EPS401 Educational Psychology Assessment Answer

Introduction:

Constructivism is the idea that people actively construct and make their knowledge and reality determined by experience as a learner. It allows learners to use their previous knowledge as a foundation and build on new things that they learn (Merve, 2019). Three types of constructivism are cognitive, social and radical. It is aiming to define that learning as an active process that is acquired through experience. The 5E of the instructional model is engaging, exploring, explaining, elaborating, exploring and evaluating. The model assesses the prior knowledge of students that will lead to enhanced learning opportunities (Pande & Bharathi, 2020). Feuerstein's teaching approach is a process-based approach that is focusing on developing vitality important and looking for skills of learning and tapping into intellectual capabilities. The approach allows the dynamic assessment, activation of cognitive and mediated learning and shaping of a modifying environment. The essay will discuss Feuerstein's teaching approach by which the Structural Cognitive Modifiability and mediated learning environment within South African teaching and learning context (O'Connor, 2022). It will allow recommendations and effectively apply the knowledge by which teaching practices can be improved. The practice allows improvement in the teaching and learning context by which effective learning can be introduced.

Feuerstein's Teaching Approach

Adaptive and critical thinking skills are key areas of effective task engagement. Feuerstein's teaching approach is a theory that is based on how to construct a multifaceted methodology that builds on the capacity of the brain for modifiability. The teaching approach finds the traditional method an ineffective one and processes deficient. Dynamic assessment is an interactive process that is designed to cater for the challenges and drive the subsequent process of learning (Mohammed & Kinyó 2020). Mediated learning experiences (MLE) will take emphasise thinking and teaching skills. It will make the inclusion of the genetic and sociocultural factors by which the learner's goals will be met. To address the epistemic challenges, facilitating the process of capacity building is more relevant which leads to addressing the need of learners suffering from any kind of environmental deprivation. It has an opportunity for success that allows the selection of modifiability (Knapp, 2019). It is seen that to address need, effort and resources are necessary for change that makes everyone actualize the ability. Following barriers lies in modifiability which are aetiology, age of onset and severity of the condition. Aetiology is the scientific perspective that is defining that every disease must have a cause. The cause is something that produces an effect and defines the reason behind the disease. The second factor is the age of onset, which is the age at which individuals acquire a condition. It is the first experience of the condition or symptoms behind a disease or disorder. Disability is a dominant factor that has ramifications for how disability is affecting the life of an individual. The third factor is the severity of conditions where an individual loses the capacity to work in an environment. It is important to develop an intervention that addresses the severity and impaired conditions. It will ensure that need, belief, intention and proper tools can be used to overcome the barriers and challenges of modifiability.

 Freustein draws a differentiation between teaching and meditation (Ahmad et al., 2020). It involves the transfer of information while meditation is a process where the movement of passing the initial transmission of knowledge allows learning to be applied in the real-life world. Teachers act as mediators that seek the clarification between passive and incidental interaction and allow purposeful interactions. In addition, awareness is an essential component of effective learning with the address to the barriers (Bogna et al., 2020). The capacity map is making the experiential activities and task to apply that leads to the response concerning the other stimuli. In addition, the process of MLE makes mediator effects that engage learners and create a positive learning environment. It will make a positive learning environment by which the placing of learner and stimulus is taking place. The process makes the learner develop the meaning and begins the process of self-meditation (Barbehön, 2020). Creating a synchrony between the intention of building skills and mapping the other task and activities will result in creating a balance. It brings the process of MLE to give meaning and create the learning environment. All these behaviours will allow the learner to get an opportunity to express themselves and take the capacity-building approach implemented. In conclusion, the process will make an interaction with the system that takes the focus over the learner. Feuerstein's teaching philosophy is aiming for learning interactions that are direct learning and mediated learning (Sharp et al., 2020). The South African education system is found to be suffering from a weak educational system and high levels of spending on public education.

The total spend of the country is seen in over 6 per cent of GDP on education with many OECD countries. The method of teaching will lead the child to develop the pre-requisite skills that make effective direct learning. It will integrate four pillars of the education system that is dynamic assessment, cognitive activation, mediated learning and shaping the modifying environment. Education in South Africa has a complex context that is shaped by colonial priorities and policies (Chapman, 2018). It is guiding the teaching practices by which critical and creative thinking can be encouraged and capacity building can be promoted. Feuerstein's teaching philosophy is a suitable one for the South African education system that is unable to provide quality education. The philosophy will be supporting the need for a South African education system that is reasonable in one's articulations. It is meant for addressing the educational needs of indigenous people. Second, is a demonstration of moral maturity that will lead to the gain of skills that make participation in the social world. The quality of education is getting elevated to a significant level that makes individuals better participate in a practical situations. Lastly, it will make the attuned to the deliberation that is addressing the intellectual inquiry by giving a reasonable, moral, deliberative and practising the philosophies of education (Feuerstein et al., 2018). Henceforth, it is improving the quality of education in the South African education system.Designing an enrichment program and action plan to address the area of challenges of teaching practices

South African education is suffering in terms of providing quality education to its students. It is holding a rank of 75th which is an implying condition and shows the presence of loopholes (VERGARA CABARCAS et al., 2019). The teaching practices do not meet the needs of students and their learning needs. The education system seems to be flawed and filled with poorly performing teachers. It is the first point that is resulting in gaps in the education system. Improving the quality of teaching and teacher performance is a requirement to meet basic needs. Second is poor work ethics and poor control by educational authorities that lead to challenges in terms of setting the curriculum. Third is the lack of support by the teacher and low levels of accountability that are making teachers teach any aspect without worrying whether it is meeting the need or not. Lastly, the shortage of qualified teachers is making the education system place the teacher with fewer qualifications (Cornea & Todor, 2019). The action plan and enrichment plan will involve directing the teachers in a particular direction where they can understand what is expected with the learning. In case placed teachers are unaware of the fact that how to deliver the teaching material. Then, it becomes important to take the personal experience that is giving a more constructive way to take the information. It will be building the foundation of pre-existing knowledge. The incorporation of pre-existing knowledge and new information will make the poor education system overcome. Teachers need to construct knowledge rather than just take it passively (Jones, 2018). It will be allowing the teachers to deliver the insight-specific content by which the education system is going to be met.

Creating awareness about the gaps in the education system that needs to be met. It will lead to the development of the curriculum plan. By this, the teacher can design an effective design that meets the needs of the student. It will make the teacher meet the environmental needs that are contributing to attaining the behaviour. Teachers can seek and students can add value to the curriculum (Naidoo, 2022). It will make the teachers able to understand the basics and then solve complex problems. By this, the less qualified teacher can bring outcome-based learning by which the student's learning can be done in the right direction. It will make the teachers provide the learning process with the individualised need and resulting in the qualitative learning process by which less of resources and funds will be enough to meet the basic needs. Applying Feuerstein's Theory of mediated learning principles to the South African classroom will be seen in the context of applying dynamic assessment methodology. It is a method of assessment where the teacher will be evaluating the student's ability to learn a skill. It will give a measured way of teaching where the learning and its outcomes can be evaluated. The positive influence will be seen in improving learning material and filling the loopholes as soon as the feedback is received (Chin & Fu, 2021). All these practices will encourage the skills of students and teachers by encouraging integrative and holistic learning. It is bringing change in the education delivery to the students (Hadidi Zavareh et al., 2023).

Learners' linguistic, cognitive and metacognitive shows the need for the application of the theory that allows the narrative to come into play. It will be allowing the learning to be accessed at each stage which is making the teacher get insight that what is the demand of each stage. It implies that changes in the microstructure will make the problems of the macrostructure be dealt with in a better way that is providing the best learner instruction in mainstream education and addressing the special need of the environment (Moonsamy & Barnes, 2021). When there is a restriction on the sources of lies then it becomes important to promote smart learning. emergent literacy and language support models would have been a great support for the learning of marginalised groups that are making the groups be elevated. Implementation of the need for the education of the minor groups. It brings the native language to be involved in the curriculum which is giving a better level of understanding of course material. It is a great initiative that will be supporting the learning needs of the student belonging to a specific community. It promotes learning for all community present in South Africa (Moonsamy & Carolus, 2019).

Conclusion

The South African education system is suffering in variable terms that is in the context of having adequate sources for educational quality, high levels of public spending on education and average spending of GDP. All these challenges are hampering the quality of education in South Africa. To address the gap in the education system and get the desired outcomes, a comprehensive approach is required, that is Feuerstein's teaching approach. The approach is a dynamic one and promotes constructivism in the education system. Dynamic assessment is an interactive process that is designed to cater for the challenges and drive the subsequent process of learning. Mediated learning experiences (MLE) will take emphasise thinking and teaching skills. Both approaches will make the teacher understand the need for curriculum and what is expected by the learning. It will help the teacher to design the learning and material by which the best interest of students is promoted. Learners' linguistic, cognitive and metacognitive assessment methodology can be promoted in classroom activities that is giving a sustainable option for the student and enhance the outcomes. In conclusion, Feuerstein's Theory will be an effective one to adhere to the gaps in the education system in south africa.

References:

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