Scribd
Upload
581 views30 pages

Getting Practical Section 1

Teaching

Uploaded by

anamsiyotula15
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
581 views30 pages

Getting Practical Section 1

Teaching

Uploaded by

anamsiyotula15
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
ave vn OXFORD Getting Practical A guide to teaching and learning: SRD EDITION THIRD Bien + Mary Gro: “SECOND pe @ camscanner AEVISED EDITION Saide Getting Practical A guide to teaching and learning THIRD EDITION Tony Mays + Mary Grosser (Section 2.2) « Lizette de Jager (Section 7) SECOND EDITION Tony Mays FIRST EDITION Costas Criticos + Leanne Long « Relebohile Moletsane + Nonhlanhla Mthiyane with John Gultig and Jo Stielau (EDITORS) Powered by € CamScanner OXFORD [UNIVERSITY PRESS ‘Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship. and education by publishing worldwide. Oxford isa registered trade mark of ‘Oxford University Pres in the UK and in certain other countries Published in South Africa by Oxford University Press Southern Africa (Pty) Limited ‘Vasco Boulevard, Goodwood, NI City, PO Box 12119, Cape Town, South Africa © South African Institute for Distance Education 2012 “The moral rights ofthe author have been asserted First published 2002 Second edition published 2009 “Third edition published 2012 “Third revised edition published 2016 “Twelfth impression 2020 Allright reserved No par ofthis publication may be reproduced, stored in a reteval stem, of tansmited in any form or by any means without ne ford Univesity Press Southern Africa (Pty) Ltd, prior permission in writing of Ox ras expreslypermited by law y licence, or under terms agreed with the appropriate reprographic rights organisation, DALRO, The Drama Artistic and Literary Rights Organisation atdalro@dalracoza. Enquiries concerning reproduction outside the scope of the: above should be sent to the Rights Department, ‘Oxford University ress Southern Africa (Pty) Ltd atthe above address. ‘You must not circulate this work in any other form and you must impose this same condition on any acquirer. Getting Practical: A guide to teaching and learning ISBN 978 0 19 9055357 Gul, Stila, J &e Mays, (Eds). 2015. Getting practical 3rd revised edition. ‘Oxford University Press Southern Africa: Cape Town. ‘Typeset in ITC Stone Serif 9.5pt on 11pt Printed on 70gsm woodfree bond paper Acknowledgements Publishing manager: Alia Terblanche Publisher: Marisa Montemarano Project manager: Sarah Floor Editor: Louise Banks Designer: Judith Cross and Oswald Kurten ‘Typesetter: Orchard Publishing Ilustrator: André Plant Printed and bound by: Academic Press “The authors and publisher gratefully acknowledge permission to reprodi material in this book. Ever effort has been made to trace comida Bean copyright infringements have been made, the publisher would be grateful for information ‘that would enable any omissions or errors to be corrected in subsequent impressions. Links to third party websites are provided by Onford in good faith and for Ps information onl; Oxford disclaims any responsibility forthe materials contained in any ide party wane referenced inthis work. — Powered by € CamScanner Abridged Table of Contents Series introduction ix tion One How to use this module 1 Section One introduces learners to the module's content and desired outcomes, provides tips on how to study, and sketches the changing professional and socio-economic context in which South African teachers will practise. Section Two Planning to teach 23 Section Two explores the notion of teaching as an intentional activity involving the organisation of systematic learning that requires careful planning. It explores the implications of the role of the teacher as a knowledge worker in a changing world and the need for teachers to be able to locate their professional decision-making within a theoretical framework. The section explores the general principles of scaffolding learning in a deliberate way, and then expands on this at system, school, phase, grade and lesson levels. Section Three Assessing learning and teaching 111 Section Three explains the implications of the shift to a criterion-referenced assessment, and demonstrates a number cof ways in which assessment can be used diagnostically and formatively. It demonstrates how to use a range of assessment strategies to diagnose learning difficulties and assess learner competence reliably. Section Four Teaching with learning in mind 163 Section Four asks,'How do learners learn?’ It then illustrates what implications these understandings hold for teaching. ‘The writers demonstrate how important talk is in all learning, how to teach conceptually, and how to ensure that learning develops both a depth and breadth of understanding. Section Five Whole-class teaching 219 Section Five focuses on developing teachers’ whole-class teaching skills. It explains how to use strategies such as explanation, demonstration, questioning and large class discussions in an interactive and learning-centred way. Section Six Small-group, problem-based teaching 281 Section Six focuses on developing teachers’ skills in small- group, problem-based teaching using a variety of learning and teaching resources. It explains how to use small-group Powered by CamScanner Section Seven Section Eight Section Nine plem-based learning (in particular, projeet discussions, Frents, role plays and simulations) to construct a ST CSTnG and rigorous. It concludes by Using information and communication technology in education : tion Seven picks up on the discussion at the end o sa about the selection, development and use of le; resources. It focuses on the use of digital resources and the integration of information and communications technologies (ICTs) into teaching and learning processes. A separate section has been devoted to this discussion because the ability to work with digital resources and to use a range of ICTs has become an essential life skill for both teachers 367 f Section arning, and learners, Managing learning and teaching Section Eight focuses on the broader teaching and learning, favonment. It begins by exploring how teachers can meve from a ‘discipline-as-punishment’ to a ‘discipline-as-caring. amagement’ approach to discipline, It then emphasises tie importance of good teaching as a disciplinary tool. ‘To this end, it tackles the issues of learning styles, teachin against Prejudice, linking learning to life (through theme te ching) and extending learning by using homework and extramural activities better. The section ends by examining how teachers can brighten up the space in which they teach and use it better, Ongoing Professional development 471 395 ‘ays in which teachers can dev Professional Competence. Process for monii Providing teachers with Professional competencs elop their - Reflective action is one suggested aching practices. The section ends by a typology they can use to assess their e, Selected reading 524 The selected Teading list provides teachers with reading Tesources they ci ‘an use in their ongoing professional development, Index 52i Powered by € CamScanner Table of Content Series introduction ix Section One _ How to use this module 1 1.1 What will we do in this module? 2 Introducing the module 2 Desired learning outcomes 2 1.2 How is the module structured? $ How should the module be studied? 3 How to navigate through the module 6 1.3. The changing contexts of teaching 7 The teacher as an agent for professional change 8 Dealing with educational change u How can we manage change constructively? 13 The changing role of South African teachers 1S Becoming a reflective practitioner 20 Section Two _ Planning to teach Introduction Whaat have we learnt? ‘Whaat will we learn in Section Two? 2.1 Education as an intentional activity The nature of school learning as an intentional activity Scaffolding the learning experience The importance of planning 2.2. Purpose-driven planning: How do we decide what and how to teach? 38 Making decisions about our teaching, learning and assessment 38 ‘A positive realist approach to teaching, learning and assessment 4 ‘Acontextualist approach to teaching, learning and assessment 4B ‘A relativist approach to teaching, learning and assessment 45 Learning theories that underpin these approaches 49 Making decisions about our teaching, learning and assessment 2.3 Planning with national aims in mind Planning in terms of national educational purpose Designing down from South Africa's national goals Planning a logical curriculum sequence Developing depth and breadth 2.4 Developing teaching plans Whole-school planning Phase-level planning 80 Grade-level planning 90 Lesson-level planning Powered by CamScanner learning and teaching ay essing us ce tion : gectiO™ yhre ‘we learnt? IK ea gueing the ters fi 1 Assessmeh™ gsessment meay” vccment 7 3. What does asseerr gerstanding of assessment iy Deepens all this mean for planning asses ? bs What does al ropriate assessment instruments sthoe ie a Eng net pate assent ethos the problem witerenced assessment a een ia itter use Of traditional assessment methods 1s wider Using a mix of methods re : assessment | Using checklists 9 Using rating scales 169 “Assessing your own performance 18 section Four Teaching with learning in mind 163 Introduction 164 What have we learnt? 164 What will we learn? 165 4.1. How do young people learn? : 166 What do we already know about learning? 10 What do the experts say about learning? in 4.2. The importance of talk in learning 18 ‘The problems with talk 19 Why is it important to have more talking in classrooms? 182 How do we create classrooms in which more talking, takes place? " Towards a whole-language approach to teaching and learning. we 4.3. What does this mean for teaching? ra Remodelling a lesson plan re Planning teaching that is learning centred - Using the revised Bloom’s taxonomy to sequence teaching im on process for planning a learning-centred lesson Es = n Five — Whole-class teaching 24 Introduction * What have we learnt? a What will we learn? 2 1. Using explainin, i 3 ‘ 8 aS a teaching t ; What isan explanation? °°! 2 Preparing to explain a Tesenting explanations a0 52. Using questions in teaching FA What is questioning? Fa ri 1 a PeParing a question-based lesson u senting a question-based lesson Powered by € CamScanner 5.3 Using demonstrations in teaching 259 What are demonstrations? 259 Planning a demonstration 263 Performing the demonstration 264 Preparing learners to demonstrate things 266 5.4 Using whole-class discussion in teaching 268 What is a whole-class discussion? 268 Different forms of whole-class discussion 271 Planning good whole-class discussions 274 Mediating the discussion 278 Bringing the discussion to a close 279 Section Six Small-group, problem-based teaching 281 Introduction 282 What have we learnt? 282 What will we learn? 282 6.1 Small-group teaching and learning 284 What is small-group teaching and learning? 284 Why is small-group teaching educationally useful? 285 Key principles of good small-group learning 287 Common problems with small-group work 289 Planning small-group teaching 292 Mediating and managing small-group learning 298 6.2 Problem-based learning 312 What is problem-based learning and teaching? 312, Different kinds of problem-based learning and teaching 313 Why problem-based learning is educationally useful 319 Using project work 320 ‘Teaching through experiments 331 Role plays, case studies and simulations 337 6.3 Resourcing learning and teaching 349 What makes a resource a learning resource? 350 Different kinds of learning resources 351 Why use resources in learning? 354 ‘Textbooks as a core learning resource 354. Section Seven Using information and communication technology in education 367 Introduction 368 What have we learnt? 368 ‘What will we learn? 368 7.1 Exploring the potential of integrating information and communication technology in the classroom 369 ‘What is e-learning? 370 What is ICT? 370 7.2. From potential to practice: Integrating ICT into the classroom 375 ‘Using ICT in the classroom to work more efficiently and effectively 375 ICT as a productivity tool for the teacher 377 Powered by CamScanner ers | : searne g and learn wi nl ucatiol in Oe in teachin 3%, of ICT iD teaching * nd teaching 395 / anaging learning 4 395 section Eight 396 39% anaging disciplin' 395 of thinking about di 39 sciplinary problems 405 " isruptions a Responding to minor distuP! Resg with major disciplin m 8.2 Teaching as a management tool 426 Learning styles and teaching 126 sesching against prejudice and social discrimination BI Linking learning to life: Theme teaching, a7 Using homework better 445 83. Enriching the environments in which we teach 455 Learning environments and why they are important 455 Developing an extramural curriculum 495 Enriching our learning spaces 465 Section Nine Ongoing professional development 471 Introduction 478 ‘What have we learnt? 478 What will we learn? 478 9.1 What is a professional teacher? 480 What do learners think? 480 ba i teachers think? 482 iat do ot! What do othe stakeholders expect? 485 eachers do to improve th = 9.2 How do we improv prove their practice? 48) Why is ongoing profess professional practice? 494 Looking inwards Develo clopment important? a Looking outar: ouiloping a more thoughtful attitude 495 Looking to others: Worker nd Our knowledge and intellect He 93 Why does so much prof ig collegially in schools 508 94 ‘sessing your practice miconal development fall? A wa : a lected reading Index 528 521 Powered by € CamScanner Series introduction - What does this module aim to achieve? Jeachers working in classrooms are required to implement the national curriculum in ways that are responsive to their context of practice and to the individual needs of learners. This raises questions such as the following: * How do we implement a teaching style that is both learner-centred and nationally directed? + Do learner-centred approaches to teaching and assessment mean we have to ditch all teacher-led and whole-class teaching methodologies and use only small-group work? + How can we create a learning environment that is conducive to meaningful learning and achievement? * How, in short, do we choose what and how to teach? ‘The rapid pace of technological change and increasing globalisation have resulted in an exponential increase in access to sources of information and an erosion of the concept of a teacher as the transmitter of information. Slattery (2006: 48-9), a curriculum specialist, observes: Teachers often agree that their students do not know the factual information required for passing through the school system and passing standardized tests, but they throw up their hands in desperation, blaming uninterested parents, boring textbooks, overcrowded classrooms, drugs, self-esteem programs, television, poor preparation, and ineffective previous teachers, or any other convenient target. However, these teachers continue to use the same methods of teaching and evaluation that have dominated curriculum development for over one hundred years ... Is the problem that educators have not perfected the modern methods? Or is the problem that the modern methods and strategies are no longer appropriate in a postmodern era? Slattery (2006: 111) argues the need for a more co-operative learning and teaching environment, an interdisciplinary school curriculum and semi- nar-style classes ‘where circles and centres replace rows of desks’. Discovery laboratories, multisensory projects, autobiographical narratives, oral history projects, engaging seminars, aesthetic awareness, and provocative field experiences involving groups of students, teachers, and other community members will become the norm rather than the exception. Socratic dialogue that seeks Powered by CamScanner x SHRIES INTRODUCTION understanding, respect, and synthesis rather than predetermined answers will be the hallmark ... de Kock and Hattingh (2009) argue that the context is so different, and the students themselves are so different, tha itis time for a qualitative transformation in the ways in which we teach, ‘This module suggests that new teachers, like teachers alway’, requise 4 full array of teaching strategies, both learner-centred and teacher-centreg ‘The critical point is that these methods be used in a learning-centred way This module aims to develop the skills required to teach in a thoughtfuy, and learning-centred manner. It begins by exploring the increaseq ‘of good planning and ends with a section dealing with importance “ongoing professional development. In between, the module demonstrate, how to: * Use a greater variety of assessment strategies, how to use assessment formatively and summatively, and how to use assessment to diagnos learning difficulties ; + Explain how learning occurs, and use this understanding to design lessons that are engaging and that scaffold learning effectively Use a variety of both whole-class and small-group teaching methodologies in a learning-centred manner Make increased use of problem- and resource-based strategies, and integrate ICT in a meaningful way Manage classrooms thoughtfully and decisively in order to avoid breakdowns in learning or discipline Extend schooling beyond formal teaching by creating exciting physical school environments and developing a vibrant extra- curricular atmosphere. In similar vein, Slabbert, Acknowledgments Getting Practical: A guide to teaching and learning is a revised edition of a module produced as part of the Study of Education Project managed by the South African Institute for Distance Education (SAIDE). The first edition was conceived by a group of writers from the University of KwaZulu-Natal (then the University of Natal): Costa Criticos, Leanne Long, Relebohile Moletsane and Nonhlanhla Mthiyane. John Gultig and Jo Stielau edited the book substantially to produce the final manuscript. The second revised edition was prepared by Tony Mays and benefited from critical comment from Ingrid Sapire and Sue Cohen. This third edition was again prepared by Tony Mays with significant new inputs by Mary Grosser (theoretical frameworks) and Lizette de Jager (ICT integration). SAIDE acknowledges with thanks the original funder of this project, the W. K. Kellogg foundation. . oe ta a like to thank the following: * iStockphoto for permission on eee pe to reproduce the first photograph * Getty Images for permission to reproduce the second and third photographs on page 38 Powered by € CamScanner SERIES INTRODUCHION Xi «Gallo Images for permission to reproduce the photograph on page 465 oer Department of Education for permission to quote from ¢urriculum and policy documents « SchoolNet for the section on ICT (pages 377-385) Frnedore Sizer for permission to quote the excerpt from Horace’s Compromise. Copyright © 1984 by Theodore Sizer. Reproduced by permission of Houghton Mifilin Harcourt Publishing Company. All rights reserved «The Taylor and Francis Group for permission to reprint the excerpt from How children learn: Implications for practice by Bennet, N. & Dunne, E. in Moon, B. & Shelton Mayes (Eds). (1994). Teaching and Leurning in the Secondary School. London, Routledge. « Barrie Bennett, co-author and President of Bookation Inc. for permission to reprint extracts adapted from Classroom Management: A Thinking and Caring Approach. (1994). Bennett, B. & Smilanich. Toronto: Bookation Inc. «© OUP SA for permission to reprint two extracts from In Search of History: Primary Book 1 by Beck, L. et al. (1995). Cape Town: OUP Southern Africa. The Study of Education Project Other modules produced as part of the Study of Education project were: * Unierstanding Outcomes-based Education (1998) + Creating People-Centred Schools (1999) * Learners and Learning (2001) * Working in Classrooms (2002) Being a Teacher (2002) Curriculum: From Plans to Practices (2002). A revised edition of Curriculum with a new sub-title, Organising Knowledge for the Classroom, is now available. The Study of Education project em preceded South Africa's first democrat} Paucators - who were being hailed as key’ to developing a democratic and globally competitive South African society - wanted to move from the Suthoritarian ethos of the old, apartheid curricula, but found few texts vailable to support them in this shift. This project was a small attempt to fill this gap. SAIDE was also concerned that the distance-education debate in South Africa was driven by questions of cost effectiveness rather than of educational quality. Given our dismal distance-education history to that point, mostly characterised by single-media and overly didactic courses, this seemed a major deficiency. We felt that the production of critical and engaging distance-education materials would serve to demonstrate how distance education could meet access needs cost-effectively while also Providing quality education. The project chose to develop these open lea ‘educational theory. In an era when the teaching o! jerged in the exciting times that ic elections in 1994. Teacher ning texts in the area of f theory was treated with Powered by € CamScanner sERtES INTRODUCTION suspicion, this might be regarded as a strange choice. We belie, Fea et tects who have to change the old system and imped the new curriculum, who have to help build a democratic order andy, ten cui em me ecient, needed an education Sy ao Sunk. pcbemrsolve and make ale fudge see on tala tinct ie forthe abstract $Scntextad they that carcesid South Aan tee sealant ps Te modules tempt teach theory ss aval : | 6 SECTION ONE: HOW TO USE THIS MODULE Independent self-study or formal, structured learning This module has been written primaril for use i ieee Pre-seny " in-service study. When used in this way, it is likely that the te. learners will be studying other modules, on educational psychoigs” Mathematics method, for instance. In this kind of study course, pregar, would make the links between the different aspects of teacher educan But we also hope that the module will be used by practising teachers, a reference book or handbook that they'll keep on their desks and dip when they'd like to refresh their understanding of different issues, jg. with this, we have titled each section and sub-section clearly. This sh. enable teachers to quickly refresh their thinking about role playy instance, by opening the book at Section Six. How to navigate through the module You may already have flipped through the pages of this module, stopping here and there as things caught your eye. Why not do this now fv. haven't already? Spend about ten minutes scanning through the module Read section and sub-section titles, and read the desired outcomes in te first sub-section of each section. Then, randomly, read a page or two hrs and there. Look at a couple of activities. Then discuss your observaticns about the learning demands of this module with fellow teacher-learnes, You probably have some questions about what certain things mean o why we have arranged the module in the way we have. To answer all thes frequently asked questions, we have reproduced two sample Pages from the book to help you navigate (find) your way around it. Throughout the text, we interact with a group of fictitious teachers. This is done in dialogue form and in the form of cartoons. The lessons they teach and the thoughts, fears and frustrations they express are common to those of many teachers, ‘Simply reading through 2 te Not going to improve you' at all. We want you to re08 actively, pausing to think 2° ake notes. In many cases." ask you to actually practise > and then to refect 7 These activities are indicate this kind of text. Notes f° these activities should Be, written in a separate Wo" st of outcomes, whic! learning points or desired learning outcomes of the ex your learning and progress. Revise if necessary, h is a summary of key ction. Use these to monitor Powered by € CamScanner The changing contexts of teaching Jn the illustration below, Cynthia Maile, a teacher from Kokstad, expresses some of the frustrations many South African teachers are currently experiencing. While classrooms are exciting and challenging places to work in, the rapid change that has occurred over the last few years can also evoke fear and anger. Hey! Change, change, change! What on earth is going on? thought | was simply a teacher and | ‘must just teach, Now they say Lmust ‘Play roles’, ‘Develop competences, ‘Facilitate learning’, ‘Design earning programmes’, “Teach Inclusively’ and ‘Integrate technology’. le Perhaps it's best just to go 5 home and sleep. Classes witht teacher relly are learner-centred't ‘The work of teachers has changed a lot in recent years. Today, teachers are expected to do many things they did not have to do In the past, In addition, they are being asked to do things they have always done In very different ways. This rapid change characterises society too. If you read the newspapers regularly, you will notice that schooling and Its main audience ~ young people - face massive challenges today, If you are interested, you might want to subscribe to The Teacher, a monthly newspaper for teachers. You could also use the Internet to keep yourself informed about trends in education by visiting websites such as that of The Teacher ([Link] Most newspapers now have an online version, Check out your favourite newspaper online regularly to find out what education stories are making the news headlines. You can also subscribe to education-related newsfeeds, chats and/or blogs on social- or professional-networking sites like Facebook, Twitter and Linkedin. Powered by € CamScanner oY 8 SECTION ONE: HOW TO USE THIS MODULE Updates from thy South Afican Institute for Distance Education (SAID by sending an fe mailto Jenny Louw at jenna saideog za. @é Activity 1 1. Do this activity quickly, Work with a couple of other teachers. Don't spend more than 30 minutes on it. Collect a few of last month's newspapers. Scan through these newspapers. 3. Find a couple of articles that deal directly with changes in schools and classrooms (for example, ‘Teachers using Twitter to keep kids engaged’). 4, Find a couple of articles that don’t deal directly with schooling, but that may have an effect on what happens in the classroom where yoy teach, for instance, youth violence, unemployment or other issues in wider society that will have a spillover effect on education (for example, ‘Are our schools safe havens for orphaned and vulnerable children?’). 5. Write down two ways in which the issues reported in these articles could affect the classroom where you teach today. Explain what you would do to confront these new challenges imaginatively. n The teacher as an agent for professional change The work of a teacher is all about change. Teachers must plan proactively for deliberate change, but also respond appropriately to unexpected change. How is the teacher's work different from that of other professionals? The next activity will help you to begin to identify the unique challenges of being a member of the teaching profession. @ Activity 2 1. Suggest any similarities and differences between the work of a teacher in a school and: * The work of a clerk in an office in a company + The work of a manager in an office in a company * The work of an artist. * The work of a doctor, lawyer, social worker or accountant. 2. Write your definition of the word ‘professional’. ‘We think that a professional Person can be described as someone who, 00 the basis of a lengthy period of training, exercises the knowledge and skills acquired in accordance with the perceived needs of clients in a context in which autonomous judgements are made. Teachers make many professional decisions about what and how t0 teach in their individual classrooms. At the same time, they remaif accountable to others for learner achievement against agreed standards and progress made through the plan 1 ed curriculum. Sometimes tension’ arise between teachers" professional ; choices (for example, the need for ‘more teaching resources of a particular kind or use of particular teaching Powered by € CamScanner 1.3 The changing contexts of teaching 9 strategies) and the professional choices of school managers (who, among many other things, need to ensure the school can balance its budget, and can operate in an effective and orderly way). So teachers exercise professional autonomy within limits. The school as a workplace is very different from that of many other professions. The teacher's primary ‘clients’ are learners, but unlike the Clients of most other professionals, learners are required to attend, are encountered in large groups rather than as individuals and are under professional control over an extended period of time. Unlike people in other professions, teachers may therefore need to respond to problems of ill-discipline. Also, the goals of teaching are very diverse. A doctor needs to relieve an illness, for example, and a lawyer must win a case. However, the goals that society sets for education and the goals that teachers set themselves (for example, to maximise the full potential of every learner) are never fully achievable. The teacher's work is never really completed. So professional competence is harder to assess and the context of practice can be both emotionally challenging and demanding. Unlike in the past, schools today are part of a much more open system. Schools and school teachers are accountable to learners themselves, to parents, to the profession and to politicians. Finally, teaching does not follow the same predictable pattern every day. It has the following characteristi * Complexity: Classrooms are dynamic places where changing problems interact with one another. When we try to take action on one problem, it may have an unanticipated knock-on effect on another problem, and when we turn our attention to that problem, we find that it is linked to yet another. * Uncertainty: Time and resources are always limited, and so we have to decide what can and cannot be done. However, many of the possibilities that confront us seem equally worthwhile so that, as we make the decisions of everyday teaching, we often experience a feeling of uncertainty about whether we have made the best choice. * Value conflict: Even when we are sure about our decisions, there is the strong possibility that someone else would be equally sure that they were not the best choices. We operate within a set of assumptions that others may not share. This value conflict resulted in problems in implementing outcomes-based education (OBE), for example, where curriculum reformers valued ‘experiential learning’ and ‘learner discussion’, while many parents, based on their own experiences, valued ‘rote learning’ and ‘exercises written in books’. A similar tension exists with the language policies of schools: research suggests that learners need to build literacy skills first in their home language, while many parents want their children to master English as soon as possible. * Instability: This manifests in two ways. To begin with, there are the unwanted interruptions that disturb the planned day. Then there is the type of unpredictability where, for example, a well-planned lesson does not work, but the instant improvisation is a great success. Powered by CamScanner 0 ont: wow 10 USE THIS MODULE + Uniqueness: No clos soup oe ey oe, an ce ml are Dope fe aoe utah tons nae om ou Es weraetocope mination 2 ie oy 3nd Cia Sp seg tae Bot ing ke ea ig, can meal 3 a et ar 0 mate en ae oti ad Sno ei tl a yr note value experience of learners in a classroom is dependent on their Sn ies one i er ines er els ope com Soe oS oe a esc ee 2 ee ener ates in diagram form, i looks lke this: ‘Develop and reinforce ‘theoriesinvuse’ ‘Actin te classroom (Our professional practice ~ what we actually do in the classroom ~ is therefore embedded In a whole way of thinking, feeling and seeing that enables us to give meaning to our experience. In other words, our behaviour is shaped by the way we see the world, our ‘perspective’. However, although our perspective allows us to see and operate in the world in certain ways, it also prevents us from seeing and operating in the ‘world in other ways. As we ‘gain experience’, we probably lose contact with our actual experience. As a result, we can become trapped in myths that we have developed through our past experience that come to control ‘our outlook on the present and the future. This means that if we want tO ‘make fundamental changes to how we behave, as opposed to superficial or short-term changes, then we need to change our perspective. ‘The next activity provides an example of the ideas discussed above Before you look at the activity, read through the case study that follows CASE STUDY: How perspective shapes our professional Practice “Oh dear thought Mes Mateza. Tomorrow Ihave to teach them about interest charges as part oftheir maths and life skills Prepares, And they always find it 30 dificult expect they ‘to understand just ike they do every yea." he next day, Mrs Mateza starts her class by saying, “Today We - 49101 ‘0 look at a very difficult topic.’ She then writes the *7d “interest” on the board and proceeds to work through an / i EUS 13 Thechangingcontexs of eaching 11 madre sgt reigned nintinmnan | ‘After completing ‘the example, she asks the learners to i aot ieee ar | activity s 41. What advice would you ge to the teacher in the case sty? 2. Identity a topic that your learners (you are a practising teacher or you (if you are a student) tended to have efit with and that needed to be “taught” more than once, 2. Deserie the diferent aporoaches you hav used or experienced in the teaching ofthis topic, b, Which approach or approaches seemed toyed the best results? ‘What do your answers reveal about your avn practice otha ofthe teachers you experienced? nan ‘Our classroom practice is informed by embedded theory. We can clistingulsh between espoused theories (what we say to justify what we do) and theories in use (what we actually do). In order to become better teachers, we may need to identity, challenge and change our embedded ‘theoties or perspectives. Conscious reflection can help us to break open the closed loop of repetitive, unchanging practice. In Mrs Mateza's case, her prediction is sel-fulilling: she continues to teach in the same way that has not worked for her in the past and gets the same kind of result, She needs to consider adopting a diferent approach, Dealing with educational change Jn Activity 1, you probably found a large numberof ales about sues that in some way or another influence Your work 383 tachet. The ‘challenges facing teacher in implementing the changing curcaum 2 the inceasing emphasis on achlving results tat ae internationally benchmarked are probably the changes you hae hard most abou are told we must undergo a complete pradgm shite The curiam has change. + Pedagogy has changed. 4 Assesiment i chang. = 1 ASG sgget aed Ms Matera lusts ¥en we Wilh change! are sfesing fom ‘change uch change! Let's listen to 2 [No wonder some teachers complain that th fatigue’. They are exhausted from too mu Powered by € CamScanner ese iowa mae ene Score theca eae rouse mm 12 weHONONE HOW wo dys of CAPS hs and theentedtat = ast oo mc In they 2 that thee nee ies il develop a more durocrate croom! But i you her all the techeal wor? Cel autcost Leaing ‘outcomes Asesiment standard Hal wish thoy "WOULD hep us improve nda! mong a group of teachers attending @ regional Workshop oe topic implementing CAPS meeting on the of ‘Come on Cynthia, sore th ideos were interesting. This the tied workshop Ive been to. Fistit was OBE, then NCS and now CAPS, Why can't they sb paily "what ism suppose to da? Get practical This seems tobe the call of many teachers we have spoke” {eB while workshops filed with new terminology are one eason WH {sicher reject new ideas, all change everywhere inthe world i usally ‘et filly with fear and rejection. Allover the world, new ideas 3nd approaches to education ae being explored, The focus i many places 5 fn making teaching more leaner cented, with a more problet svg nature, and outcomes-based. And, throughout the world, there ate teacher lke Cynthia, Joe and Mac who complain about these changes Tis local: any major policy change makes huge demands o” 2 ke place i policy at the top, so we hav® ng with the old, and that makes us f Change able. As good teachers, our challenge isto find ways to manasé change, 1.3 The changing contexts of teaching How can we manage change constructively? ‘The first step in dealing intelligently with change isto think back in order to understand how out history shapes ou present thoughts nd precooe But we need to do this thoughtfully rather than nostalglaly We long romanticising the past and, in so doing, we often blind curseives to one possiblities! We need to ask ourselves questions suchas ‘How did I get to be a teacher of trainee teacher in the fst place? Why do teach in the way Ido? + What makes me so resistant to changing or improving my practice? G rctivity a 41, Spend about 40 minutes on this activity, Probe into your pastas ‘thoroughly as you can. Ifyou are studying other covraes, ty hot to refer to articles about change tht you may have reed unl you have ‘finished exploring your own attitudes. Once you have completed the reflection, bring these articles into your discussion 2, ‘Sit quiet and ty to answer the questions in the ist above alone. Did you choose to become a teacher because you wanted to o because there was nothing better todo? How did you lean fo ae you learning ‘0 teach: from your colege studies, for example, or by ‘copying now you were taught? Do you resist Suggestions that you change? Why? ‘3, Then giscuss your ideas witha group of ether teachers or trainee teachers. How similar are your histories? How diferent are they? ‘Ty to be as honest as you can. This is difficult forall of us. Maybe other teachers can play the roe of really intetrogating you when you think you. ‘may not be able to see the tut How did we respond to this activity? moc ny see or me ap ee ‘Soebroto a iets Rec ayes ia a ar a pr a Sal i wa Pats iy a en ‘to keep good influences and modi r influences, The fact that so many of hee ieas are het unconslosly makes afc to change te shoe ouapt Powered by € CamScanner 3B Jad te belts ay ur eucatons ur prac ae elt about lie, about education and about oo str tt pena chats fuman beings. Some of us believe HOUT Ve shouldbe fe, even if this ton urn bein) shat me oul ses So ts ie ot ms ate oh op ee er lah or the dod of ase 2 ed wet te Ce han invidualedom In these a 2 eer and cbeience are mote high valued than freedom, iis ely that order an er educational practice. Teachers with 3 SS oe in freedom are more likely to be well disposed to leamner- Poem pe sogies, for instance. But our beliefs about learning, which are Cea rae make he dfical for Us to change. For often eld wpe acess believe that corporal punishment improves [caming, even though there is litle research evidence to support this. So da ee ot fica views about eduction thse emf ent by understanding ou belt wich aoe gen we become more abe to cep new Ness and wae Teachers mast ie pups fats ‘lean? Activity 5 2, Do this activity on your own. Spend no more than 45 minutes on ries 2 Tk about our own ie nist as teacher (you ron a te tent pious nthe anos ofa eacer you respected ® drone hee quatons os young mae 3, Think about the ‘things that have made you the teacher you are he ‘oF wish to be in the future. ‘Complete the sentences below and ‘your answers again at the end of the module to see if you have Seva yourtising fa 4 lfstemerernenting become a teacher (aon? ‘50 0n). if you didn’t want to. become a teacher, then explain WY youeniees epee > evtve tings ed about my best teacher were oF 1.3 The changing content of teaching c. The worst things | remember about schoo! are... (the learners? ther teachers? the school enviconment? and co on) 4. I hope to achieve the following as a teacher. for my learners? {or mysel). €. I believe 1 am a good/bad teacher because .. ‘educated? committed? caring?) f. Look back over your answers. If you were asked to lst the seven most important traits a good teacher should demonstrate o tho roles a teacher should play what would your list be? (for example, Lam The changing role of South African teachers ‘The second step to constructive change management is looking forwards. It requires that we understand what is important in all of the new ideas ‘that come our way. It asks us to weld these ideas to the strengths we bring from the past. So what is the nature of the nev Ideas confonting Soutit African teachers? We are asked to: ‘+ Design classrooms and use methods that are learner- and learning-centred ‘+ Teach leamers how to solve problems and think critically ‘+ Teach leamers how to use the knowledge we teach them (this is sometimes referred to as developing learner competences) Plan lessons guided by a combination of knowledge focus and learning outcomes (also referred to as objectives, aims, goals or ‘Purposes in other systems) ‘This kind of teaching clearly needs a very different sort of teacher from the chalkcand-talk teacher our history has given us. The changed {expectations and roles of teachers are set out in the following policy document: Revised Policy on the Minimum Standards for Teacher Education Qualifications. Government Gazette No. 38487, 19 February 2015. See Appendices A, B, C: Collective Roles of Teachers in Schools, Exit Level Competences, Basic Competences of a Beginner Teacher. ‘That's the kind of teachers South Africans would like to have. But these teachers will have to come from among us, that is, from those people ‘whose educational model is the autocratic and didactic system of the past. And they will have to teach in schools that are also only partly changed (@t best) and often under-resourced. How will we do this? Here is a case study about a day in the life of a teacher. When you have ead through this, you will be asked to answer some questions. Powered by € CamScanner 1s 16 SECTION ONE: HOW TO se THIS MODULE ‘A teacher must be Develop the pssssa: ciety i understand femocratic decision-maker} being of the tearers OY administering ible to manage and being supportive recording administer classroom ‘and caring 10 Learning assessme Teaming and the earners. _//mediator: Use a rary, Steamers a faaachng satonsn® roan onakey ‘of the school Tearners to undersiy, ‘the knowledge bein, taught and to devel, their ability ‘A scholar, researcher and lifelong learner: Work constantly t0 Improve and develop self, as a teaching, professional, as 2 Subject specialist ‘and as & person. specials ina particular phase, subject discipline or practice: Be well grounded in the knowledge, skills and ‘interpreter and designer of earning programmes ‘and materials: Interpret ‘tea poly and oe of cating appropiate princes appropriate for] | for your particular your subject specialisation and learners ar the phase you, context. A day in the life of a teacher i biti ara her family at home, and got them to school during which sh Se at her school after a taxi ride items they had heard on the wy ao ea about some of the Ane eat school Cynthia clears her pigeonhole in the staffroom. head of department (Hob) feat ain beg Cynthia ang net C S with the “ynthia’s learners who had failed the Previous term, Son ube Powered by € CamScanner 1.3 The changing contexts of teaching 17 a memo from the curriculum committee she serves on, remindin; her of a workshop on implementing and monitoring the CAPS. At this school, assembly is held first thing in the morning. Cynthia listens to the principal talking to the school about recent violence in the school hostel. She thinks she should speak to her register class about this. At the end of assembly, she announces that a speaker will be coming to talk about career planning to the Grade 10 and Grade 11 classes. Her first lesson involves giving back a test that the class had done the previous week. They did not perform well and she wants to go over that section of work again. After tea, Cynthia introduces a new section of work to her senior class, It’s a new addition to the curriculum and she’s excited about it, having done a lot of reading and preparation for this, She’s also trying out a role-play exercise that she got from an in-service course she went on. In her free period before lunch, she finishes off a worksheet for the next day and makes copies for the learners. ‘At lunchtime, she chats to her colleagues about the new lesson, which went better than expected, and spends a few minutes adjusting her plans for the following day's lesson in the light of this. After lunch, one class works through a worksheet based on their textbooks in small groups and the other finishes off a project they will be presenting the next day. ‘After school, Cynthia stays behind for a subject meeting. Her HOD asks her for the continuous assessment reports for the previous term as he wants to prepare for a parents’ meeting. Eventually, a very tired Cynthia makes her way home with a pile of marking and a reminder to work on the draft plan for next term. sans snnnannnnnnnnnnnnnnnannnnannnnnnnnnnne Activity 6 4. Spend about 40 minutes on this activity. Answer Part 2d and Part 2¢ thoughtfully. You may want to share your ideas and experiences with a group of fellow teachers or students. 2. Write down answers to the following questions: 2a. Identity the roles Cynthia plays in an average day. Write down each role and then the way in which she was involved (for example, learning programme developer who has to make a draft plan for next term). >. Which is i most commonly played role? Have any roles been neglected? Why do you think this is 80? Powered by € CamScanner 18 SECTION ONE: HOW TO USE THIS MODULE cc. Is Cynthia fulfilling any roles that are not mentioned in the MRTEQs? (To check, reread the balls that the juggler on page 16 js juggling.) 4. Think of your own role as a teacher or trainee teacher on teaching practice. Is the breakdown of roles similar in your job? If you are not playing some of the roles, why is that so? ‘e. Compare these roles to the traits you identified in Part 3f of Activity 5. How are they similar and different? What did we think? 6 It’s interesting how the daily requirements of the teacher's job meant that Competence Cynthia had to switch between roles all the time, No wonder she goes isnot merely bome tired! The important point here is that a competent teacher must performance... P€ able to fulfil many roles at the same time. This requires flexibility and “adaptability. This might seem an impossible task, requiring a ‘super. @ teacher’. However, at times, one particular role may be more important, while other roles are less important. For instance, if a child begins to cry in class because of tensions at home, the teacher in her pastoral role needs to make decisions about how best to give comfort to the child and deal with the situation. It is also inevitable that some teachers excel more in some roles than in others, so we need to find ways of working together so that the school as a whole can be excellent in all these dimensions by working collaboratively from positions of individual strength. Right now, as you study this module, you are in the lifelong-learner role! Some roles (for example, planning and designing learning programmes, and facilitating and managing the children’s learning) seem to take up most of our time as teachers. This isn’t surprising and we'd be worried i you told us that these roles didn’t take up the bulk of your teaching time ‘After all, these are the core business of schools. There is little point in creating a wonderfully caring environment through playing your pastoral role well if no learning occurs at the school! It should be noted that the precise number of roles is actually quite arbitrary. Many curriculum specialists would argue that the roles of curriculum developer, teaching and learning specialist and assessmet! specialist are actually inextricably interlinked. When SAIDE envisaged the Study of Education series, of which this module forms a part, we Wer guided by the kind of thinking that underpins Activity 6 above. 1" thinking about the distinction between teachers and other professionals: we came up with three key roles: * Caregiver (acting in loco parentis) * Leader and manager * Knowledge-worker. It is the latter role that particularly distinguishes the work of @ teach! from, say, that of a paediatric nurse or a social worker. We could argue map the seven roles identified in policy to the three roles outlined 2! in the following way: Powered by € CamScanner 13 The changing contexts of teaching 19) Knowledge worker: Subject specialist Learning programme developer Learning mediator ‘Assessor Scholar researcher, and lifelong learner A professional who plays a community, citizenship and pastoral role Leader, administrator and manager However, the range of roles mentioned in the MRTEQs does signal a shift away from the chalk-and-talk idea of teaching, where the primary role was the conveying of information. Now, even the direct teaching roles are aimed at enabling learning: empowering learners, rather than filling them with information, ‘The MRTEQs document, along with other policy documents, can be downloaded from the DHET website ([Link] [Link]). Curriculum documents, however, can be accessed at and downloaded from the website of the Department of Basic Education ([Link] [Link]).. ‘The increased focus on the concept of leaming is the key conceptual shift we need to note. Morrow (2007: 3) argues that ‘we should think of concepts not as names but as rules for practical thinking’. He then argues that defining the concept of teaching ‘as if it is the names of roles and responsibilities of teachers employed in the schooling system ... generates an understanding of teachers as civil servants rather than as members of, a profession, it inflates the work of schoolteachers and ... forecloses on the possibility of other ways of teaching’. He argues that we should rather think of teaching as ‘the practice of organising systematic learning’. It is, this understanding of teaching that informs the content and design of this module, Powered by € CamScanner 20 SECTION ONE: HOW TO USE THIS MODULE. 6 Teaching is .. the practice of organising systematic learning. 9 Becoming a reflective practitioner This more rounded, or holistic, idea of a teacher is sometimes referred 4, as becoming a reflective practitioner. Teacher competence refers 4, becoming skillful, and becoming someone who can assess anid adapt jy or her teaching (in other words, reflect on his or her practice). So whay makes a teacher really qualified to teach? (We are talking about qualitiey as quality, not simply as getting a certificate!) The roles identified above show us that a competent teacher must hay, more than just subject knowledge, more than just the ability to give thay knowledge to others and more than just the skills to manage other people Current policy says, ‘Competence is not merely performance’, meaning that competence is more than simply doing an action such as planning lesson, writing a lesson onto the board, making a worksheet for a lesson or setting and marking a project. A reflective competence includes at least three abilities: * Understanding and being able to explain why a particular method was chosen or action was taken. You need to be able to consider different teaching possibilities. (‘Should | introduce the lesson using a story or a practical demonstration”’) You need to be able to make the choice and justify your choice. (‘I'l use a story because my learners really become engaged by storytelling and 1 think it links well with the main concept I'd like to introduce later.) * Acting effectively on decisions and carrying out basic teaching functions. It’s no good making thoughtful decisions and then not being able to carry them out effectively! (‘Oh dear, I’ve always been a dreadful storyteller and now my class is falling asleep!’) In order to do this, teachers need to know the knowledge pertinent to their subject or learning area and be able to communicate these ideas to learners in a manner appropriate to their level. In other words, they must be able to demonstrate an ability to use the knowledge they know and implement the teaching methods they have learnt. * Reflecting on actions and adjusting these in the light of this reflection. Part of being competent is the ability to monitor how things are working out, to understand why they are working or not working, and then being able to adjust your action in the light of your observations. (‘Hmm, people aren't participating in this role Play. ae s probably because Thaven’t used it before and they are a bit shy. They might think I am assessing them. ¢ will feel more comfortable.’) 6 them. Maybe if | join in they Clearly, then, practice isn’t simply a physical thing or a such as talking to a class, writing on a chalkboard or dividing up. the class fo group activities. All practical actions are strongly influenced by thinking. whether we are conscious of this o not. Thinking precedes every acti and then continues all the time we perform the action, ‘The shift towards this kind of reflective teaching is represented in the diagram on page 2l- A teflective teaching practice is one where teaching is regarded as a ongoing cycle of learning, rather than a linear process, Each lesson is learning moment for both teachers and learners, It is analysed an becomes the basis of the new lesson. In other words, one teaching cycle Powered by CamScanner 1.3 The changing contexts of teaching 21 LeAbne nse Puan) (ESN o STEP2 Tenant ee sion SteP3 ‘nse jo STEP Lene rs - StePl PLAN Lesa e— STEP 2 Tenent LESSon (a lesson) feeds into the next cycle. Each lesson is educative: teachers learn from their mistakes and good decisions, and use this knowledge in their planning and teaching of the next lesson. Teaching isn’t a linear process where every lesson stands independently. Teaching isn’t a matter of simply following a formula. Instead, it’s about constantly assessing whether the ‘formula’ works and adapting it. If teaching could be taught as a formula, it would then be as easy as boiling a kettle: first plug in the kettle, then switch it on and so on. Of course, anyone who has taught in a classroom knows that this is not what happens. In fact, all of us as learners know that this doesn’t happen. When teachers try to do this, learners disrupt the neat plan. That's the problem: teaching is a human interaction. We deal with other human beings who are all different and unpredictable. Unlike a kettle, they react differently each time we see them! As a consequence, competent teaching is a demanding, complex activity where thought and action constantly influence each other. Throughout this module, you will notic strand, cyclical nature of teaching practice: thought to acti and adaptations to another (revised) action. We will return teflective practice in more detail in Section Nine. In Section Two, we will look at one of the most teaching: planning. e the emphasis on the two- ion to thought to the idea of important parts of Powered by € CamScanner
(https://v3.camscanner.com/user/download)
(https://v3.camscanner.com/user/download)
(https://v3.camscanner.com/user/download)
(https://v3.camscanner.com/user/download)
(https://v3.camscanner.com/user/download)
(https://v3.camscanner.com/user/download)
(https://v3.camscanner.com/user/download)
(https://v3.camscanner.com/user/download)
(https://v3.camscanner.com/user/download)
(https://v3.camscanner.com/user/download)

You might also like