To recognise that our actions and
behaviour are informed by our
assumptions and beliefs.
To guide participants to recognise
different assumptions that underpin
teaching and learning.
To recognise that there are strengths in
different theories and no one’s teaching is
based on only one particular theory.
Task: (Page 23)
In groups discuss the two teaching
scenarios in the Participant’s Guide
using the following questions:
Questions for Discussion:
What are the most important differences
between the writing experiences in the
What assumptions on how learners learn
underpin each of the different
What are the strengths of each approach?
Can they both continue to successful
teaching and learning? If so, how?
Which approach do you mostly favour and
What did you learn from this
How did you learn it?
What assumptions do you think
informed the facilitator’s practice?
Were the outcomes of this sessions
IF YOU DO AS YOU ALWAYS DID
YOU WILL ALWAYS GET WHAT
YOU ALWAYS GOT!
IF YOU CHANGE YOUR
BELIEF SYSTEMS YOUR
ACTIONS WILL CHANGE.
Within the context of a democratic
South Africa, what type of teaching
and learning is required to develop
citizens who are … (Overview
document Pg8,9 11)
The outcomes and assessment
standards emphasise participatory,
learner centred and activity-based
education. They leave considerable
room for creativity and innovation
on the part of teachers in
interpreting what and how to teach.
A set of learning outcomes should
ensure integration and progression
in the development of concepts,
skills and values through the
assessment standards. Learning
outcomes do not prescribe
content or method. (Page 14)
They embody the knowledge, skills
and values required to achieve
learning outcomes. They do not
prescribe method. (Page 14)
Develop the criteria for
deciding if the methodology
used is appropriate or not?
Educators are able to select
appropriate learning and
teaching methods to promote
learners’ achievement of the
Learning Outcomes of the