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WORKSHEET 1

LEARNING STYLE INVENTORY

DIRECTIONS:To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn or process information. By doing so you will be able to develop strategies which will enhance your learning potential? The following evaluation is a short, quick way of assessing your learning style

This 24 item survey is not timed. Answer each question as honestly as you can:Place a check on the appropriate line after each statement.

Often Sometimes

Seldom

1. Can remember more about a subject through the lecture method with information, explanation and discussion.2. Prefer information to be written on the chalkboard, with the use of visual aids and assigned readings3. Like to write things down or to take notes for visual review.4.Prefer to use poster, models, or actual practice and some activities in class5. Require explanations of diagrams. Graphs, or visual directions.6. enjoy working with my hands or making thinks7. Am skilful with and enjoy developing and making graphs and charts8. Can tell if sounds match when presented with pairs of sounds9. Remember best by writing things down several times10. Can understand and follow directions on maps11. Do better at academic subjects by listening to lectures and tapes.12. Play with coins or keys in pockets

13. Learn to spell better by repeating the words out loud than writing the word on paper14. Can better understand a news article by reading about it in the paper than by listening to the radio15. Chew gum, smoke, or snack during studies16. Feel the best way to remember is to picture it in your head17. Learn spelling by “finger spelling” words18. Would rather listen to a good lecture or speech than read about the same material in a textbook. 19. Am good at working and solving jigsaw puzzles

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and mazes20. Grip objects in hands during learning period21. Prefer listening to the news on the radio rather than reading about it in the newspaper22. Obtain information on an interesting subject by reading relevant material23. Feel very comfortable touching others, hugging handshaking etc24. Follow oral directions better than written ones.

Scoring procedures.DirectionsPlace the point value on the line next to the corresponding item. Add the points in each column to obtain the preference scores under each heading.Often = 5 pointsSometimes = 3 pointsSeldom = 1point

Visual Auditory TactileNo Points No Points No Points2 1 43 5 67 8 9

1011 12

14 13 1516 18 1719 21 2022 24 23TotalVPS APS TPS

WORKSHEET 2

Teaching by discovery is one of the oldest forms of formal education itself, but in our current situation and specifically in the Life Sciences this is very applicable. One of the first most celebrated discovery methods was exemplified for us by Plato in a dialogue between Socrates and a slave boy. The Socratic method involves dialogue between teacher and learner in which the learner reaches the desired conclusions through a carefully arranged sequence of questions. Let us analyse the following dialogue in which the teacher wants to establish the concept of osmosis.

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Teacher Give one characteristic of a solution.Learner It consists of a solvent and solids.Teacher Name different types of solvents.Learner Water, alcohol, etc.Teacher That is quite right. But what will happen if I dissolve different solids in different

solvents? Will they all dissolve in the same manner?Learner No, some solids are more soluble in some solvents than others.Teacher Yes, because of the osmotic potential of water, water is a good solvent and

transports most of the particles in our bodies from cell to cell. Teacher Therefore osmosis that takes place in all living cells, is the process which water

moves from a high concentration to a low concentration through a semi permeable membrane.

Although teaching by guided discovery has long been advocated, there seems to be no agreement on just what this method is. This is done by contrasting guided discovery with exposition. We find that the position of assertion guides the sequence in which the moves will follow. The sequence of moves is thus the distinguishing characteristic. Since the moves in guided discovery are the same as those in expository teaching we will move to guided discovery. Guided discovery is organised in two categories, namely inductive and deductive.

Inductive discovery method

An inductive argument comprises two parts. The first which claims evidence to support the conclusion or the second part of the argument. The conclusion of an inductive argument does not necessarily follow from the supporting evidence. Evidence can make the conclusion credible to a lesser or greater extent depending on the nature of the evidence.

You have studied the diagram above and draw the conclusion that they are all insects because they all have 6 legs and can fly. You now run the risk that in your next argument when you examine the examples, you disprove your conclusion because you get flying and crawling insects.

An argument by induction can be characterised as inference from the examined to the unexamined. The insects are examined in their environment and the learners observe that only some can fly. The learners therefore make an abstraction and then generalise.

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Abstraction: When the learners realise properties common to a set of exemplars, they see the commonality among differences. From the example the learners see that all insects have 6 legs and can fly, therefore they generalise.

Generalisation: When the learners predict that a relationship that holds for a particular sample will also be true for a more inclusive sample. The learner now finds out that it is not totally true, as some can fly and others crawl.

Deductive discovery strategy

Discovery learning should not always occur by means of the inductive method as it can also take place in a deductive manner. In the sciences a network of interlocking deductive arguments take place. It is therefore natural that the teacher presents premises known to learners and asks implications that follow from them. The essence of deductive discovery is that learners be presented with certain scientific concepts and principles and are encouraged to derive additional knowledge previously unknown to them.

Used in the correct manner, and if effective learning has taken place, learners should be able to learn very valuable lessons from this method.

During the genetic experiments, as indicated below when different hybrid crossings take place the following were experienced.

The genotype that refers to the alleles that an individual receives when fertilised is Tt, where T is dominant and represents the colour black, and t is white.

Genotype 1

T T T TT TT

t Tt Tt

Genotype 2T t

T TT Ttt Tt tt

Genotype 3T T

T TT TTT TT TT Genotype 4

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T tt Tt Ttt Tt Tt

It can be concluded that if genotype 2 is heterogeneous in both gametes, all the offspring will be: 50% heterogeneous and 50% homogeneous.

It can be concluded that if genotype 4 and 1 is heterogeneous and homogeneous, all the offspring will be: 50% heterogeneous and 50% homogeneous

It can be concluded that if genotype 3 is homogeneous in both gametes, all the offspring will be homogeneous which is 100%.

To be successful the learner’s pre-knowledge in terms of the difference between heterogeneous and homogeneous and how to indicate the possible gametes was in place. What he/she did not know is what the ratio will be during the different crossings. You can now work out the ratio for the phenotypes.

Phenotype refers to the outward appearance of an organism. Both the homogenous and heterogeneous organisms will display the dominant characteristic, while the homogeneous organism will display the recessive characteristic.

To summarise:

Inductive and deductive discovery require that learners be active in acquiring knowledge not previously known to them.

In inductive discovery the learners do this from examples and instances by guessing the properties common among differences (see example)

In deductive discovery they do this by making logical deductions from previously accepted knowledge.

In both discoveries the teacher guides or facilitates. In an inductive strategy the teacher presents instances in a carefully chosen sequence to

facilitate abstraction of the pattern. They may ask questions to direct the learner’s attention to relevant variables and possible relations.

In the deductive strategy the teacher tends to ask a sequence of questions that guide the learners’ thinking towards deducting the generalization that is the object of the lesson.

Prepare to implement the inductive and or the deductive method in class.

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WORKSHEET / WERKSKAART 3

NAAM/NAME....................................................................................................................STUDENTENOMMER/STUDENT NUMBER.................................................INDIVIDUELE WERKSOPDRAG/INDIVIDUAL ASSIGNMENT

UITKOMS:Leerders sal in staat wees om na die les: Die eienskappe wat nodig is vir kwaliteit onderrig te lys; Grootgroepwerkmetode wat gebruik is aan die hand van die 10 stappe van Cangelosi te

evalueer.

OUTCOME:Learners will after the lesson be able to: List the characteristics of good quality teaching; and

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Evaluate the lesson implemented against the 10 steps for large group work as indicated by Cangelosi.

Kyk na die DVD oor "The voices of Children" en beantwoord die vrae wat volg.View the DVD on "The voices of children" and answer the questions that follow:

Beantwoord die volgende vra/Answer the following questions.1. Lys die eienskappe van 'n goeie onderwyser soos genoem in die DVD/List the characteristics of a good teacher as mentioned in the DVD.

2. Luister na die kwaliteite wat genoem word wat nodig is vir goeie onderwys en skryf die hoofmomente wat elke keer genoem word van elke kwaliteit neer./Listen to the qualities mentioned that are needed for good teaching and write down the main features of each quality

3. Observeer die fisiese omgewing en lys dit wat jy sien./Observe the physical environment and list what you see.

4. Watter raad word aan studente gegee wat onderwys as 'n professie wil beoefen/What advise is given for taking teaching as a profession.

5. Luister aandagtjg na die volgende woorde wat gebruik word en probeer dit binne die konteks waarin dit g«bruik word VERDUIDELIK./ Listen carefully to the following words that are used and EXPLAIN it in the context that it is used.Collaborative;.............................................................................................................Active involvement ....................................................................................................Different teaching strategies......................................................................................Group work.................................................................................................................Fun..............................................................................................................................Independent assignments .........................................................................................Hands’ on.....................................................................................................................Anticipate needs.........................................................................................................Nonverbal communication.........................................................................................Problem solving..........................................................................................................

GEE 'N PUNT UIT 5 VIR DIE IMPLEMENTERING VAN GROOTGROEPWERKRATE THE PRESENTATION OUT OF 5 FOR THE IMPLEMENTAION OF LARGE GROUP

Kon u aandagtig luister? (kognitief/affektief)/Could you listen attentively? (cognitive/affective) 1 2 3 4 5

Was duidelike riglyne verskaf?/Was proper guidelines provided? 1 2 3 4 5

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Het die uitdeelstuk u gefokus gehou?(organisering/skedule)/ Did the handout to keep you focused? 1 2 3 4 5

Was eksterne seine gebruik om u aandag te behou? (Beweeg rond /Were external signs used to keep you focused? 1 2 3 4 5

Was 'n leergeleentheid geskep /Was a learning environment created? 1 2 3 4 5

Het verbale en nie-verbale kommunikasie plaasgevind?/ Did verbal and non verbal communication take place? 1 2 3 4 5

Was dit kwaliteit rnedia?/Was it quality media? 1 2 3 4 5

Het jy iets geleer?/Did you learn something? 1 2 3 4 5

Was alles in plek vir die aanbieding? / Was everything in place for the presentation? 1 2 3 4 5

WORKSHEET 4

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ACTIVE READING

Scenario: Carnell & Lodge.2002 Supporting effective learning: 30

Mike Forret was involved in creating a series of videos on technology for the New Zealand Ministry of education, and a small group of fourteen year old boys who had studied an introductory unit in electronics volunteered to be filmed. They grappled with a problem over the course of the day and a half- an eternity, in school terms to spend on a single topic. The boys all unexceptional students, chose a tough problem designing an electric circuit to switch on house lights when the front door is opened at night and to leave them on when the door is closed until switched off at a switch. After working real hard at this problem they chose for themselves, through trial and error and a lot of conversation and arguments, they gradually created a satisfactory solution. When they asked what had they got out of the learning experience, the boys said: perseverance; creating a problem you could work out, and actually working through and solving it without any help from the teacher. No one knowing the answer was a good feature. When the boys were asked how this experience compared with other work they did in school they answered:

“We do nothing like this in any other subject, nothing of this calibre. It is all watered down stuff. It is not hard. It is like…it may take you twenty minutes to half an hour –everything is aimed at being solved in half a period.”

Forret suggested that the students merely go through the motions of learning, knowing that there is a standard solution, which the teacher is holding back. and will eventually deliver. It was found that students develop persistence and resilience if given sufficient time to work preferably in small groups, on a genuinely difficult problem which they have chosen and to which, very importantly ,,the teacher does not know the answer.

Critical discussions :

Analyse the teaching and learning context in the above scenario and indicate the manner in which the learners benefit from the mentioned teaching and learning context. Does it relate to learner centeredness?

Describe the role of the teacher to ensure that the learners are not regarded as

didactically neglected learners (learners are addressed in different ways to

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accommodated in terms of media, strategies, understanding the learners needs).

Can the learning experience above reconcile with the OBE teaching method? Motivate your answer and indicate why the mentioned teaching method attempts to accommodate diversity.

Critically discuss how the above mentioned teaching and learning situation accommodates all learners with reference to the curriculum currently implemented in South Africa.

Summarise the above learning environment by means of a mind map.

Unquestionably, the teaching-learning environment must be structured in such a way that effective learning will take place and that all learners will be able to maximize their potential. This leads to the issue are the categories as mentioned above on effective learning addressed and how will characteristics of a powerful learning environment be established.

TIPS FOR TEACHERS

From the active reading scenario it is evident that problem solving as a teaching strategy plays a major role as well as discovery learning.

Killen ( 2007:) refers to problem solving as a basic human learning process and the information that we gain influences the way we think much more than the information we read or that the teacher tells you. He highlights three aspects to make problem solving effective namely:

The learners must know why they are solving the problem (from the scenario the problem identified: designing an electric circuit to switch on house lights when the front door is opened at night).

If you are confronted with a problem and you do not know all the answers you will generate the need to learn more (see first paragraph in scenario what have they gained from this experience)

Real life problems (see critical outcomes) do not always have best solutions or only one solution.

Killen distinguishes clearly between “teaching through problem solving” for example teaching to solve “word problems” and problem solving as a strategy. The latter he sees as a technique to teach through problem solving to obtain more information (cumulative learning) (see scenario).

To enhance this idea in your classroom look at the following example. In a traditional classroom if you want learners to solve a Math’s problem you would teach them the concepts they would need to solve the problem; then you would teach them the processes how to solve the problem. Only now have they gained the knowledge and skills on problem solving to apply it in a familiar context. The next step will be to teach them to apply these skills (in other

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words- the knowledge and skills are the tools) beyond what they know to find out things they do not know (relate to the scenario).

Questions to be answered.

Identifiseer die probleem waarmee die seuns besig is/Identify the problem that the bys were busy with.

Dink u die probleem is uitdagend? Motiveer jou antwoord/Was the problem challenging. Motivate your answer.

Give reasons why you think the boys were learning effectively. On which level of Blooms taxonomy were the boys able to function? /Op watter vlak

van Bloom se taksonomie het die seuns getoon hulle in staat is om op te funksioneer? Wat dink u het hulle geïnspireer om die probleem aan te pak?/ what do you think

inspired them to tackle the problem? Watter voorafkennis moes in plek gewees het om die problem te kon aanpak??what pre

knowledge do you think should have been in place to tackle the problem? Watter vaardighede het hulle getoon ten op sigte van hoe hulle die probleem aangepak

het?/Which skills did they demonstrate? Noem faktore wat bygedra het tot die sukses van die oplos van die probleem?Name the

factors that contributed to the success of the problem?

WORKSHEET 5

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Set a problem:

1. In other words understand the problem /verstaan die probleem

The problem in the scenario above indicates : Die probleem in die scenario dui aan:

2. Selecting or planning the solution/kies of beplan die oplossing

Now you will have to design a plan to solve the problem. In order to do this we will have to apply a problem

solving strategy, so called heuristic. Break the problem down into smaller parts and choose an effective algorithm

for each part of the problem./ U moet nou ‘n plan beraam hoe om die probleem op te los. Dit sal wees aan die

hand van ‘n probleemoplossings strategie. Breek die probleem op in kleiner dele en kies die mees effektiefste

algoritme vir elke probleem.

Algorithm is a step by step procedure to achieve something. /’n stap vir stap prosedure om jou doel te bereik.

3. Executing the plan /voer die plan uit

This part involves finding the actual solution to the problem which will be very straight forward. Learners

however make a lot of mistakes setting the algorithm therefore a good basic knowledge of setting algorithms is

necessary. Vind nou die werklike oplossing deur die eksperiment uit te voer.

4. Evaluating the results /evalueer die plan

The final step is checking the answers and if not satisfied the excersice is repeated. Gaan die antwoorde na tot die

beste oplossing gevind of herhaal die eksperiment.

To really be effective in order to develop higher order cognitive skills the following should be in place when you

identify problems;

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Proplems should be new activities which are meanigful to the learners;

Problems should be sufficiently close to the current level of knowledge to be

assimilated but yet

sufficently different to force them to transform their methods of thinking and working

and develop their understanding;

Problems that are difficult should be made easier for learners using real-life contexts

WORKSHEET 6

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ROLE PLAY AS A TEACHING STRATEGY Study each of the aspects mentioned and answer the questions where applicable. Indicate in the square which of the aspects was observed during the role play/ video.Statement /question Indicate Role play as a strategy is when you place yourself in somebody else shoes/ or stay in their own shoes and put themselves in a imaginary situation /or place yourself in a authentic situation.

Unprepared dramatising is when the individuals improvise a behaviour of something which is realistic. Example the role of a councillor or a hypothetical situation to reach the outcome. The role player assimilates the situation (makes it part of you) to express certain feelings or perspectives of somebody. The role player becomes deeply involved.

Specific skills can be developed for example a interview that prepares you for the authentic situation. To get use to a situation over a long period of timeYou pretend that you are something else and you clarify it it in terms of the role you play. For example a cat.

WHEN?Social interaction between the learner and the stimulus. To explain difficult and challenging problems. To provide opportunities for learners to get in touch with the real situation. A variety of outcomes can be reached for example to improve communication skills /or to enhance skills. Can take on different personalities to address controversial problems.WHY?To motivate learners.Focus on the application of knowledge To enhance a range of communication and social skills.Presentation on how to handle emotional, social and ethically issuesUnderstand the feelings of others.Active process ensure effective learningBuilds self esteemDevelopment of holistic learner ( cognitive , affective and psychomotor) RESTRICTIONSSometime the situation can be over simplifiedTakes a lot of time It can be successful or a total disaster Learners can get over emotionally involved Learners are not sure if they want to get involved Learners do not always see the situation as relevantPREPARARTION Is used to present a new topicTo conclude the work doneTeacher must be familiar with the workWhat is the outcome that the role payers must demonstrateWhat is the role that the learner must reach indirectlyPrepare the materialSelect the learners that must participateIntroduce the setInform the learnersAre the outcomes demonstrated?Success can be reached if the learner have a positive attitude regarding the following:How do their peers see them?

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How do the role players use their voice?How do role players use their bodies?How do they feel to be assessed by their peers?HOW DO THEY FEEL?Uncomfortable, self conscious, low self esteem?Unsure them that it is natural to feel like that.Introduce the students gradually to the situation. Encourage them to contribute.NAME THE 8 STEPS THAT YOU SHOULD IMPLEMENT DURING THE ROLE PLAYSelect and develop a role play scenario.Formulate the learning outcome:Learners must be able to:

Use role play as a strategy to demonstrate certain concepts in any specific learning area Facilitate learning

Monitor the role play.Self esteem must be developedTell the learners what they must do?Choose the participantsMake them familiar with the playIntroduce graduallyIncorporate allWhat do you expect from your audience?Inform the audience what they must look forConveyance of new knowledge Observe the skills that are implemented Which critical outcome is demonstrated

Associate yourself with the character

Interpreted the character

Can get to involved in the playThe character is seen as role model/ bad person

Discuss /evaluate

Role player

How did you feel to play the role?

How do you feel now?

What did you learn?

Was you involvement and that of the other realistic?

Which cases were unresolved?

How can it be done better?

OBSERVERS:

What were the key points?

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What did you learn?

How realistic was the role play?

How is the aspect highlighted in the role play?

Was the role play appropriate or not?

What would you like to have different?

What are your interpretations of the role play? Your own view? Your own frame of reference? Etc.?

Role players ask questions:

Audience ask questions

THE FOLLOWING MUST BE SEEN AS A GROUP ACTIVITY AND IS IMPORTANT

How can you make use of role play to introduce the following:Or make use of the examples mentioned during the dramatising.Convey new knowledge to young learners.

Introduce a foreign language

English as a language

Explain the sciences

Explain economy

To explain cross curriculum aspects

Introduce a relationship

To for assessment

Integration with other strategies

WAS IT SUCCESFUL?Did everyone understand why it was done?Did any that was said make a learner negative? Could the learners come out of the role afterwards?Did the role players and the one observing take it up seriously?Would the outcomes have been different if some one else were acting the roles?Was the time spend on the strategy worth while?Can role play be implemented successfully? Give Reasons for your answers?

WORKSHEET 7

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ITEM REFLECT OR GIVE YOR EXPERIENCE Was there communicated to you what is expected of you?What was done to relate the new knowledge with what you already know?Was the main points emphasised and linked to the significant knowledge of the theme?Do you think something happen in the lesson that was not part of the plan?Was all terminology understandable?Was there enough time spend for the lecturer to convey knowledge and for the students to think?Did the sequence of the lecturer contribute to the effectiveness of the lecture?Was there enough time for discussion and to ask questions?Was learning facilitated?Was the lecturer enthusiastic about the method?Did the lecturer emphasise the relevance of the method?Was the outcome of the method reached?Do you reckon everyone reached the outcome?Was the information sufficient and in the correct sequence?Were you involved and do you reckon deep learning took place?Did you experience the lecture in a positive manner?Are you interested to find out more?Did the presentation change your view concerning the method?Do you think the direct method as appropriate to convey the information?

EDM 152 JAN 2010

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