Slideshare presantation

“Science is the Great Instrument of Social Change.”

Arthur Balfour

Social ScienceSocial Science

relating to human society and how it is organized.

the study of the physical and natural world and phenomena, especially by using systematic observation and experiment.

5 primary Social Sciences:

Anthropology

Sociology

Political Science

Geography

Psychology

Anthropology The study of humankind in all is aspects: culture and

development.

Sociology The study of the origin, development, and structure of

human societies and the behavior of individual people and groups in society.

Political Science the study of political organizations and institutions,

especially governments.

Geography The study of all the physical features of the Earth's

surface, including its climate and the distribution of plant, animal, and human life.

Psychology The scientific study of the human mind and mental

states, and of human and animal behavior.

ACTIVITY

University of the Witwatersrand, Author Feedback session, 7th October, 2010

Caroline Long, Centre for Evaluation and Assessment, (CEA)

Curriculum Re-packaging the NCS curriculum?

Will this strategy solve the problem of learning and teaching mathematics?

Curriculum – a document of central importance It influences the mathematical experiences of children have

through the guidance and support for teachers. It should include the best that mathematics education research has to

offer. For example: Rational Number Project has done extensive analysis

applicable at all levels. Responsibility for the curriculum

Mathematicians together with mathematics education specialist and specialist teachers for sound knowledge base – the substantiveaspect of the curriculum.

Teachers are responsible for the technical-professional implementation of the curriculum.

Cycles of review and piloting are essential

Levels of curriculum (Thijs & Van den Akker, 2009)Level Description Examples South Africa

Supra International Common core

principles

Reference to TIMSS Frameworks, NCTM

frameworks, etc.

Macro System,

national

Core objectives,

attainment

levels,

Examinations

Broad ideas that are agreed on, the highest

requirements, lasting principles, based on

mathematically guided research

Meso School Mathematics

programmes for

an entire school

There is expertise among school mathematics

departments. ONLY if the MPC can produce a

better document than teachers should this role

be taken away from the teachers.

Micro Classroom,

teacher

Teaching plan,

instructional

materials,

textbooks

Planning is an essential component of teaching. It is

in the planning that the teacher consolidates her

thoughts and makes specific decisions regarding her

class.

Nano Learner Personal plan for

learning

In the higher grades and in some schools this level

may be taken seriously. We do not expect the

teacher to have a laid out plan for individual

learners.

Key transitions from Grade 6 to 10 (Usiskin, 2005) These are amongst others, from;

whole number to real number; number to variable; from patterns to functions; inductive arguments to deductive arguments; from informal description to formal definition of mathematics ideas; from a view of mathematics as a set of memorized facts to seeing

mathematics as interrelated ideas accessible through a variety of means. p. 4.

Because learners have not made these transitions they are "forced to memorize their way through algebra and geometry and

functions"; "expected to think formally but they do not know what this [thinking]

means"; "assumed to understand the properties of real numbers, but they are still

thinking in terms of whole numbers" (p. 4).

What does research tell us? Kieren tradition – analysis of mathematical concepts, investigates

acquisition by learners and conducts teaching design experiments with implications for instruction Kieren (1976). On the mathematical, cognitive and instructional

foundations of rational numbers.

Children learn from their total experience and they bring their observations and learning to the classroom.

Learning in the early grades affects the understanding of later concepts for example the early teaching of fractions as only part of a whole ONLY,

interferes with later understanding of a concept such as percentage increase.

Learners can be taught a procedure, but they do not necessarily remember it in the way it was taught and neither can they apply the procedure correctly when confronted with a parallel problem (Hart, 1981; 1984).

Proportional reasoning Capstone of primary school and cornerstone of

high school (Lesh et al, 1988)

Children have intuitive understanding of proportional reasoning – this has to be developed starting from FP

Levels of cognitive development and levels of complexity are to be found in research Qualitative reasoning precedes quantitative reasoning

Lack of fluency with proportional reasoning seen as one on the reasons for failure at tertiary level

Percentage Problems with percentage related to ONLY teaching

part-whole understanding of fraction

Covers the different notions underpinning rational number, and has additional complexity

See Parker & Leinhardt, (1995). Percent: a privileged proportion

Further comments Rational number, ratio and rate

Grades 7, 8 – ratio and rate (one week, no progression indicated)

Grades 9 – ratio and rate (one week), add direct and indirect proportion (one week)

Rational number concept built up through experiences with common fractions, decimal fractions, ratios, rate, throughout the year.

Develop an understanding the rational number can have different representations.

No mention of proportional reasoning (see Lampen document)

Conclusion Development of a curriculum takes time

Key research must be considered as in the alternative curriculum (previous slide)

Mathematicians and mathematics education specialists are responsible for substantive aspects.

Teachers for implementation of technical- professional aspects.

Next steps towards planning the mathematical future of our children require radical redirection.

Overview ofSouth Africa

To allow us to better empathize with conditions in

Ocean View

A satellite picture of Africa at night. . . What does the light, or

lack thereof, tell you about Africa?

Photo Citation: bcnn5.com

Western Africa Landforms and ClimateThe Sahara Desert

The Sahel Region

The Savanna

Coastline and Forest

South Africa’s economy is the largest and most developed in Africa (28th-largest in the world)

People are well off in many parts of South Africa, although poverty and inequality remain widespread.

About a quarter of the population is unemployed and lives on less than $1.25 a day

Early history of South Africa

South Africa today has 11 official languages.

The three most spoken languages at home are Zulu (22.7%), Xhosa (16.0%), and Afrikaans(13.5%).

English is the language of commerce & science, but was spoken by only 9.6% of South Africans at home

in 2011.

How did this mix come about?

Let’s zoom outto get some context

about the entire continent of Africa

Berlin Conference of 1885

How did this mix come about?

Indigenous African groupsZuluXhosaKhoikhoiSan

Plus:

Dutch (Boers)British Empire

And… slaves from MadagascarMalaysia (Muslim)IndiaSri LankaOther parts of Africa

Angola and Guinea

Apartheid (separateness)1948-1994

See this presentation for some background

on Apartheid

http://www.slideshare.net/urse1515/apartheid-7910528

Photo Wendy North 2009

What?

Why?

How?

Where?

When?

Who?

5 W’s and How

We tend to assume that pictures are easy to understand, requiring little skill, and we often take it for granted that children see what they are asked to look at and that they see what we see in pictures.

Margaret Mackintosh

Where?Where was the market image taken?

Course Outcomes

1. Adapt the ideas shared during the day to make them work for your school, your children and the kind of curriculum that you want to teach. This means you will be using ICT frames to create your own personalised resource.

Aim: to create ICT resources that are adapted to the needs of your children and your school

2. Share the resource you have developed with one or more teachers during the final session

Put Yourself in the Picture

What do you see,

hear, smell and

feel?

Photo Wendy North 2009

First of all we did some focused activities in the classroom that helped us develop using four of our five senses. In this way we learnt that we could describe a place with lots of details and it helped us to bring the place to life through words.

Chembakolli – a village in

India

We followed this by using `freeze framing’ to help us take on the role of a character in the photograph. See our photographs on the right.

CAN YOU WORK OUT WHICH FREEZE FRAME SHOWS … ?

friendsvillage schoolwriting sieving concretethe way home

I can feel the soft blue powder

the rough and hard wood.

my bracelet tickling my arm.

I can smell the misty air that blocked my nose.

the moss on the trees and the dead leaves.

Leah

Sieving concreteI can see some trees gently brushing against each other,

my friends working hard.

the muddy floor

I can hear the slight breeze shaking and rattling the trees

my friends talking to me, telling me some things they are going to have for their tea.

Photograph from Action Aid

http://www.chembakolli.com/

Words: Y4 Waterton J & I

Viking Traders

What would you

?

What would you

? Painting by Mark Bergin,

… The daily Life of the Vikings, p. 17

ISBN 0 7502 3580 2

Putting Yourself in the PictureWhat do you see,

hear, smell and feel?

I can see

…

Conversation between Characters

This photograph was taken during World War 2. What might these men be saying to one another?

Visual LiteracyVisual literacy can be compared alongside text based`literacy’ in that they both employ similar processes:

identifying

decoding

interpreting

Visual Literacy

How often do we focus on developing pupils’ skills of reading and interpreting images as opposed to developing these skills with text based sources.

Margaret Mackintosh

Understanding both print and visual sources depends on:

Observation (based on the use of all the senses)

Prediction

Deduction /supposition

Narrative skills

Looking, thinking & finding outObservation

Senses sheet

Deduction/ Supposition Conversation between charactersEvaluating evidence –What do I know for certain? (definite, possibly, probably true)

http://www.geography.org.uk/eyprimary/visualgeography/researchframes

Your turnACTIVITY 2

Using

Images

Geography

History

What items would we include in the category of image? A picture

A photograph

A graphic

A diagram

A map

… or a collection of them

Chris Durbin, former geography inspector/adviser Staffordshire LA

What is meant by an image The perception of places that are inside our heads that

derive from our experiences, both direct and indirect.

The messages given by a single source or by a collection of sources.

These may be photographs, diagrams or maps but they can also be written accounts.

Chris Durbin, former geography inspector/adviser Staffordshire LA

Why do we use images? To help to develop a `sense of place’

To foster enquiry skills

To improve visual literacy

To improve critical literacy

We use them together to help children to become better learners (of geography and history).

I want to

help children understand that there are many ways to live in the world and to be happy and fulfilled.

BUT also to understand that the unequal distribution of wealth and resources means that some people live very hard and difficult lives.

Geography

Photo Wendy North 2009

The Nuffield History Project view

We all come out of the past, and what happened there influences what happens here and now – we need to know so we can understand the world today.

Through history, we can lead children to understand how human beings behave and why people act as they do.

By getting inside the past, we can lead children to respect and value each different period and society in its own terms.

http://www.nuffieldfoundation.org/primaryhistory/

History

What can you work out from the photograph?

What do you know for certain?

What questions would you like to ask?

The skill of looking at, understanding and interpreting pictures has to be taught through planned directed study.

Margaret MackintoshChapter 9, Primary Geography Handbook (2004) ISBN 1-84377-103-9

ReferencesAll slides are originally from Slideshare.comAccessed on 7/ March/ 2014

Geoprimary. 2009. In the Picture: developing visual literacy through geography and history

Long, C. 2010. Senior phase comments. University of the Witwatersrand,Centre for Evaluation and Assessment, (CEA)

Stefphoney Grinage. 2013. Social science (Teacher at Sacred Heart College)

SteveTLC.2013. South Africa and Apartheid

Rebecca Subert . 2012. Geography: Geography of Africa

Further references: http://www.slideshare.net/urse1515/apartheid-7910528

http://www.geographyteachingtoday.org.uk/ks1-3-courses/course/primary-geography-and-ict/Association – Visual Geography

http://www.geography.org.uk/eyprimary/visualgeography/ http://www.wakefieldinset.wakefield.yhgfl.net/mydesktop/