Index

Please note: Page numbers in italics refer to tables and figures.

A
ability groups 299–300
after-lesson information gathering 124
assessment
criterion-referenced 54
deepening understanding of 117–118
inappropriate methods 128–129
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interpretations of information 129

lack of good information 129–130
for learning 54–55
meaning of 114
mix of methods 156
own performance 162
planning 125–126
reliable, valid, transparent 119–121
three-stage process 126–127
use of criteria 134–136
users understanding of 115–117
using formatively and summatively 121–122
widening methods 141–142
attitudes 101
looking inward 495–497
Ausubel 49, 52, 55

B
Bandura 54–55
behaviour, off-task 419–420
behaviourists 50
approach 49–51
theory 49–51
blogs 388–389
Bloom’s taxonomy
learning applied to language teaching 201–202
to sequence teaching 200–204
broad national goals 63
Copyright 2012. Oxford University Press Southern Africa.

Bruner 49, 52, 54, 55

C
case studies 314, 343
change
management 13
teachers as agents 8
checklists 157
science evaluation 158
classroom
atmosphere 407
climate 406–407

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 talk 179–181, 185–187
task 179–180
cognitive approaches 51–55
cognitive constructivism 55
cognitive development
Ausubel’s theory 52–53
Bruner’s theory 52
stages 52
Vygotsky’s theory 53
communicating through talking 183
communication 379–380
complexity of teaching 9
computer as teacher 381
computer-based technology 372
conceptualisation 52
constructivism 55
content and concepts, deciding on 80–82
contextualist approach 43–44
case study 43–44
contracts, using 416–417
criterion-referenced assessment 130–132
critical realist approach 42
curriculum
development, case study 82–83
general aims 69–71
planning logical sequence 75–76
planning process 82–83
Curriculum and Assessment Policy Statements (CAPS) 64, 69, 75, 88
First Additional Language, Foundation Phase 75
First Additional Language Grades 10–12 74

D
demonstrations in teaching 259–260
debrief and consolidate 265
effective use of 261
performing 264–266
planning 263–264
preparing learners 266–267
problems with use of by teachers 260–261
purposes of 262–263
Department of Basic Education 64, 75, 88
Guidelines for Inclusive Teaching and Learning 70
descriptive explanation 228
designing activities 293
case study 102
disciplinary breakdowns 422
case study 422–423
disciplinary learning 491
disciplinary problems
prevention 405–410
prevention, case study 401–403
responding rationally 400–401
disciplinary responses 421

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 discipline
as caring management 399–401
as punishment 398–399
discipline-as-management continuum 401
discovery learning 52
discrimination 431–434
teaching against 434–436
disruptions, responding to 417

E
economics
simulation role play, case study 338–339
education as intentional activity 27–29
educational beliefs 14
educational change 11–13
educational superficiality 443
e-learning 370
emotional difficulties 411
environment
friendly but purposeful 405–406
importance of 455
learning resource 353–354
supportive learning 308–309
essays 140–141
experiments 314, 331–332
concluding lesson 336–337
conducting 334–336
planning 332–334
explaining as teaching tool 223–225
analysing explanations 223–224
characteristics 226–228
different kinds of 228
importance of 224–225
problems 225
explanations, presenting 233
clearly and fluently 233–234
preparing learners 239
support verbal with visual supports 235–237
using examples and non-examples 238
using voice and body 237
extramural activities 456–458
case study 457–458
extramural curriculum 455–456
extramural programmes 459–464
case studies 460–462

F
families
hunter-gatherers 357–359
pictures 356
Foundation Phase (Grades R–3) 89
Foundation Phase First Additional Languages
assessment guidelines 130–131

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 Foundation Phase Mathematics
assessment guidelines 131
curriculum 159
friendship groupings 299
fundamental learning 492
Further Education and Training band (Grades 10–12) 89

G
Gagne, R.M. 171–172
General Education and Training (GET) 79
globalisation 68
grade-level planning 90
grade plan
checklist 94
manageable units 95–97
overview of topics 94–95
steps for developing 93–99
groups
appropriate composition 299–301
appropriate size 298–299
mix of groups and sizes, case study 301
mix of sizes and types 300
use imaginatively 305–308
group work
assessment 147–153
teaching learners 293–296

H
head of department (HOD) 77, 79
highly structured or closed questions 139–140
homework
case study 445–446
developing home-based activities 450–452
as home-based learning 449–450
problems with traditional uses 445–447
school policy on 452–454

I
information and communication technology (ICT) 369–374
assessment and record keeping 378–379
benefits in education 386–387
examples in teaching 388–390
hardware 375
Internet access 376
lesson planning and management 377
productivity tool for teacher 377
software 375–376
teacher as facilitator 382–385
tool to assist learners 381–385
uses in teaching 390–392
worksheets and materials 378
information gathering
continuous and diagnostic strategy 142–143

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 instruments 118–119
in-lesson check-ups 123–124
instability of teaching 9
instructional materials, designing 171–172
intellectual leadership 302–303
Intermediate Phase (Grades 4–6) 89
interpretive explanation 228
introduction, stimulating 204–205

J
jigsaw groups 307–308

K
knowledge 101
applying 206–207
developing 205–206
and intellect development 498–504
internalising 206

L
labelling as educational exclusion 433–434
language
developing skills consciously 304–305
lesson-planning form 107
and thinking 53
learner-centred teaching 166–167
learners
assessment of 122–125
boredom 411
confusion 411
fatigue 411
keeping on-task 408–409
noisy 419
participation in talk 181–182
second-guess responses 292
summing up performance 124–125
types of talk during a lesson 181
working with answers 255–256
working with questions 253–255
learning 167–171
experts’ opinions 171–172
four pillars of 68–69
intentional, structured activity 175–177
intentions and assessment criteria 136–137
lack of culture 411
natural everyday activity 172–175
outcomes 2–4
school and everyday 29
teaching and assessment activities 106
and teaching assessment feedback 207–209
theories 49–56
learning programmes, specific aims for planning 73
learning styles and teaching 426–429

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 different styles 429–430
implications 428–431
lesson conclusion 309–311
debriefing 297–298
lesson-level planning 99–101
lesson plan
checklist for evaluating 106–107
method for developing 106–108
remodelling 192–193
life beliefs 14
longer-term teaching plans 77

M
meaning constructed through talking 182–183
meaningful versus rote learning 52
media, popular 352–353
Minimum Requirements for Teacher Education Qualifications 19
misbehaviour of learners 410–411
inappropriate talk 418
lack of participation 418
motivations for 412–413
recognising 412–413
research of reasons 411
unnecessarily argumentative 418–419
mixed-ability groups 300
modelled actions 54
modules 5–6
Montessori 60
motivation 50

N
National Curriculum Statement Grades R–12 69–70
national educational purpose 63
specifying of 63–64
national goals 64, 72–73
designing down from 64, 68–69
National Policy Framework for Teacher Education
and Development in South Africa 15
negative consequences, lack of 411
norm-referenced assessment 50–51
problem of 133
Norms and Standards for Educators 15

O
observation as assessment instrument 143–147
observing others 54
open-ended, less structured questions 138–139

P
Pavlov, Ivan 50
pedagogical learning 491–492
peer tutoring 308

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 personal management and computers 381
perspective 10
case study 10–11
phase-level planning 80–82
steps 86–89
physical learning environment 296–297
physical spaces and behaviour 466–469
Piaget, Jean 49, 51–52, 55, 60, 176
Piagetian approach 51–52
planning 21–35
cyclically and reflectively 35–36
developing depth and breadth 76
learner-centred lesson, steps for 204–214
learner-centred teaching 198–200
purpose-driven 38
structure for lesson 102–106
thinking about teaching 36–37
pollution, lessons on 194–195
portfolio assessment 153–156
positivist realist approach 41–42
case study 41–42
practical learning 492
prejudice and social discrimination, case studies 431–432
preparing to explain
appropriate mix of techniques 231–233
decide on purpose 229
key concepts and supporting facts 230
level appropriate to learners 229–230
links between concepts and facts 231
problem-based learning and teaching 312–313
different kinds of 313–319
educationally useful 319–320
problem-based teaching case studies
caring for Aids patients 318
experiment on air pressure 317
investigating reading problems 315–316
solving school litter problem 316
process assessment 149
product assessment 148–149
professional development
failure of 512–513
ongoing 494–495
project work 140–141, 320
assessment of 141
language project, case study 321–323
life sciences project, case study 324–330
planning 321

Q
question-and-answer problems 257–258
question-based lesson
basics of planning 244
planning dilemmas 244–246

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 presentation of 247–258
questioning, atmosphere that encourages 247–148
questions in teaching 248–250
effective use of 241–243
examples of types 243
problems 240–241

R
rating scales 160–161
reading
developing community of 190
and researchers 498
using talk to read world 190–191
using textbooks 362–364
reason-giving explanation 228
reception learning 52
recording assessment 157–162
reflective action cycle 504
reflective competence 20
reflective practice 499–504
reflective practitioner 20–21
case study 58–59
reflective teaching practice 20–21
reinforcement 50
relativist approach 45–49
case study 45
resources
choosing 102
educational and educative 352–353
kinds of learning 351–352
learning and teaching 349–350
role plays 314–315
and simulation games 343–344
rules and contracts 414
agreed upon and understood 415
consensus 416
consequences 416
legal basis 415
moral basis 415
practical self-interest 414–415

S
scaffolding 53
of learning experience 30–31
school-based learning 505
school-based professional development programme 506–512
school management and computers 380–381
school management team (SMT) 79
schools
comparing curricula 64–67
themes and context of 78–80
school’s improvement plan (SIP) 77–78
search engines 388

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 self- and peer assessment 149–151
self-assessment sheet 153
self-esteem, low academic 411
self-regulation 54
Senior Phase (Grades 7–9) 89
shorter-term lesson plans 77
short-question tests 138
simulations 314–315, 337
organising games 344–347
situational learning 492–493
skills 100–101
Skinner, B.F. 50, 60
small-group learning 284–285
key principles 287–289
mediating and managing 298–311
small-group teaching 284–285
case study 286
educationally useful 285
managing time 301–302
planning 292–298
poor management 289–290
poor mediation 290–291
underestimation of learner resistance 291–292
social-cultural context and thinking 53
social needs, insufficient attention to 411
social networking 390
Social Sciences lessons
on apartheid, case study 341–342
on child labour, case study 339–341
socio-cognitive theory of Bandura 54–55
socio-constructivism 55
spaces, learning
analysing and improving 469–470
creating good-looking 409
enriching 465
extending 474
finding 472–473
fixing 473–474
optimising 474
problems and solutions 471
problems with, case study 470
stakeholders’ expectations 485–487
studying at college or university 499
subject-specific goals 63

T
talk
attention distributed 182
building classroom co-operation 183–184
encouraging in aspects of teaching 185–187
importance in learning 178–179, 182–184
motivates learners 184
problems with 179–182

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 tasks developing depth and breadth 303–304
teacher(s) 8
assessing by 114–115
assessment of practice 497
behaviour 409
changing role of 15–17
characteristics 9–10
dominating classroom task 179–180
good and bad 484–485
improving practice 487–490
key roles 490–491
likes and dislikes of learners in 480–482
liking in other teachers 483
role as knowledge worker 491–493
teaching
approaches 41–49
building on learner interests and understandings 198
changing contexts 7–9
classification of practices 515–517
communicative and supportive 199
developing plans 77
encouraging talking 198
frameworks or paradigms 39–41
goals 9
good 483–484
learning and assessment decisions 38–39, 56–58
methods, activities, resources, assessment 92
relationships between bits of work 200
stretching learner understanding 199–200
textbooks
assessing educational quality 360–364
core learning resource 354–355
media resources to update 366
selection 355
themes
across a subject 441–442
time and organisational difficulties 444
within a subject 439–441
theme teaching 437–438
levels of integration 438–442
strengths and weaknesses 442–444
theory of teaching and instruction 52
Thorndike, Edward 50
time
allocations 83–84
allow for thoughtful responses 185
efficient use of 84–85
managing 408
planning 92
traditional assessment methods 138–141

U
uncertainty of teaching 9

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 uniqueness of teaching 10

V
value conflict in teaching 9
Vygotsky 49, 53, 55, 60, 176

W
Watson, John 50
whole-class discussion 268–270
appropriate physical space 275–276
appropriate time 270–271
bringing to a close 279–280
forms of 271–274
mediating 278–279
planning 274–276
questions or problems to focus 276–277
skills of class 274–275
whole-language approach 187–188
whole-school planning 77–80
wikis 389
workplace learning 505–506
writing as conversation 188–189

Y
year plan
content planning and sequencing 91
drawing up, case study 90
teaching methods and assessment 92
time planning 92

Z
zone of proximal development (ZPD) 53, 176

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