The CAPS aims to establish knowledge and skills, that learners acquire, that are meaningful. Constructivism supports that learners should be dependent on learning from meaningful sources because it will ensure their proficiency with certain knowledge (2016:61). The CAPS promotes a procedure of learning that is active as well as critical. Constructivism states that learning should be an active process where the self-determination of learners is motivated and the purpose of the learners taken into account (2016:33). The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team.
When people have self-confidence and motivation on success they have the gut feeling also will put more effort to reach their goals. Most of the time those people think they have control over their success. To apply this theory in real world teaching teachers can demonstrate, make the students socialize and practice
- Reports. It is advisable to include at least one report per subject because it prepares students for professional life enhancing research (data mining and analysis) and presentation skills. - Projects. One of the most significant types of evaluation that can be done either individually ot in groups. The more authentic the project theme is the higher student’s interest in
The habit of evaluating over time will help the teacher develop a well-founded professional expertise because of the way in which they test out and check what they did, and as a result they can be more accurately informed about what works and what does not. The teacher will be constructing a repertoire of teaching approaches and techniques which will be in the student’s best interest. Evaluation is vital because it’s based on the teacher success in the classroom. It is this role that allows the teacher to discover the worth of their work. Teachers must find the value in what they do.
The ability to learn independently is the ultimate goal of meaningful learning. To be able to achieve this, lectures are designed in such a way as to be meaningful for students. So, meaningful learning occurs when the student plays an active role in the learning process and is finally able to decide what to learn and how to learn it Through meaningful learning the students are expected to be better able to recognize and develop all the knowledge they have. In addition, students are also fully aware of the importance of using the various learning resources that surround them, encouraging students to think systematically, critically, responsively. cultivate an active learning ability in students and explore the ability of students and lecturers to jointly develop in a variety of knowledge of skills and experience.
There are two approaches according to Spady, the traditional and transformational. The traditional approach emphasizes students’ mastery of content some cross discipline outcomes like the ability to solve problems or to work cooperatively, whereas, the transformational approach emphasizes longterm, cross-curricular outcomes that are related directly to students’ future life roles such as being a productive worker or a responsible citizen or parent. The approaches mentioned strongly suggest the use of authentic assessment methodologies in the various
This means that learning outcomes are clear, learning experiences are designed to assist student achievement of those outcomes, and carefully designed assessment tasks allow students to demonstrate achievement of those outcomes. Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way (Ewell, 2000). According to Cox and Godfrey (1997) the process of utilizing assessment and evaluation within the context of education relates to the principles of good teaching and classroom management. Assessment and evaluation are necessary aspects of the teaching process because educational objectives are often very broad in their scope and, as such, are often vague. The teacher must therefore interpret these broad objectives and establish specific and tangible
Need for knowledge or the need to process and internalize exploration and experience results that could assist in problems solving. 3. Need for ego improvement or the search for self-knowledge driven by the desire to be accepted and approved by others. When analyzing the development of a foreign language in the learning process, the different learning style of the students need to be taken into account. It’s also important to remember that intrinsic motivation aids students’ learning and that the quality of classroom interaction matters a great deal.
Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success. It is good to show they are being stretched and challenged and evidence this in their feedback to aid their professional
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established. The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted.