HONESTY DECLARATION

I, Sinenhlanhla Portia Spellman

STUDENT NUMBER:69472394

MODULE CODE: CUS3701

Hereby declare the following:

I understand UNISA’s policy on plagiarism. This assignment is my original work produced

by myself. I have duly acknowledged all other people’s work(both electronic and print)
through the proper reference techniques as stipulated in this module.

I have not copied the work of any other person and handed it in as my own. I have also not
made my work available to any fellow students to submit as their own.

Signature: S. P Spellman. Date:18/06/2024

Name: Sinenhlanhla Spellman

Student number: 69472394

Assessment no.02

Assignment Unique Code:724189

Question 1

1.1
1.1.1 Experiential- Teachers must perceive learners as cognitively functioning.

1.1.2 Technological- Assessment is continuous based on variety of techniques.

1.1.3 Behavioural- Self-directed, unstructured and personalised instruction programmes

that are self-paced are used.

1.1.4 Technological- The same curriculum elements of the academic, experience-based

and technological approaches can be use.

1.1.5 Humanistic- Teachers become reflective practitioners with seven roles to fulfil.

1.1.6 Experiential- Informal and hidden curriculum is also important not only the formal
and planned curriculum.

1.1.7 Naturalistic- There is ongoing give and take within specific interest groups and view
points, negotiation and curriculum consensus.

1.1.8 Humanistic- There is on teachers and their cooperative curriculum decisions.

1.1.9 OBE- Needs assessment is the point of commencement.

1.1.10 OBE- Permission is given for more teacher input in curriculum decisions.

1.2 In the realm of curriculum development, there are numerous approaches that
educators can adopt to design and structure learning experiences for learners. In the
context of South African classroom, the Curriculum and Assessment Policy Statement
(CAPS) serves as the foundation for the national curriculum, outlining what should be
taught and assessed in different subjects as various grade levels. One curriculum
approach that aligns well with the CAPS is the Constructivist approach.

The Constructivist approach to curriculum design is rooted in the belief that learners
actively construct their understanding of the world through meaningful interactions with
their environment. This approach focuses on learner-centred learning, where learners are
encouraged to explore, question and discover knowledge through hands-on activities,
group discussions and real-world applications. The Constructivist approach aligns with
CAPS as it emphasizes the importance of engaging students in the learning process and
promoting critical thinking skills.

One of the key assumptions of the Constructivist approach is that learning is a social
process that occurs through interactions with others and environment. Learners are viewed
as active participants in their learning, rather than passive recipients of the information.
This approach also assumes that learners come to the classroom with prior knowledge and
experiences that can be used as a foundation for new learning. Teachers are seen as
facilitators of learning, guiding learners through inquiry-based activities and providing
support when needed.

This curriculum implications for teachers and students using the Constructivist approach
are significant. Teachers are encouraged to create a learning environment that is
interactive, collaborative and inquiry- driven. They should design lessons that are hands-on
and engaging allowing learners to explore concepts in meaningful ways. Assessment in a
Constructivist classroom focuses on understanding the process of learning, rather than
just end product. Teachers may use formative assessments such as learners portfolio,
group projects and peer evaluations to gauge learner understanding.

For learners ,the Constructivist approach promotes the development of critical thinking
skills, problem-solving abilities and a deeper understanding of concepts. Learners are
encouraged to ask questions, make connections between new and prior knowledge and
work collaboratively with their peers. This approach also fosters creativity, independence
and a sense of ownership over one’s learning.

Implementing the Constructivist approach in my own subject, such as Natural Sciences

and Technology, would involve redesigning lessons to be more inquiry-based and
interactive. I would incorporate primary source documents, investigations and simulations
to engage learners in critical analysis and interpretation of scientific researches. Group
discussions, practical investigations and projects would be used to encourage
collaboration and a deeper understanding of the past. Assessment would focus more on
learners understanding of scientific concepts as well as their ability to analyse and
interpret primary sources.

In conclusion, the Constructivist approach to curriculum design aligns well with the CAPS
framework in South African classrooms. By emphasizing learners-centred learning, critical
thinking and active engagement, this approach has the potential to enhance the
educational experiences for both teachers and learners. Implementing the Constructivist
approach requires a shift in teaching practices but the benefits of promoting meaningful
learning experiences and fostering a love of learning make it valuable approach for
educators to consider.

Question 2

2.1 Direct Instruction

2.2 Experiential learning

2.3 Problem-based learning

2.4 Constructivism

2.5 Reciprocal teaching

2.6 Collaborative learning

2.7 Inquiry-based learning

2.8 Socratic questioning

2.9 Technology enhanced learning

2.10 Active participation

Question 3

Effective questioning and feedback are essential elements of may teaching situation as
they play a crucial role in facilitating student learning and promoting critical thinking. These
features are based on a dialogue between a teacher and a learner, allowing for a two-way
communication process that enhances understanding and retention of information. I will
discuss the features of effective questioning and feedback and also provide examples from
my own experience to illustrate their significance.

One key feature of effective questioning is the ability to provoke critical thinking and
stimulate student’s curiosity. By posing open-ended questions that require learners to
think deeply and reflect on their understanding, teachers can encourage active
engagement a and participation in the learning process. For example, during a lesson on
the American Revolution, a teacher must ask learners to consider the reasons why the
colonists rebelled against British rule, prompting them to analyse historical events and
draw connections between cause and effect.

Another important aspect of effective questioning is the use of proving questions to assess
learners understanding and clarify misconceptions. By asking follow-up questions that
develop deeper into a topic or challenge learners to defend their responses, teachers can
gauge the level of comprehension and provide targeted support where needed. For
instance, if a learner gives a vague explanation of a specific questions to prompt the
learner to elaborate or provide evidence to support their reasoning.
Feedback is equally critical in fostering student learning, as it allows teachers to provide
personalized guidance and support to help students improve their performance.
Constructive feedback should be specific, constructive and timely highlighting both areas
of strength and areas of growth. By offering feedback that is tailored to individual student’s
needs and learning styles, teachers can motivate students to strive for continuous
improvement. For example, after reviewing a student’s essay, the teacher may praise the
student for their strong use of evidence but suggest ways to strengthen their arguments by
providing more analysis and connecting their ideas more cohesively.

In my own experience, I have found that effective questioning and feedback have been
instrumental in enhancing my learning and academic development. In Secondary school, I
had a Technology teacher who excelled at posing through provoking questions that
challenged us to think critically and engage with the material on a deeper level. By
encouraging us to analyse primary sources and consider multiple perspectives, he fostered
a dynamic classroom environment that encouraged lively discussions and intellectual
growth.

Similarly in college I benefit from lecturers who provide detailed feedback on my

assignments, highlighting both my strengths and areas for improvement. Their comments
were specific and actionable, allowing me to identify areas where I needed to focus on and
providing guidance on how to enhance my skills. As a result, I was able to refine my writing
style, improve my analytical thinking and ultimately achieve academic success.

Overall, effective questioning and feedback are key components of a successful teaching
practice, as they promote student engagement, enhance comprehension and support
academic growth. By incorporating these features into their teaching strategies, educators
can create a more interactive and supportive learning environment that empowers
students to reach their full potential. As I continue my own educational journey, I am
committed to incorporating these principles, recognising the profound impact that can
have on students learning and achievement.

Question 4

Ralph Tyler, Stenhouse and Friere each had different views on curriculum planning and
development, which have had a significant impact on education systems around the world.
By examining their perspectives through the lens of four key questions- principles for
selecting content, guidance for teachers, focal points of assessment and most valuable
influence they had on curriculum design.
Principles for selecting content and making decisions about sequencing the content are
fundamental to curriculum planning and development. Ralph Tyler known for his Tyler
Rational, emphasized the importance of defining educational objectives before selecting
content and learning experiences. This ensures that the curriculum is aligned with desired
outcomes and helps guide teachers in their instructional practices.

On the other hand, John Dewey’s learner-centred approach, as advocated by Stenhouse,

focused on engaging students in meaningful learning experiences that are relevant to their
lives. Stenhouse believed that curriculum should be flexible and responsive to students
needs and interests. He emphasized the importance of teachers collaborating with
students to co-create the curriculum, allowing for students voice and agency in the
learning process.

Paulo Freire introduced the concept of critical pedagogy, which caters on empowering
students to critically analyse and transform their social reality. Freire’s approach to
curriculum planning and development prioritizes social justice, humanization and the
liberation of oppressed individuals. He believed that education should be a took for a
social change and liberation, challenging traditional power structures and promoting
critical thinking and action among students.

In terms of guiding teachers in their teaching of the curriculum, each of these educators
had unique perspectives. Ralph Tyler’s objective driven approach provides teachers with
clear learning outcomes to work towards guiding their instructional practices and
assessment strategies. Stenhouse emphasis on collaborative curriculum development
encourages teachers to engage with students in meaningful ways, fostering a learners-
centred learning environment where teachers act as facilitators of learning rather than
knowledge transmitters. Freire’s critical pedagogy calls on teachers to engage students in
dialogues l, critical reflection and praxis, empowering them to become agents of change in
their communities.

The focal point of assessment also varies among these three educators. Tyler’s approach
emphasizes the importance of aligning assessment with educational objectives, ensuring
that assessment measures what students have learned. Stenhouse’s learner-centred
approach values formative assessments as a tool for ongoing feedback and reflection,
helping learners and teachers monitor progress and adjust instruction as needed. Freire’s
critical pedagogy suggests that assessment should not only measure learner’s
understanding of content but also their ability to critically analyse and transform social
realities, promoting a more holistic view of assessment that includes social emotional and
ethical dimensions.
In terms of the most valuable aspect of their approaches to curriculum planning and
development, each educator offers unique contributions . Tyler’s focus on clear
educational objectives provides a structured framework for curriculum design and
implementation, ensuring that learning experiences are purposeful and aligned with
desired outcomes. Stenhouse’s emphasis on learner-centredness encouragement, critical
thinking and agency among learners, fostering a more inclusive and empowering learning
environment. Freire’s critical pedagogy prioritises social justice, humanization and
liberation, challenging oppressive systems and promoting transformative educational that
empowers and liberates individual and communities.

In conclusion, Ralph Tyler, Stenhouse and Friere each had a different views regarding
curriculum planning and development, which have influenced education systems
worldwide. By examining their perspectives through the four key questions of selecting
content, guiding teachers, assessing learners learning and identifying the most valuable
aspect of their approach, we can gain valuable insights into their contributions to
curriculum design and implementation. Each educator offers unique perspectives and
contributions that have shaped the field of education and continue to inspire meaningful
change In teaching and learning practices.

4.2 In considering the most appropriate curriculum approach for South African schools
within a diverse context and as a developing country, the Pragmatic curriculum approach
appears to be the most suitable choice. The Pragmatic approach focuses on real-world
problem-solving, practical skills development and relevance to learners lives which align
well with the needs of a diverse learner population in a developing country like South
Africa. This approach allows for flexibility in addressing various languages beliefs and
values present in the learner’s body, promoting inclusivity and relevance.

On the other hand, product curriculum approach, which emphasizes the end product or
outcome of learning, may not be as effective in a diverse context. It could lead to a one-
size-fits-all approach that does not cater to the individual needs and backgrounds of
learner’s.

Similarly, the process curriculum approach which concentrates on the methods of learning
rather than the content, might not be as beneficial in a diverse setting where learners may
require different strategies to engage effectively with the curriculum.

By choosing the Pragmatic curriculum approach, South African schools can better address
the diverse linguistic, cultural and socio-economic backgrounds of learner’s while
providing them with practical skills and knowledge that are relevant to their lives. This
approach can help bridge the gap between educational and the real-world, preparing
learners for the challenges they may face in a developing country like South Africa.

References

• CUS3701 Study Guide

• CUS3701 Prescribed textbook
• CAPS Document