EDDHODJ

THE EDUCATOR AS LEARNING PROGRAMME

DEVELOPER

ASSIGNMENT :2
NAME : EMILY
MUDZIBO
UNIQUE CODE : 844943
STUDENT NUMBER : 63104741
DUE DATE : 18 APRIL 2019
TABLE OF CONTENTS
Question 1 :
1.1 Describe in your own words what the behaviourist perspective is all
about……………………………………………………………………………………….
Question 2 :
2.1 How does Vygotsky interpret the impact of context in the teaching -learning
context? Do you agree with the answer motivate……………………………………?
Question 3 :
3.1 Define and discuss how and in which instances you would use the following in a
teaching-learning environment. Also name the advantages and disadvantages and
practical examples.
3.1. Teaching critical thinking……………………………………………………………
3.2 Cognitively guided instruction……………………………………………………
3.3 Scallfolding………………………………………………………………………….
3.4 Problem Solving……………………………………………………………………..
3.5 Discussion……………………………………………………………………………
Question 4
4.1 Knowledge and skills to be included to in the curriculum developer in schools in
the 21st Century…………………………………………………………………………….
4.2 Draw and discuss the five core activities in curriculum development by referring
to the cyclic process……………………………………………………………………….
Question 5
5.1 What do we have to take into consideration when we plan for teaching and
learning to take place and who should be
involved………………………………………………
Bibliography………………………………………………………………………………….

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Describe in your own words what the behaviourist perspective is all about.
First, behaviour is composed of reactions and movements that an organism gives
and does in a certain situation. The term, behaviour is mostly used for actions that
can be observed from outside. Behaviourist learning approach mostly focuses on
how behaviours are acquired and claims that learning can develop by means of
establishing a connection between stimulus and behaviour, and that any behaviour
can be changed through reinforcement.

Learning is a process of achieving outcomes or objectives, gaining knowledge

through the use of experience, flexibility and quality aimed at changing the way in
which leaners behave, hence, the name behavioural approach, to use different
approaches in order to come up with a reason why learners behave in the way
they do and then change how they behave.

Having objectives is a way that teachers are able to assess the learners
behaviour and control what will be happening in class. The teacher can also
predict the outcome of the objective putting into mind that he or she has been
having the assessments on another teaching approach, however, with the
behaviour approach the outcome might be different.

The teacher can support and encourage the learners by having objectives that
are interesting, the teacher can also praise learners in order to have a positive
outcome. In the process the teacher must also observe in the process the
learners who have barriers in learning and use that to get positive outcomes.

The good thing with teachinLearners will be motivated to repeat a behaviour when
they feel they can manage a task. So when the teacher sets particular learning
objectives, the approach in planning teaching and learning includes dividing
learning assignments into smaller units to give learners enough time to complete
the tasks successfully. The learner can be further motivated by practising and
repeating the newly mastered knowledge and skills regularly.

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How does Vygotsky interpret the impact of context in the teaching-learning situation?
Leg Vygotsky is an educationist who argued for a constructionist perspective in
education. He believed that the lifelong process of development is dependent on
social interaction, and that social learning leads to cognitive development. Duplesis
(2000: 26)
Vygotsky’s theory, however, requires teachers and learners to play non-traditional
roles as they collaborate with each other, because both are influenced by the
contexts in which they live, teach and learn. Instead of teachers dictating meaning to
learners for future recitation, they should collaborate with learners in order to create
meaning in ways that learners can make their own (Hausfather, 1996). Learning
becomes a reciprocal experience for both learners and teachers. This means that a
teacher cannot ignore context in the process of developing learning programmes.
Duplessis (2000: 26)
Do you agree with this view? Motivate your answer.

Question 3
a. Critical Thinking
Critical thinking is to examine ideas and evaluate them against what you already
know and make decisions about their outcome. Basically, critical thinking has an
objective which is obtain something at the end of your task. Critical thinking is
weighing up all sides of an argument and then evaluating their strengths and
weaknesses.
Critical thinking skills involves:
- Actively seeking all sides of an argument
- Testing the soundness of the claims made
- Testing the soundness of the evidence used to support the claims.
Critical thinking can be practiced when u reading, assignments and with working with
others, at the end of the day it is good to know that critical thinking is good to use
and is an important skill one must have.
Best time to use it
The best time to use critical thinking is when there is barrier to understand
something, it might be a mathematical problem or a burning question.
Advantages

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It gives one moment to dig deep into their mind and think, even in assignments one
can critically think what a question needs and find a great evaluation on his
assignment or test.
Disadvantages
Critical thinking is time consuming, the argumentation in your mind and thinking
might take a lot of time therefore dragging the time one is supposed to finish
especially in a test or assignment.
Examples

b. Cognitively guided instruction

Cognitively Guided Instruction (CGI) is another strategy for implementing Vygotsky’s
theory on the importance of language and listening in teaching as a social construct.
For instance, learners can solve problems without direct instruction. Booyse & Du
Plessis 2014: 37) The strategy uses the prior-knowledge and builds that by using
dialogues and discussions. It is best to use cognitively guided instruction when
critical thinking is required. Learners need to be confident and partake the discussion
or dialogue actively.
Advantages
One of the uses of CGI is in the discussion and dialogue and it lets the learner’s
knowledge shine when they share perspectives. Discussions are an import learning
strategy that let’s Learners ability shine when they engage with others.
Disadvantages
As learners have different learning abilities those with barriers towards learning can
hide under those who are vocal and can never hear them speak. There are also
learners who are too vocal and will dominate and not give other chances.
Examples
c. Scallfolding
According to (Booyse and Du Plessis, 2014:37), Scaffolding requires the teacher to
provide learners with the opportunity to extend their current skills and knowledge and
it uses prior experience to help learners build new knowledge.
Best time to use it
Scallfolding is used when there is a barrier to a learner understanding. The teacher
must find a way to understand how a learner is thinking.
Advantages
Knowing how a learner thinks gives the teacher an advantage in predicting how the
learner will react to questions in the assessment process; this knowledge is also

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imperative for the use of scaffolding as a teaching strategy. (Booyse and Du Plessis,
2014:37)
Disadvantages
Predicting what a learner might be thinking is a disadvantage because prediction is
not always correct. So, it means if you miss the prediction then you must find another
way of breaking the barrier to understand a topic.
Examples
Questioning and collective enquiry into a topic or dialogue. (Booyse and Du Plessis
2014:39)

d. Simulation
Du Plessis, Conley and Du Plessis (2007:32) make it clear that simulations are
problem-centred, and learners should therefore take a simulated situation seriously
and assume responsibility for their actions and decisions. In this way, the learners
experience the reality of the situation, with all the rights, privileges, obligations and
responsibilities attached to it.
Best time to use it
Simulation can be used best in a real-life situation.
Advantages
The greatest advantage of simulation is that it is true to life. Learners can experiment
and find the answer using real-life situations.
Disadvantages
The strategy is time consuming, too emotionally attached if it puts real-situations in
play.
Examples
Role-plays are real-life situations or drama; it gets learners emotionally attached and
experience real-life situations.
e. Problem-solving
Like the name stipulates, problem solving is a way of coming up with a solution to
problem at hand, however, the strategy does not only come up with solutions but
teaches learners to find a balance and management in problem-solving. The
learners can also gain skills in the process.
Best time to use it
It is best to use problem-solving when the barrier to learn has been broken and
learners have a better understanding. Leaners can be given a task and able to work
on it.

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Advantages
When we get to problem-solving it means something was taught, therefore, problem
-solving can be used as an assessment to see if the learners understood the
teaching by giving them a problem-solving.
Disadvantages
Problem-solving is time consuming, learners might fear to participate due to different
reasons and this will restrict them from saying what they think is correct.
Examples
Case studies and word sums (Booyse & Du Plessis, 2014: 40-41)
f. Discussion
A discussion fulfils various aims of the teaching-learning process. Some of these
aims relate to obtaining knowledge and acquiring skills and attitudes, while others
relate to motivation and personal satisfaction that arise through discussion. It is not
only the teacher who acts, but also the learners. (Booyse & Du Plessis, 2014:41)
Best time to use it
The best time to use it in a group discussion where the aim of the teacher is
encouragement of knowledge sharing. Discussions enables learners to exchange
knowledge.
Advantages
Discussions are very good and can promote a good teaching environment by sharing
information between the teacher and the learners.
Disadvantages
This will be a great way of some learners to hide behind the talkative and loud
leaners, therefore, they might withdraw and give those who speak much time to
speak, therefore, putting a barrier on themselves.
4.1

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4.2 Draw and discuss the five core activities in curriculum development by referring
to the cyclic process in short.

ANALYSIS

IMPLEMENTATION EVALUATION DESIGN

DEVELOPMENT

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Bibliography
Van Der Stuyf, R. 2007, Adolescent Learning and Development. Section 0500A- Fall
2002.

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