EDUB 2714: 2022

LECTURE 6
Week 3: 10 March

Learning Unit 1

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 IMPORTANT INFORMATION
• All emails go to your ufs4life account. If you use a personal account, make sure you forward your ufs4life emails to the account.
• Every Monday, you will be e-mailed the presentations to the week, as well as other relevant information. This information will be made available on a weekly basis on BB.

• The proposed work schedule (p. 7, nr. 7) in your module guide is the map for the module – we will work according to this layout. The document is available under RESOURCES, COURSE MATERIAL on Bb- READ
this document very carefully.

• Make sure you have enrolled for Groups are associated with a specific day, TWO LECTURES- ONE ON A TUESDAY AND ONE ON A THURSDAY. A

• Attend the weekly collaborate TUTORIAL with your tutor – if possible.

• You must spend at least two hours per week on EDUB2714.

• Attend the lectures via Bb collaborate. 1. Tuesdays: 9:10- 10:00 and 10:10- 11:00

• 2. Thursdays: 10:10-11:00 and 11:00- 12:10

 Module overview
The aim of the module is to:
Demonstrate comprehensive knowledge on curriculum theory and practice, in order to interpret
and critically analyze various perspectives and approaches to teaching and curriculum, as well as
different perspectives of learning, learning styles and the creation of powerful learning
environments.
LU 1: Approaches to
Case Study
teaching 18- 21 March 2022
{50 marks}

LU 2: Perspectives Individual Assignment

2-4 May 2022
on curriculum {50 marks}

LU 3: Different Perspectives on Online Test

learning
LU 4: Learning Styles 25 May- 27 May {50 marks}

All learning UNITS

Will be
SUMMATIVE Will be communicated
communicated
ASSESSMENT
 Weekly expectations
Every Monday:
•Introduction to the week
•Power Point Presentation
•Activity Questions
•You need to complete the
questions
Available in module guide
• Read the introduction
and follow the guidelines
• Read the relevant
reading material
• Complete the activities
• Attend the collaborate
LECTURE
• Prepare for the Case
Study
Every week
informs Weekly collaborate session with
lecturer and tutors:
•Attend the session of your group and
tutor
•Discussion of announcements and
assignments
Tutors: support through:
•Weekly collaborate meetings
•JOIN the collaborate session
compulsory with your group and tutor
•Discussion board forums – post
your questions to your tutor
•Tutors act as a go-between
groups and lecturers
 Lectures and expectations
LECTURES:
DAY STARTS ENDS TOTAL STUDENTS

Tuesday 09:10 10:00 500

Tuesday 10:10 11:00 500
Thursday 10:10 11:00 500
Thursday 11:10 12:00 500

1. Join ONE lecture on a Tuesday and ONE lecture on a Thursday. Join ONE tutorial.
DAY STARTS ENDS TOTAL STUDENTS

Thursday 17:00 18:00

18:00 19:00
2. Experiment with the GROUP TOOLS – you can
•email one another;
•exchange files; and
•Collaborate with one another with audio
1. Classmates are expected to SUPPORT one another and DISCUSS topics indicated for
every week
2. Activities are individual work, but classmates can discuss and share ideas.
 Workshop Three: Learning Unit 1

LEARNING UNIT 1: Approaches to teaching:

Content and expectations for workshop 3 :

2. Completion of the activities

•The STEM Approach

INSTRUCTIONS FOR WEEK 3:

•Read the reading material:
•Marshall, p. 182- 193
•Module Guide, p. 18.
•Complete activity 2, p. 18- 19
 STEM APPROACH TO TEACHING

S- Science
T- Technology
E- Engineering
M- Mathematics

Why STEM education?

-Minds that critically discern, analyze and integrate patterns,
-Within vast amounts of unstructured data,
-Unravel and resolve complexity,
-Creatively generate new knowledge,
-Global collaboration

Activity Questions:
1.
 Traditional Approaches to teaching:

Traditional Approaches to teaching:

-Passive acquisition of content;
-Content unconnected, sterile, and devoted of joy, emotion, and wonder;
-Content irrelevant and detached from the human experience;
-Disengament and compliant recipients;
-Information is inert and not connected to learners’ needs, interests, curiosities, contexts;
-Content is decontextualized and prescribed;
-Little time for exploratory forays and following intriguing questions;
-Focus on excessive coverage;

Activity Questions:
1.
 STEM Approaches to teaching:

BOTH/ AND MINDS:

-Create STEM learning environments and experiences that invite children to develop a full range of talents and potentials.
-Decidedly different minds integrate and validate the power of the intellect.
-Power of :
-Information and relationships;
-Research, hypothesis testing, simulation etc.
-Analytical measurement;
-Observation,
-Reason
Things to do after Workshop 3:
Activity 2 Questions:
•Read Pace Marshall (pp. 183- (up to before BOTH/AND MINDS): What
makes this approach to teaching different from the traditional approaches
that we have had in South Africa in the past?

•Read the section on BOTH/AND MINDS (p.185): Identify and discuss the two
“abilities” of the mind that teachers should try to develop in learners.

•What is innovation, according to Pace Marshall?

•What is the criticism that Pace Marshall has against traditional ways of
teaching and learning, especially in the natural sciences?

•What are the ideal learning landscapes or circumstances that would

enhance/foster innovation in learners?
• What are the characteristics of this new approach to learning?

• What should be done to nurture this way of teaching and learning?

• Is this approach possible in South African schools?

• Pace Marshall has designed the STEM approach with especially

mathematics and the natural sciences in mind. To what extent can the
approach also be applicable to other subject areas?

• To what extent can this approach, or elements thereof, be used in the

school phase you are being trained in?
 CASE STUDY ASSIGNMENT:

INSTRUCTIONS:

Read through the extract in THE READER on teaching approaches (pp. 72-78) to
and critically reflect and respond to the following questions related to the
approaches to learning:
1. Describe the characteristics of the three approaches with examples.
2. In comparing the three approaches to teaching, evaluate how do they differ
from one another?
3. Describe the approach that you think represents you the best, and motivate with
at least five (5) reasons for your choice.
4. Point out and critically analyze the value of each of these approaches to ensure
quality teaching and learning.
5. Explain and reflect critically on which of these three approaches would best fit
into the typical SA classroom?
CASE STUDY ASSIGNMENT:
CASE STUDY ASSIGNMENT:
Things to do after Workshop 3:
• Complete ALL the Activity questions.
• Read your reading material.
• Questions are based on the reading material.
• Work on your CASE STUDY ASSIGNMENT

REMEMBER:
CHECK FOR ANNOUNCEMENTS AT LEAST TWICE A DAY
ON BB