NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1
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NCV 2 Human & Social Development Hands-On Support Slide Show - Module 1

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This slide show accompanies our learner guide - NCV 2 Human & Social Development Hands-On Training by Tricia Sterling, published by Future Managers Pty Ltd. For more information visit our website......

This slide show accompanies our learner guide - NCV 2 Human & Social Development Hands-On Training by Tricia Sterling, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net

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  • 1. Human and Social Development 2
  • 2. Module 1: Reflective application in education studies
  • 3. Module 1: Reflective application in education studies
    • After completing this outcome, you will be able to:
      • define the concept of ‘reflection’ and ‘application’ within education studies
      • explain the processes for application of theory into practice
      • clarify the role of reflection in education studies
  • 4. 1. DEFINE THE CONCEPT OF ‘REFLECTION’ WITHIN EDUCATION STUDIES
    • After completing this outcome, you will be able to:
      • describe the concepts of ‘education’ and ‘training’ in terms of human and social development and in terms of definitions given within the Further Education and Training Band usage.
      • explain the concepts of ‘reflection’, ‘application’, and ‘reflective application’ in the routines and occurrences of daily life and in curriculum terms.
      • demonstrate ‘reflective application’ in candidate’s own writing and speaking.
  • 5. 1.1 Concepts of education and training
    • Traditional definition of education / Banking model of education
      • Education is the transmission of knowledge and skills from teachers, or other competent sources, to learners
  • 6. Banking model of education Banking model of education The teacher knows The teacher talks The teacher chooses The teacher gives information, views and ideas The teacher’s experience and knowledge is primary The learner does not know The learner listens The learner follows The learner accepts the teacher’s information, views and ideas The learner’s experience and knowledge is secondary
    • The learner is:
    • Passive
    • An empty cup
    • A spectator and not a participant
  • 7. 1.1 Concepts of education and training
    • The participatory model of education
      • There is a flow of information, and all the parties are involved in sharing knowledge and information and developing skills and attitudes
    Teacher Learner
  • 8. Participatory model of education Participatory model of education The learner and teacher exchange knowledge through dialogue. Learning is a process – it involves “becoming”. Both learner and teacher are involved in reflection and action. The learner’s experience and knowledge is valued and drawn upon. Therefore the learner is: • active • a “full cup” • a participant not a spectator.
  • 9. 1.1 Concepts of education and training
    • The holistic model of education
      • Education is about finding and drawing out the true potential of each child or person
      • This potential is not only about intellect, it also explores the person as whole
      • Explores the emotional, intellectual and spiritual person
      • Development of moral values and ability to cope in the world
  • 10. The holistic model of education
  • 11. Activity 1: Create a journal
    • Throughout this module you will need to record your thoughts and ideas in a reflective journal. Purchase a book which you can use as your journal. Make a colourful, eye catching cover for your book. Use the theme of “education” when you make your journal. Remember, by education we are not only talking about school. Education, in its broadest definition, refers to the development of the whole person – the spiritual, emotional, intellectual person.
  • 12. Activity 2: My education
    • You are now going to write in your journal. Think about your own education. This includes your attendance at school, however, it also refers to other aspects of your education, such as through your family, language and reading, sport and recreation, your faith based experiences, your interaction with friends, reading and so on. Describe your education up to this point.
  • 13. Training
    • What is training?
      • Training is related to preparing people to function in the workplace
      • Training involves acquiring skills and knowledge that can be applied at work
      • Training occurs for a certain time period with a specific outcome in mind
      • If focuses on the specific skills, knowledge and attitudes which are required for the person to be successful in the context of work
  • 14. Training
    • Benefits of training for the individual:
      • Employees become better able to perform their job.
      • They become more efficient – they may become quicker at their work and make fewer mistakes.
      • Training helps employees to become more motivated as they feel they are learning and growing as individuals.
      • Training ensures that employees understand the processes and techniques that they should be using.
      • Training helps to improve health and safety in a workplace – by making sure that employees are competent and so make fewer mistakes.
      • Training helps employees to manage their stress as they are able to work more efficiently and competently.
      • It also helps to improve personal skills which affect work such as communication skills.
  • 15. Training
    • Benefits of training for society:
      • Training employees can help the workplace to save time and money.
      • Well-trained staff are more productive and therefore increase profits.
      • Training helps to improve the quality of work, services and products.
      • It can create a positive atmosphere at work.
      • It allows employees to develop and grow, which helps the company to grow.
      • It improves employee performance and therefore the performance of the company.
  • 16. Activity 3: Role of the teacher
    • Complete this activity in a group. First read through the extract below and discuss this in your groups. What does the story say about the role of the teacher in education? Do you agree with this point of view? Once you have discussed this in your groups, record your view in your Reflective Journal.
  • 17. At a meeting a businessman asked a teacher, “What do you make?” What he really wanted to know was “How much money do you make?” The teacher, thought for a moment, and then replied, “You want to know what I make”. “ I make children work harder and smarter than they thought they could, and on my best days I make them enjoy doing it. I make children wonder, I make them question, I make them comment constructively. I make them apologise when they are wrong. And I make them look up to people regardless of how much money they earn.” Teaching makes a difference. That is what we are celebrating today … We are celebrating the efforts and achievements of teachers in developing your thinking abilities, your physical abilities, and your social and emotional maturity. Teachers develop future generations.
  • 18. 1.2 Reflection
    • What is reflection?
      • Serious thought or consideration
      • Reflection in education can be described as how the learner observes, interprets and reflects upon his learning experience. This reflection would include the who, what, where and why of the learning experience
  • 19. Reflective techniques
    • Questioning techniques
      • Describe the situation. Describe the people involved.
      • Why is this situation or information important?
      • What are the three most important things to consider?
      • What are you thinking and feeling about the situation?
      • How do others think or feel about the situation?
      • How will things be different before and after?
      • Why do you think this happened or might happen?
      • What have you learned about yourself?
      • What have you learned about the situation?
      • What would you do differently in the future?
      • How does this experience / information challenge you?
      • What do you think are the root causes of this challenge/problem?
      • How does this affect others around you/ society?
      • How can this experience apply to other situations in your life?
      • Where do we go from here? What's the next step?
  • 20. Reflective techniques
    • Reflective journal
      • Choose a regular time to write in your Journal – and commit to doing it. For example, you could decide to write daily, or every Friday morning, or after a particular class.
      • Be specific. Choose a learning event or an issue. Then decide on the reflection tool you would like to use to help you reflect on the event or issue.
      • Be objective. If you can, imagine yourself looking at the issue as if you were not personally involved. This will help you to see with clarity instead of being clouded by your emotions.
      • Use visual methods like mind mapping, diagrams or sketches, as well as conventional writing and analysing. Use colour and creativity. This will help you to draw on both sides of the brain.
      • Reflect on a series of Journal Entries. Can you see a pattern of behaviour or a theme? Can you identify sabotaging thoughts or stuck patterns? Are there any long-term actions needed to help you become more effective?
  • 21. Activity 4: Reflecting on an oral presentation
    • Part 1: Prepare and deliver an oral presentation
      • Work in pairs to complete this activity.
      • For this activity you are going to prepare an oral on a subject that interests you both. The topic needs to be something that you are knowledgeable about, such as a hobby. Some examples of topics could be about a sport such as karate, a craft hobby such as scrapbooking, or a subject you are interested in such as photography. Here are further instructions for your oral:
        • Time: 10 minute presentation.
        • Learners’ role: Both learners need to fully participate: agree on the topic, prepare the oral, participate in the oral and complete the reflection.
        • Visual aids: Make use of visual aids in your oral presentation.
  • 22. Activity 4: Reflecting on an oral presentation
    • Part 2: Oral presentation reflection
      • Work in the same pair to complete this activity.
      • Once you have completed your oral you need to complete the reflection below. Read through all the reflection questions and discuss them together once you have completed your presentation However, ensure that each person completes their own written reflection questions.
        • Was the oral presentation successful? Give reasons for your answer.
        • Would you have done anything differently?
        • How well did you manage the time allocated?
        • Had you done sufficient preparation?
        • Did you make use of audio visuals?
        • Was there time for questions from the audience?
        • Did your audience seem interested in your topic?
        • Were there questions and could you answer them?
  • 23. Activity 4: Reflecting on an oral presentation
    • Part 3: Personal reflection
      • Did you and your learning partner work well together? Describe.
      • Did you share the work equally?
      • How well did you communicate with each other during the preparation?
      • Did you both participate fully in the oral presentation?
      • Did you communicate well with your audience? Think about eye contact, use of your voice, body language, and oral skills.
      • How well did you personally use audio visuals or other aids.
      • Could the audience hear you and understand you?
      • What would you improve for next time?
  • 24. Activity 5: Written reflection
    • First do the reading below. It is about moral education – this is a very relevant but personal subject.
    • Teaching values: The role of the teacher
      • How do we learn values and morals? Is morality something that can be taught? Surely teaching values is the responsibility of the parent and family?
      • Although learning values is something that happens from infancy in the home, there is much that can be done in schools to help learners nurture positive values and to continue developing a strong moral sense. What better place to reinforce the importance of respecting others, valuing diversity, and working as a team. In a country which embraces and respects diversity in our Constitution, there is no place for considering any one set of values, religion, cultural or other differences as right. Rather in a learning environment, learners should be able to express opinions, disagree, propose alternatives, and hold their own views even if these differ from most other learners, or the teacher. Reinforcing fundamental values such as respect for others, acceptance, tolerance, and respect for the teacher will not only benefit the young learner, but will also ensure a positive learning environment. While the foundation of values still lies with the families, learning values at school should be encouraged.
  • 25. Activity 5: Written reflection
    • Work in pairs
      • Read the above text. Do you agree or disagree with this point of view? Discuss your point of view with a learning partner.
      • What about your own experience? Did you learn values at home or at school? Where do you think values should be taught? Write your responses into your journal.
  • 26. Activity 6: SWOT grid
    • Think about yourself as a learner. You are currently studying and have some ideas about your future career. In this activity, think about your own strengths, weaknesses, opportunities and threats with regard to your own education and career plans.
  • 27. Strengths Weaknesses Threats Opportunities
  • 28. 2. EXPLAIN THE PROCESSES FOR APPLICATION OF THEORY IN PRACTICE
    • After completing this outcome, you will be able to:
      • present the concept of ‘competence’ in terms of Bloom’s Taxonomy of Educational Objectives in the three developmental domains: cognitive, psychomotor and socio-affective, and its relationship with the education system.
      • define the term ‘practice’ in terms of the concept of ‘competence’ using local and daily life examples.
      • list and clarify the ethical responsibilities of the reflective practitioner including citing and referencing own and other voices in speaking and writing.
  • 29. 2.1.1 Bloom’s Taxonomy of Educational Objectives
  • 30. 2.1.1 The cognitive domain
  • 31. 2.1.2 The affective domain
  • 32. 2.1.3 The psychomotor domain
  • 33. Activity 7: Understanding Bloom’s Taxonomy
    • In your groups decide on a practical example to use for this activity.
    • If you choose the cognitive domain, you will need to choose an example that is based on knowledge, and involves learning intellectually. An example would be learning about the brain and how it works, or learning how to write references in the correct way.
    • If you choose the affective domain you will need to choose an example that relates to learning about attitudes and values. An example could be learning about attitudes to HIV and Aids, or learning about ways of dealing with conflict.
    • If you choose the psychomotor domain, you will need to choose a practical skill such as learning to drive or to operate a computer.
    • In your groups, describe how you become competent in your chosen example using the taxonomy provided. Give clear examples what will need to happen at each level. Write this up on a large poster to present to the rest of the class.
  • 34. 2.2 Defining practice and competence
    • The South African Qualifications Authority (SAQA) has described applied competence as being made up of the combination of the following:
      • Practical competence: the demonstrated ability to perform a set of tasks and actions in authentic contexts (situations).
      • Foundational competence: the demonstrated understanding of what we are doing and why we are doing it.
      • Reflexive competence: the demonstrated ability to integrate our performance with our understanding so that we are able to adapt to changed circumstances and explain the reason behind these adaptations.
  • 35. Activity 8: Reflect on your own competence
    • Think of one thing that you are very competent at. This would be a skill or ability you have, that you are confident that you can do well.
    • Complete the following questions:
    • What is the skill or ability you are competent at?
    • How do you know that you are competent at this skill or ability?
    • Would you be able to perform your skill without being told what to do, or without referring to a book or instructions?
    • Is there anything further that you can learn or improve on?
  • 36. 2.3 The reflective practitioner
    • Ethical responsibilities
      • Accepting others
      • Upholding the values and rights of others
      • Being aware of own values and attitudes
      • Taking responsibility
      • Professional registration
  • 37. 2.3.2 Referencing
    • Plagiarising
      • Plagiarising amounts to stealing work that does not belong to you, and claiming it as your own.
    • Why do you need to reference?
      • To avoid plagiarism.
      • To acknowledge the words or ideas that you have used come from someone else.
      • To give credit to the person who first came up with the idea.
      • So the reader can then look up the source if they want to.
  • 38. 2.3.2 Referencing
    • When do you need to reference?
      • You need to reference a text that you have used, either when you have quoted from the text or you have taken an idea from that text and paraphrased it in your own words. You need to indicate the name of the author and the year the text was published.
    • How do you reference someone else’s work?
      • If you use the author’s exact words, you need to put the words in “quotation marks”.
      • If you paraphrase what the author said, you need to write this in your own words.
      • In both cases, you need to quote the source, i.e. the author and the year the text was published.
      • You should include the page number after the date if it is an exact quote from the text.
      • For example:
        • According to Smith (2006) …
        • Referencing is very important if you want to avoid plagiarism and is “considered a serious offence”. (Smith, 2006: 12).
  • 39. 2.3.2 Referencing
    • You must make an alphabetical list of all the sources that you reference at the end of the text. This should include:
    • Author
      • Two or three authors: list them in the order they appear on the title page, e.g. Adams, Stevens & Van Zyl.
      • More than three: give the name of the first author followed by “et al”, e.g. Adams et al.
      • Editors: add “Ed.” after their name.
    • Date that the text was published.
    • Title of the text (in italics or underline).
    • Edition
    • City that the text was published in.
    • Publisher
  • 40. Activity 9: Written assignment
    • Complete a written assignment of 2-3 pages on Bloom’s Taxonomy. Include in your assignment the three domains. In addition, include a practical example of how learning takes place at the different levels in any one of the domains.
    • For your assignment, consult with at least two different sources of information. One source needs to be a written source such as a book, and the other should be a website. Ensure that you properly reference your sources.
  • 41. 3. CLARIFY THE ROLE OF REFLECTION IN EDUCATION STUDIES
    • After completing this outcome, you will be able to:
      • describe the uses and processes of ‘reflection’ in the application of theory into the routines and occurrences of daily life and in Education Studies.
      • demonstrate both orally and in written form, the use of reflection in the application of theory into the routines and occurrences of daily life.
  • 42. 3.1 Reflection in education
    • Reflection helps the practitioner grow and develop as a professional person
    • It is essential when you will be working in the human and social development field in the future
    • Reflection helps you to be:
      • compassionate
      • empathetic
  • 43. 3.1.1 The difference between open ended and closed questions
    • What are closed questions?
      • Closed questions only leave the option for answers such as “Yes”, No” or other one word answers.
    • What are open questions?
      • Open ended questions invite the person to give a longer answer. They invite the person to talk further and give information.
  • 44. Activity 10: Closed and open-ended reflection questions
    • Part 1: Create questions
    • Create two closed questions and two open-ended questions related to being a learner on this course. Write down these questions.
    • Part 2: Ask questions
    • Paired Activity.
    • Ask your partner each question you wrote down. Listen carefully to his or her answers. Then let your partner have a turn to ask you questions.
    • Part 3: Reflect on closed and open-ended questions
    • Paired Activity.
    • Discuss these reflection questions.
      • How did you feel when your partner asked you a closed question?
      • How did you feel when your partner asked you an open-ended question?
      • Were your answers longer for the closed or open-ended questions? Why do you think so?
      • When would you ask closed questions to a learner?
      • When would you ask open-ended questions?
      • Which type of questions will best help you to reflect on yourself?
  • 45. 3.1.1 The cycle of reflection
  • 46. Activity 11: Applying the reflection cycle
    • Brainstorm different real-life personal experiences that you could reflect on.
    • For example: failing a year at school, an unplanned pregnancy, a divorce etc.
    • Choose one experience to work with.
    • As a group, reflect on the experience by applying the Reflection Cycle.
  • 47. Using self-reflection questions
    • Am I interested in all the people I work with, or do I prefer some over others?
    • Is there anyone I dislike? Does it show?
    • What did I notice about myself that pleased me today?
    • What do I think of as my personal strengths?
    • How can I use that strength as I work?
    • What aspect of my work do I find most challenging?
    • What are my relationships with my peers like?
    • How can I strengthen them?
    • Do I have enough knowledge about the field I am working in?
    • Could I learn new skills which would help me in my work, and where could I learn?
    • How can I improve the work I am doing?
    • Should we do anything differently in the future?
  • 48. Positive self-reflection
    • Self-reflection is not only about looking at areas that you need to improve in life
    • It is also about encouraging yourself, and giving yourself credit for areas where you have achieved.
    • Develop a strong network of support
  • 49. Activity 12
    • Use your journal to record the answers to the following questions for each day of a particular week.
      • What did I try today that was a new experience for me?
      • What positive experiences did I have today?
      • What negative experiences did I have today?
      • What have I learnt about myself today?