EDMHODR StudyGuide PDF
EDMHODR StudyGuide PDF
EDMHODR StudyGuide PDF
EDMHOD-R/1/2006-2008
97772178
3B2
A4 6-Pica
(iii) EDMHOD±R/1/2006-2008
Contents
4.3 METALEARNING 82
4.4 THINKING 82
4.5 LEARNING STYLE 83
4.5.1 How the brain works, and how learning is affected by left brain
or right brain dominance 84
4.5.2 Field dependent and field independent learners 85
4.5.3 Multiple intelligence 85
4.5.4 Leider and Rosenberg's four learning styles 85
BIBLIOGRAPHY 128
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Preface
Dear Student
We are glad to welcome you to this module on the role of educators as
mediators of learning, which is presented by the Department of
Teacher Education. You might be a teacher already in service as well as
a student, or you might be a student with absolutely no experience of
teaching. Whichever you are, the fact that you have enrolled for this
course shows that you want to learn how to plan learning opportunities
for learners which are interesting, meaningful and educational. We
hope that this course will adequately prepare you, whether you are a
prospective educator or a very experienced one, to mediate learning in
an outcomes-based system.
The art of mediating learning is just one of the roles which
contemporary educators must fulfil. The other roles, which you will
learn about in the other modules, are:
. interpreter and designer of learning programmes and materials
. leader, administrator and manager
. student, researcher and lifelong learner
. citizen, community member and pastoral caregiver
. learning area/subject/discipline/phase specialist
. assessor
These roles overlap, and can actually not be dealt with separately.
Module In this module you will find out about the relevant theories and
contents terminology relating to learning mediation. You will also find out about
the practical aspects of outcomes based education. Every South African
concerned with teaching and education should be aware of the effects
of a multicultural situation on the language of teaching and learning
(LOTL), and should know how to use the language of instruction Ð
especially if it is not the learners' home language Ð in such a way that
effective learning will result. In addition to the language differences
among learners in the same class, there will also be many other
differences, including those of culture, background knowledge, ability
and gender. Effective learning mediation will not be able to take place if
you do not take the learners' differences and their needs into
consideration. We all know that an intimidating, negative teaching
environment, like a lack of discipline in the classroom, can have a very
negative impact on the learning process. We also know from experience
that educators who cannot adapt their teaching strategies to the nature
and contents of the learning area or subject usually do not achieve
much success. All these aspects, and many more, are associated with
(viii)
learning mediation and are the kinds of topics you will encounter in this
module.
Teaching and educating are very practical skills, and you will have to
be able to apply in practice everything you learn in this study guide, so
we have tried to concentrate as far as possible on the practical
elements of teaching. Prepare yourself for lots of exercises, activities
and reflections on the learning contents.
It is not our aim to convince you that certain teaching and mediating
strategies are better than others Ð we will put some alternatives
before you and leave it up to you to try them all out and stay with the
ones that work best. Logically, some techniques and methods will work
better in some subjects and learning areas than in others. We would
like to challenge you, however, to do a thorough rethink of your
existing perceptions, views and opinions about education, and
especially about teaching, and to ask yourself the following questions:
. Am I open to new ideas, and willing to test them in practice?
. Do I know the wealth of learning mediation strategies that are
available to me, and am I going to use them in the teaching situation,
or am I just going to keep on doing what I have been doing all along?
. Am I going to teach as I was taught, or do I really want to adapt my
teaching to new insights about the learning process and teach in such
a way that I will prepare my learners for the demands of a different
world?
. Am I willing to take learner differences into account, or do I believe
that a ``one size fits all'' approach is adequate?
. Do I believe that an educator's job is to communicate learning
contents to the learners, or do I believe that an educator should just
function as a mediator or assistant, and lead the learners to
construct or create their own knowledge?
Read the above questions again, and think them over carefully!
As you work through this study guide, you will see that it is not just
your job to give instruction Ð you must also help the learners with
their development into independent, thinking people who can take
responsibility for their own learning, solve problems and work
effectively with other people. Let us think again about the critical
outcomes identified by the South African Qualifications Authority
(SAQA). The underlying intention of any course, module or qualification
should therefore be to lead the learners to achieve the following
outcomes in a meaningful way:
(ix) EDMHOD±R/1
These critical and developmental outcomes are also the outcomes you
will have to achieve in this study programme, and so we expect you to
work with other people sometimes or to discuss the contents with your
colleagues, to communicate with us and with your fellow students, to
consider issues critically, and to solve problems! We also want you to
see that all seven of an educator's roles form a close unit and are very
closely related.
Activities in We would love to talk to you, but we do realise that this is only possible
the study by means of written activities in distance education. In a lecture, we
guide could ask a question and get your answer immediately, but here we
have asked questions and set activities which you will have to complete
in writing. In the activities we expect you to give your own opinion, or
to relate the contents to your everyday life or your experience, and to
bring them into the context of your own prior knowledge. We also
expect you to reflect on what you have learnt. You will have
opportunities to be creative, to do exercises and to state your point
of view. Remember that you do not necessarily have to agree with
everything we say. You might have discovered over the years a
particular technique which works differently from the ones we explain
(x)
here Ð we would LOVE to hear about it! Then we can share it with
your fellow students and find out if they have the same experience. In
that way we will all learn from each other in a good OBE fashion!
Journal book We would like to know what your answers to our questions are, what
your views of the issues are and how you may differ from us: for that
reason we expect you to keep a journal book. You should make notes in
it as you work through the study guide, and also do the activities which
we set for you in the study guide. Your journal book need not be very
tidy, and you need not write in full sentences Ð it can consist of brief
notes, or it can be full of mind maps, lists or summaries. It must be
your own, personal work and serve as evidence that you have worked
through the study guide and completed the activities.
Very Your journal book serves as one of the assignments which you have to
important complete for this module, so it is VERY IMPORTANT that activities in
the journal book MUST BE NUMBERED EXACTLY LIKE THE
ACTIVITIES IN THE STUDY GUIDE. Please draw a line across after
the exercises for each study unit. The journal book will be handed in
like an assignment, on a date to be provided in Tutorial letter 101, and
you will earn credits for it. We regret that you will not be admitted to
the examination if we do not receive your journal book in good time.
Prescribed This study guide is based on the following prescribed book:
book
Nieman, MM & Monyai, RB. 2004. The educator as mediator of
learning. Pretoria: Van Schaik.
We will refer you to sections in this book that should be read and
studied together and in conjunction with the information in the study
guide. You will be expected to read some sections, while a thorough
study of other sections will be required. Whenever you see the
following icon, you have to read or study sections in the prescribed
e
book:
We wish you all the best with your studies. We really hope that you will
make the best possible use of the skills which you will develop as you
work through this module when you are teaching your own classes.
1 EDMHOD-R/1
STUDY UNIT 1
g OUTCOMES
After completing this study unit, you should be able to
. explain the implications of the practical, fundamental and
reflexive competences of the educator as a mediator of learning
. distinguish between the traditional approach to teaching and the
mediation of learning
. discuss the principles of learning mediation, indicate its teaching
implications, and apply those principles in your own teaching
. describe the role of the mediator in the learning process
. discuss the characteristics of a mediator
. display the characteristics of a mediator yourself
. demonstrate that you accept that learners are responsible and
have the necessary abilities, and that all learners can achieve
success with the right support
b Journal entry 1a
Reread the outcomes above, and the table of contents of this study
unit, and the table of contents in The educator as mediator of
learning, then answer the following questions:
(1) What do you think is the main theme of this study unit?
(2) What do you already know about this topic?
(3) To what extent do you think that this topic can help you to be an
effective educator, or a better educator than you are now?
1.1 INTRODUCTION
Being a good educator demands much more than just knowledge and
the ability to communicate it. Today's educators must keep on studying
in order to stay on top of developments, and to be able to apply their
teaching to the latest insights about how people learn. What is more,
the traditional role of the educator has expanded to such an extent that
it now comprises seven separate roles, one of which is that of a
mediator of learning. In this study guide we will investigate the
2
FIGURE 1.1
Schematic presentation of the three forms of competence
Fo ucat hy ey a
th th ce
Ed ow at th
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kn wh
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da s sh ey do
ca s s pe
gs
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ey or
Ed ctic
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a
h
a
u
Pr
Applied
ten y
competence
ce
h
in
o
e
Reflexive competence
Educators can adapt
their knowledge and
practice to new situations
3 EDMHOD-R/1
b Journal entry 1b
Read through the competences (sect 1.2.3 in The educator as
mediator of learning) once again, and try to summarise them under
10 headings. For instance, many of the competences deal with the
effective use of language, so one of the headings will be Language
usage. Write down the other nine headings you have identified, one
below the other, in your journal book.
From the section you read, you have probably gathered that a mediator
is someone who can act as an intermediary, facilitate dialogue,
4
communicate well, and make it easy for other people to express their
own ideas or feelings. In practice, this means that educators who act as
mediators must be able to manage their own internal dialogue as well as
dialogue between the learners themselves and other sources of
information. Mediators in education should ask themselves how they
can teach in such a way that their learners get involved, and how they
can adapt their teaching so that their learners become independent
learners who take responsibility for their own learning.
Constructivism contrasts with the view that learning just means that
the learners must take in and memorise the information that somebody
gives to them. (Constructing something means that we compile some-
thing, add to it or make something artificially.) Learning is seen as a
change in the meaning which we attach to something. Constructivism
does not focus so much on what learners learn as on how they learn it
(Taylor 2002:175). The skills which they learn (eg problem solving,
multiplication, research) are just as important as the learning contents,
if not more so.
While reading section 1.4 in the prescribed book, did you take note of
the important role that culture plays in the construction of knowledge?
Because cultural background plays an important role, a person living in
Europe or North America will for example have a completely different
view of democracy from someone living in the Democratic Republic of
Congo. Similarly, a child living in a block of flats in Johannesburg will
have experiences and perceptions about housing and sources of energy
that differ completely from those of an Eskimo child.
b Journal entry 1c
Think for a moment about what you have read so far. What is the
most important thing you have learnt about learning mediation?
Write down the first thought that comes to you.
You very probably wrote down: ``Learners should be actively
involved in learning''.
One of the ways in which learners can be actively involved in
learning events is by problem solving. Why do you think active
involvement and problem solving are important principles of
learning mediation? Complete the following list of reasons which
explain why it is important for learners to solve problems and con-
5 EDMHOD-R/1
How did you get on? Compare your answers with the following:
. Problem solving improves insight and understanding.
. Problem solving keeps learners actively involved in the work, which
means that they learn more.
. If learners can solve a problem in one situation, they can use those
skills to solve other, similar problems.
. Problem solving is part of everyday life Ð learners need to be
prepared for it. Problem solving makes learning relevant far beyond
the classroom.
. People remember better and for longer if they discover something for
themselves than if they are told about it.
. If people discover something for themselves, they will understand it
better than if they just absorb it.
. Learners are much more interested in the contents if they are
actively involved, experience problems for themselves, and solve
them.
. If learners construct their own knowledge and become actively
involved in their own learning, they are willing to take responsibility
for their own learning.
. Success leads to more success. Learners who succeed in solving a
problem successfully will be eager for the next challenge.
We do not know which function you selected, but everyone who worked
on this study guide chatted about the choices we would have made if
we were you. One of us selected: ``... ensure that learners understand
the application of what they have learnt''. We could explain to the
learners how they can use their knowledge of nutrients in food to
decide whether they have a healthy diet or not. Someone else preferred:
``... offer learners the opportunity to work together and to feel that
each of them can contribute to the coherence and the success of the
group''. This can be achieved by providing many group discussions,
projects and group tasks. The third author decided that creating ``a
sense of purpose in the learners'' would be her priority. She usually
does this be making very clear at the start of a lesson what the learners
will have to know and be able to do by the end. In this way the learners
know exactly what is expected of them and what they should aim for.
Did you choose one of the functions we found important, or not? Who is
right Ð you, or one of us? The answer is simple: nobody is right or
wrong! One function of a mediator is not necessarily more important
7 EDMHOD-R/1
b Journal entry 1d
Think back to your own school days and your teachers. Which do
you remember the best? Who taught you the most? Who did you like
the best? Who did the worst job? What characteristics did they have
which you regard as outstanding and which you would like to
share? What characteristics did they have that worked to your
disadvantage and that you would not like to display yourself?
Copy the following tables into your journal book, and then
complete them.
Table 1 Table 2
Five or more characteristics Five or more characteristics of
of outstanding teachers mine that will make me a good
learning mediator
................................................ .............................................
................................................ .............................................
All of us have good and bad qualities. The important thing is to know
what they are, and that we need to build on our strong points and try to
shake off our weak points and learn good ones to replace them.
What characteristics are generally regarded in the literature as
important for a good mediator of learning? According to Goldberg
(www.ascd.org/publications/books/104138/goldberg_ch26.html) and
Constantinides (www.celt.gr/hall_of_fame_article.htm), ideal media-
tors will have the following characteristics:
8
FIGURE 1.2
Characteristics of a good learning mediator
Dedication Friendliness
Purposefulness Flexibility
Sense of humour
Openness
Interest in learners
Attentiveness
By the way, the questions above are largely based on the 12 parameters
which Feuerstein identifies for ``mediated interaction''.
back and leave everything to the learners! They should provide the
necessary background information by means of explanations, setting a
reading task, questions and answers, a case study, a story or even a
lecture. In this way, they provide the opportunity for experiences, and
help the learners to reflect on and to verbalise about what they are
doing and how their understanding is changing. After that, possible
problems and questions must be identified, and the mediators guide the
learners to find their own solutions and answers. They monitor the
discussions, pose questions, provide running commentaries where
necessary, give encouragement, provide feedback and make sure that
the learners are on the right track. They encourage the learners to
evaluate constantly how a specific activity helps them towards better
understanding. The fact that mediators are just links between the
learners and the learning contents implies that they will allow
numerous interpretations and ways of solving a given problem.
b Journal entry 1e
Look at the following verbal and nonverbal reactions to learners'
behaviour or their contributions in class, and enter them in two
columns headed: Positive communication and: Negative
communication.
a smile; folded arms; flaring nostrils; a nod of the head; holding
head in hands; leaning forward slightly when learner talks; eye
contact; rolling eyes; looking away while a learner is talking to
you; remarks like: ``hmm ...'', ``good'', ``that's interesting'',
13 EDMHOD-R/1
``that's not right, but I like the way you argued your case'';
remarks like: ``that is a fresh approach to the topic''; remarks
like: ``pathetic'', ``oh no! Oh for goodness' sake, you'll never get
it into your head!''; remarks like: ``I didn't think you were
going to make it, but you did! Well done!''; drumming your
fingers on the table
In study unit 2 we will give you more information about the important
role of language in ensuring effective communication.
In study unit 3 you will learn more about all the possible differences
between learners, and how to deal with them while mediating learning.
the learning task up into little chunks, and constantly checks whether
learning is in fact taking place.
If mediators do not understand how learning takes place, they will not
be able to mediate in such a way that learners can learn effectively; for
that reason we provide more information about the learning process in
study unit 4.
The educator should ask the learners what they already know about a
topic before starting the lesson. A Physical Science teacher who wants
the class to understand chemical reactions could start by asking the
learners about their everyday experiences of chemical reactions, such
as rusted tins or wires, what happens when baking soda is added to
vinegar, why copper and silver ware get tarnished or why a compost
heap sometimes catches fire. Learners who live on farms will have
prior knowledge which is very different from that of city children.
Educators must build on prior knowledge by linking new knowledge up
to it, and they must also encourage learners to reflect on their own
learning experiences. They should compare their prior knowledge with
their newly acquired knowledge.
You will get more information on learning strategies that can be used to
keep leaners actively involved in study 5.
If you, the mediator, are not enthusiastic and motivated yourself, you
will not be able to motivate your learners or make the work interesting
for them. The atmosphere in the classroom will determine whether
learners enjoy learning or not, so it is important that there should be a
learning friendly, nonintimidatory atmosphere in your class. Learners
need to respect you, not fear you.
The better organised the learning process and the learning environment
are, the better are your chances of success in the classroom. If you, the
educator, are anxious, rushed or restless, it disrupts the whole class.
This leads to frustration for everyone connected with the learning
process. Effective planning and good organisation lead to cooperation
from the learners. Effective classroom management helps to make the
learning environment as friendly and relaxed as possible, while also
being safe and pleasant. Effective classroom rules and discipline help
to create an open, friendly and learning centred learning environment.
In study unit 7 you will find more information about classroom atmos-
phere and how to motivate learners.
We hope that you have a good idea by now of what is expected of you as
a learning mediator, and that you are looking forward to learning more
about all your responsibilities in the following study units. In these
study units we will return to quite a few of the aspects of learning
mediation which we discussed in this study unit. We will, for example,
look in greater detail at aspects such as language support, accom-
modating learner differences, creating a pleasant classroom atmos-
phere, teaching strategies, using media and many more.
Before we move on to that, it will first be necessary to consolidate
everything you have learnt so far about the role of a mediation.
b Journal entry 1f
The ABC of a good learning mediator
Read through this study unit again, as well as the relevant chapter
in your prescribed book. Then see if you can find a characteristic,
task, competence or principle of a good learning mediator that
begins with each letter of the alphabet in turn. We have started you
off with the first few letters. You can go on from there if you like, or
you might prefer to start from A with your own examples.
A Ð Active involvement. Mediators keep their learners actively
involved in the learning activities.
B Ð Body language. Mediators with positive body language
encourage their learners all the time.
C Ð Cool. Mediators understand that learners sometimes want to
do cool stuff in the classroom.
20
Now turn back to the start of this study unit, and look again at the
outcomes which we set out there. If you can answer the following
questions, you have achieved those outcomes. If you find yourself
constantly turning back in order to find the right answers, we suggest
that you should work through the study unit again.
b Journal entry 1g
(1) Briefly describe the role of educators as mediators of learning.
(2) What is the difference between traditional teaching and
learning mediation?
(3) Name four principles of learning mediation, and indicate what
you will do in the classroom to ensure that these principles form
the basis of the ways in which you mediate learning.
(4) Explain how you will do each of the following in the classroom:
. involve learners actively in the lesson events
. use enjoyable and interesting individual and group activities
. mediate learning in context
. take the differences between learners into account
. find out what learners already know about a subject
. create an effective learning environment
b Journal entry 1h
At the end of each study unit we will expect you to write down a
number of teaching tips. These tips might be based on the specific
21 EDMHOD-R/1
study unit and theme you have worked through, or they can be
something you read about somewhere else or heard from someone.
You might like to make your teaching tips stand out by writing them
in another colour or drawing a border around them each time.
Now write at least four teaching tips in your journal book. Give
them a clear heading: TEACHING TIPS.
Hint: Don't write down too many tips, as they lose their impact.
Just write down the ones you regard as the most striking and
important.
c Turn back to your very first journal entry. Has this study unit lived
up to your expectations? Have you learnt what you expected to
learn?
22
STUDY UNIT 2
g OUTCOMES
When you have completed this study unit you must be able to
. explain the role of language in learning
. understand the implications of multilingualism and multi-
culturalism in the classroom, and be able to use the language of
instruction in such a way that multilingualism does not prove to
be an obstacle to learning
. use a second official language in such a way that you can explain
key concepts in your learning area or subject in a conversational
style
. improve learners' language skills in any subject or learning area
across the curriculum
. explain the relationship between language and power in the
classroom, and take it into consideration while you are teaching
. explain the role of questioning in mediation, and be able to pose
good questions
b Journal entry 2a
Reread the outcomes above, and also the table of contents for this
study unit, and then answer the following questions:
(1) What do you think is the main theme of this study unit?
(2) What do you already know about this topic?
(3) To what extent do you think this topic can help you to become
an effective educator, or a better educator than you are at
present?
2.1 INTRODUCTION
Learners in the South African social context are nothing if not
multicultural and multilingual, with the result that our classrooms
also have those characteristics. We all know that in the past, as a result
23 EDMHOD-R/1
b Journal entry 2b
Think back to your own school career. If the LOTL (language of
teaching and learning) was also your home language, answer the
questions in section A. If the LOTL was not your home language,
answer the questions in section B.
Section A
(1) Did you sometimes have difficulty in understanding what the
teacher said in the classroom?
(2) Do you think that you would have been able to learn in your
second language as in your home language? Substantiate your
answer.
(3) What problems do you think learners experience if they are
taught through the medium of their second language?
(4) What will you do to help learners overcome these problems?
Section B
(1) Did you sometimes battle to understand what the educator was
saying in the classroom?
(2) Did the educators use any strategies to support you in the use of
your own language? If yes, what strategies did they use?
(3) What was the most difficult part of being taught through the
medium of your additional language?
(4) What will you do to ensure that your learners do not have
difficulties if they are taught through the medium of their
additional language?
In this study unit we are going to see how we can utilise our many
languages as a ``valuable classroom resource''.
determines the language used, and language in its turn creates culture.
Educators must not lose sight for a second of the fact that language is
an inseparable part of culture.
Not just learners have cultural differences. There might also be cultural
differences between educators and learners. This can result in many
misunderstandings.
In some cultures, for instance, it is regarded as rude to arrive late. In
others, it is perfectly acceptable. Talking openly about yourself is
acceptable in some cultures but not in others. Cultural differences have
a significant effect in the classroom.
The connection between culture and language is often most clearly
visible in the sociolinguistic aspect of language. The culture one
belongs to has certain rules about politeness in formal conversations,
what kind of language to use in a specific context, what to say when
greeting people (Hello, Hi, Howzit, Good morning or Good afternoon) or
introducing them to others, when to be casual with other people and
when not. Americans, for instance, tend to abandon all formality very
soon, while Japanese consider formality as something that must be
maintained at all times.
b Journal entry 2c
Read the following case study, and answer the questions that
follow.
Sharon, a fourteen year old girl, is in the same class as learners
from four different ethnic groups. The educator, Mr Visser, is a
white Afrikaans-speaking man who teaches Xhosa as a second
additional language. Sharon previously attended an English private
school which placed a lot of emphasis on critical thinking and the
learners' own opinions. She therefore questions a lot of what Mr
Visser says, and often argues with him. Mr Visser constantly loses
his temper with her, because he thinks it is rude for children to
backchat. This causes a lot of tension between them. Funnily
enough, Mr Visser doesn't get on well with Ndileka either, though
she is the very opposite of Sharon. Ndileka never makes a sound in
class, and seldom if ever asks a question. When Mr Visser talks to
her, she never looks directly at him: he regards this as a sign of bad
manners. He is also annoyed with her because he thinks that she
should be doing much better in Xhosa because she is black. (What
he doesn't know and hasn't bothered to find out is that she is a
Sotho.)
25 EDMHOD-R/1
often be the most powerful in the classroom situation, even though they
are monolingual. When the LOTL is not the learners' home language,
the communication and mediation process becomes very complicated.
b Journal entry 2d
Read the following reports from Beeld, and Business Day, Tuesday
22 June 2004, p 12:
The language of education
The debate on mother tongue education results in Maths and Science to the inability of
which was detonated by the new Education children (and of many teachers) to master
Minister's remarks in parliament is a healthy difficult concepts in their second, third, fourth
one. or fifth language Ð usually English.
Minister Naledi Pandor said that she is It is important that this debate should be
committed to the reinforcement of mother about education principles, and not form part
tongue education in the first three school of what the ANC calls the ``national ques-
years, because mother tongue education tion''.
provides a sound foundation for the under- The point is, quite simply, the effective
standing of concepts. education of the masses, the people who will
It is actually just a confirmation of the have to make South Africa's economic and
existing policy. Language experts believe, social development a success.
however, that it is not enough.
Some of them even attribute poor matric Source: Beeld: Wednesday 30/6
Language
Dr Peliwe Lolwana, head of the Umalusi Cer- Such children presumably speak their
tification Council, called for a national strategy mother tongue fluently, and a bright mind
to improve the teaching of English as a second which understands is a bright mind which
language in a parliamentary committee. learns.
She said that learners are sometimes Surely there are no insurmountable obsta-
practically illiterate in English, and that this cles to teaching children in their mother
affects their matric results. tongues right up to matric. Then English as
Learners often end up in high schools where a second language could be exactly that Ð a
they are taught through the medium of second (or third) language.
English and have to express themselves in a The first objective must, after all, be to
language which they did not properly master acquire knowledge and skills. A second
in their primary schools. language comes next.
Another option might be to consider
mother-tongue education. Source: Beeld, Thursday 9 September 2004
27 EDMHOD-R/1
(2) For the next two months, please read as many newspapers and
magazines as you can, and paste all reports or articles on the
issue of language in teaching into your journal. (If you can't
find any articles on this topic, you can paste in any other
articles dealing with problems in education, and write a letter
about one of them instead.)
In order to mediate learning effectively for learners who are not being
taught through the medium of their home language, basic background
knowledge of first language acquisition and the acquisition of
additional languages is necessary. (We sometimes refer to the home
language as the mother tongue or the first language, while an additional
language is also known as a second language.)
During the last three decades, a tremendous amount of research has
been done into language acquisition, and although the debate on how a
language is acquired will probably continue for a long time, two people
have laid the foundations for any further debate. The research and
insights of Jim Cummins and Stephen Krashen are very significant in
the context of teaching through the medium of an additional language.
Krashen focused on analysing the acquisition of a second language,
while Cummins emphasised the interaction between the first and the
second languages.
28
29 EDMHOD-R/1
b Journal entry 2e
(1) Do you agree with Krashen that there is a difference between
the acquisition of an additional language and the learning of it?
Substantiate your answer.
(2) Your opinion about this will definitely influence your teaching.
Write a short paragraph in which you explain how your opinion
manifests itself in your teaching.
2.5.2 The relation between the home language and an additional language
The fact that home and additional language competences interact with
each other implies that second language development can build on and
benefit from what learners know in their first language. Miramontes,
Nadeau and Commins (1997:21) explain this as follows:
The primary language can serve as the tool to expand students'
conceptual foundation at a more rapid pace than is possible when
only the second language can be used. The knowledge developed in
the primary language can then be expressed in the second language
30
c The previous section emphasises the fact that the learners' home
language is very important, that the development of their additional
language takes place more readily if the home language is well
developed, and that the educator in the classroom must
acknowledge and build on the learners' home languages.
(1) Do you agree with this view?
(2) We hope you answered ``yes'', but now we would like you to
think about what you could do if the learners in your class came
from five different language groups of which you understand
only three. How will you acknowledge these learners' home
language if you do not understand it?
b Journal entry 2f
(1) Do you think that only the language teacher is responsible for
ensuring that learners develop the necessary interpersonal and
cognitive academic language skills?
(2) What will you do to ensure that learners do in fact acquire the
necessary cognitive academic language competences in your
subject or learning area?
31 EDMHOD-R/1
b Journal entry 2g
What do you see as the teaching implications of understandable
input?
We are sure that you can see that you will have to use language yourself
in such a way that it is just a little bit more advanced than the learners'
32
Codes are often switched and mixed for a good reason. It is acceptable
for learners to use a fragment of their own language to support a
position, create atmosphere, for emphasis or because they feel that
they understand it better if they use their own language. But when they
do it for no good reason, we should not accept it. Code switching and
code mixing are more acceptable in spoken than in written language.
Learners should be discouraged from mixing their languages in written
work Ð it makes a sloppy impression and is unacceptable. If they do
use words from their own language in a written piece of work, they
must be taught to put them in quotation marks at all times.
b Journal entry 2h
You have dealt with a large amount of information about language
acquisition. What teaching tips can you formulate for yourself,
based on this new knowledge? Remember to write your teaching
tips in a different colour, or to use some method of making them
stand out. (Do not write down too many teaching tips Ð they lose
their impact.)
33 EDMHOD-R/1
The presence of high status and low status languages means that
language minority groups form in a society. If ``minority'' is defined in
terms of power and not of numbers, then all groups whose home
languages are not official languages in the countries they live in are
linguistic minorities. These linguistic minorities are, for practical
purposes, forced to become bilingual or multilingual.
Sridhar (1996:54) states that movements are under way in various
countries, trying to get recognition, power and status for indigenous
languages which were suppressed or marginalised during colonial and
postcolonial times. This is the case in South Africa as well. Since the
new political system came into operation and gave equal status to the
11 leading languages in the country, there have been increasing appeals
for the development of the indigenous African languages. The new
education policy on language in education regards indigenous
languages as equal in dignity, and is trying to end their subordinate
status with respect to English.
This is most encouraging, because from a linguistic point of view all
languages do have equal status. As a (future) teacher, you must first
understand how important it is to acknowledge the potential equality of
all languages, and in the second place you must realise that
stigmatising learners' home languages can cause considerable psycho-
logical damage. There must be an end to linguistic racism. Heugh and
SiegruÈhn (1995:97) say that ``... misconceptions about the inherent
superiority and inferiority of languages undermine the status of
nondominant languages''.
c (1) What can be done to ensure that all learners experience their
home language as equal in dignity to all other languages?
(2) Do you think that your own language is inferior to English? If
so, explain why.
(3) What do you think about using learners' home language as the
LOTL?
(4) Have you ever felt inferior in certain situations because you
speak a particular language? Do you sometimes expect people to
laugh at you if you were to make mistakes in your additional
language?
34
b Journal entry 2i
Read the review (English and Afrikaans still seen as gateway to
success) of a chapter in a book which appeared recently, and then
answer the questions that follow.
QUESTIONS
(1) Why is English still the most popular choice, in spite of the
official protection and promotion of black languages?
(2) What are the consequences of this?
(3) How do your answers to questions 1 and 2 and the rest of the
article fit in with all that you have learnt so far about language
and power?
(4) The article refers to ``flexible language policy''. Write down a
few suggestions for compiling a flexible language policy for use
in South African schools.
(5) (a) Why do you think the experiences of speakers of African
languages in English medium schools are often ``frustrating,
demoralising and even traumatic''?
(5) (b) What do you think can be done to make these learners'
experiences less traumatic, frustrating and demoralising?
(6) Do you agree with the reasons given by Prof Mda for the
marginalisation of African languages? Explain your answer.
(7) ``These fears pose a real threat to the redress and
democratisation process in SA.'' Why do you think this is so?
2.6.3 Strategies for supporting learners whose home language is not the
LOTL
Apart from the techniques discussed in the text book, the following
techniques can be used with learners whose second language is their
medium of instruction (www.teacher.co.za):
. Use drills regularly for practise in basic language and vocabulary,
but do not overdo them.
. Do not use every available moment in class for teaching: give the
learners time to think about what they have learnt, and to reflect.
Use brief written exercises if necessary.
37 EDMHOD-R/1
b Journal entry 2j
(1) Which two subjects or learning areas do you intend to teach
(or, are you teaching at present)?
(2) Explain which of the strategies above will be the best to use in
each of those subjects or learning areas in order to support
learning through the medium of an additional language.
(3) Explain why those specific support strategies will be suited to
the subjects or learning areas you will teach or are teaching.
that the educator, and their classmates, will think they are stupid if
they have difficulty with such a simple task, and then they certainly
won't ask for help.
. Acknowledge all contributions. Acknowledge all the contributions
that the learners make, even if they are not exactly what you
wanted. Point out the bits of an answer that are correct, and explain
where the learner went off the track.
. Encourage questions. Remind the learners regularly that questions
are always welcome, and that whoever asks a question is doing a
favour to all the other learners who are silently battling with the
same problem.
. Get regular feedback. Find out from your learners regularly what
they think they are learning, and what you and they together can do
to help them to learn better. You might for instance ask them to
write down at the end of every lesson just one thing that they learnt
that day, and just one thing that they are still not sure about.
Now turn back to the beginning of this study unit and take another
look at the outcomes which we set there. If you can answer the
following questions, you have achieved those outcomes. If you had to
keep turning back to check the answers, we suggest that you should
work through the study unit once more.
c (1) Your friend from the Netherlands, who speaks fluent English,
has accepted a teaching post in Gauteng. She has worked as a
teacher in the Netherlands, where the learners are fairly
homogeneous in terms of language and culture. She asks you to
explain to her how a multicultural and multilingual society
influences the teaching situation in South Africa. What will you
tell her?
(2) Now that you have given your friend her answer, she would
like you to explain the teaching implications and all the things
that one should keep in mind when mediating learning through
the medium of an additional language. How would you respond
to her query?
(3) What tips can you suggest to stimulate learners' language and
cognitive development at the same time?
(4) Why do you think it is the responsibility of all educators, not
just the language teachers, to develop learners' language skills?
40
b Journal entry 2k
Now that you have come to the end of this study unit, you have
probably got a number of teaching tips to write down. Do that now
in your journal book. Remember to mark them clearly Ð
TEACHING TIPS Ð so that they stand out. Remember also not to
enter too many teaching tips, as they will lose their impact.
c Reread your journal entry 2a. Has this study unit lived up to your
expectations? Have you learnt what you expected to learn?
41 EDMHOD-R/1
STUDY UNIT 3
g OUTCOMES
After working through this study unit, you should be able to
. explain what inclusive teaching involves
. explain the nature of barriers to learning
. discuss and apply several teaching strategies which can
overcome barriers to learning
. discuss and apply effective strategies to meet learner needs and
to overcome barriers to learning
. list a few characteristics of learners with behavioural, physical,
emotional and learning barriers, and support learners with these
barriers through effective mediation
. have an understanding, supportive approach to learners with
special needs and disabilities
b Journal entry 3a
Read the outcomes again, as well as the table of contents for this
study unit, and then answer the following questions:
(1) What do you think is the main theme of this study unit?
(2) What do you already know about this topic?
(3) To what extent do you think that this topic can help you to be
an effective educator, or a better educator than you are at
present?
(4) Are you looking forward to working through this study unit?
Explain your answer.
3.1 INTRODUCTION
Until now, almost all teachers have been trained to function either in
mainstream education or in schools for learners with disabilities. If
learners with barriers to learning, disabilities or special needs landed
up in mainstream education, it was a major adjustment for the
educators, who were likely to feel threatened. According to the latest
education policy, learners with learning impairment and special needs
42
b Journal entry 3b
(1) Write down, in two columns, all the factors that helped or
hindered you from achieving when you were at school.
(2) Draw a table with three columns in your journal book.
2.1 In the first column, list all the possible barriers you can
think of that could prevent learners from learning
effectively.
2.2 In the second column indicate what needs you think a
learner with those barriers will have.
2.3 In the third column, write what you think the educator can
do to meet the needs of those learners without neglecting
the others.
(3) Answer this question only if you have access to videos and to a
TV and video machine. Borrow the videos ``Dangerous minds''
and ``The Mona Lisa smiles''. Watch them, and see what
learning barriers you can identify in them both. Write them
down in your journal book. (Please make a real effort to watch
these videos, even if it means asking a neighbour or relative if
you can watch them on their equipment!)
44
Compare the table you drew up with the one provided by the Education
Department. Did you tend to concentrate on medical barriers only,
such as hearing impairments, visual impairments, illnesses and so on,
or did you realise that factors like gender issues (discrimination
against women, for instance) and a lack of basic facilities such as
water, electricity and toilets can also be barriers to learning?
If you were able to watch the videos, you will have seen that socio-
economic factors like poverty, parents who are negative towards the
school, drug abuse in the neighbourhood, gangs and gang warfare,
peer pressure, a defective view of the future and inadequate aids at the
school (too many learners needing too few aids) can be barriers to
learning for many of the learners. In ``The Mona Lisa smiles'', the
perception that women do not really need education was a barrier to
learning for many of the girls.
b Journal entry 3c
Read the following newspaper report which appeared in the Star,
Monday 14 June, p 6.
Question:
(1) Make a list of all the barriers to learning that you can identify
in the report.
In the next section we will discuss just a few of the barriers which we
have identified so far.
Make a list of the barriers to learning that you can identify in the
report.
3.2 Don'ts
. Do not touch another part of the body (head, face, stomach) to
attract a person's attention.
. Do not make a fist, kick or throw things to attract attention.
. Do not walk between two people who are conversing in sign
language. If it cannot be avoided, then apologise first.
. Do not stand too close to the other person.
. Do not look away; this is a sign that the conversation is over.
. Do not use sign language when you are holding something (like a
book or a pen).
. Do not eat or chew while signing.
(2) Location. This indicates the areas where the handform is situated,
such as the head, the chest or the neutral space in front of the
body, for example:
(4) Orientation. This refers to the position of the palm of the hand in
relation to the body, for example:
4.3 Fingerspelling
Fingerspelling is the method of making the 26 letters of the alphabet
by using the hands. It is used to spell people's names, especially when
they are being introduced, and to show the names of places, concepts
or words for which there are no signs or if the person has forgotten the
signs. Fingerspelling is not signing. It is a form of code switching
(when you are speaking one language and they use a word from a
different language because it expresses your thought better or because
you do not know the word in the language you are speaking).
Fingerspelling is limited to people, both Deaf and hearing, who have
been exposed to written English or any other written language.
SASL is not more or less abstract than any spoken language. People
can use sign language to communicate anything, however complex,
that can be expressed in any other language.
FIGURE 3.1
The alphabet in fingerspelling
52
FIGURE 3.2
A few examples of SASL
53 EDMHOD-R/1
54
55 EDMHOD-R/1
56
57 EDMHOD-R/1
58
The question is, what can you do, as the mediator of learning, to help
the three learners and also to make the classroom bullies more
understanding of the disabled learners. If you study the following
sections carefully, you should be able to draw up a plan of action to
overcome this problem.
Remember that all the other principles for the successful mediation of
learning still apply when you are teaching visually impaired learners.
In other words, you must be sure that the learners know what and how
to learn. You can do this by showing learners how new information fits
60
in with other parts of the work or with other subjects (learning areas),
and also by giving them the opportunity to think over and reflect on
what they have learnt and how it links up with their previous learning
experiences. They must also work out what they do not yet know, but
need in order to progress. Make it very clear what you expect learners
to learn in a particular lesson, and how they are going to be assessed.
learner. Speak slowly and clearly, and keep on asking whether you
need to repeat something. When speaking to a learner who lipreads, it
is not necessary to speak louder than usual or to make exaggerated lip
movements.
Learners with hearing impairments have hearing which fluctuates a
lot, so they are sometimes unsure of whether to tell the educator about
their impairment. You should therefore invite learners to discuss any
problem with you, however small, and try to decide with the learner
how you will both overcome the problem in the classroom. Find out
from the learner if you can share this information with your colleagues
or not. You can also consult with the learners' parents to find out how
to best support the learner.
b Journal entry 3d
(1) What are the implications for you as an educator if you have a
hearing impaired learner in your class of 40?
(2) How will you ensure that this learner gets the right attention in
order to be successful?
(3) Mention a few strategies you could use to make sure that
learning is taking place.
What implications will there be for the other learners in the
class?
b Journal entry 3e
One of the greatest needs that learners with physical impairments
have is to be accepted by the other learners, and to be treated
equally. We as educators must show them that we do accept them
and acknowledge them as individuals. They also need to know that
we accept and appreciate the ways in which they are different, but
also that they have things in common with the other members of the
class.
Now reread the section above which deals with the learners
who have physical problems that can be barriers to learning. Draw
up a comprehensive list of suggestions for how to handle these
learners. Add a few of your own ideas.
Educators must try to get these learners on task and keep them there
so that they can complete their work. The learners can be rewarded if
they stay in their place, keep focused on their work and complete their
tasks. Regular feedback is a must.
68
His parents are divorced and he lives with his mother. She
does not have much control over him, and admits that he doesn't
take much notice of her. He has very little contact with his father.
He is always surrounded by friends, who say that they do not find
his friendship an embarrassment. It is clear that he has a lot of
influence over them.
b Journal entry 3f
Before corporal punishment was outlawed in schools, learners
with behavioural problems were often caned. Now that we are not
allowed to give physical punishment, educators have to be very
creative in their approach to punishment. They must also be able
to justify what they do, or they will violate the learners' human
rights.
(1) What forms of punishment are used at your school, or any
school that you are familiar with, for learners with behavioural
problems?
(2) Do you think these methods are successful? Explain your
answer.
(3) Do you think that Dillon has a positive self-image? Explain your
answer.
(4) Do you think Dillon's educator did the right thing by sending
him outside?
(5) What advice would you give to that educator about how to
handle Dillon?
by giving him slightly less homework for the next day than the other
learners.
. Withdraw reinforcement as punishment. Punishment must take
the form of the withdrawal of reinforcement. No verbal acknowl-
edgements are given, and the learner might even be ignored
sometimes. Sarcastic comments and anything that humiliates the
learner must be avoided.
. Let the learner attend parent interviews. The parents should be
interviewed in the presence of the learner. Parents and educators
can come to a joint agreement, and the learner can receive a formal
warning. It is important, however, to set positive and possible goals
during such meetings. Criteria for successful behaviour can be set.
. Help the learner to acquire social skills. Correct social skills can be
taught by focusing on the right verbal and nonverbal communication
competences. This can lead to better social interaction with peers
and educators. It is important for the educators to model the kind of
behaviour they want to see from their learners. Negative behaviour
or vocabulary on the part of the educator must be avoided, there-
fore. Rather say: ``We don't behave like that in this class, Dillon''.
. The parents' approach to discipline must be investigated. They
should be encouraged to acknowledge and reward good behaviour
from difficult learners, to ignore minor misdemeanours, and not to
give any positive reinforcement for negative behaviour. Parents
should use the withdrawal of privileges rather than corporal
punishment. Where possible, there should be correspondence
between the parents' intervention practices at home and those of
the educator in the classroom.
b Journal entry 3g
Many of the obstacles listed in the prescribed book can be directly
attributed to the educator's own behaviour. Write a paragraph in
which you explain how you will make sure that you do not form a
barrier to your learners' learning.
b Journal entry 3h
Reread what we said about all the possible obstacles under the
headings Mediation of learning ... and Assessing ... . Summarise
the activities which educators can employ when mediating and
assessing learners with learning obstacles. (Do not focus on one
particular obstacle: consider obstacles in general.)
e Compare your list of activities with the list of activities and ways
to adapt them as discussed in the prescribed book. It is a good
summary of what we have explained so far.
Turn once more to the beginning of this study unit, and reread what
we said there. If you can answer the following questions, you have
achieved the stated outcomes. If you find yourself frequently turning
back in order to answer the questions, we suggest that you work
through the study unit once more.
b Journal entry 3i
Answer any three of the following questions in your journal.
(1) You have a visitor from overseas who has no idea what
inclusive education involves. Explain in detail what informa-
tion you will give him.
(2) What teaching strategies can you recommend for use in an
inclusive classroom when there are two hearing impaired
learners, one with learning disabilities, and a diabetic?
73 EDMHOD-R/1
(3) How will you use group work to accommodate learners with
diverse needs? How will you group your learners?
(4) You need to convince a parent that her child's poor results are
caused by behavioural problems. What characteristics does
this learner have that you can mention to the parent?
(5) You have to recommend intervention strategies for this learner
to your colleagues. What will you recommend?
(6) Your colleague asks for your advice on how to deal with two
ADD learners. What tips can you recommend, so that she can
help the learners to achieve success?
(7) One of the educators in your school shouts a lot in class. When
you mention this to him, he explains that he has not got the
patience to help learners with learning problems. In his
opinion, these matters are the parents' responsibility, not the
school's. What answer will you give him?
b Journal entry 3j
Now that you have come to the end of this study unit, you must
have plenty of teaching tips that you want to write down. Do this
now in your journal book. Remember to mark them clearly Ð
TEACHING TIPS Ð so that they stand out. Remember once again
not to write down too many Ð just a few really effective tips will
be enough.
c Go back to your journal entry 3a, and reread what you wrote there.
Has this study unit met your expectations? Have you learnt what
you expected to learn?
74
STUDY UNIT 4
g OUTCOMES
When you have completed this study unit, you should be able to
. understand how learning takes place
. explain the role of experience and prior knowledge in learning
. explain and apply metalearning
. show how thinking takes place, and develop learners' lower and
higher order thinking skills
. distinguish various kinds of learning styles, and explain how
teaching should be modified to accommodate learners with
different learning styles
. understand how learners learn at different stages of their lives,
and how you can adapt your teaching accordingly
. understand differences between learners
b Journal entry 4a
Reread the outcomes above, and the table of contents of this study
unit, and answer the following questions:
(1) What do you think is the main theme of this study unit?
(2) What expectations have you got about this study unit Ð in
other words, what do you think you will learn from it?
(3) What do you already know about this topic?
(4) To what extent do you think that this topic can help you to be
an effective educator, or a better educator than you are now?
(5) Are you looking forward to working through this study unit?
Explain your answer.
4.1 INTRODUCTION
Have you ever wondered about these questions: Why do we learn and
remember some things, but forget others the moment we have learnt
them? What happens in the mind of a learner when important facts
75 EDMHOD-R/1
The questions raised above are all connected with the view expressed
by Mellander (1993:11) that spontaneous learning forms the basis for
all formal learning. He supports this opinion as follows:
Apparently, we learn things all the time Ð spontaneously, and
without making an effort Ð that seem practically impossible to
learn in a classroom setting or with a textbook. Does this mean
that we learn easier without a teacher than we do when we're
taught? Oddly enough, that seems to be the case. Why?
Our ignorance induces us to complicate things for ourselves. In
doing so, we diminish rather than enhance our ability to learn in a
formal setting. If we can become more aware of how we learn
spontaneously, we can improve our ability to learn consciously
and according to plan in a formal learning situation.
He explains that the first and most obvious condition for all learning,
formal and informal, is attention. Attention can be roused in the form
of curiosity, excitement, fear, expectations, challenges, etc. But what
happens next? Mellander (1993:11) explains the spontaneous learning
process by using the example of a woman who buys a camera. Her
attention already exists as a result of her interest and excitement
78
about using the camera. She is curious to know how it works, and is
therefore very receptive for the information and instructions she
receives. (The information and instructions can be equated with the
teaching she receives.) While she reads the instructions, she
spontaneously selects and assimilates (receives) certain information
which is meaningful to her, and ignores other items. The information
which she assimilates is processed in her brain and associated
(brought into context) with information which the brain already has,
so that a meaningful whole is formed from the new information and
her prior knowledge. She keeps reading and fiddling with the camera
until she understands how it works. Then she uses it a few times to
make sure that she has come to the right conclusions.
We can deduce from this example that the learning process takes place
as follows:
. Attention makes us receptive for
. information which we
. process together with prior knowledge, until we
. reach conclusions and understand things, which we then
. apply and test for confirmation.
This learning process has clear implications for teaching. These will
become clear if we take a closer look at exactly what happens during
the learning process.
. Attention. Paying attention can be thought of as the activation of the
brain cells in which previous experiences, knowledge or needs are
stored. Learners' attention must be engaged, their curiosity must be
stimulated and their prior knowledge relating to the topic must be
activated.
79 EDMHOD-R/1
As the associations are formed, more and more brain group cells are
involved and more and more connections take place between cells and
brain group cells. In this way, old and new information items are
connected with each other in a variety of different ways. The new
connections can activate a whole lot of other brain group cells in their
turn, which will set up even more connections.
. Conclusion: Associations are important. The brain is constantly
searching for meaningful associations, also known as Gestalts.
Mellander (1993:12) points out that the definition of a Gestalt
suggests that it is a whole made up of parts. This whole can be an
image, an idea, etc. When the relationships between certain things
become clearer to you, you experience an ``Aha!'' moment, which is
when new knowledge is formed. Once the brain has found mean-
ingful associations, it stores the information in the long term
memory or LTM.
People use their intellects to name or express the new Gestalt which
has formed. In this way, experience is transformed into knowledge. All
the brain cell groups which had been involved up to then can be
reactivated again later by using the name of or the expression for the
new Gestalt. Mellander (1993:21) goes on:
80
b Journal entry 4b
Reread what we said in study unit 1 about constructivism and the
view that experience and reflection on experience play a very
important role in learning. Does Mellander's view of the learning
process differ from that of constructivism, or are they the same?
The human mind is bombarded every day with millions of little bits of
divergent information which has to be transformed into intelligent
thoughts. The brain does this by evaluating, sorting, deciding and re-
deciding about sequences and relationships, by rejecting what is
irrelevant, either by connecting new information with prior knowledge
or by storing new information for later use. Memory therefore plays a
very important part in the learning process.
b Journal entry 4c
The fact that the first important step in the learning process is
attention must have implications for the mediation of learning.
What do you think they are?
4.2.5 Memory
c Why do you think people forget some things but remember others
very well? Is there any information that you will never forget? How
did you obtain that information, and why will you never forget it?
What implications does the information you have learnt about
memory have for your teaching?
Nothing that has been effectively learnt gets forgotten completely and
lost. Learners' inability to remember should be seen as an inability to
recall information.
b Journal entry 4d
Revise the section above (and all the information in the prescribed
book) by rereading it, and then answer the following questions in
your journal.
(1) Write down the five most interesting facts about learning that
you have read.
(2) Write down the five facts about learning that will have the
most influence on you as a learning mediator.
(3) Write down the five most important things you have learnt
about learning.
(4) Why do you think it is important for a mediator to understand
the learning process?
82
4.3 METALEARNING
``Cognition is described as the thought processes whereby knowledge
is acquired and the structuring of those thought contents into a
reference framework'' (Slabbert 1992:162). The Greek prefix ``meta''
indicates a higher order use of the concept it is linked to. Metacog-
nition therefore indicates a higher order of cognition or consciousness
of thought contents and thinking processes. Cognition indicates that a
person possesses, for instance, reading skills, while metacognition
refers to awareness of and deliberate control over those skills (Stewart
& Tei 1983:36).
4.4 THINKING
b Journal entry 4e
(1) Choose any topic from your subject area, and write it in your
journal book.
(2) Formulate two questions that you could put to your learners on
each of the following cognitive levels; leave a line or two open
after each question.
. Knowledge
. Understanding
. Application
. Analysis
. Synthesis
. Evaluation
(3) Use the line you left open to explain why you say that each
particular question was set at a particular level.
(4) Now read each of the following questions or tasks, and write
down the level on which it was formulated. Do not answer the
questions Ð just identify the cognitive level.
83 EDMHOD-R/1
Teachers who use only low order questions (testing only knowledge)
are most certainly not meeting the requirements of outcomes based
education. You will be amazed at how quickly learners get used to
answering higher order questions. The advantage of this kind of
question is that it encourages learners to make judgements, express
their own opinions, substantiate what they say, notice connections
between things, evaluate, search for solutions to problems, create new
things and make predictions. These kinds of skills are absolutely
indispensable in everyday life, and they must therefore enjoy special
attention in the classroom.
4.5.1 How the brain works, and how learning is affected by left brain or
e
right brain dominance
Read section 4.5.1 ``How the brain works, and the effect of left
brain or right brain dominance on learning'', in The educator as
mediator of learning. Take note that the way in which the brain
functions has implications for learning mediation.
Source: http://www.brainconnection.com/topics/?main=gal/brain-xsection
b Journal entry 4f
How will you make sure that your learners' reptililan brains are
calm and their limbic systems are satisfied before you stimulate
their neocortices in the classroom?
85 EDMHOD-R/1
b Journal entry 4g
This journal entry is only for those of you who are teaching at
present.
(1) Are most of the learners in your class field dependent or field
independent?
(2) Explain your answer.
Doers They prefer to learn by trying things out, and are willing
to take risks. For that reason they prefer practice to
theory. They enjoy learning activities in which they can do
things, such as projects, tasks and discussions.
b Journal entry 4h
(1) What have you learnt about learning styles so far? Write down
the four facts which you think contain the most important
information.
(2) If it is true that learners have different learning styles, what do
you think is the case with teaching styles?
The following aspects of learners in the senior and FET phases are
important:
e
4.6.1.1 Physiological needs
4.6.1.2 Puberty
4.6.2.1 Piaget
b Journal entry 4i
Explain how you will consider the development of the
adolescents in your class in respect of the following aspects
when you are mediating learning:
. cognitive development
. affective development
. physical development
. social development
. moral development
. personality development
b Journal entry 4j
Make a list of all the differences that there can possibly be between
learners.
Check whether you have fully understood this study unit by answering
the following questions. Try not to refer back for the answers.
b Journal entry 4k
Answer any four of the following questions in your journal:
(1) Explain the constructivist theory of learning.
(2) Discuss the role of experience in learning.
(3) Why is it important for learners to become good
metalearners?
(4) How will you help your learners to become good
metalearners?
(5) What is the difference between lower order and higher order
cognitive skills?
(6) How will you set about developing higher order cognitive
skills in your learners?
(7) Do you think that knowledge, which is the lowest cognitive
level, is unimportant? Explain your answer.
(8) Define: learning style.
(9) What are the implications for the learning mediator of
learners with different learning styles?
(10) How will you set about utilising your learners' prior
knowledge while mediating learning?
(11) Do you think that learning should be mediated differently for
boys and for girls? Explain your answer.
b Journal entry 4l
Now that we have come to the end of this study unit, it is time to
write down a few teaching tips based on it. Do this now in your
journal book. Remember to mark them clearly: TEACHING TIPS,
so that they show up well.
c Now reread what you wrote down in journal entry 4a. Did this
study unit come up to your expectations? Have you learnt what you
expected to learn?
91 EDMHOD-R/1
STUDY UNIT 5
g OUTCOMES
When you have completed this study unit, you should be able to
. understand how contextual factors can affect the mediation of
learning
. use a wide variety of teaching strategies, and to adapt them as
the context requires
b Journal entry 5a
Reread the outcomes listed above, and the table of contents for this
study unit, and answer the following questions:
(1) What do you think is the main theme of this study unit?
(2) What expectations have you got of this study unit Ð in other
words, what do you think you are going to learn?
(3) What do you already know about this topic?
(4) To what extent do you think this topic can help you to be an
effective educator, or a better educator than you are at
present?
(5) Are you looking forward to working through this study unit?
Explain your answer.
5.1 INTRODUCTION
It is essential to use certain strategies to mediate learning, and
educators should have a broad knowledge of teaching strategies in
order to be able to use the right one at the right time.
A strategy is a broad plan of action for teaching and learning activities
which is used in order to achieve one or more outcomes. Educators use
methods, media, learner activities and learning contents in order to
implement a strategy.
In this study unit we will discuss a number of strategies which are
particularly suitable for outcomes based education. Before we do so,
however, we would like to remind you that learners learn better if the
educator does the following:
92
b Journal entry 5b
Read the following case study and then complete the activity:
It is Munira Moodley's first day at Wide Horizons school. She is an
93 EDMHOD-R/1
(2) Turn back to study unit 3, and quickly revise the section on
obstacles to learning. Now write down all the obstacles you
can identify in the case study.
How did you fare? Compare your notes with the discussion below.
5.2.1 Learners
The learners in Munira's class obviously differ in their social and
cultural backgrounds. Black, coloured and white learners come from
cultures which differ in respect of behaviour towards adults, the way
in which children are brought up and their attitude to learning. In
many cultures, for instance, children are brought up to believe that
children should be seen and not heard. Learners from these cultures
will tend to be reserved and withdrawn in class. It is highly likely that
learners from the informal settlement will have to help around the
house, for instance find firewood, make the fire and supervise their
younger siblings; learners from the wealthier homes in the town will
have electricity, and will be able to concentrate on their homework in
the afternoons. They will also very probably have access to the
Internet. Educators should take these factors into account when using
illustrative examples in class. Examples must be varied and adapted
to the needs of learners from both kinds of backgrounds.
Learners from prosperous homes are more exposed to reading matter,
computers, the Internet and other sources of information. Learners
from less wealthy homes experience a lack of such material. The
socioeconomic status of learners from the informal settlement and
from the town in Munira's class must vary tremendously, and will
definitely affect their learning, because they do not have the same
95 EDMHOD-R/1
5.2.2 Language
Munira is a mother tongue speaker of English. Most of her learners on
the other hand battle with English, so she will have to be very careful
not to use difficult words and long, complicated sentences when she is
talking to them. If Munira says something like: ``The equator is an
imaginary line round the middle of the earth at an equal distance from
the North Pole and the South Pole'', some learners still will not know
what the equator is because they do not know what ``imaginary''
means, they might have misheard ``lion'' instead of ``line'', and they
do not know what an ``equal distance'' is either. On the other hand, it
is also possible that the learners might understand all the words, but
still not understand what the equator is because they do not have the
necessary prior knowledge about the North and South Poles. Refer to
study unit 2 for information on just how difficult it is for learners who
96
c What other options has Munira got for overcoming the difficult
language used in the textbook?
Five years after being introduced, outcomes-based education is yet to take off
Back to school for Curriculum 2005
Hopewell Radebe They argue that due to a lack
Deputy Political Editor of capacity, essential aspects of
this training were subcon-
Outcomes-based education is tracted to a range of consul-
not being properly implement- tants and non-government
ed almost five years after it was organisations. As a result,
introduced, because most ``quality of training was un-
South African schools lack the even''.
facilities it requires, say re- They say that the cascade
searchers. model remained problematic as
Ken Harley and Volker many of teachers trained early
Wedekind examine the effect were not sufficiently equipped
of Curriculum 2005 in their
to replicate the training in their
book, Changing Class. Educa-
districts and schools.
tion and social change in post-
Inadequate co-ordination
apartheid SA, published by the
and management, insufficient
Human Sciences Research
capacity in terms of personnel
Council.
The curriculum is yet to be also an urgent need for curri- and finance, inadequate teach-
effectively implemented, they culum reform to be geared er development, and limited
argue, particularly in formerly towards ironing out variations curriculum development have
black schools. This is due to in the curriculum used by the bedeviled the programme, they
both the insufficient training of different education depart- say.
teachers and a lack of re- ments. This ``unintended effect,''
sources. Curriculum 2005 was set to they argue, has come about
The authors say the new be implemented in Grade 1 in because the new curriculum
curriculum is widening the 1998, and Grade 7 in 1999. It ``has been embraced as a
gap between formerly advan- was to be phased in progres- political project that has been
taged and disadvantaged sively Ð in a ``cascade'' model. successful in the ideological
schools and is working against The outcomes-based education domain. But as a pedagogical
its transformation aims. De- system was positioned so cen- project, it has not been success-
spite admirable policy inten- trally in its design that it
ful.''
tions and the goodwill of became synonymous with Cur-
The policy overlooked the
teachers the new curriculum is riculum 2005.
harsh inequalities and contex-
reproducing class inequalities. The new design for educa-
tual realities of South African
Government has overlooked tion also included an integrated
schools.
constraining realities with re- system with subjects jettisoned
and eight learning areas intro- Harley and Wedekind say
spect to the curriculum's de- the prospects of turning the
mands and expectations, they duced from Grade 1 to 9. It
also promoted a learner- situation around are difficult,
say. For example, there needs since the new curriculum has
to be sufficiently equipped centred principle of teaching.
Unfortunately, Harley and become an ``article of faith by
school libraries, laboratories virtue of its political values''.
and other material. Yet more Wedekind say, the education
department seemed too eager They suspect that the state
than half of black schools still
to implement the system and may have invested too much to
lack basics such as chairs,
did not calculate, nor antici- countenance the loss of face
textbooks, and running water.
pate, the level of complexity that would accompany a fun-
Harley and Wedekind say
that would unfold in its im- damental rethink and revision.
the adoption of the demo-
plementation. ``Without serious knowledge
cratic constitution demanded
that the educational landscape Given the fact that it had to and understanding of the way
be reconstituted, bringing to- be actualised within 12 months, in which (the new curriculum)
gether 18 education depart- the department had ``no choice is being enacted in schools,
ments teachers with different but to provide crash-course there can surely be little hope
classroom practices under one training for teachers'', say the for the political project it was
administrative body. There was researchers. intended to serve,'' they say.
99 EDMHOD-R/1
b Journal entry 5c
(1) Read the newspaper article above, and make a list of all the
things that are typical of the South African situation.
(2) Identify two problems that are mentioned in the article and
propose possible solutions.
(3) Which of the problems that Munira has, are mentioned in the
newspaper article?
the learners and show them that you are aware of stereotyping and
do not necessarily agree with it.
. Acknowledge differences. Be sensitive to your learners' opinions
about race and ethnicity, and do not simply assume that children are
``colour blind''. Do not pretend that there are no racial and ethnic
differences in your class Ð rather be positive and sensitive about
them.
. Create a climate of openness. Be aware of your own cultural and
ethnic background, and how it differs from those of the learners in
your class. Speak openly to them about this, and create an atmos-
phere in which learners will be willing to share their background
and culture with you.
. Communicate equally with all ethnic groups. People are very
much inclined to respond more easily to one ethnic group (usually
the one they belong to) and to communicate chiefly with other
members of it. Be aware of that! Communicate in a balanced way
with learners from all the different ethnic groups.
. Promote ethnic integration. Make use of cooperative learning and
group work to promote racial and ethnic integration among learners.
. Make sure that diversity is reflected. Make sure that school plays,
school publications and other activities acknowledge and reflect the
diversity of the learners (Lindeque & Vandeyar 2004:143).
. Take everybody into consideration. Vary your teaching style so
that you will get a response from all your learners. Be especially
aware of the difference between field dependent and field
independent learners (reread section 4.5.4). Remember that field
dependent learners will need much more support from you. Give it
to them at first, but then withdraw gradually so that they can learn
to work independently.
b Journal entry 5d
(1) Read the following quotation from Lindeque and Vandeyar
(2004:141), and then indicate if you are, or would like to be,
like the first group of educators or the second:
Diverse learner populations make some teachers want to
study further and expand their teaching repertoires. Many
of these teachers express genuine concern for individual
learners' needs and make special efforts to understand and
respond to the unique features of the cultural backgrounds
from which their learners come. For other teachers
diversity is viewed as a problem. What they teach, how
they teach and the environments they create are the same
as in years past when their students possessed cultural
characteristics similar to their own. For these teachers,
conceptions of cultural diversity are found in their
descriptions of the inability of learners to fit in and act
as they `should' and in their derogatory comments about
learners' parents, home lives, neighbourhood and cultural
backgrounds. Some of these teachers believe that a good
101 EDMHOD-R/1
Group work
b Journal entry 5e
(1) Explain how learning in smaller groups differs from learning in
a class group.
(2) Use the learning area in which you teach, or one that you are
familiar with. Select any topic suitable for small group work.
Explain why learners might learn more about the subject
through involvement in group work than by being part of the
whole class when you are teaching.
(3) Why do some learners feel uncomfortable during group work?
What solutions can you suggest?
Cooperative learning
b Journal entry 5f
(1) What will you do with learners who cannot cooperate with the
group during cooperative learning? What will you tell them
when they ask to work by themselves?
(2) There is a group in which the learners compete against each
other and will not cooperate. How will you persuade them to
work together?
(3) Why are group objectives important? And, why is individual
accountability in the group just as important?
102
Problem solving
b Journal entry 5g
(1) Formulate a problem from your subject or learning area for
your learners to solve.
(2) Will you let them solve the problem individually or in groups?
Explain.
Case studies
b Journal entry 5h
(1) Page through this study guide and identify at least three case
studies used here. Look at them carefully, and explain how we
used them.
(2) Explain why we say that a case study can be the first stage of a
discussion.
(3) Explain how a case study can give rise to role play or
brainstorming.
(4) Is it possible to use case studies in your subject area?
We have made use of several case studies, for instance, Ndileka and
her language problem. This case study should also illustrate to you
why we say that a case study is the beginning of a discussion. We first
sketched the unique situation, and then used it to explain to you how
the educator should act. Case studies can also present certain events,
and learners can then be asked to brainstorm solutions to the
problems in the case study.
Large amounts of information can be conveyed by means of case
studies if they are correctly used. Learners can also use case studies to
test or to practise specific skills such as problem solving, decision
making and the collection of information.
side and from the other learners. Some learners just do not want to
answer questions in class, and will do anything to evade it.
b Journal entry 5i
(1) Formulate three open questions for your learning area or
subject.
(2) Formulate three closed questions that you could ask in your
subject or learning area.
(3) Look again at the questions which the teacher put to Jennie and
the other learners at the beginning of this section (p 57). How
would you change the questions now?
(4) Write down all these strategies, one below the other. Leave a
line between each one. Now write down a theme from your
subject or learning area which you will be able to teach by
making use of that particular strategy. Also indicate whether
you would be able to use another strategy to teach the same
theme.
b Journal entry 5j
Now that you have completed this study unit, it is time to write
down a few teaching tips. Try to enter into your journal one or two
tips for each of the teaching strategies we have discussed.
Reread everything you wrote as journal entry 5a. Has this study
unit satisfied your expectations?
106
STUDY UNIT 6
g OUTCOMES
After completing this study unit, you should be able to
. identify a large number of media and indicate how everyday
resources can be used to support learning
. explain what underlying assumptions about learning justify the
use of media to support teaching
. make effective use of media such as textbooks, the chalkboard,
posters, overhead projectors, computers, videos and tape
recorders while mediating learning
. use popular media and resources like newspapers, magazines
and everyday artifacts while mediating learning
b Journal entry 6a
Reread the outcomes listed above and the table of contents of the
study unit, and then answer the following questions:
(1) What do you think is the main theme of this study unit?
(2) What expectations have you got about this study unit Ð in
other words, what do you expect to learn from it?
(3) What do you already know about this topic?
(4) To what extent do you think this topic can help you become an
effective educator, or a better educator than you are at
present?
(5) Are you looking forward to working through this study unit?
Explain your answer.
6.1 INTRODUCTION
Teaching media are very important when mediating learning.
Kemp and Smellie (1989:3±4) mention the following advantages of
using teaching media:
. It can make lessons more interesting. Learners' interest can be
aroused and their attention held for longer.
107 EDMHOD-R/1
teaching media which casts more light on the main points or concepts
of a specific bundle of information.
The functions of the short term memory are limited by both time and
capacity. It is therefore essential that the information should be
arranged in manageable chunks for effective encoding, repetition or
intake. The effectiveness of teaching media is most important for this
process. Well chosen charts, pictures and other well organised visual
media are examples of items which help learners to understand and
retain important information.
Clearly, therefore, teaching media must be designed to cover key ideas
and concepts. The coverage should be factual and simple, so that it
will be easy for learners to remember and recall information.
Kachelhoffer (1992:82) points out that the use of media is important
because it stimulates both the left brain and the right brain, thus
enhancing the learning effect:
When the teacher makes use of media during his teaching, he
employs images, structures, music and colour which stimulate the
right and left hemispheres simultaneously because the images,
replicas of verbal conceptions, are stored in the right hemisphere.
Through interaction of the left and right hemispheres ... retention
is enhanced, attention remains captured and the learning effect is
improved (Kachelhoffer 1993:P81).
Kachelhoffer (1993:82) also points out that research has proved that
people remember about 10% of what they hear, 20% of what they see,
and 65% of what they see and hear simultaneously.
Figure 6.1
Spectrum of education media
Educational media
!
! !
Printed media Audio-visual media
!
! !
Programmes Apparatus
! ! !
b Journal entry 6b
In the coming week, read the newspaper every day or buy one or
two magazines. Identify a few articles which you would be able to
use in your learning area to mediate learning on a particular topic.
(1) Paste the article or report into your journal book.
(2) Indicate which subject or learning area you will use the article
or report in.
(3) Explain how you will use the article or report.
(4) Make a list of all the other everyday resources which you can
use in your subject or learning area to make learning easier.
(5) Identify one person in your neighbourhood that you could
invite to your classroom in order to do an activity with the
learners. Explain who the person is, why you would invite him
or her, what the person will have to do, and the topic from your
subject or learning area which he or she will have to deal with.
Now turn back to the beginning of this study unit and look again at
what we said there. If you can answer the following questions, you
have achieved those outcomes. If you find that you have to turn back
112
b Journal entry 6c
(1) Why is it necessary for an educator to use media while
mediating learning?
(2) What factors will you keep in mind when selecting media?
(3) Find an article from a newspaper or magazine, or any other
popular source, which you will be able to use in your subject
area. Explain how you will use it.
b Journal entry 6d
Now that you have reached the end of this study unit, you must
have plenty of teaching tips that you would like to write down. Do
this now in your journal book. Remember to mark them clearly:
TEACHING TIPS, so that they stand out.
Reread what you wrote as journal entry 6a. Has this study unit met
your expectations? Have you learnt what you hoped to learn?
113 EDMHOD-R/1
STUDY UNIT 7
g OUTCOMES
When you have completed this study unit, you should be able to
. explain how the classroom atmosphere can influence the
mediation process
. create a learner friendly classroom atmosphere and a suitable
learning environment
. understand how the relationship between educators and learners
contributes to successful learning mediation in the classroom
. understand the role of motivation in the mediation process
. use techniques to raise the learners' motivation levels
. encourage responsible behaviour and discipline in the classroom
. compile effective class rules to maintain discipline
. discuss the role of class rules and procedures in the mediation
process between educators and learners
. encourage critical and creative thinking in the classroom
. get learners to think critically about language, gender, ethnic
and cultural stereotypes
b Journal entry 7a
Read the table of contents and the outcomes for this study unit
again, and then answer the following questions:
(1) What do you think is the main theme of this study unit?
(2) What do you already know about this topic?
(3) Do you think that studying this topic can help you to become a
better learning mediator? Explain your answer.
7.1 INTRODUCTION
All educators must create an atmosphere which encourages learning.
By means of careful planning, they can organise their classrooms in
such a way that they contribute positively to learning, motivate the
learners and thereby also eliminate inappropriate behaviour.
114
b
learner enthusiasm.
Journal entry 7b
(1) If you had to compare your own class with either of the two
above, which one would it be?
(2) Which features of your class correspond with the one you
chose? Write them down.
(3) What changes could you make to your class so as to make the
atmosphere more conducive to learning?
b Journal entry 7c
(1) Make a list of the personal and interpersonal characteristics
that you think make you a good facilitator (educator).
(2) What do you think the role of classroom management is?
(3) Who makes the rules in your class Ð you yourself, or the
learners? If you are not teaching at the moment, think back to
your own schooldays. Who made the rules then?
(4) What are the advantages and disadvantages if the educator
makes the rules?
b Journal entry 7d
After reading the section on discipline, you probably have a good
idea of what discipline entails and how discipline can contribute to
an effective learning climate.
Now read the following case study and answer the question that
follow:
Mr Green is the educator in charge of grade 8G. The learners say
that his classroom is the messiest in the school. There is always
paper lying around, and the room is never clean. His books and
files are not organised at all and he always has to search for what
he wants. He is often late after break, and the class let
themselves into the room. When he does arrive, he always
battles to get the learners' attention. He likes to sit at the desk
while he teaches, so he does not have much control over the
learners at the back. They do a lot of carving and drawing on
their tables. There is never a calm atmosphere in his classroom.
Learners are always busy with other things: some shoot rubber
bands at each other, and others sleep on their tables. Mr Green
always has to shout before the learners keep quiet. Even then,
they are only quiet for a moment, and then they carry on laughing
and chatting.
The educator next door sometimes comes in and makes the
class keep quiet if her own class cannot hear what she is saying.
The only time there is ever order in Mr Green's classroom is
when his neighbour imposes it for him.
Questions
(1) Do you think that effective learning can take place in this
room?
(2) How would you change the class, if you could?
Discipline
South African teachers who teach in thugs with no respect for themselves or
countries like Britain often have horror other people.
stories about the lack of discipline in the A worrying aspect of the trends
schools there. Some of them have been described by teachers is the deeply
relieved to come back to disciplined rooted rejection of authority and any
schools in South Africa. rules. A measure of rebelliousness is a
Unfortunately this is changing. natural part of being a teenager. But
On Friday, Beeld reported on the fundamental rejection of order points to
increasing numbers of teachers with a sickness in society which will have to be
alarming stories of learners' insolent dealt with in a far broader context than
attitudes. just the teaching profession.
Learners who apparently get no There is apparently a need for
moral education at home, or who join heavier, alternative punishments for
gangs only to throw overboard all moral learners. But this is not the final
restraint, are making life unbearable for solution. Like firearms and electric
teachers and fellow learners alike. fences to combat violent crime, it only
Certainly, teenagers can be difficult deals with a symptom of the sickness of
people. moral decay.
Everyone who has been through that This sickness is probably costing the
stage themselves or has family members country more money and killing more
of that age knows that, understands and people than any other.
sympathises. But there is a difference www.beeld.com
between difficult teenagers and criminal Beeld, 5 July 2004
Questions (continued)
(3) Do you agree with the causes of poor discipline mentioned in
the articles?
(4) The plan of action proposed in Beeld on 2 July is a drastic one.
Do you think it will work? Explain your answer.
(5) What solutions can you propose for dealing with undisciplined
learners?
Case study 2
Paul is in grade 6 in a primary school in a small town. He has
attended the school since grade1, but he is absent a great deal. All
the educators are very frustrated with Paul because he only stays
away if he has to hand work in or write a test. His scholastic
achievement, of course, is low and he is in danger of having to
repeat the year. Although he occasionally does well if there is
enough pressure on him, his poor attendance is an obstacle to
further progress. His behaviour leaves a lot to be desired as
well, and he regularly spends Friday afternoons in detention.
He hasn't got any real friends. He is fascinated by motorcycles,
however, and can talk endlessly about the bikes and motorcycle
races. He lives in a house with his mother and his elder brother.
He mostly ignores his mother's authority and does not bother if
she punishes him. His educators think that he has the ability to
do well, but they are very frustrated at his poor attendance and
behavioural problems.
Although Paul and Susan have different circumstances, they share the
same problem. They have developed negative perceptions of
themselves and their schools, and so they have also lost the
motivation to learn.
In recent years our education system has changed so much that the
traditional view that educators are responsible for ensuring that
learning takes place no longer exists. The present education system
expects the learners to take responsibility for their own learning. We
expect them to be self-directed and motivated learners. Because
learners differ in their willingness and their ability to take
responsibility, the mediating educator has acquired the important
role of increasing the learners' natural motivation to learn.
There are two important methods of increasing learner motivation.
Firstly we can help the learners to understand their own thinking
processes. This includes helping them to understand the way in which
they attribute meaning (sometimes wrongly) to various events as a
result of their frames of reference and negative feelings which arise
121 EDMHOD-R/1
b Journal entry 7e
Read the following two case studies and answer the questions
below.
Case study 1
Mrs Venter is a very well organised, disciplined educator. She likes
her classroom to be extremely neat and tidy every day. The tables
must be in straight rows, and everything must be in its place. The
learners have to be very quiet and obedient; they must not walk
around or talk loudly. When any of the classroom rules is broken,
the learners get a break detention. Then they have to sit in a special
class and lose their break. You can walk into her classroom at any
time of day, and the learners will be well disciplined, quiet and
busy with their work.
Case study 2
Next door to Mrs Venter is Mr Wells's classroom. His classes
are usually noisy. Children are constantly talking in small groups
about the work they are doing or the topic for the day. The room is
full of learners' projects, and some kind of practical activity is
always on the go. The atmosphere in the class is one of expectation
and excitement. If you go into the classroom, you will always find
Mr Wells helping an individual learner or talking to a group about
the day's topic. He walks round the room a lot while the learners
are busy, and is always on the lookout for good work, because he
loves to praise his learners when they work well.
The two classrooms are obviously very different.
Answer the following questions:
(1) Which classroom do you think has a better learning
atmosphere? Explain your answer.
(2) In what ways can you improve the learning in your classroom
so that learners are motivated to learn?
This means that you must help your learners to think critically about
these issues. One of the most important aspects of critical thinking,
according to Pienaar (1998:34) is:
... the ability to evaluate statements or arguments put forward by
others, or to present one's own point of view in a convincing and
logical manner. A good argument consists of statements of reason
that support a final conclusive statement.
b Journal entry 7f
Educators often say that it is easy to deal with social issues in
subjects like languages, History, Geography and learning areas like
Social Sciences, Life Orientation and Art and Culture, but that they
offer Economic and Management Sciences, or Technology, or
Natural Science, and that it is impossible for them to deal with
social issues. I hope you do not agree.
(1) Write down in your journal book the name or names of the
subjects or learning areas which you teach or intend to teach.
(2) Explain what social issues can be addressed in your subjects or
learning areas.
(3) How will you set about making learners aware of these issues?
(4) For the next month, read every newspaper or magazine that
you possibly can, and listen to as many current affairs
programmes on the radio as possible. Cut out all the articles
or reports dealing with social issues, and paste them into your
journal book. Write notes on the radio programmes in which
social issues were discussed.
(5) Explain how you can use the reports and articles that you cut
out, or the radio programmes that you listened to, in your
classroom in order to draw learners' attention to a social issue
or problem.
125 EDMHOD-R/1
b Journal entry 7g
(1) Study the following statements, and see if you can identify the
stereotypes.
a The man is the family breadwinner.
b Women are generally regarded as the weaker sex.
c Girls wear pink and play with dolls.
d A tomboy is a girl who likes boys' games.
e Boys who cry are sissies.
f Afrikaners are all racists.
g Men who like cooking are homosexual.
h People who drive black cars are aggressive.
i Coloured people drink too much.
j Women can't drive heavy vehicles.
k Only women become nurses.
l All Moslems are terrorists.
m All coloured boys belong to gangs.
n Blondes are stupid.
o Church ministers are honest, so we can trust them.
p Boys are better than girls at Science and Maths.
q Girls can draw better than boys.
r People with red hair have very short tempers.
G (1) In this study unit we have seen that the right classroom
atmosphere can make a positive contribution to learning and
encourage it. The relationship between the educator and the
learner is very important, and can contribute to the learner's
motivation to achieve.
(2) We have also established that learners must be encouraged to
think critically about classroom events.
(3) We also saw that educators must take into account the needs of
all the learners in their classrooms, that learners must be able
to trust them, and that there should be a good, relaxed
relationship between educators and learners. This does not
mean that no discipline should be enforced, but that the
discipline which is enforced must make a positive contribution
to a challenging atmosphere for learning. Ways must be found
to mediate conflicts effectively so that no party is a loser.
(4) A very important fact which we learnt in this study unit is that
modern educators must point out stereotypical thinking to
their learners, and encourage them to think critically about
stereotypes on language, gender, ethnicity and culture.
Now turn back to the beginning of this study guide and look again at
the outcomes which we stated there. If you can answer the following
questions, you have achieved those outcomes. If on the other hand you
have to turn back frequently in order to answer them, we suggest that
you work through this study unit again.
(6) How will you explain to somebody what a stereotype is? Use
any example with which you are familiar.
(7) How will you set about addressing stereotyping and social
issues in your classroom?
(8) What is the cardinal rule that you must adhere to in order to
avoid stereotyping?
b Journal entry 7h
We have now come to the end of this chapter, and it is time to write
down a few teaching tips. Do so now in your journal book.
Remember to mark them clearly: TEACHING TIPS so that they
stand out.
c Reread what you wrote as journal entry 7a. Has this study unit
lived up to your expectations? Have you learnt what you hoped you
would learn? Will you be able to put into practice the information
you have obtained here?
7.10 IN CONCLUSION
We hope that you have enjoyed working through this module and
doing all the activities. Remember that you must bring everything you
have learnt into the context of practical teaching wherever possible.
Ask yourself how you will use all your new knowledge in the
classroom to make your teaching and your mediation of learning
more effective.
Enjoy your career! Remember that if you do not enjoy your work, the
learners will soon notice Ð and then there is no hope that they will
enjoy theirs. The best advice we can give you is:
Do what you enjoy, and enjoy what you do!
Bibliography
WEBBLADSYE
http://www.wccet.wcape.school.za/tools/policy/sqf2.html
www.teacher.co.za.200004.html
www.beeld.com
www.mmnc.org/pgll.cfm