Cus3701 Assignment 02

CUS3701 ASSIGNMENT 02 | Skills to consider that would prepare learners more holistically and might assist teachers in the implementation of the curriculum:  Sense-making: to determine meaning  Social intelligence: for ability to connect to others  Novel and adaptive thinking: to bring proficiency at thinking and coming up with solutions and responses  Cross-cultural competency  Computational thinking: for ability to translate vast amounts of data into abstract concepts and to understand data based reasoning  New media literacy: ability to critically assess and develop content that uses new media forms  Trans-disciplinary: literacy in and ability to understand concepts across multiple disciplines  Design mind set: ability to represent and develop tasks and work processes for desired outcomes  Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning.  Virtual collaboration: ability to work productively, drive engagement, and engagement, and demonstrate presence as a member of a virtual team. QUESTION 2 Ten factors of effective questioning  Contextualised action words  Clear and accessible language  Avoid word with many syllables  Keeping sentences short  Use of active voice  Allow learners to answer in their way  Use clear language  Use action words  Link instructions  Re-read tasks after setting them. CUS3701 ASSIGNMENT NO 02 STUDENT NO Page 2 of 10 QUESTION 3 As an interpreter of the curriculum and developer of learning programmes, it’s insufficient for he educator to give a narrow definition to the concept “curriculum” Teachers are given a curriculum (the CAPS document) in the narrow sense, which is a course of study or intended curriculum, this document is effectively the “blueprint for teaching” and it sets out an intention of what, how and why something should be taught. Teachers however need to appreciate that there is also a broader definition of the concept of “curriculum” which looks instead at an inclusive idea which includes all opportunities for learning which is contextualised and viewed with a historical perspective. This curriculum definition focuses more on all aspects of teaching, learning activities and experiences experienced by learners in schools. The broad definition extends beyond the intended curriculum and also incorporates aspects of the enacted curriculum which is taught by the teachers in the schools. It is important that teachers are aware of the different definitions as they need to be aware that their interpretation of the curriculum, their experience and knowledge and the availability of resources will determine the curriculum as experienced by their students. If an educator only views the curriculum in the narrow sense they would effectively deprive their students of learning opportunity and also not take cognisance of the huge impact that they, as educators, have on the practical implementation of the curriculum. The Official Curriculum is explicit and is clearly described in the official CAPS documents (along with the National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and National Protocol for Assessment Grades R-12.) ; it covers the intended aims, learning activities and subject specific topics to be taught. This is the curriculum as laid out by the Department of Basic Education which they wish to have implemented in schools.