a many social
settings and educational settings. Strangely, Stenhouse's strategy is more attentive to the learner's
method of knowledge acquisition and accommodating to different learning methods to be content
since it satisfies students' requirements. Stenhouse emphasises assessment on the students'
knowledge, understanding, and decision-making skills.
Richard Tyler (1902-1994)
Tyler thought the curriculum was more of a finished good than a method with a measurable goal.the
final product of the learning process. He adopted a goals-and-instruments strategy.Tyler paid close
attention to the finished item. This product's foundation was a more comprehensive philosophy.
Tyler believes that the learning process' goals should be based on the needs of the student, the
social milieu, and the subject discipline. The curriculum was planned using on the following four
crucial factors: First, a choice must be taken regarding the The school wants to accomplish its
instructional objectives.The second is the supply of the experiences required to fulfil the
aforementioned goals. Thirdly,the efficient planning of educational experiences, and finally, a
method of determining These objectives have been fulfilled. For Tyler, the initial goals established
Whether students have succeeded will determine the choice of content and how well assessments
are conducted.
P.L. Freire (1921-1997)
Freire's perspective on curriculum construction concentrated on the socio-political side, in
opposition to Tyler and Stenhouse. He thought that a variety of elements affected a
curriculum.political ideology, cultural values, and social conventions, among others. He was being
interested in how individuals responded to the situation they were in. Freire thought that students
should understand the importance of learning.The curriculum should allow for reflection times so
that students can see How learning affected their experiences He thought that education had the
ability to establish people liberated, and it also had the capacity to aid them in achieving self-
actualization, so maximisation of one's potential. According to Freire, the curriculum shouldn't be
based on objectives but rather on the learners' ideals and experiences in real life. the learners'
requirements should serve as the criterion for selecting content. In order to make decisions about
the design of curricula, Freire thought that discourse should be a crucial component of the
procedure. All parties involved in this conversation should be included, even the students
themselves. How well students do should be the main emphasis of assessment.have gained power.
The following fundamental concepts apply to curricular approaches, teaching methods, and The
opinions of Tyler, Stenhouse, and Freire can be found below:
-experiential education
-sharpness of focus
-increasing possibilities
-defining results, purposes, or goals
-knowledge, skills, and values are important
-proof of accomplishment
-individual education
QUESTION 5
5.1 Promoting critical thought
DEFINITION: Understanding that our goal is to provide students with the skills to solve issues and
make decisions is the answer to the question, "Why do we teach thinking skills?".To help people
make more informed decisions, to cultivate their open-mindedness, and to gain assurance in your
reasoning. It also implies that students will develop intoeager to explore hypotheses and committed
to seeking out accurate facts. The capacity for learners to challenge their own understanding and
contrast their compared to the teacher's and their fellow students' versions of the reality.
HOW AND WHEN TO USE: When creating a common body of knowledge inquiry into a particular
subject and participatory learning to gain a deeper knowledge ,Questioning, conversation, and
ongoing concept improvement are used.
ADVANTAGES: The learner assumes ownership of their education. It will aid in an advanced
comprehension of the subject matter knowledge of the learner.
DISATVANTAGES: Large groups might not be able to accomplish it. Assessment tasks could include
challenging for teachers.
A CASE IN POINT is a test that requires problem-solving abilities.
5.2 Cognitively oriented training
Cognitively directed training is a technique that combines the use of listening and acquiring language
as a learning process. The tactic draws on prior knowledge of the students.and advances that
through discussion and conversation. By observing how students think The teacher can instruct or
mentor the students' ideas on the subject and topic and hence stress acquiring knowledge.
HOW AND WHEN TO USE: When necessary, cognitively directed instruction is the ideal
approach.Thinking is necessary. Students must be knowledgeable and experienced in the
subject.matter and have the self-assurance to participate actively.
ADVANTAGES: This tactic aids in increasing students' understanding of the issue. It encourages
students to understand the benefits of many approaches to problem-solving of exchanging insights
and varied experiences.
DISADVANTAGES: Quiet students can "hide" by choosing not to participate. We can't utilise
this.approach used when students lack the necessary prior knowledge or are not adequately
prepared. It might also be a significant issue when a select few students control the cognitively
guided instruction, but the majority of students are left out and don't benefit.
EXAMPLE: Conversations in class.
5.3 Scaffolding
Scaffolding is the process of building a framework around prior experience, according to the
definition.to aid students in acquiring new knowledge.
HOW AND WHEN TO USE: Scaffolding works best when students have personal,impediments to
learning that are social or academic.
ADVANTAGES: The teacher can gently guide the students as they develop their confidence.motive.
Scaffolding makes use of peer help, teacher direction, and encouragement .interaction and
teamwork.In the event that tasks are overly simplified, learners will not achieve the goals of
education. Different student viewpoints may necessitate instructor intervention. Issues with
motivation, attitudes, and socioeconomic and linguistic difficulties may arise.EXAMPLE: Questioning,
discussion, and group inquiry about a subject.
5.4 Simulation
Simulation is defined as the deliberate replication or renactment of events using technology as well
as student role-playing in the actual world. Learners practise solving problems skills.
HOW AND WHEN TO USE: The most effective way to depict actual circumstances is through
simulation to students.
ADVANTAGES: The approach enables students to engage with real-world events without the
possibility of negative consequences. In a secure setting, students can explore and find
solutions.manner that is realistic. The instructor has the ability to engage students' emotions in a
scenario in a fun and engaging manner.
CONS: The process is time-consuming, and some students may experience emotional distress and
engaged in fictitious situations.
A CASE IN POINT is computer-assisted simulation and role-play.

5.5 Solving issues

DEFINITION: Solving problems enables students to develop abilities like self-management.and
instructs them on how to handle issues rationally.
HOW AND WHEN TO USE: Problem solving is most effective when students have a firm
understanding of the topic.comprehension of the topic pertinent to the issue, are eager to learn, and
gained some proficiency in problem-solving.
ADVANTAGES: The teacher actively engages students by posing challenging making decisions,
putting the information they learned to use, and considering their personal education procedures.
DISADVANTAGES: Participation may be limited by learners' fears of failure. This approach demands
the instructor to spend a lot of time and effort preparing.
Example: Case studies, word sums, and context-based instruction

I (full names): ………………………………………………………………………………………

Student number: …13269283………………… Module code:

…CUS3702………………

Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assignment is my own, original work. Where 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 …HESLINGA……………………… Date:
…2022/06/27……………………….