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EDDHODJ
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Lecture notes of 8 pages for the course PGCE at Unisa (EDDHODJ)
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EDDHODJ/201/1/2015Tutorial Letter 201/1/2015
THE EDUCATOR AS LEARNING
PROGRAMME DEVELOPER
EDDHODJ
Semester 1
Department of Curriculum and
Instructional Studies
IMPORTANT INFORMATION:
This tutorial letter contains feedback on Assignment 01 and Assignment 02.
, Dear Student
This tutorial letter contains feedback on Assignment 01 and Assignment 02.
The assignments I received from students were generally of a very high standard. It was
clear that you went to a lot of trouble in completing the assignments. Thank you for that.
FEEDBACK ON ASSIGNMENT 01
The Assignment Section marked this assignment.
Students complained that they could not find the information to answer some of the
questions. I refer you to the specific pages in the prescribed textbook where you can find the
answers to some of those questions:
Question 3: page 4
Question 7: Chapter 1 contains many examples, including those on pages 9 and 30
Question 25: page 62 (Also see page 105 ‒ we should read and implement CAPS with the
NCS ‒ and 106 ‒ the principles of NCS are still relevant. As an educator, you should know
the principles contained in the NCS
Question 28: pages 32 and 36 (figure 2.3)
Question 30: page 48
Question 31: pages 101 and 110
Question 32: page 31
Question 38: page 55
Question 39: The answer to this question appears across the module in all phases of
planning. See pages 7 to 9 as well as pages 15, 44 and 69 (from section 4.3.2 onwards)
Question 41: page 52
Question 44: page 69
Question 45: pages 73 and 74
Question 46: Read pages 78 to 81. Page 96 reminds us that OBE is an approach.
FEEDBACK ON ASSIGNMENT 02
I trust that you enjoyed completing this assignment. I realise that this assignment might have
been somewhat difficult, especially question 3.
QUESTION 1
"Behaviourism is an example of a theory on teaching and learning that originated from the
natural sciences." In your own words, describe what the behaviourist perspective is all
about.
(5)
MEMORANDUM
The belief about learning as achieving objectives (outcomes) and therefore "behavioural
change" is aligned with the behaviourist approach; in other words, the focus is gaining
knowledge or an ability through the use of experience, with equity, access, flexibility
and quality, aimed at changing the way in which learners behave. Therefore, learning is
approached as an objective (outcome) or product of processes that can be recognised or
seen.
2
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