|
Mediator
/ Curriculum Interpreter /
Administrator / Scholar
/ Pastoral /
Assessor / Learning Area Specialist
Practical competence
- Where the learner demonstrates the ability, in an authentic
context, to consider a range of possibilities for action, make
considered decisions about which possibility to follow, and
to perform the chosen action.)
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| Using the language of instruction
appropriately to explain, describe and discuss key concepts
in the partiicular learning area / subject / discipline / phase. |
| Using a second official language
to explain, describe and discuss key concepts in a conversational
style. |
| Employing appropriate strategies
for working with learner needs and disabilities,
including sign language where appropriate. |
| Preparing thoroughly and thoughtfully
for teaching by drawing on a variety of
resources; the knowledge, skills and processes of relevant learning
areas; learners’ existing knowledge, skills and experience. |
| Using key teaching strategies
such as higher level questioning, problem-based tasks and projects;
and appropriate use of group-work, whole class teaching and
individual self-study. |
| Adjusting teaching strategies
to: match the developmental stages of learners; meet the knowledge
requirements of the particular learning area; cater for cultural,
gender, ethnic, language and other differences among learners. |
| Adjusting teaching strategies
to cater for different learning styles and preferences and to
mainstream learners with barriers to learning. |
| Creating a learning environment
in which: learners develop strong internal discipline; conflict
is handled through debate and argument, and learners seek growth
and achievement. |
| Creating a learning environment
in which: critical and creative thinking is encouraged; learners
challenge stereotypes about language, race, gender, ethnicity,
geographic location and culture. |
| Using media and everyday resources
appropriately in teaching including judicious use of common
teaching resources like text-books, chalkboards, and charts;
other useful media like overhead projectors, computers, video
and audio (etc); and popular media and resources, like newspapers
and magazines as well as other artefacts from everyday life. |
| Foundational competence
(where the learner demonstrates an understanding of the knowledge
and thinking which underpins the actions taken.) |
| Understanding different explanations
of how language mediates learning; the
principles of language in learning; language across the curriculum;
language and
power; and a strong emphasis on language in multi-lingual classrooms. |
| Understanding different learning
styles, preferences and motivations. |
| Understanding different explanations
of how learners learn at different ages, and
potential causes of success or failure in these learning processes. |
| Understanding the pedagogic
content knowledge - the concepts, methods and
disciplinary rules - of the particular learning area being taught. |
| Understanding the learning assumptions
that underpin key teaching strategies and that inform the use
of media to support teaching. |
Understanding
the nature of barriers to learning and the principles underlying
different strategies that can be used to address them. |
| Understanding sociological,
philosophical, psychological, historical, political and
economic explanations of key concepts in education with particular
reference to
education in a diverse and developing country like your own. |
| Exploring, understanding, explaining,
analysing and utilizing knowledge, skills and values underpinning
decvelopment practices. |
| Reflexive competence
- (where the learner demonstrates the
ability to integrate or connect performances and decision making
with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these
actions.) |
| Reflecting on the extent to
which the objectives of the learning experience have been achieved
and deciding on adaptations where required. |
| Defending the choice of learning
mediation undertaken and arguing why other
learning mediation possibilities were rejected. |
| Analysing the learning that
occurs in observed classroom interactions and in case
studies. |
| Making judgments on the effect
that language has on learning in various situations
and how to make necessary adaptations. |
| Assessing the effects of existing
practices of discipline and conflict management on learning. |
| Reflecting on how teaching in
different contexts in the country affects teaching
strategies and proposing adaptations. |
| Reflecting on the value of various
learning experiences within an African and
developing world context. |
| Reflecting on how race, class,
gender, language, geographical and other differences impact
on learning, and making appropriate adaptations to teaching
strategies. |
| Critically evaluating the implications
for schooling of political social events and
processes and developing strategies for responding to these
implications. |
| Critically reflecting on the
ways barriers to learning can be overcome. |
| Critically reflecting on the
degree to which issues around HIV/AIDS have been
integrated into learning. |
| Analysing the strengths and
weakness of the ways in which environmental, human
rights and other critical cross-field issues have been addressed. |
Mediator / Curriculum
Interpreter / Administrator /
Scholar / Pastoral
/
Assessor / Learning Area Specialist
|