CHRISTINA MADLALA
STUDENT NUMBER: 62836722
MODULE CODE: CUS3701
ASSIGNMENT: 3
, QUESTION 1
I do agree with Lev VygotskY’s view. I see it every day in class when I explain
certain
Terminology, and use examples from my own experiences and beliefs and sometimes
the learners stare at me for it, and I change the way I explain it or listen to theirs and
implement it into my lessons. Context can be described as the circumstances,
background, environment, framework, setting or situation surrounding an event or
occurrence. Into the educational environment the view of the child, the choice of
teaching strategies, reflection on roles, and the broader socio-economic and socio-
political environment might influence the teaching and learning context and the way in
Which the teacher might interpret the curriculum. Lev Vygotsky argued for a socio-
constructionist perspective in education. He believed that the lifelong process of
development is dependent on social interaction and that social learning leads to
cognitive development. This theory requires that teachers and learners play non-
traditional roles as they collaborate with each other, because both are influenced by the
contexts in which they live, teach, and learn. Instead of dictating meaning to learners,
teachers should collaborate with learners to create meaning in ways that learners can
make their own. Thus, learning becomes a reciprocal experience for both, meaning that
teachers cannot ignore context when planning and during the process of developi ng
learning programmes. Vygotsky asserts that cognitive change occurs in the zone of
proximal development. Instruction should be designed to reach a level just above the
learner's current developmental level. The overall development of the child and a new
stage of the developmental process should be kept in mind when learning is planned.
Appropriation is necessary for cognitive development within the zone of proximal
development. It is essential for partners in this educational environment to share the
same focus to access the zone of proximal development, and to be on different
developmental levels. The higher-level partner should be aware of the lower partner's
level. Joint attention and a common understanding of the problem-solving process are
needed to create a cognitive, social, and emotional interchange between the partners in
the educational environment. This requires the teacher to have a good understanding of
contextual influences into planning, instructional design, and assessment in the
teaching-learning environment.
Question 1.2
(EDDHODJ tut201)
The influence of changes in the South African context on the curriculum.
The context in which we live has undergone significant economic, political and social
changes in recent years - not necessarily of SA's making, but economic imperatives
driven global factors. We need to produce the type of learner that meets the
requirements of our rapidly changing world.
STUDENT NUMBER: 62836722
MODULE CODE: CUS3701
ASSIGNMENT: 3
, QUESTION 1
I do agree with Lev VygotskY’s view. I see it every day in class when I explain
certain
Terminology, and use examples from my own experiences and beliefs and sometimes
the learners stare at me for it, and I change the way I explain it or listen to theirs and
implement it into my lessons. Context can be described as the circumstances,
background, environment, framework, setting or situation surrounding an event or
occurrence. Into the educational environment the view of the child, the choice of
teaching strategies, reflection on roles, and the broader socio-economic and socio-
political environment might influence the teaching and learning context and the way in
Which the teacher might interpret the curriculum. Lev Vygotsky argued for a socio-
constructionist perspective in education. He believed that the lifelong process of
development is dependent on social interaction and that social learning leads to
cognitive development. This theory requires that teachers and learners play non-
traditional roles as they collaborate with each other, because both are influenced by the
contexts in which they live, teach, and learn. Instead of dictating meaning to learners,
teachers should collaborate with learners to create meaning in ways that learners can
make their own. Thus, learning becomes a reciprocal experience for both, meaning that
teachers cannot ignore context when planning and during the process of developi ng
learning programmes. Vygotsky asserts that cognitive change occurs in the zone of
proximal development. Instruction should be designed to reach a level just above the
learner's current developmental level. The overall development of the child and a new
stage of the developmental process should be kept in mind when learning is planned.
Appropriation is necessary for cognitive development within the zone of proximal
development. It is essential for partners in this educational environment to share the
same focus to access the zone of proximal development, and to be on different
developmental levels. The higher-level partner should be aware of the lower partner's
level. Joint attention and a common understanding of the problem-solving process are
needed to create a cognitive, social, and emotional interchange between the partners in
the educational environment. This requires the teacher to have a good understanding of
contextual influences into planning, instructional design, and assessment in the
teaching-learning environment.
Question 1.2
(EDDHODJ tut201)
The influence of changes in the South African context on the curriculum.
The context in which we live has undergone significant economic, political and social
changes in recent years - not necessarily of SA's making, but economic imperatives
driven global factors. We need to produce the type of learner that meets the
requirements of our rapidly changing world.
