TST

• The teacher as a caring professional
• The value of participation

  • Sharing, collaborating, relationships, active
• The value of affective


  • Emotions, thinking or cognition, social interaction
• The value of problem posing


  • Conducive environments, sharing, critical reflection, responsible, learners free to express their feelings or ideas
• Benefits of applying a caring pedagogy
• Richard Riley – Secretary of Education, USA: 'We are currently preparing students for jobs that don't yet exist'
• The introduction of OBE in South Africa since 1994 encourages
• From OBE as a new teaching and learning approach is the direct result of the shift in perspectives of teaching and learning with and trough ICTs
• Behaviouristic view


  • Require in general a passive response from learners to different environmental factors - linearly connected
  • The teaching effort had to produce the required learning product
• Constructivist-based learning environments


  • Teacher is facilitator or co-worker in the learning action
  • Problem-solving activities
  • The provision of stimulating learning environments
  • Co-operative or co-working learning
  • Promotion of learning through exploration
  • The use of reliable assessment methods
• Constructivist approach aims


  • Enabling learners to manage their own learning
  • Develop meta-cognitive skills in the process
  • For students, such processes need to be learned - Facilitator and ICT can play an important role in it
• With the acceptance of a constructivist approach, the traditional prescriptive transmission tuition in universities/educational institutions should therefore be replaced by an integrated and interactive approach supported by the available ICT (can facilitate constructivist approach very effective)
• New learning technologies can transform the way knowledge is packaged, delivered, accessed, acquired and measured
• The important thing is that the PEDAGOGY determines the applicable TECHNOLOGY and not the other way around
• Social Constructivism T&L strategies (within BL or online learning environments)


  • Active learning
  • Inquiry based learning
  • Problem-based learning
  • Project-based learning
  • Cooperative Learning
  • (Group work, Role play, Simulations, Educational games, Debate, Pair-work)
  • Effective Facilitation
  • Assessment in BL environments
• The critical education theory in SA context (Critical pedagogy)
• Noddings' thinking on care in education
• Theory

  The way that we interpret facts
• Critical Theory (CT) for just society, social justice and for marginalised group
• Caring relation


  A connection or encounter between two human beings
• Ethics of care


  • Norms for conduct that distinguish between acceptable and unacceptable behaviour (right or wrong)
  • Explorations of the ethics of care – and their relationships to schooling, welfare, learning and teaching within families and local communities
  • The concepts of caring and relationship are fundamental aspects of education
• Noddings' ideas of care

  • Focus on what is important and of concern in the class and to the learners
  • Pedagogy of care – commit to be accountable and responsible [Yourself & Learners
  • Noddings'- Ethics of care - moral philosophy of what is a right and a wrong conduct
  • Relational ethics - the root of natural caring between the carer and the cared for
• Two elements of a caring relationship (Noddings)

  • Engrossment – attend to learner's needs to the duration of allocated time
  • Displacement of motivation – directing attention towards the caring of learners' needs objectively and professionally
• Lesson Summary
• Case studies: You don't deserve to be called a teacher – don't care


  • Allie Brooks – University graduate – life orientation and language teacher
  • Allie's attempt to get assistance – colleagues, Head of Department, guidance counselor
  • First meeting with the staff to discuss Dino, Danny and Penelope but with no support from colleagues
  • This led to emotions: anger, helplessness, depression and frustration
  • Brentwood H S: Temporary post
  • Newbury H S: Permanent post - security
  • Ex-model C school, well-resourced
  • Under-resourced school, dirty school, library not used, older teachers
  • Discipline, team work, accountable, responsible
  • Corporal punishment, teaching poorer, read loud in class, write notes on the chalkboard
  • Try to apply theories learnt at university – collaborative work
  • Dino – uncooperative, rebellious, negative comments, friends with thugs
  • Danny – quite, respectful, scholastically poor, poor writing skills, carrying a knife
  • Penelope – academically strong, quiet, abused over the weekends
• When analysing markets, a range of assumptions are made about the rationality of economic agents involved in the transactions
• The Wealth of Nations was written

  1776
• Rational


  (in classical economic theory) economic agents are able to consider the outcome of their choices and recognise the net benefits of each one
• Consumers act rationally by


  Maximising their utility
• Producers act rationally by


  Selling goods/services in a way that maximises their profits
• Workers act rationally by


  Balancing welfare at work with consideration of both pay and benefits
• Governments act rationally by


  Placing the interests of the people they serve first in order to maximise their welfare
• Rationality in classical economic theory is a flawed assumption as people usually don't act rationally
• If you add up marginal utility for each unit you get total utility
• List of units in this learning guide

  • Blackboard - Basic Mathematics in Chemistry
  • Ch 1 - Scientific Measurements
  • Ch 0, 2 - A very Brief History of Chemistry and Elements, Compounds and the Periodic Table
  • Ch 3 - The Mole and Stoichiometry
  • Ch 4, 5 - Molecular View of Reactions in Aqueous Solutions and Oxidation-Reduction Reactions
• Learning outcomes


  • Know the names and symbols of all the main group and transition elements of the periodic table up to element 54 (Xenon) by heart
  • Classify an element as a metal, non-metal or metalloid
  • Explain the meaning of the concepts group and period as well as the letters A and B with reference to the periodic table
  • Identify the main-group or representative elements and transition elements
  • Identify the alkali metals, alkaline earth metals, halogens, noble gases, lanthanides and actinides
  • Define, compare and differentiate among element, molecule and compound, ionic and covalent bonds, molecular and ionic substances
  • Discuss the different methods used to represent molecules and compounds such as molecular, empirical and structural formulae
  • Predict the charge of an ion and know what the influence of ion formation (cat- or anion) is
  • Know all the rules for naming and be able to apply them to write formulas from names or names from formulas for ionic compounds, binary molecular compounds, acids and their corresponding anions, and hydrated ionic compounds

  
• The periodic table summarizes periodic properties of elements

  
• Early versions of periodic tables

  1. Arranged by increasing atomic mass

  2. Mendeleev (Russian) and Meyer (German) in 1869 noted repeating (periodic) properties

  
• Periodic law


  When the elements are arranged in order of increasing mass, certain sets of properties recur periodically

  
• Mendeleev organized the known elements in a table, arranging the rows so that elements with similar properties fall in the same vertical columns