ASSIGNMENT 01 CUS3701
Assignment 01: 15 April 2020
UNIQUE NUMBER: 518600
Question 1
The curriculum as planned refers to…
1. the role of the teacher in the class.
2. teacher and learner reactions.
3. the explicit document also described as the “blueprint” for teaching.
4. assessment.
Question 2
A narrow description of the “curriculum” as a concept entails a …
1. list of contents to be learnt.
2. organization of facts
3. learning and teaching situation
4. teacher interpretation
Question 3
A broad definition of the “curriculum” …
1. includes only the contents to be taught.
2. refers to the textbooks.
3. would acknowledge both intended and unintended learning, and the influence of the
contexts on the applied curriculum.
4. refers to the sequence of learning.
Question 4
“The term “covert” is intended to convey the idea of teaching that is implicit, but deliberate on
the part of the teacher in the class.” Do you agree with this statement?
1. Yes, because the term “covert” refers to the practical teaching situation.
2. No, because the teacher cannot “covert” actions.
,Question 5
What is the difference between a “concept” and an “approach”?
1. A concept is a word, but an approach is a phrase.
2. A concept refers to a definition, but an approach is an understanding.
3. A concept is an idea or abstract principle, but an approach is the perspective towards
something or a way of thinking.
4. A concept is the way to describe something, but an approach is a principle to follow.
Question 6
Lev Vygotsky, an educationist who argued for a … perspective in education, lived during the
Russian Revolution, a time of great change in his culture and society.
1. naturalist
2. social constructionist
3. ehaviourist
4. post-modernist
Question 7
Which one of the following is the best description of the National Qualifications Framework
(NQF)?
1. an organised business such as the Private Sector Education Council
2. a single national framework that works together with trade unions
3. a single national framework that compiled the CAPS document
4. a single national framework that would bring together all education and training under
one authority
Questions 8 – 20
Fit the following ideas to the educationist:
8. Sees the curriculum as a process – objectives not set from 1. Stenhouse
the start, but change as you go. 2. Tyler
3. Freire
9. Knowledge must be speculative and not an unchangeable 1. Tyler
entity. 2. Stenhouse
3. Freire
10. Sees the curriculum as a product and follow an objectives 1. Stenhouse
approach. 2. Tyler
3. Freire
11. Thinking about the purpose of the curriculum – must serve to 1. Tyler
liberate learners to make links and understand language, 2. Stenhouse
experiences and their daily struggle. 3. Freire
12. Must contribute to the achievement of the objective/ 1. Freire
effectiveness & efficiency. 2. Tyler
3. Stenhouse
2
, 13. Choice of content comes from the life experiences of 1. Tyler
students; guided by values and questions of power. 2. Stenhouse
3. Freire
14. Teaching may change learners, empower or domesticate the 1. Stenhouse
learners. 2. Tyler
3. Freire
15. Plan should be a recommendation not a prescription/ 1. Tyler
therefore the focus is on how learners learn and attempts to 2. Stenhouse
enrich that. 3. Freire
16. The principles for guiding teaching must be interactive, critical 1. Freire
and set up an extended dialogue with learners. 2. Tyler
3. Stenhouse
17. Regarding assessment – the teacher ought to be the critic, 1. Stenhouse
not a marker; assessment should be about improving 2. Tyler
student’s capacity to work. 3. Freire
18. Only the informed ones should plan how to deliver the learning 1. Freire
experiences. 2. Tyler
3. Stenhouse
19. Teaching strategies and assessment should include 1. Stenhouse
problemposing methods which require dialogue in which 2. Tyler
teacher and student are “critical co-investigators”. 3. Freire
20. Technical expertise is important 1. Stenhouse
Four questions to ask about the purpose of teaching. 2. Freire
3. Tyler
Question 21
For the teacher to approach learning as a process, might include variations of constructivist
thinking such as active learning (Piaget and Vygotsky), discovery learning (Bruner), and …
1. skills building.
2. competency building.
3. value building.
4. knowledge building.
Question 22
Which of the following is not a principle of discovery learning?
1. Finding own meaning and understanding
2. Social transformation
3. Adapting to the changing environment
4. Learning-by-doing
3
Assignment 01: 15 April 2020
UNIQUE NUMBER: 518600
Question 1
The curriculum as planned refers to…
1. the role of the teacher in the class.
2. teacher and learner reactions.
3. the explicit document also described as the “blueprint” for teaching.
4. assessment.
Question 2
A narrow description of the “curriculum” as a concept entails a …
1. list of contents to be learnt.
2. organization of facts
3. learning and teaching situation
4. teacher interpretation
Question 3
A broad definition of the “curriculum” …
1. includes only the contents to be taught.
2. refers to the textbooks.
3. would acknowledge both intended and unintended learning, and the influence of the
contexts on the applied curriculum.
4. refers to the sequence of learning.
Question 4
“The term “covert” is intended to convey the idea of teaching that is implicit, but deliberate on
the part of the teacher in the class.” Do you agree with this statement?
1. Yes, because the term “covert” refers to the practical teaching situation.
2. No, because the teacher cannot “covert” actions.
,Question 5
What is the difference between a “concept” and an “approach”?
1. A concept is a word, but an approach is a phrase.
2. A concept refers to a definition, but an approach is an understanding.
3. A concept is an idea or abstract principle, but an approach is the perspective towards
something or a way of thinking.
4. A concept is the way to describe something, but an approach is a principle to follow.
Question 6
Lev Vygotsky, an educationist who argued for a … perspective in education, lived during the
Russian Revolution, a time of great change in his culture and society.
1. naturalist
2. social constructionist
3. ehaviourist
4. post-modernist
Question 7
Which one of the following is the best description of the National Qualifications Framework
(NQF)?
1. an organised business such as the Private Sector Education Council
2. a single national framework that works together with trade unions
3. a single national framework that compiled the CAPS document
4. a single national framework that would bring together all education and training under
one authority
Questions 8 – 20
Fit the following ideas to the educationist:
8. Sees the curriculum as a process – objectives not set from 1. Stenhouse
the start, but change as you go. 2. Tyler
3. Freire
9. Knowledge must be speculative and not an unchangeable 1. Tyler
entity. 2. Stenhouse
3. Freire
10. Sees the curriculum as a product and follow an objectives 1. Stenhouse
approach. 2. Tyler
3. Freire
11. Thinking about the purpose of the curriculum – must serve to 1. Tyler
liberate learners to make links and understand language, 2. Stenhouse
experiences and their daily struggle. 3. Freire
12. Must contribute to the achievement of the objective/ 1. Freire
effectiveness & efficiency. 2. Tyler
3. Stenhouse
2
, 13. Choice of content comes from the life experiences of 1. Tyler
students; guided by values and questions of power. 2. Stenhouse
3. Freire
14. Teaching may change learners, empower or domesticate the 1. Stenhouse
learners. 2. Tyler
3. Freire
15. Plan should be a recommendation not a prescription/ 1. Tyler
therefore the focus is on how learners learn and attempts to 2. Stenhouse
enrich that. 3. Freire
16. The principles for guiding teaching must be interactive, critical 1. Freire
and set up an extended dialogue with learners. 2. Tyler
3. Stenhouse
17. Regarding assessment – the teacher ought to be the critic, 1. Stenhouse
not a marker; assessment should be about improving 2. Tyler
student’s capacity to work. 3. Freire
18. Only the informed ones should plan how to deliver the learning 1. Freire
experiences. 2. Tyler
3. Stenhouse
19. Teaching strategies and assessment should include 1. Stenhouse
problemposing methods which require dialogue in which 2. Tyler
teacher and student are “critical co-investigators”. 3. Freire
20. Technical expertise is important 1. Stenhouse
Four questions to ask about the purpose of teaching. 2. Freire
3. Tyler
Question 21
For the teacher to approach learning as a process, might include variations of constructivist
thinking such as active learning (Piaget and Vygotsky), discovery learning (Bruner), and …
1. skills building.
2. competency building.
3. value building.
4. knowledge building.
Question 22
Which of the following is not a principle of discovery learning?
1. Finding own meaning and understanding
2. Social transformation
3. Adapting to the changing environment
4. Learning-by-doing
3
