1 / 10

In response...

In response. Dr Linda van Ryneveld Tshwane University of Technology. In this session. Curriculum mapping (Bester & Scholtz ). Mental Models ( Njozela ). Conceptualising of post grad studies ( Fossey ). Graduate attributes (Du Preez & Fossey ). Work- place. School. UoT.

knoton
Download Presentation

In response...

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. In response... Dr Linda van Ryneveld Tshwane University of Technology

  2. In this session... Curriculum mapping (Bester & Scholtz) Mental Models (Njozela) Conceptualising of post grad studies (Fossey) Graduate attributes (Du Preez & Fossey)

  3. Work- place School UoT Under-prepared Students vs Prepared University (Van Heerden, 2011) Prepared Workforce

  4. Curriculum mapping • Student support • Extended curricula • Life skills programmes, etc. • Career-focused content • Knowledge doubles every 5 – 15 years • Graduate attributes • Communication, Team work, Problem solving, Critical thinking, Language skills, Intellectual curiosity, Logical and independent thought, Management skills, Creativity, Ethical practice, Integrity, etc. Mental models... “deeply ingrained assumptions, generalizations or even pictures and images that influence the way people understand the world and how they take actions.” (Senge, 1990:8)

  5. Curriculum mapping • Active participants • Lecturers • Students • Industry • Lecturers (Teachers) are often seen as … • ‘curriculum receivers, and not curriculum developers’. • (Harley, Bertram & Mattson, 1999)

  6. Putting the curriculum into practice • Student-centred learning • 80/20 % principle • Teacher-talk vs Learner-talk (Flanders, 1970) • Authentic learning • Contextualised learning • Synergy with conceptual learning

  7. Learning about seasonal weather changes

  8. Learning to drive a car • Student centered • Conceptual AND Contextual • Graduate attributes

  9. Some of the lessons learnt... Curriculum mapping not a technicist approach & ownership Mental models cannot happen through knowledge acquisition only Graduate attributes to be embedded Act upon industry needs in order to improve our students’ employability Reiterated the importance of language skills (write, read and speak) for graduates

  10. Questions & Comments? Dr Linda van Ryneveld Tshwane University of Technology

More Related