Chapter 7: Pedagogy under Curriculum 2005

Podcast

Play an AI-generated podcast conversation about this lesson

Questions and Answers

What percentage of total observation time was allocated to pedagogic activities?

70%

58% (correct)

50%

65%

Which of the following was NOT considered a non-pedagogic activity?

Scheduled lessons (correct)

Praying

Breaks

Eating

What was the main basis for selection in classroom activities according to the observed practices?

Structured lesson plans

Strong differentiation of pacing

Free association themes (correct)

Learner-generated topics

What was indicated by teachers controlling the pace of classroom activities?

The importance of completion by learners Signup and view all the answers

What kind of knowledge did the classroom discourse primarily refer to?

Domestic and everyday meanings Signup and view all the answers

What was a significant consequence of the implementation of Curriculum 2005 observed in the classrooms?

Emergence of a specific interpretation of learner-centred pedagogy Signup and view all the answers

What was a common characteristic of the evaluative criteria in the classroom observed?

Implicit and unelaborated Signup and view all the answers

Which of the following statements best describes the availability of reading materials in the classroom?

Only two Bibles and three books with single words or letters were available Signup and view all the answers

Where were the observed classrooms located?

Khayelitsha township, near Cape Town Signup and view all the answers

What activity was the classroom discourse most reliant upon?

Chorused responses to low-level questions Signup and view all the answers

What was the official student-teacher ratio at the primary level during this study?

40:1 Signup and view all the answers

Which issue was observed among many learners in the classrooms?

Lack of access to educational resources Signup and view all the answers

What routine was noted regarding the start of the school day?

The school day typically began half an hour to an hour after the school bell rang Signup and view all the answers

What was a characteristic of the learners' backgrounds based on parental education levels?

Most parents had not completed high school Signup and view all the answers

During the observations, how long were the classrooms monitored?

8 days or 44 hours Signup and view all the answers

What type of needs were frequently observed among the learners in the classrooms?

Physical neglect and needs Signup and view all the answers

What was a significant issue in the communication style between teachers and learners?

It was primarily one-sided and minimal. Signup and view all the answers

How did the teacher's identity influence the learners' engagement?

The teacher acted as a distant authority figure. Signup and view all the answers

Which aspect of the learners' experience was highlighted as inappropriate for their level?

Surface learning methods. Signup and view all the answers

What understanding did teachers convey about their role under the C2005/OBE framework?

They viewed themselves as facilitators rather than knowledge providers. Signup and view all the answers

What did the pedagogical approach foster in terms of learner participation?

Passive reception of information. Signup and view all the answers

How were teachers in historically-advantaged schools described in relation to the curriculum?

They adhered to traditional teaching methods for basics. Signup and view all the answers

What was a consequence of the hierarchical relations in the classroom?

Learners rarely initiated questions or comments. Signup and view all the answers

What was a significant limitation of the teaching methods observed?

They left little room for mediation and assessment. Signup and view all the answers

Study Notes

Chapter Seven: Waiting to Learn: Pedagogy under Curriculum 2005

The chapter focuses on the impact of Curriculum 2005 (C2005) on teaching and learning in South African classrooms shortly after its implementation in 1998.
The study involved four case studies of Grade 1 classrooms in Khayelitsha township near Cape Town, under the Department of Education and Training (DET).
The classrooms were characterized by a high student-to-teacher ratio (40:1), high absenteeism rates, and many learners showing signs of physical neglect.
Observations were conducted over 8 days (44 hours) after teachers were trained to implement C2005 in 1997.
The study found that 58% of observation time was dedicated to pedagogic activities, while 32% was allocated to non-pedagogic activities, including breaks, eating, and unstipulated activity.
10% of the time was lost due to late starting.

Classroom Observations:

Observations revealed a focus on free association pedagogy, where teachers selected themes and relationships based on their own interpretations.
This approach often resulted in disjointed learning experiences for students.
Teachers exerted strong control over the pace of learning, often disregarding whether learners were finished or not, leading to errors.
Classroom discourse was characterized by chorused responses, chanting, and simple recall questions.
The content of classroom talk was largely localized, focusing on domestic, proximate, and everyday meanings.
Limited use of textbooks and the lack of mathematics instruction were evident.

Teacher Role and Student Experiences:

Teachers understood their role as being facilitators rather than knowledge providers, leaving learners to work independently with minimal support.
Learners were largely passive, expected to restate information through recitation or recall of existing knowledge.
This approach resulted in surface learning and limited access to formal learning and specialized school knowledge.

Implications of Curriculum 2005:

The study suggests that the implementation of C2005 resulted in a disconnect between the intended goals of learner-centeredness and the actual classroom practices observed.
In contrast, well-trained teachers in historically advantaged schools continued to teach basic reading, writing, and number concepts.
The study highlights the importance of teacher knowledge, curriculum design, and resources in determining the effectiveness of education reforms.

Studying That Suits You

Use AI to generate personalized quizzes and flashcards to suit your learning preferences.

Description

Explore the implications of Curriculum 2005 on teaching practices in South African classrooms. This chapter presents case studies from Grade 1 classrooms in Khayelitsha, highlighting pedagogic and non-pedagogic activities observed during a pivotal educational shift. Delve into the challenges faced, such as high student-to-teacher ratios and absenteeism.