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What makes it different?

  1. The BCP is an evidence-based intervention approach developed to  address specific issues of teaching-learning within the South African context. The efficacy has been established and replicated in multiple research studies and projects in South Africa.
     

BCP- RESEARCH AND SCIENTIFIC BASE OF THE INTERVENTION

 

YES

NO

UNCERTAIN

1. Is there scientific evidence for the programme?

 

 

2. Have multiple studies been implemented in various locations?

 

 

3. Does the research show significant effect?

 

 

4. Is there evidence of maintenance of the effects?

 

 

5. Are the effects generalizable to multiple learning areas?

 

 

 

  1. The BCP establishes a generalizable conceptual language for learning. Failure of learners to acquire the academic language required for learning is widely recognized as a reason for learning failure in SA classrooms (Heila Jordaan, 2011). Many other programmes either do not pay explicit attention to developing language awareness or underestimate the importance of developing higher order conceptual understandings particularly in young children.

 

BCP- CONCEPTUAL LANGUAGE DEVELOPMENT

 

YES

NO

UNCERTAIN

1.  Does the programme recognize the critical role of language in the development of thinking and in learning?

 

 

2. Is there a distinction made between every- day language and formal instructional language?

 

 

3. Does the programme distinguish between the concepts and the content to be taught?

 

 

4. Does the programme place emphasis on higher order language development?

 

 

5. Do the teachers of the programme explicitly plan the vocabulary needed for each lesson?

 

 

 

  1. The BCP is instrumental and not programmatic in nature; it systematically develops conceptual understanding and associated thinking tools for learning; This means that while the content is considered important it could well be exchanged with other relevant content. In addition, the BCP Teaching Model aims to transform teaching-learning interactions within the classroom. While other programmes provide the ‘what to do’, the BCP also provides the ‘how to do it’. Teacher-mentoring and the focus on teacher development are a crucial aspect of the process.       

 

BCP- A TOOL FOR THE DEVELOPMENT OF THINKING

 

YES

NO

UNCERTAIN 

1. Is the focus on the development of higher order thinking processes?

 

 

2. Is the intervention generalizable to all learning areas?

 

 

3. Is the intervention learner-paced and flexible enough to meet a variety of learning needs?

 

 

4. Does the teaching approach allow teachers to reflect on and review their practice?

 

 

5. Is there a teaching model and can it be transferred to other learning areas?

 

 

 

The mind is not a vessel to be filled, but a fire to be ignited.

(Plutarch, 46-120 AD)