mash-up of slides (from slideshare authors) Social sciences

1. Slideshare presantation

3. “Science is the Great Instrument
of Social Change.”
Arthur Balfour

4. Social Science
Social
Science
 relating to human society and
 the study of the physical and
how it is organized.
natural world and
phenomena, especially by
using systematic observation
and experiment.

5. 5 primary Social Sciences:
 Anthropology
 Sociology
 Political Science
 Geography
 Psychology

6. Anthropology
 The study of humankind in all is aspects: culture and
development.

7. Sociology
 The study of the origin, development, and structure of
human societies and the behavior of individual people
and groups in society.

8. Political Science
 the study of political organizations and institutions,
especially governments.

9. 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.

10. Psychology
 The scientific study of the human mind and mental
states, and of human and animal behavior.

11. ACTIVITY

12. University of the Witwatersrand, Author
Feedback session, 7th October, 2010
Caroline Long, Centre for Evaluation and
Assessment, (CEA)

13. 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 substantive
aspect of the curriculum.
 Teachers are responsible for the technical-professional
implementation of the curriculum.
 Cycles of review and piloting are essential

14. Level
Levels of Description Examples & Van Africa Akker, 2009)
curriculum (Thijs South den
Supra
Macro
Meso
International Common core
principles
System,
Core objectives,
national
attainment
levels,
Examinations
School
Mathematics
programmes for
an entire school
Micro
Classroom,
teacher
Nano
Learner
Teaching plan,
instructional
materials,
textbooks
Personal plan for
learning
Reference to TIMSS Frameworks, NCTM
frameworks, etc.
Broad ideas that are agreed on, the highest
requirements, lasting principles, based on
mathematically guided research
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.
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.
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.

15. 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).

16. 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).

17. 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

18. 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

19. 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)

20. 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.

21. Overview of
South Africa
To allow us to better
empathize with conditions in
Ocean View

22. A satellite picture of Africa at
night. . . What does the light, or
lack thereof, tell you about
Africa?
Photo Citation: bcnn5.com

23. Coastline and Forest
The Sahel Region
Western Africa Landforms and Climate
The Sahara Desert
The Savanna

29. South Africa’s economy is the largest
and most developed in Africa (28thlargest 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

31. Early history of
South Africa

33. 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.

35. How did this mix come about?

38. Let’s zoom out
to get some context
about the entire
continent of Africa

48. Berlin Conference of 1885

49. How did this mix come about?

50. Indigenous African groups
Zulu
Xhosa
Khoikhoi
San
Plus:
Dutch (Boers)
British Empire
And… slaves from
Madagascar
Malaysia (Muslim)
India
Sri Lanka
Other parts of Africa
Angola and Guinea

51. Apartheid (separateness)
1948-1994

52. See this presentation
for some background
on Apartheid
http://www.slideshare.net/urse1515/apartheid-7910528

53. Photo Wendy North
2009

54. What?
5 W’s and How
Where?
Why?
When?
How?
Who?

55. 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

56. Where?
Where was the market image
taken?

60. Course Outcomes
Aim: to create ICT resources that
are adapted to the needs of your
children and your school
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.
2. Share the resource you
have developed with one
or more teachers during
the final session

61. Put
Yourself in
the Picture
What do
you see,
hear,
smell
and
feel?

62. Photo Wendy North 2009

63. Chembakolli – a village in
India
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.

64. 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 … ?
friends
village school
writing
sieving concrete
the way home

65. Sieving concrete
I 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.
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.
Photograph from Action Aid
http://www.chembakolli.com/
Words: Y4 Waterton J & I
Leah

66. 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

67. Putting Yourself in the Picture
What do
you see,
hear, smell
and feel?
I can see
…

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

69. Visual Literacy
Visual literacy can be compared alongside text
based`literacy’ in that they both employ similar
processes:
identifying
 decoding
 interpreting


70. 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

71. Understanding both print and visual sources
depends on:
 Observation (based on the use of all the senses)
 Prediction
 Deduction /supposition
 Narrative skills

72. Looking, thinking & finding out
Observation
Senses sheet
Deduction/ Supposition
Conversation between
characters
Evaluating evidence –
What do I know for
certain? (definite,
possibly, probably true)
http://www.geography.org.uk/eyprimary/visualgeogr
aphy/researchframes

74. Your turn
ACTIVITY 2

75. Using
Images
Histor
y
Geography

76. 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

77. 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

78. 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).

79. Geography
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.

81. Histor
y
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/

82. What can you work out from the
photograph?
What do you know for certain?
What questions would you like to ask?

83. The skill of looking at,
understanding and interpreting
pictures has to be taught through
planned directed study.
Margaret Mackintosh
Chapter 9, Primary Geography Handbook (2004) ISBN 1-84377-103-9

85. References
All slides are originally from Slideshare.com
Accessed 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-andict/Association – Visual Geography
 http://www.geography.org.uk/eyprimary/visualgeography/
 http://www.wakefieldinset.wakefield.yhgfl.net/mydesktop/