CUS3701

Gwabavu Weziwe – 49831089

Assignment 2

Question 1

1.1

APPROACH CURRICULUM IMPLICATIONS

1. Behavioural
2. Experiential
3. Technological
4. naturalistic
5. humanistic Informal
6. OBE

1.2

Question 2

2.1 Direct Instruction

2.2 Experiential learning

2.3 Problem-based learning

2.4 Constructivist Approach

2.5 Cooperative Learning

2.6 Inquiry-Based Learning

2.7 Implementation Approach

2.8 Socratic Questioning

2.9 Technological Integration (Blended Learning)

2.10 Active Participation and Questioning

Question 3

Effective questioning involves utilizing questions in the learning environment to spark

discussion, inspire more deeply intellectual thought, and encourage interaction between
students. Good questions produce the process, or both 'how' and 'the reason why,' in the
answer given by the student, in contrast to answers that only describe 'which.' Utilizing these
tools in the classroom allows students to evaluate their particular pondering, that of their
classmates, and their assignments.

The results of good questioning are:

Allows learners to spend time with their studies and one another.
Enables learners to think aloud.
Promotes studying by using engaging debate.
Encourages learners to become convinced in their thoughts.
Enhances communication and comprehension abilities.
Develops problem-solving abilities.
Educates to value diverse viewpoint

i) Reinforce the right classroom climate - Developing a suitable environment in the

learning environment is critical for students to flourish and prosper. We
understand individuals learn best while they feel secure and respected. Whenever
the educational environment is positive, students are comfortable taking risks and
 not worrying about causing errors. In many instances, falls serve as an essential
component of gaining knowledge. As educators, we must establish high standards
for the behaviors we expect from our students and set a good example through
performing errors and taking calculated risks

ii) Choosing the appropriate questions - Effective educators carefully craft question
sequences that promote pondering, evaluate outcomes and advance the learning
process. For successful planning concerns, educators must have excellent subject
understanding and comprehend what the final demonstration is. Otherwise,
students might lose focus. While deciding what inquiry to ask, it is additionally
essential to be attentive. Successful educators are attentive to their students and
require enlightening probing, extending, and refining concerns. Listening
attentively to learners implies that the educator can select and determine the
questions that assist or extend students.

Types of questions can be used:

a) Open-ended questions - usually need more thought and can have multiple responses.
They can concentrate on a specific topic, subject matter, or the entire process of
learning. They frequently discover issues with more broadness or depth.
b) Closed-ended questions frequently recall previously acquired information and
statistics and typically call for a brief response, such as either correct or incorrect.

iii) Strategies for Understanding and Examining Knowledge - There will be no

thumbs up or straight questions. A 'no the hands up' tackle might use guiding
particular queries to students because it allows for question differentiation. It can
also engage more students because any individual may pose a concern. To be
more challenging, ask the student a paired question in a row. The additional
questions should elicit extended answers.
 Zero-risk testing. A zero-stakes examination approach involves learners’
evaluation or assessing themselves. Their responses or leads have no bearing on
grades or outcomes, if the teacher is unaware of or does not collect the answers.
Only the learner understands if they can accomplish something, and this can be
beneficial because it encourages the learner to solve a problem and figure out
exactly how to perform something on their own. The outcome, their strength, and
capacity to be self-directed increase.

Hinge questions. The hinge question depends on a vital idea in a lesson that all
students have to grasp before moving on.
The question may appear about halfway using the lesson.
It can be typically a question that has several choices with up to four options.
Each incorrect answer indicates a potential misconception to investigate.
All learners must address the quiz question within a maximum of two minutes.

Strategies to promote, deepen, and extend thinking - 'I cannot teach anybody anything. I can
only teach them how to think.’

What is today’s date?

This is predicted that learners had only five seconds of thinking time across the teacher
posing a question and their response. Consider raising the period of inactivity by two seconds
to give students moments to think through the question and arrange their thoughts. Enhancing
thinking time could enhance the standard and breadth of a response.

Think-pair-share

Think-pair-share is a common strategy used by teachers to allow students to investigate and

reply to queries together. It is critical to give students time to think independently before
addressing with someone else before exchanging thoughts with the entire class.
 iv) Getting students to ask better questions - If we sketched a graph for demand and
supply to see who asks the majority of questions in the classroom, we'd probably
find that educators ask a greater number of questions than students. Encouraging
students to be inquisitive as well as ask more inquiries is critical.

Feedback
As Linda Nilson (1998) states in Teaching at Its Best: A Grounded in Research Materials for
College Instructors, "Assessing is a task you might regard with anticipate and disapproval,
but it delivers vital feedback to the learners on their academic achievements as well as to you
in your classroom's efficiency" (p. 195). The following suggestions are an offer for educators
to look into our connection with assessing more thoroughly and, ideally, achieve a bit more
peace and regularity in our evaluation practice that will foster the learning of students.

Tip 1: Schedule grading time. Similar to planned writing time, virtual work hours, and other
meetings.
Many scholars suggest carving out devoted writing time. Nilson (1998) suggests providing
feedback to learners as soon as possible, emphasizing that "learners can't learn from what you
say about an example of written work that they've long forgotten" (p. 200). In a similar way
Glenn and Goldthwaite (2014) point out the significance of coming back student assignments
as soon as they are completed. Consider setting evaluation deadlines for yourself, just like the
writers do for their written documents. Make a conscious choice to get back homework
assignments within a few days, and consider informing students about when they can expect
suggestions; they are unquestionably curious, and this can help you stay accountable.

Tip 2: Create an E-Book of Feedback.

The trick here is to personalize comments to the student, because when remarks show up to
be "rubber-stamped" from one individual's task to the next, the individual receiving it may
find the feedback less useful and more difficult to interpret (Sommer, 1982, p. 152). Another
advantage of compiling all of these remarks is that they enable instructors to examine our
scoring remarks with attitudes. We can gain knowledge through the process, as the previous
quote from Nilson (1998) shows: "Grading is a task you might look at with nervousness and
disdain, but it provides crucial information to the learners on their academic achievement and
to you on your teaching effectiveness" (p. 195).

Tip 3: Think about the project's goals in the context of the course, and come prepared with a
"feedback plan."

There is no one-size-fits-all approach to providing feedback. Every assignment might demand

separate feedback therefore we should provide comments with a deliberate plan. What is the
intent of providing critique for this assignment? For instance, a draft will need distinct input
for the final article (Sommers, 1982).

Question 4

4.1

Tyler stressed specific goals and a planned sequence of the material. His guiding
principles center on explaining particular learning goals and organizing information
intuitively to achieve them.

educators have to follow defined goals and sequences of words. Their companies
must be able to convey content accurately and assess pupil proficiency of targets
using standard exams.

Assessment in Tyler's approach focuses on checking if students have met the goals
set forth. It usually entails standardized tests and assessments of noticeable actions
and the results.

Important Aspect: The clearness of aims and systematic approach creates an

organized setting for learning in which goals for learning are clearly laid out and
achievable.

Fundamentals for Content Selection and sequencing: Freire's conduct favors

subjects and subjects that are most relevant to students' everyday lives and their
social environments. Justice for all and revolutionary learning propel the topic-choice
process.

Teachers are encouraged to include children in constructive discussion and

representation of social issues. They provide instruction that enables students to
question oppressive frameworks and advocate for social change.

The assessment is focused on assessing the capacity of pupils to objectively

evaluate societal issues, challenge predominant reports, and present options for the
improvement of society.

Valuable Aspect: The emphasis on action (thought and action) enables students to
develop into fully engaged that influence their social and educational environments.
It promotes fairness, equality, and solidarity.

4.2
Freire's approach emphasizes contextual significance and equitable outcomes. It lets
you create instruction that is relevant to the varied ethnic experiences and histories
of South African students.
South Africa, a developing nation with a long record of racial disparity, could profit
from an educational method that equips pupils with how to assess and remake their
environment. Freire's approach advocates for pupils to investigate difficulties in
power structures, which is critical in a post-apartheid society as a whole seeking
harmony while justice.

Reire's approach encourages the combination of student tongues and heritages into
the educational system. It principles native wisdom and promotes bilingual as well as
multilingual schools, something that is crucial within the nation alongside eleven
official tongues.

Tyler's approach has established goals and organization, but it might ignore the
different requirements and settings of South African students. Its emphasis on
testing and preordained results could fail to adequately tackle the sociopolitical
obstacles and variety of cultures encountered in South African schools.
whereas versatile and student-focused, Stenhouse's approach necessitates resilient
teacher-facilitator abilities and continual assistance. It may be difficult to carry out
successfully in settings in which teachers have shortages of materials or instruction
regarding student-focused methodologies.
References:

https://cambridge-community.org.uk/professional-development/gsweq/index.html
Nilson, L. 1998. Teaching at its Best: A Research-Based Resource for College
Teachers. Anker Publishing Company Inc. Rethinking Our Relationship with Grading:
An Invitation to Reflect and Make Time, Megan Pietruszewski, the Scholarly
Teacher.
Sommers, N.(1982). Responding to Students' Writing. College Composition and
Communication, 33, 148–156. Rethinking Our Relationship with Grading: An
Invitation to Reflect and Make Time, Megan Pietruszewski, the Scholarly Teacher.

Freire, P., 1970. Pedagogy of the oppressed. Continuum. New York.