BTE2601 - Assignment .pdf

QUESTION 1 1.1 a. My understanding of the Critical Education theory is that it is not just one theory, but a set of possibilities and views that stimulate ones actions. In the context of the classroom, these views, with regard to discipline, teaching methods and theories all have a bearing on how you teach. These actions are the building blocks to how you practice and in doing so the different approaches can be applied at your own discretion. b. Critical Education is the foundation for teaching. Educators are able to use the different approaches within the classroom to evaluate which approach will work best for, not only the educator, but the learners too. In doing so the educator is able to develop their own identity with regards to their teaching style and in doing so creating a learning environment, which is beneficial to optimal teaching and learning. It encourages educators to adapt their style of teaching to the learners as a whole as well as their environment. We are aware that in South Africa there are numerous socio-economic differences which need to be considered, when taking urban and rural schools into consideration. Educators need to adapt their teaching styles to each situation to guarantee that every learner within the school receives the best quality education which prepares them for the future. Critical education, therefore, creates the connection to bridge the gap between economic classes in the school and within the social environment. c. The advantages of the critical theory as set out by Gravett et alia (2019:29) are as follows:  It will enable educators to create knowledge according to the needs of their environment and particular contexts.  Transforming teachers from implementers of knowledge to co-creators of knowledge.  It encourages educators to be active in the development of new knowledge and forming new relationships.  It puts an emphasis on the educator as a caring professional and this leads to changing practices of inequality. S Caldecott BTE2601 Assignment 2 Unique Number: Page 4  It provides an opportunity for different way of thinking and teaching. This enables optimal teaching where all learners can benefit. 1.2 Gravett et alia (2019:77) reference various aspects of a curriculum. These can be classified as different types of curriculum and are listed and described as follows:  Official, explicit intended curriculum: This is known as the prescribed curriculum which sets out the intentions of the Department of Basic Education. This curriculum forms a blueprint for teaching.  Enacted curriculum as practice: This is curriculum is also referred to as a non-official curriculum which is implemented by an educator, which is taught and learned. However, there are many barriers which can impede on an educator’s ability to implement the plan as envisioned. These barriers can include resource constraints, budgets and misunderstandings.  Covert curriculum: Covert curriculum is classified as teaching which is inherent on the part of the educator or school. It comes about where respect for others, order and obedience, teamwork and cooperation are crucial points. These are particularly significant in early schooling.  Hidden curriculum: Hidden curriculum is another form of inherent learning, where the educator did not intend and are perhaps not even mindful of the learning taking place. Learning is hidden from the learners, as well as the teachers. We learn in numerous ways and by spending time in diverse surroundings we learn to see the world in a particular way.  Assessed curriculum: This refers to the skills and knowledge that are measured to govern learner attainment or what objectives or learning outcomes are achieved. Assessment is a very important part of the curriculum as it is used to evaluate the learners based on their performance. S Caldecott BTE2601 Assignment 2 Unique Number: Page 5 1.3 The social theory of Lev Vygotsky emphasises the social context in which learning takes place. This theory is established on the grounds that children will obtain new knowledge and behaviour through their interactions with others. This technique of teaching encompasses the process of mediation, where learners move from their own developmental level to their potential level. Learning is done individually to assess where the learner is developmentally. Collaborative learning is encouraged. Teaching takes place using the framework of scaffolding, where the educator creates activities to help learners reach their potential. The emphasis is on how learners progress to new levels through supervision. 1.4 Howard Gardner’s multiple intelligences are listed as follows:  Logical - mathematical  Verbal - linguistic  Musical - rhythmic  Naturalistic  Spatial  Bodily - kinaesthetic  Intrapersonal - interaction  Interpersonal - introspection  Existential QUESTION 2 2.1 a. Pedagogical content knowledge. Pedagogical content knowledge is the amalgamation of teaching and specialisation in a certain subject. It is the practise of content knowledge and effective pedagogy coming together in an educators teaching style. Planning and implementing teaching and learning necessitates proficiency in both these areas. S Caldecott BTE2601 Assignment 2 Unique Number: Page 6 b. Transformative teacher. You are considered a transformative teacher when you are able to cultivate an inclusive learning setting. Being a transformative teacher you bring about a transformation of teaching practices. You foster critical citizens and implement impartiality, redress, non-discrimination, access, fairness and democracy within the school and classroom setting. c. Inclusive education. Inclusive education is a structure that aims to eliminate inequality within the school and classroom environment by safeguarding that all learners, irrespective of their background, race and ability are treated impartially and equally. d. Reflective practice. This is described as the practice of purposefully reassessing your teaching to expand your understanding and to measure the efficiency of your work. Its intention is to help you advance and streamline your thoughts and experiences, as well as support you in problem solving. e. Assessment rubric. Assessment is the practise of gathering information and then evaluating it to reach a conclusion or assistance to support decision making. It allows the educator to see where each child is developmentally and signposts whether there is a need for intervention or the acknowledgment of achievement.