Tutorial 1: Instructional Methodology

18:00 - 19:00 Tuesday, 21 February 2023 Anel Coetzee

 Welcome and Introduction
• Welcome!

• Try not to miss any Tutorials – either live or recorded. There are
FIVE tutorials.

• There are ONLY THREE assignments. Be sure to submit ALL three

assignments. You will be disadvantaging yourself if you don’t.

• There are lessons uploaded on Funda. These are for your own
benefit in addition to your own reading. Do not submit the
activities for marking.

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 Welcome and Introduction cont.
• Module Outline on Funda, please make a careful study of all the
information before you start

• Prescribed books and texts on Funda

• Resources on Funda; Additional resources; CAPS resources

• Class representative

• If I don’t answer your email within 48 hours, please check the

module or tutorials for answers.

• In an emergency, you can contact me on WhatsApp between 9

and 5 week days 072 808 1051
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 Instructional Method
Designed to equip the student with the knowledge and skills
for reflecting critically on various theoretical and practical
aspects of pedagogy.

The role of the teacher and how these aspects can contribute
to better educational practice in the Foundation Phase
classroom.

The module will address the following aspects: Teacher

identity; Curriculum structure and development; teaching
methods and strategies; and the assessment of learning.

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 INSTRUCTIONAL METHODOLOGY
what is it all about =
i.e. seeing the bigger picture.
• Instructional Methodology is: The basic plan used by
the teacher to teach a lesson such as role play, focus
group teaching, shared reading etc. underpinned by or
based on a teaching approach/theory.
• Methods are often based on learning and teaching
theories, such as Vygotsky’s scaffolding or using
Bloom’s taxonomies when teaching a lesson to a FP
class. Please familiarise yourself with the various
theories.
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 What is a strategy?

A strategy involves a plan for how to solve a problem.

The Problem…….
To teach in such a way the child learns best!!!

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 What is the difference between a Teaching
What is the difference
Method and abetween a Teaching
Strategy?
Method and a Strategy?

A Method is… A Strategy is…

Consistent Dependent upon circumstances or re-/actions
E.g. how to build a house… of others
E.g. How to win a game…

In short, strategy is how you plan to do something,

and methods are how you actually do it

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Read this statement and

Teaching is one of the most important

professions in the world, therefore the
development of Professional Attitudes and
Competencies of teachers is vital for the sculpting
of the community and the country within which
they work.

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 Being a teacher…

Teaching is one of the most important professions in the world,

therefore the development of Professional Attitudes and
Competencies of teachers is vital for the sculpting of the
community and the country within which they work.
Reflect upon this statement and incorporate your reflections into
the assignment. Remember it is an academic assignment.

• What does it mean to you to be:

a teacher?
a FP Teacher?
• Who or what inspired you to become a FP teacher?

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 The Foundation Phase Teacher

• Works with most vulnerable of learners, holistic development

of every individual child, lays the foundation of lifelong
learning
• Nurtures, care and support
• Mediates Learning, especially learner- and learning centred
• Knows the Curriculum and is a specialist in the field
• Assesses Teaching, Learning and learners
• Researches new methods and content
• Leads, manages and administers (have charge of )

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 The Foundation Phase Teacher should have the skills to:

• Plan and
• Prepare, design and organise relevant Learning and Teaching
Support Material (LTSM)
• Utilise the Learning Space efficiently by
Effective & Efficient Presentation of a FP Lesson and Effective
utilisation of appropriate LTSM including technology; Teaching
the Macro, Micro and Focus Groups; Learning Styles, learner
involvement, using the correct register; Instructions to groups;
monitoring of groups; efficient time management, Relevant
activities and worksheets
• Develop Games for consolidation; games for revision and
remedial
• Conduct Sound Assessment & develop Intervention Programmes

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The Foundation Phase Teacher teaching a macro group:

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The Foundation Phase Teacher teaching a focus group:

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The FP Teacher- activities with Focus group

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Critical Education Theory in South African Context
Teacher as Professional Competencies
• Competence to reflect on and communicate knowledge
to a Foundation Phase class
• Competence to work with professional frames in class
(what it means to function as a FP teacher, which is
different from teachers in other phases)
• Competence to use co-operation productively (Work in
a team i.e Foundation Phase Team doing their 10 day
Cycle planning)
• Competence to handle diversity in the classroom.

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The professional identity and expectations of SA
teachers cont.
Competencies of a beginner FP teacher
• Knowledgeable about • Understand SA diversity.
school curriculum for FP • Exercise effective classroom
• Sound subject knowledge. management.
• Know how to teach subject. • Be able to assess FP
• Know how FP learners learners effectively, varied,
learn, understand individual reliably.
needs. • Display positive work ethic.
• Communicate effectively. • Reflect critically on own
• Highly skilled in literacy, practice.
numeracy and IT.

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The professional identity and expectations of SA
teachers cont.
Roles expected as per MRTEQ Act:
1. Specialist in a phase, subject discipline or practice.
2. Learning Mediator (different from facilitator)
3. Interpreter and designer of learning programmes
and materials
4. Leader, administrator and manager
5. Scholar, research and lifelong learner
6. Assessor
7. Community, citizenship and pastoral role

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 Self-management for teachers

• Maintain your professionalism and grow it

• Be disciplined, reliable and accountable
• Continue educating yourself = Lifelong Learning
• Research issues independently
• Proper planning and implementation
• Work independently and collaboratively (Teamwork)
• Reflect critically on own practice…
• A self-empowered person is open to change, assertive,
proactive, self- accountable, sees alternatives, makes
choices and develop commitments.” Paxton

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 Being a student teacher

• Acquire all study material

• Regular studying and Reading
• Try to work ahead of due dates
• Set up a programme/schedule
• Try to visit/view a FP Classroom, not only for Teaching
Practice, you are a student but a teacher in the making.
• Interact with other students/professionals and teachers
• Keep abreast with Educational trends
• Eat well, sleep enough, Regular exercise,
• Make a mind shift from student to teacher! Very important!!!
• Draft – Write --- Edit ---Proofread

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 What is curriculum?

• Curriculum = All the learning that is planned and guided as a

body of knowledge in order to achieve certain outcomes in a
teaching-learning process
• Includes rational, aim and purpose of the particular course,
what knowledge to obtain and guidance regarding assessment
practices based on a particular approach
• Interrelated totality of aims, learning content, evaluation
procedures, teaching-learning activities, opportunities and
experiences which guide and implement activities in a
planned and justified manner

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 Curriculum development
Questions when developing a curriculum:
• Why do we want to use this curriculum? – rationale, necessity for
learning, view of teaching, socio-political, learning process
• What do we include in the curriculum? – content, skills
specification, clear, specific, appropriate, prior content, stepping
stones
• How do we include the knowledge, skills, values and attitudes? –
organising principle as a central reference point, shapes the
emphasis in the curriculum, also makes complicated domains
accessible to users.
• Organising principles: Theories of knowledge – learners can be
seen as participatory or simply receivers
• Principle of subject-specific methodology…
• How do we know if curriculum is successful? Assessment,
evaluation and the effects and reality of practice.
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 Universal principles

• Experiential learning
• Clarity of focus
• Expanded opportunities
• Defined outcomes, aims or objectives
• Inclusion of knowledge, skills and values
• Evidence of achievement
• Provision of individual learning

What and whether we learn is more important than when

we learned it

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 Curriculum development

Important decisions:
- What is taught in schools
- How is it taught
- How the school system is organised
- How learners are assessed
- How information about achievement is reported
- Other aspects like self-study

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 Approaches

Tyler
- Structure in teaching and learning, clarity of focus,
objectives to be defined
- Determine: what education purposes to attain and
what educational experiences can be provided
- How can these experiences be effectively organised
- How to determine whether they are being attained
- Individual learning assures that every learner
achieves the set objectives

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 Approaches

Stenhouse
- competency-based learning: teaching-learning
process prepares learners for success in fulfilling
various life roles
- Adapt and evaluate the process to expand
opportunities for application
- Do research while teaching and follow the route
of “designing down, delivering up”
- Learner internalises information and form own
opinions
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 Approaches

Freire:
- Experiential learning: learner reflects on the
value of learning
- Focus on identification of specific knowledge that
develop into a skill which could be applied in
praxis – the connection between reflection and
action
- Ideal learner in particular field should: “look like,
be like, act like and think like”

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 Assignment 1: Academic Essay
Teacher Identity, Curriculum Structure and
Development
 
Weighting: 35%
Due: 6 March 2023
 
1. Give a description of how you view your professional identity as a FP teacher –
what your personal views of a teacher’s role are and what the main focus of
one’s job description should be.
2. Curriculum can be described as the effective learning programmes for learners
to foster and promote the development of learners’ knowledge, skills, values
and thoughts. Compare and contrast three international or alternative curricula,
and then describe the CAPS approach in your conclusion.

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 STRUCTURE OF ESSAY
 An introduction in which you define teacher identity, curriculum development and
curriculum structure
 A main body with six paragraphs:
o Different aspects which effect and inform teacher identity (such as prior experience,
motivation, beliefs, learning experiences);
o Your own identity as teacher, reflecting on and discuss aspects which have informed
or impacted on your own burgeoning sense of teacher identity;
o Curriculum 1 structure, theories of learning that underpin Curriculum 1, assessment
in curriculum 1;
o Curriculum 2 structure, theories of learning that underpin Curriculum 2, assessment
in curriculum 2;
o Curriculum 3 structure, theories of learning that underpin Curriculum 3, assessment
in curriculum 3;
o CAPS structure, theory of learning and assessment;
 Conclusion highlighting most important learning while researching and writing this essay.

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 Marking rubric

Marking Rubric:

Criteria Max
Score
Teacher’s identity (including definition, importance, factors 10
affecting and informing identity and reflections)
Aspects of curriculum structure and development 7
International / alternative curriculum approaches 7
Discussion of CAPS FP 7
Adherence to assignment requirements 4

Total 35

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 ASSIGNMENT SUBMISSION

Assignment 1 due: 6 March 2023

CS submission policy: latest a week after the deadline otherwise submission not
accepted

For FP Instructional Methodology you can submit until 13th of March 2023 with
no penalty but there will be NO late submissions at all. If you didn’t manage to
submit by 13 March at 23:55, you will get a 0.

No sick letters, extension requests, etc.

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 Conclusion

Assignment 1 due: 6 March (latest 13 March)

Tutorial 2: 15 March 2023 @18:00 – 19:00

Remember: Make a mind shift from student to teacher!

You can do it!!!

Thank you
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