Assumptions Underpinning Teaching and Learning

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					         Assumptions
Underpinning Teaching
         and Learning
       Kasee Mhoney
Outcomes
   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
    two classes?
   What assumptions on how learners learn
    underpin each of the different
    approaches?
   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
    why?
Reflection
 What did you learn from this
  session?
 How did you learn it?
 What assumptions do you think
  informed the facilitator’s practice?
 Were the outcomes of this sessions
  achieved?
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)
Outcomes-based Education
 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.
 (Page 12)
Learning Outcomes
  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)
Assessment Standards

 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?
OUTCOME ?
 Educators are able to select
 appropriate learning and
 teaching methods to promote
 learners’ achievement of the
 Learning Outcomes of the
 RNCS

				
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