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ANSWERS
QUESTION 1
⦁ The formal operational stage begins at approximately age twelve and lasts
into adulthood.
⦁ Learners are able to think about abstract and theoretical concepts
⦁ Able to use logic and come up with creative solutions to problems.
⦁ Deductive reasoning become necessary during the formal operational stage.
⦁ Deductive logic requires the ability to use a general principle to determine a
particular outcome eg. Maths or Science
⦁ While children tend to think very concretely and specifically in earlier stages,
the ability to think about abstract concepts emerges during the formal
operational stage.
⦁ Children begin to consider possible outcomes and consequences of actions.
This type of thinking is important in long-term planning.
⦁ Children are often able to plan quickly an organized approach to solving a
problem.
⦁ Capable of thinking about abstract and hypothetical ideas. They often ponder
"what-if" type situations and questions and can think about multiple solutions
or possible outcomes.
⦁ While kids in the previous stage (concrete operations) are very particular in
their thoughts, kids in the formal operational stage become increasingly
abstract in their thinking.
⦁ They also develop what is known as metacognition, or the ability to think
about their thoughts as well as the ideas of others.
1.3 Indicate how you as a teacher can promote meta-learning in your learners.
⦁ Pose questions to make learners think
⦁ Make time for purposeful thinking in a stress-free environment.
⦁ Help learners to use thought processes eg. How to solve a problem
⦁ Make learners aware of their own learning and thinking processes
⦁ Allow learners to also draw on personal experience to contribute to
discussions
1.4 Identify how cultural differences affect learning in the classroom and how you
as a mediator of learning can manage the effects of cultural differences on
learning.
⦁ Teach in a culturally responsive way, this means being sensitive to the
backgrounds, experiences and contexts of the learners
⦁ Gender and perceived roles of girls and boys differ culturally
⦁ Learners from different cultural groups are often from different religions.
⦁ Avoid making examples of your own religion assuming learners know
about it.
⦁ Never criticise or frown upon other religions.
⦁ Never undermine other cultural groups as this will create negative
attitudes and it will lower the expectations that the educator
communicates, and in turn learners’ achievements will be lower.
⦁ Do not be biased or stereotyped as this kind of attitude discriminates.
⦁ Demonstrate that you respect and care for all learners in your class.
⦁ Appreciate your learners and show this by including all cultural and
racial differences and backgrounds.
⦁ Incorporate the cultural wisdom and experience of students from
different cultural groups into the daily educational process.
⦁ Collaborate with parents and the community to discover their values,
attitudes, expected behaviour and traditions.
⦁ Learn more about cultural learning style theory, include many
opportunities for experiential learning where learners can learn from
their own and others experiences, values, traditions and attitudes.
⦁ Encourage co-operative activities in heterogeneous groups where
appropriate so that learners not only learn from each other, but also
learn to appreciate the richness that diversity brings into the classroom.
QUESTION 2
2.2 List any 6 ways in which you can support learners to improve in the LOTL and
thereby improving their academic performance.
2.3 Suggest 5 ways in which you can cater for the needs of gifted learners in the
classroom.
⦁ Adapt teaching activities by giving less school work or fewer activities to make
tasks less challenging
⦁ Plan classroom groups carefully as this will help to reduce isolation .
⦁ Try to prevent distractions eg. Avoid seating learner near a window or near to
noise.
⦁ Seat them in the front or in the middle of the class.
⦁ Give them alternatives – avoid embarrassing them in class by not posing
questions in class.
⦁ Encourage them to work hard.
⦁ Remember to repeat information
⦁ Help them to manage their time.
⦁ Give oral comments
⦁ Support them with reading
⦁ Adjust activities
⦁ Help them to remember
⦁ Adapt assessment tasks
QUESTION 3
In order for learners to learn effectively, they need to be actively involved in their own
learning. How will you as an educator use group work as a teaching strategy. Use
the following headings and examples from your subject area.
Advantages
⦁
Involvement – the learner is given a chance to get involved and speak and air
his/her views.
⦁ Reduced group pressure –shy to give opinions in large groups
⦁ Responsibility for personal learning – group work forces learners to depend
less on the educator.
Disadvantages
⦁ Participation in a small group is voluntary
⦁ Learners cant be forced to participate
⦁ Some learners can dominate the group or waste time with irrelevant
contributions or jokes.
⦁ Discussion in small groups do not necessarily constitute co-operative
learning.
3.3 The use of small group discussions
⦁
Encourages co-operative learning and employs co-operative teaching
strategy.
⦁ Learners help each other learn, this supports the social construction of
knowledge.
⦁ Groups should preferably be heterogeneous i.t.o gender, language ability and
culture.
⦁ Ideally it should not consist of more than 5 members, but it may be bigger or
smaller depending on the nature of the task to be completed or the problem to
be solved.
QUESTION 4
4.1 Explain what classroom climate entails and indicate how you will ensure a
positive classroom climate.
iv. Culture
⦁ Culture refers to values, belief systems and norms existing in classrooms and
schools. It is determined by the school’s policy on discipline and the rules and
code of conduct formulated.
⦁ Norms entail the shared understanding that learners and educators have for
acceptable and unacceptable classroom behaviour.
⦁ Establish class rules, maintain discipline and help learners to develop a strong
sense of internal discipline.
4.2 Name the qualities that an educator should possess in order to increase
learners’ level of motivation.