Eth102l Study Guide

# 2005 University of South Africa
All rights reserved
Printed and published by the

University of South Africa
Muckleneuk, Pretoria
ETH102-L/1/2006±2008
ETC101-U/2/2006±2008
97767301
3B2
Karinnew style
CONTENTS
Study unit Page
FOREWORD (iv)
1 The future 1
2 Why not the best? 6
3 Meet your amazing brain! You are the owner of the world's most
powerful computer 10
4 Twenty steps to learning five times better, faster and easier 15
5 How to think for great ideas Ð A new programme to teach yourself
how to think creatively 19
6 A Sensible guide to producing better, brighter babies 22
7 The vital years: How to enrich the child's intelligence from birth to ten 24
8 The secret heart of learning Ð How to ensure success in the business of
learning 26
9 True learning the fun-fast way Ð Guidelines for teachers and trainers in
the 21st century 28
10 Do it in style! How to find your learning style and how to use your
many intelligences 33
11 But what if you start late? The world's greatest catch-up programmes
and why they work 35
12 Solve the dropout dilemma Ð How to get ``high'' on education and not
on drugs, gangs and crime 37
13 Twelve steps to transforming a nation's education system 39
14 Tomorrow's business world Ð Big growth opportunities ``for the
learning organisation'' 42
15 Just do it! How any country Ð or you Ð can lead the learning
revolution 44
16 The learning child in the primary school 46
ETH102±L/1/2006±2008
ETC101±U/2/2006±2008 (iii)
FOREWORD
Dear student
Your prescribed book for THE ETH102±L module is:
(1) Dryden, G & Vos, J. 1994. The learning revolution. Surrey: Unwin.
THE aim of this module Ð The learning child in the course BPrimEd (senior
primary)
This module focuses on the learning development of the child and related matters.
By this time you will have become aware that the development of a person includes
various factors such as the physical, emotional, social, cognitive, religious and
normative. We therefore always refer to the holistic or global perception of a human
being. Although the focus in this module will be on ``learning'', it must be seen in the
context of the whole person.
This module will not only focus on learning development, but also on how the child
should interact with his or her world in order to develop optimally. As far as
learning is concerned, the child is born with specific potential or abilities. In order to
develop these abilities and for the child to come into his or her own, the interaction
with the environment is of paramount importance. You will come across contentious
issue in the course of this study guide, such as whether the environment or
hereditary traits play the dominant role in the child's development. At the end of
this module, you will have to judge for yourself as to which is the prevailing factor.
The approach which will be followed, might seem strange to you. As you are
involved here as a learner yourself, we will look first at how you learn and then
return to the learning child. If you understand how you learn, and that there are
various ways in which you can learn, you will be able to put this to practice in the
classroom situation.
The content of this module will be covered based on themes, but you should bear in
mind that all the modules in this course will form a unit at the end and that this
module is only one of the building blocks which make up the whole.
The aim of this course is, therefore, to assist you to gain knowledge of learning
and learning development for the child in the grades 4±9. Once you have
completed the course, you should be able to
. identify the developmental phases of learning in which the child finds himself
or herself
. understand the factors which influence the child's learning
. apply the knowledge and skills which you have learnt in the course in practice
where you are working with children in this phase
(iv)
WHY A STUDY GUIDE?
By this time you will have acquired the prescribed book which you will need for this
course. If not, you should not proceed with this study guide, since the prescribed
book and the study guide go hand-in-hand.
You could ask why it is necessary to have a study guide at all. Look upon this guide
as an attempt by the lecturer to communicate with you, the student, about the
content of this module and in so doing lead you through the prescribed book.
The idea is to highlight the essential knowledge which you the teacher will need.
Furthermore those sections which form valuable background information are
introduced to you, to enable you to form a sound judgement regarding the field of
study.
By means of this method and through hints which are suggested in the study guide,
we want to make you aware of the importance of you, as the student, being in
control of your study programme. We would also like to evoke in you a love of the
subject in order for it to have more value than merely that of an examination subject.
THE FORMAT OF THE STUDY GUIDE

You should realise that the study guide was written for all the students enrolled for
this course and might not necessarily assist you personally. We have, however,
endeavoured to present it in such a way that you can select the work method which
you prefer. If you do not plan on using the study guide at all, it is important that you
thoroughly study the themes as presented in the guide in your own way so that you
are prepared for the examination.
The various themes will be dealt with in the following manner throughout the study
guide:
. An introduction and the desired outcomes for the particular unit of study will be
provided.
. The study units are divided into assignments which you can complete within a
certain time. The time needed will be determined by your learning style and
learning tempo.
. Important sections are distinguished from those which you need only read
through.
. Opportunity is given for conceptualisation to test the theoretical knowledge
against your personal environment or life world. Remember that this may differ
from one environment to the next.
. Self-evaluation questions will be provided after every assignment to assist you in
testing your knowledge.
VERY IMPORTANT!
Note that you will be referred to sections in your prescribed books. You should,
therefore, always have your prescribed books handy when using the study guide.
ETH102±L/1 (v)
CONTACT WITH THE LECTURER
You will note in your study guide that you are requested to share your thoughts and
experiences with the lecturer.
This can be done in the following manner:
. By telephone: You can contact your lecturer directly (08:00±13:00).
. If you are only able to phone during the afternoon, you should arrange for a
telephonic appointment by contacting the secretary. The lecturer will then be
available at a given time. The secretary's number is (012) 429-4583.
. By letter.
. Personal interview: It is important to make an appointment in advance to avoid
disappointment.
PREPARING FOR THE EXAMINATIONS

Please ensure that you use the correct study methods to prepare for the
examinations. Remember that study methods differ from person to person; you
determine for yourself what study method to use.
Note the following pitfalls:
. Students only read through the study material and do not concentrate on the facts.
Very little is remembered after merely reading through the work.
. By merely reading through the facts, one cannot learn and understand the
content.
. Students do not read the questions which are asked; rather, they answer that
which they have prepared in advance as though it were asked. A comprehensive
answer is provided, but it does not relate to the question.
. Time is wasted by writing in a nonsensical and long-winded manner instead of
coming to the point and answering the question.
. Remember that the themes in Social Education seem to be familiar because they
deal with aspects of everyday life. Do not, however, be fooled by this as a general
answer containing no facts will not suffice.
Remember that writing an examination is an art which you should cultivate from
the onset.
(vi)
STUDY UNIT 1
THE FUTURE
This study unit is based on chapter 1 of the prescribed book, The learning
revolution.
INTRODUCTION
This module will be presented in a manner which you might find strange. Learning
and learning development are complex processes and since the learning theories of
researchers such as Piaget and Vygotsky are so far removed from normal life
experiences, you might find them difficult to grasp. As a student you are in the
process of applying these theories in practice, so we will begin with your learning
process and then work back to how you learnt as a child, since each child goes
through these phases at some time or another. Despite the theoretical nature of the
module, you will be able to use your own practice to unlock the theory; it might
even help you to improve your own learning and thus become a better student.
Please make the time to read the preface to the prescribed book, since it explains the
context from which the book has been written. The prescribed book gives a
summary of each chapter's most important facts, so if you would like to refresh your
memory a bit, look up these summaries.
Try hard to make this work your own and come to understand what it is about!
LEARNING OUTCOMES
Once you have completed this study unit, you should be able to
. identify factors which influence human learning
. describe how these factors influence the development of learning programmes
. have the necessary skills to develop and present a learning programme which
will address the needs of the community
ASSIGNMENT 1.1
As an introduction to the prescribed book, the authors give an overview of the
radical changes which are taking place in the ``New World''. The aim of their book is
to make readers aware of `'new'' methods of learning so that they can adapt to them
and function according to the challenges set by the new world.
ETH102±L/1 1
The authors claim that learning is only effective if it is related to the needs of our
time. They discuss sixteen of the most important trends in this new era as these will
determine the format of new learning systems and methods. Study the following
trends which determine the learning needs of our time:
(1) The age of instant communication

Instant communication is possible today because of highly developed technology
and it should influence our schools, homes and places of work. Even if it does not
form part of your life situation, you should remember that the rest of the world
functions in this way. Everyone should be familiar with this form of technology,
since it is the easiest way to keep up-to-date with what is happening in the world.
(2) A world without economic borders

The focus here is on the move to a single-market world economy. If you are a regular
reader of newspapers or you are interested in the world economy, this idea will not
be foreign to you. You will note that the focus has moved from products and
technology to skills which people have developed.
(3) The four steps to a one-world economy

Preparations for a single world economy are already in the pipeline. The
establishment of the following four trade giants has made this concept possible: a
united Europe, the Americas, the countries of the Asian-Pacific Rim (Japan, Korea
etc) and China.
(4) Internet commerce and learning

The Internet allows people to communicate, trade and acquire knowledge instantly.
This phenomenon has led to new forms of organisations emerging that will
transform both information and service on demand.
(5) The new service society

This trend represents a move away from an industrial society to a more service
oriented society. Computers, robots and other forms of automation manufacture
products instead of workers. This means that fewer people will work in factories in
the future, which has far-reaching implications for the education system. The
education system previously emphasised the provision of skills, that is preparing
learners for a variety of professions such as the legal, medical or accounting
professions. There was also a need to train other learners for schooled and semi-
schooled occupations.
These needs have now changed completely. Although there will always be a need
for the above-mentioned professions, the increase in automated manufacturing has
led to a decrease in the need for routine and semi-schooled workers. These workers
will now have to be trained to run businesses such as public transport (taxi's)
organisations, fast food outlets, pubs, restaurants and supermarkets. There is,
however, a definite need for professionals services such as those offered by
engineers, brokers, lawyers, management consultants and tax consultants in the
service community. The school system will, therefore, have to focus on promoting
these professions.
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(6) The marriage of big to small
In the industrial era the size of an organisation was of the utmost importance. The
successful organisation was the large concern which could extend its power
throughout the world. It seems, however, that size is no longer a prerequisite for
success. A significant number of small entrepreneurial firms have already made their
mark in the world economy. Smaller organisations tend to emphasise thinking,
conceptual skills, the ability to take chances, experimentation and the ability to
change. Schools will have to address these skills in the learning programmes they
offer.
(7) The new age of leisure

Leisure time, tourism and lifelong learning will form part of the growing industries.
The life expectancy of people has been extended by medical science and only a part
of that is spent in paid work situations. People now have more time for hobbies,
travel and other pastimes and this creates new challenges for the education system,
that is, to teach people to use their leisure time meaningfully.
(8) The changing shape of work

It has been predicted that by the turn of the century, only a minority group of people
will find themselves in established traditional organisations. The rest of the working
corps will be accommodated in the following groups:
. Project groups. These are groups of people who get together for specific projects
and who are highly paid for their work. Education facilities will be required to
train people for these types of tasks.
. Part-time or seasonal workers. These workers only work two or three days at a
time. This is one of the possibilities for unschooled or semi-schooled workers.
. Individual workers or family groups. These workers present their services on an
entrepreneurship basis and they demand that the education system equip them
with the necessary skills.
(9) Women in leadership

The role of women is now being recognised in most societies. In countries where this
is not the case, affirmative action is taken to ensure that women are included. Where
women have entered the economy, they have brought a new perspective as they
address the aspects of passion, love, caring and empathy.
(10) Your amazing brain rediscovered

There is now a greater awareness of the great potential of the human brain and how
it functions. Learners need to understand how their brains work. Every person
learns in his or her unique way, but knowing how learning takes place makes the
whole process a little easier.
(11) Cultural nationalism

Although the borders between different nations and groups seem to be
disintegrating, there is a surprising increase in the identity and nationalism of
cultural groups.
ETH102±L/1 3
(12) The growing underclass
One would think that the emphasis on the growing economy would lead to less
poverty and general wellbeing. The opposite, however, seems to be true. It is
predicted that poverty will increase and have far-reaching implications for the world
and humanity as a whole.
(13) The active aging of the population

Due to the progress made by medical science, man now has a longer life expectancy.
It is even said that the second part of one's life only starts after the age of 60. Those
over the age of 60 have a large untapped source of knowledge and experience which
can be used to educate learners in the future.
(14) The new do-it-yourself boom

The new do-it-yourself era means more than just doing your own gardening or
painting your own house. The lifestyle of the modern world has changed to such an
extent that people are able to do things themselves. People now tend to follow a
healthier lifestyle, for example, which means that they take responsibility for their
own health. Education will have to be adapted to teach people to take responsibility
for themselves and for doing things themselves.
(15) Cooperative enterprise

It is predicted that a new concept Ð that is, that everyone will be involved and will
share in the profits Ð will develop in the management of companies. Shareholders
must be awarded ownership and the company must provide for stakeholders' needs
at all levels.
(16) The triumph of the individual

For years the individual has been ruled by governments and industrial giants. The
new era places the power in the hands of the individual Ð and that includes control
of his or her education.
CONCEPTUALISATION
These events or developments taking place within the modern world might be
familiar to you, but perhaps you have never considered the major influence that
they will have on education. You might not agree that education will have to
adapt to provide for the changing needs of the world, but jot down your
thoughts on the matter and look at them again once you have completed the
module. You might change your mind. Remember, you are always welcome to
share these thoughts with us!
Before continuing with the next study unit, make sure that you know this section
of the prescribed book well.
SELF-EVALUATION QUESTIONS
(1) Discuss the influence that the `'new era'' has on the economy.
4
(2) The ``do-it-yourself'' era which we have entered makes certain demands on
education. Discuss these demands.
(3) Name 16 factors which influence how education will have to be planned in
future in order for it to remain relevant.
ETH102±L/1 5
STUDY UNIT 2
WHY NOT THE BEST?
revolution.
INTRODUCTION
Every country should attempt to provide the best schools and the most exemplary
instruction for their learners. The solution does not, however, lie in good education,
but in teaching learners ``how to learn'' and how to apply techniques to solve any
problems or challenges facing them.
It is said that the development of a country's education does not lie in developing
new methods of instruction, but in identifying those methods which will best
address the problems and needs of the particular country.
LEARNING OUTCOMES
. identify methods which can be applied to address current education needs
. demonstrate your understanding of separate, yet interdependent areas which
need to be considered when planning programmes
. apply technology as a learning technique in the education programme
In order to ensure the highest levels of education, the following thirteen

interdependent areas need to be taken into consideration:
(1) The role of electronic communications

The electronic media makes it possible for people to communicate with each other
around the world within moments. The challenge for educators is, therefore, to
include this media as a learning technique in the education system. Educators need
to draw on those principles which keep learners enthralled with computer games,
and use them to successfully teach learners who struggle to learn or who have lost
interest in learning.
(2) Learn computers and the Internet

Every person who wishes to be part of the modern world, will have to learn to
6
master the computer. Too many people still feel threatened by the computer; it has
thus not yet been integrated into teaching methods in our schools.
(3) Dramatic improvement needed in parent education

Brain researchers are convinced that 50 per cent of a person's ability to learn is
developed within the first four years after birth. In those four years, the infant brain
makes about 50 per cent of the brain-cell connections Ð the pathways on which
future learning will be built. Parents, therefore, perform an essential role, since they
determine the learning ability of their children. Most parents do not, however,
receive any instruction in parenting and so are unaware, for example, that a correct
diet is important for brain development and early stimulation. Parents-to-be should
be trained in parenting to ensure decent education for the future.
(4) Early childhood health service priorities

As mentioned previously, the first few years of a child's life are vital for learning.
The nine months before birth and the first five years are probably the most
important as far as health is concerned. Proper control of children's health is
essential and must be a priority in any country which aspires to provide high quality
education.
(5) Early childhood development programmes

Early childhood development programmes are essential in order to prepare children
for later learning. Any country hoping to develop high quality education, must
recognise the importance of programmes for children from birth to five years and
must budget accordingly.
(6) You can catch up at any stage

If a child falls behind at any stage, relevant programmes can help him or her to catch
up. Programmes can also be used effectively to help adults catch up in areas where
they have fallen behind. It must be emphasised, however, that the success rate will
be higher if these attempts are made at an early stage.
(7) Catering for individual learning style

Each individual has his or her own style of learning and working and these include
. visual learners (learn through use of pictures, diagrams and the written word)
. auditive learners (learn by listening)
. haptic learners (these include tactile learners who learn through touch and
kinaesthetic learners who learn through actions or movement)
. group-oriented learners (learn by interacting with others)
Learning programmes must provide for each of these learning styles.

The traditional secondary school only addresses two of the seven `ìntelligence
areas'', namely the linguistic (the ability to speak, read and write) and the logical-
mathematical intelligence (the type used in logic, mathematics and science). Most of
our examination systems are based on testing these limited academic intelligences.
(8) Learning how to learn and how to think

It is important to know how the human brain functions, how memory is stored and
ETH102±L/1 7
how information is made available. A variety of names or terms are used to describe
these processes, but the most important is to learn how to utilise your various
intelligences.
(9) Just what should be taught at school?

Knowing how to learn is more important than knowing what to learn. If the ability
to learn is mastered, it can be applied in any subject area. A large number of learning
strategies have been developed by scientists and these could be referred to as
learning theories.
It is said that the world changes so fast that it is difficult for education to provide for
the demands made by these rapid changes. A very real danger exists that the
curriculums used by schools could become irrelevant as far as the needs of learners
are concerned. The aim should, therefore, be to encourage learners to become
``lifelong learners'' so that they can keep up with the changing demands of the
world. The skills needed to survive in the world, should form part of the learning
programme, but this does not mean that existing subjects should disappear. Rather,
it means that relevant subjects should be added to equip learners for life.
(10) Learning on four levels

The success of education will depend on the degree to which it succeeds in
encouraging a feeling of excitement and joy in the learner during the learning
process. This means that every learner should be encouraged to build his or her self-
esteem which is essential for growth and development. The mastery of life skills is
also most important and the curriculum should, therefore, focus on
. self-esteem
. the mastery of life skills
. how to learn
. the development of specific basic academic, physical and artistic abilities
(11) A three-fold purpose for study

Learning should serve a three-fold purpose, namely
. to acquire skills and knowledge in specific subjects and to learn how to master
these faster, better and easier
. to develop general conceptual skills (thinking structures) and to learn how to
learn to apply them in other areas
. to develop personal skills and attitudes which can be applied in everything you
do
(12) Just where should we teach?

Historically, learning in a classroom is quite a new concept. The question of whether
traditional classroom teaching provides for learners' needs in terms of lifelong
learning, is currently being questioned. It seems as though communities needs to get
involved in determining whether schools provides for the needs of learners and
whether school programmes need to be restructured. The examples mentioned
stimulate thoughts on the `'new school''. It is clear, however, that the school can
function longer in isolation from the community.
8
(13) Keep the mind open, the communication clear
Academic language so that learners can understand it. Research should be made
accessible by using simple and easily understood language.
CONCEPTUALISATION
We have discussed 13 factors in this study unit which are important to consider
when designing an education system or learning programme. Some might be
new to you, but most of these might have occurred to you before. Your frame of
reference might make other demands on education. Remember that you have
the right to a personal opinion and you are familiar with your own situation.
Make a list of those aspects which you can add or which you think to be
important. You are welcome to share these opinions with your lecturer.
Before you proceed, you must ensure that you are familiar with this section.
Answer the questions below in full.
(1) Why is good health a prerequisite for successful learning?
(2) How can the electronic media be utilised inpresenting an education
programme? Discuss and give at least five examples.
(3) ``Fifty per cent of the ability to learn is developed before birth and during the
first five years of the child's life.'' Discuss this statement and name at least one
programme which should be given priority to underline this statement.
(4) Name four important characteristics of a learning programme which will
contribute to the child enjoying the learning process.
(5) Discuss the three-fold purpose of a study programme.
ETH102±L/1 9
STUDY UNIT 3
MEET YOUR AMAZING BRAIN! Ð YOU
ARE THE OWNER OF THE WORLD'S MOST
POWERFUL COMPUTER
revolution.
INTRODUCTION
We will discuss the wonder of the human brain in this study unit The prescribed
book gives a lot of detail about its composition and how it functions, so you will
have to concentrate to absorb all this information. Facts such as the following are
interesting to note:
. Research on the brain is very recent.
. The brain consists of a trillion brain cells (they cannot even be counted).
. Brain cells look like small octopuses with a core and branches.
. Every branch has connection points.
. Information is communicated by brain cells and the branches.
According to the researchers, it is important that you understand how your own
brain works so that you can improve your learning ability.
LEARNING OUTCOMES
. draw a diagram representing the brain
. identify the seven different intelligence areas
. identify the three types of learning styles based on certain characteristics
. encourage successful learning by including relevant learning programmes
. develop a diet and make it available to parents in order to promote the
maximum brain growth of their children
ASSIGNMENT 3.1
In this assignment you will focus on the composition of the brain. In this chapter of
10
the prescribed book, the three sections of the brain are discussed. These three
sections form a unit. The following facts regarding the brain, are important:
. The brain has three sections which form a unit Ð on three different levels, from
the top to the brain-stem.
. The brain has two sides. These sides are linked by an electronic and chemical
relay-system with millions of nerve cells.
. There are at least seven intelligence areas in the brain.
. Man has an active conscious brain and a subconscious brain.
. The brain controls instinctive behaviour such as breathing.
. The central part of the brain controls emotions.
. The upper brain enables you to think, speak, reason and create.
This section also includes other interesting information which should be noted.
Make a simple drawing which includes all this information. It is also important to
summarise these facts to make learning easier. Study the section on ``Mind Maps''
and apply this technique instead of making the usual summary.
CONCEPTUALISATION
Although this information might be new to you and it might be difficult to
remember all the scientific facts, try to relate them to your brain and thoughts to
make it more meaningful. Remember that it is important that you know these
facts as they relate to the children you will be working with in practice. You will
indeed be working with children when they are still very dependent on you, the
teacher, for stimulation to promote brain development. You should, therefore,
understand the implications which your programme planning will have on
young children.
ASSIGNMENT 3.2
The next section discussed in your prescribed book, follows on the section which
you have just completed. The information on the neurones, dendrites, glial cells and
the insulating system must be learnt so that you will know how this relates to
learning. Aspects such as the following are discussed:
. There are more than 100 billion active neurones in the brain.
. Each is capable of sprouting between 2 000 and 20 000 branches, known as
dendrites.
. Neurones transmit messages to and from the brain along pathways which are
known as axons.
. Each axon is covered with a myelin sheath or insulation.
. The better the sheathing of insulation, the more effective the transmission will be.
. The dendrites are surrounded by glial cells.
These are only a few of the physiological facts which will be addressed later on in
the study guide.
ETH102±L/1 11
CONCEPTUALISATION
This section might also not be familiar to you. If you understand the composition
and workings of the brain, the design of a learning programme will be more
meaningful. You can now consider ideas which would ensure optimal
stimulation of the young child's brain. Make a list of these and remember to test
them during your practice teaching.
ASSIGNMENT 3.3
Traditionally, intelligence has been described as a collective term for the potential or
abilities of a person. The latest research indicates, however, that there are different
types of intelligence. The next section will refer to these different types. In the
prescribed book, the different intelligence areas are discussed. The school system
focuses on two intelligence areas, namely
. linguistic intelligence: the ability to read, write and speak
. logical or mathematical intelligence: the ability to reason and to calculate
Note how the different intelligence centres or areas are represented.
CONCEPTUALISATION
You have now learnt about the different intelligence centres or areas. This
challenges the teacher working with the young child to include stimulation for
the different areas in the programme. You must also now have become aware of
abilities which you have, which you might not have known about previously.
Remember to apply this knowledge when you are studying. In this way you will
ensure optimal learning. In practice teaching the teacher should evaluate the
programme to ensure that it includes stimulation for all the areas of intelligence.
ASSIGNMENT 3.4
The two sides of the brain are discussed. You will note how the different sections
process different types of information. This information is taken in through our five
major senses: by what we see, hear, touch, smell and taste. The processing of
information takes place in different areas of the brain. Ensure that you know which
sections process which types of information. The diagram in the book can assist you
in understanding this. The following facts are important:
. Both sides of the brain are linked by the corpus callocum. This link is responsible
for the flow of information from one side of the brain to the other.
. The corpus callocum balances the incoming messages and links the abstract,
holistic picture with the concrete, logical messages.
. The emotional centre is very closely connected to the long-term memory storage
system. That is why information linked to emotions is easily remembered.
. The medulla controls the heartbeat and respiration.
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. The cerebellum is responsible for coordination and balance.
. The visual cortex is responsible for sight and is situated at the back of the brain.
. The limbic system is responsible for fear, rage, emotion, sexuality and passion.
Study your prescribed book carefully as it contains much more information which
you should know. It would seem that all these functions and areas of the brain lead
to three types of learning styles, namely
. haptic learning (kinaesthetic-tactile learners)
. visual or reading-oriented learning
. auditive or sound-oriented learning
Most learners combine these learning styles. To learn effectively, the following must
be considered:
. how information is stored and made available
. how information is applied to solve problems
. how information can be applied to create new ideas
CONCEPTUALISATION
This section also includes physiological information. The fact that different
learning styles exist, implies that you belong within one or more of these
categories. Evaluate your own learning style. The section on storing information
might come in handy. If you have not mastered it, you should give it some
attention now.
ASSIGNMENT 3.5
For you as a learner, it is important to know how information is stored. The brain's
ability to store and process information is most amazing. This section deals with this
ability of the human brain. You will note that emphasis is placed on the formation of
associations. Learning to store information in patterns and with strong associations
is probably the first step towards successful learning.
Apart from the ability to store information, the learner must learn to use the
subconscious mind. It seems as though the brain receives and stores information on
different wavelengths. Researchers believe that the brain absorbs most information
when it is in a state of ``relaxed alertness''. The hint given here is that every learning
session should be started with relaxation exercises.
The brain needs energy to function optimally. To create the necessary energy, a
balanced diet is essential. The transmission of messages in the brain is furthermore
promoted by a sufficient intake of oxygen.
This section ends with practical hints on the correct diet to ensure that the brain
functions optimally.
ETH102±L/1 13
CONCEPTUALISATION
In this assignment quite a number of hints have been given which can be applied
in order to learn successfully. The section on diet, in particular, could set you
thinking. Is your daily diet nutritious enough to promote a good study
programme? If not, you should work on improving it. It will be interesting if you
do not agree with these researchers. Different cultural groups have different
diets and you as the teacher will have to adapt to the culture of the children you
are teaching.
(1) Discuss the ``three-brains-in-one'' by using a diagram.
(2) Name and discuss the different intelligence areas of the human brain.
14
STUDY UNIT 4
TWENTY STEPS TO LEARNING FIVE TIMES
BETTER, FASTER AND EASIER
revolution.
INTRODUCTION
This chapter in the prescribed book discusses twenty hints to make learning easier.
Most of the hints given will be familiar to you. Perhaps you have not yet applied
them to learn more effectively.
LEARNING OUTCOMES
. compile a study programme which will promote the child's learning
. use a mind map to make meaningful summaries for study purposes
. master the content so successfully that you can recount it
. evaluate your own learning and determine whether you learn effectively
The following hints are given to learners to help them to learn more effectively:
(1) Start with lessons from sports

. Sports achievers have dreams.
. Set specific goals and break them down into achievable steps.
. Combine thoughts, body and activities.
. Get a vision.
. Have a passion to succeed.
. A mentor or coach is essential.
. Create opportunity for practicing skills; do not see these as mistakes.
. Have a positive attitude about mistakes.
(2) Dare to dream Ð and imagine your future

This dream flows from the vision you have set for yourself. Do not be afraid to
dream.
ETH102±L/1 15
(3) Set a specific goal Ð and set deadlines
Decide what you want to achieve. Then set a goal and work towards realising this
goal.
(4) Get an enthusiastic mentor

To realise this goal it is important to find a mentor who shares your goal and
enthusiasm. If the person has different skills to you, form a team.
(5) Start with the big picture

It is always important to know what the end product will be. It is easier to work
towards the end if one first sees the whole.
(6) Ask!
Never be afraid to ask. If you do not know, find out! In the prescribed book hints are
given on what you can do. Apply these when you are learning.
(7) Find the main principle

In every area you will be able to identify a main principle for success. In education
any person can learn if he or she has the desire to do so and then involves all his or
her senses in achieving the goal.
(8) Find the best books on the subject

Do not start with academic books on the subject; rather, find books which describe
the subject in easy terms so that you can understand the message. As you progress,
you can read more difficult books on the subject.
(9) Relearn how to read Ð faster, better, easier

Very few people read effectively. The skill of reading with speed and understanding
is a prerequisite for successful learning. A number of hints are given here to assist
you in mastering this skill.
(10) Reinforce with pictures and sound

Messages can be reinforced if they are supported with pictures and music to convey
the message.
(11) Learn by doing

Use all your senses to learn. The theory of any knowledge must be followed by
doing what has been learnt in practice. Apply what you have learnt.
(12) Do not take linear notes Ð draw mind maps

Modern researchers believe that to store information successfully in the brain, one
must adapt to the structure of the brain. This structure is more or less in the form of
the branches of a tree. You will find an explanation of how to design a mind map in
the book. Certain tips are given which will assist you in mastering this method.
16
(13) Easy ways to retrieve what you have learnt
If the manner in which the information is stored in the brain relates to pattern
formation and association, it would be meaningful to apply these methods when
recalling information. Knowledge of how the brain works is essential to understand
this step. You might have to page back to the previous study unit which covers this
topic. The use of mind maps is only one way of mastering content. Combine this
with the different intelligence areas by adding music.
(14) Learn the art of relaxed alertness

Most of the activities which have been recommended up to now, are targeted at the
logical left brain. It is important that you also use the other half of the brain. To do
this you will have to focus on achieving a state of ``relaxed alertness''. In the
prescribed book, the role of the alpha, betha, theta and delta rhythms in this process
is discussed.
(15) Practice
Any skill which is learnt, needs to be practiced. No matter what the subject area or
skill, only regular practice will guarantee success.
(16) Review and reflect

Repetition plays an important role in the learning process. Reviewing and reflecting
should take place regularly Ð doing so just before an examination is too late.
(17) Use linking tools as memory pegs

Due to the importance of associations, it is easier to learn if one relates the content to
one's own life experience. Use associations that are familiar to you. The prescribed
book provides tips on how to make associations.
(18) Have fun, play games

When one refers to learning, most people associate it with boredom, examinations, a
waste of time, homework, punishment, irrelevant content or fear. Change learning
into a game and make it enjoyable.
(19) Teach others

Learn to be a teacher yourself. While you are conveying information to others,
certain principles are reinforced which are essential to learning.
(20) Take an accelerated learning course

You might find it necessary to take a course in accelerated learning. Evaluate your
situation and apply the hints given here.
CONCEPTUALISATION
Using these twenty tips, you can now evaluate your own learning. Do you use
these methods to learn more successfully or do you merely read through the
work before an examination? If you do not find learning enjoyable, you should
rethink your study method and the reason why you are learning. If you need
any assistance, please contact any of your lecturers.
ETH102±L/1 17
(1) Name eight hints which apply to sports and which are recommended before
commencing with the learning process.
(2) Illustrate the principles of a mind map by using a diagram.
(3) Give examples of how Lozanov's methods can be used to promote learning.
(4) Discuss some steps which will promote effective learning.
18
STUDY UNIT 5
HOW TO THINK FOR GREAT IDEAS Ð A
NEW PROGRAMME TO TEACH YOURSELF
HOW TO THINK CREATIVELY
revolution.
INTRODUCTION
You might think that this chapter is not relevant to learning, but the principles which
apply to in all other areas, also apply to the learning situation. Work through this
study unit and you will see that the information given here it can be used to learn
more effectively.
LEARNING OUTCOMES
. develop new ideas to promote your own learning and that of the young child
. identify factors in the existing system which limit the development of creative
thinking
ASSIGNMENT 5.1
As discussed in the previous study unit, the brain has an amazing ability to store
information. Another characteristic of the brain is its ability to apply the stored
information to new situations and problems and then to create new ideas. According
to the authors, a new idea is a combination of old and existing elements. It might
take some time for you to grasp the meaning of this as most people are apt to use
existing knowledge to solve problems. First, you need to ascertain what needs to be
achieved, then you need to reorganise and identify the unknown, and finally, you
need to arrive at a solution. The challenge lies, therefore, in the unknown and not in
the known.
It would seem that the skills and knowledge used in this approach, are not
encouraged by the traditional school system and the instruction which it provides.
ETH102±L/1 19
Study the discussion in your prescribed book regarding criticism of the existing
education system.
The following twelve steps are proposed to stimulate creative thinking:
(1) Formulate the problem

Be specific but not limiting when formulating the problem.
(2) Determine the ideal solution and visualise it

Determine the solution which you have in mind and then organise your thoughts to
bridge the gap between where you find yourself now and where you would like to
be. In other words, envisage the solution. The prescribed book gives examples which
will help to clarify what is meant.
(3) Collect the facts

If the principle is valid that a new idea is a combination of existing elements, then the
next important step is to collect all the relevant facts. You must, therefore, become a
collector of information, a reader, someone who accepts challenges and who stores
information.
(4) Break the pattern

The easiest way to change your thought patterns, is to ask yourself what it would
take to change your thoughts completely. The prescribed book gives examples of
questions which might help you to change the way you think.
(5) Go outside your own field

Find solutions to problems in a different field. One tends to seek solutions within
your own knowledge and field of experience.
(6) Try different combinations

Remember the key words: a new idea is a combination of old elements. Apply this in
practice. Do not remain in your own familiar field, but move out. Forget your
preconceptions.
(7) Use all your senses

Consciously use all your senses. Also use the principle of a mind map which you
have now mastered.
(8) Switch off Ð think about it

Sometimes it is helpful to set possible solutions aside for a while and to review them
at a later stage. Remember that the subconscious mind will carry on trying to find a
solution.
(9) Relax Ð use music

Remember to relax while you are seeking a solution.
20
(10) Sleep on it
While a person is sleeping, the subconscious mind works on the problem. Focus on
using this technique.
(11) Eureka! I have the solution

If you follow the steps above, the solution might come to you at a most unlikely
moment or place. Remember to always set yourself a time limit.
(12) Control the solution

Re-evaluate the solution you have found. It must be useful and meaningful. The
prescribed book contains a thorough discussion on this aspect. Study this section
carefully.
CONCEPTUALISATION
These steps for creative thinking might not be unfamiliar to you, but note that
the best results are obtained when a combination of steps is used. You might
have steps which you could add and which could contribute to creative
thinking. You are most welcome to share any such hints with us.
(1) Name twelve steps which promote creative thinking.
(2) Which questions can be asked to recheck your solutions?
(3) Using examples, discuss the process of gathering information.
ETH102±L/1 21
STUDY UNIT 6
A SENSIBLE GUIDE TO PRODUCING
BETTER, BRIGHTER BABIES
revolution.
INTRODUCTION
This study unit relates closely to the career for which you are preparing yourself. In
the module, Health Care PRS102±3, you will learn more about this aspect. This
proves once more that all the modules which form part of this course, are integrated
and form a unit.
LEARNING OUTCOMES
. apply in practice knowledge of the importance of nutrition for the optimal
development of the young child
. compile and recommend a balanced diet to promote the optimal growth of the
young child
. inform parents-to-be of the importance of nutrition for the pre-birth phase as
well as for the young child
Interesting facts on the body and physical health are discussed in this chapter of the
prescribed book. It states, inter alia, that all brain cells have already been formed at
birth. The growth of the brain cells in the first few years after birth are, however, of
the utmost importance. The formation of brain cells before birth determines the
potential for learning at a later stage. Nutrition is vitally important in this phase as it
is essential for the growth of the brain cells. If the child does not receive sufficient
nutrition during this critical period, it can lead to learning problems later on. This
chapter also deals with health aspects such as eye and ear illnesses. The influence of
harmful substances such as alcohol, drugs and tobacco smoke is also discussed.
This study unit also addresses the importance of a balanced diet and the types of
food which a balanced diet should contain. Remember that you will have to inform
parents of these important aspects. Parents often know intuitively what is best for
their children, but some parents ignore these facts. You are, therefore, a key person
in the community Ð not just a teacher, but a community worker as well.
22
CONCEPTUALISATION
You might quite rightly ask what the phase before birth has to do with you.
Remember that the pre-history of the child is extremely important. It will be
valuable to you to know what the child's circumstances were before birth.
Possible problems could then be identified more easily. It might also be your
responsibility to guide mothers-to-be regarding their health if they should wish
to have a baby. Prepare a scheme which contains the information which you
think would be useful to parents.
(1) What effect does it have on a baby if a mother is malnourished during
pregnancy? Discuss this in full.
(2) What type of fat is essential for the development of brain cells?
(3) Plan a presentation which could be presented at a school to inform parents of
the effect of smoking, drugs and alcohol on the unborn child.
(4) Discuss the connection between nutrition, stimulation and myelin formation.
ETH102±L/1 23
STUDY UNIT 7
THE VITAL YEARS Ð HOW TO ENRICH
THE CHILD'S INTELLIGENCE FROM BIRTH
TO TEN
revolution.
INTRODUCTION
In this chapter of the prescribed book you will become aware that early stimulation
is essential for the young child. Research has shown that a person develops 50 per
cent of his or her ability to learn in the first four years of his or her life and a further
30 per cent of that ability before the age of eight. This potential refers to the main
learning pathways formed in the brain and which determine later learning and
thinking.
LEARNING OUTCOMES
. develop an enrichment programme for the young child, which will promote
learning
. apply the knowledge and skills you have acquired regarding the guidelines for
establishing a stimulating environment
ASSIGNMENT 7.1
This chapter relates very closely to the career for which you are being prepared.
When reading this section, you will realise the importance of stimulating the child
from an early age to promote brain growth. The well-known educational researcher,
Bloom, states that in terms of vocabulary, understanding in reading and general
school achievement, the child has already mastered 33 per cent of these skills by the
age of six, 42 per cent between six and thirteen and 25 per cent after the age of
thirteen.
The emphasis here is that the young child learns by doing, so an enriched
environment should be structured to stimulate children as much as possible.
24
Stimulation does not relate only to the formal school environment; instruction
should also take place in an informal manner, with the emphasis on play and
exploration. The emphasis is on learning as a source of enjoyment.
The following hints are given as guidelines for structuring a stimulating
environment:
. step-by-step movement is very important
. use your common sense
. give simple tips from the start
. build on the five senses
. use the whole world as your classroom
. stress the art of communication
. parents are a child's first teachers
. parents should be active in pre-school centres
. school should be fun
You should study this section thoroughly as you will benefit from the hints given
here.
CONCEPTUALISATION
This chapter provides you with some practical hints. The hints given here for
stimulating children might not be relevant for your particular cultural group; it
might be that you have unique examples from your culture which are not
mentioned here. Compare your own situation with that described in the
prescribed book and note the differences. Share your knowledge and insights
with us.
(1) Name the five main pathways to the brain.
(2) Why is regular rocking of a baby believed to be important for promoting a
baby's brain growth?
(3) How does crawling influence a baby's sight?
ETH102±L/1 25
STUDY UNIT 8
THE SECRET HEART OF LEARNING Ð HOW
TO ENSURE SUCCESS IN THE BUSINESS OF
EDUCATION
revolution.
INTRODUCTION
Programme planning for any business should focus on ensuring maximum success.
In planning an educational programme for learners, one often thinks that it is
structured in such a way that most learners will fail. There are many examples to
prove that this is true. The aim of an educational programme should be to ensure
that optimal learning takes place. This is not easy, however, and even the most
modern countries have a bad track record where this is concerned. To ensure that
optimal learning takes place, physical and emotional security are required Ð even
the most affluent countries cannot always provide for this.
LEARNING OUTCOMES
. identify those factors which put children at a disadvantage in terms of their
optimal learning potential
. apply those factors which will promote the development of self-esteem when
designing a learning programme
ASSIGNMENT 8.1
This study unit discusses the factors which play an important role in the optimal
development of childrens' learning potential. Poverty, for example, could have a
negative influence on an optimal learning process, since it sometimes brings with it
factors such as alcohol abuse which further inhibits the child's development.
Lozanov refers to these situations as the ``social suggestive norm Ð the total social
environment that conditions us all for success or failure''.
To counter these circumstances, it is important for the learner to experience success.
26
This success does not only relate to a positive self-image but also to achieving
success in a specific area.
The prescribed book gives examples of a number of people who have succeeded in
life. It is interesting to note that they did not all necessarily achieve success at school
or in the school system. This immediately questions the system or the particular
programmes which are offered.
One of the prerequisites for success is the ideal environment Ð an atmosphere of
warmth, support and encouragement with the emphasis on the development of a
positive self-concept. According to the authors, the components of this positive self-
concept are:
. physical safety
. emotional security
. identity
. a sense of belonging
. a sense of feeling capable
. the feeling that one's life has meaning and direction
The remarks in the prescribed book place great emphasis on the emotional-social
stability of the child as a basis for later learning. If you pay attention to these
examples, you will note that they relate to the module EDT102±H on life skills,
where an attempt is made to teach the learner certain skills in order for him or her to
function optimally.
CONCEPTUALISATION
Relate the matter of social and emotional security to your own life world. Is it a
prerequisite for your effective learning? Plan how you can help children to
experience this feeling of security in your own situation. Prepare a lecture which
can be presented to parents in the community to make them aware of the
important role that they play in ensuring that their children experience this
feeling of security.
(1) According to Colin Rose, what is the most important aspect in determining
whether a person is a good learner or not?
(2) Explain why illiteracy is almost nonexistent in Japan and why 90 per cent of all
students obtain degrees.
ETH102±L/1 27
STUDY UNIT 9
TRUE LEARNING THE FUN-FAST
WAY Ð GUIDELINES FOR TEACHERS
AND TRAINERS IN THE 21ST CENTURY
revolution.
INTRODUCTION
It seems as though education is currently being transformed, not only in South
Africa, but all over the world. Instruction methods are being questioned and new
ones are being developed. The emphasis is increasingly on the use of ``play'' as a
teaching method and on ensuring that learners experience learning as a positive
activity.
LEARNING OUTCOMES
. design a programme which will ensure that the learner experiences learning as
a positive activity
. present a programme which contains integrated and accelerated techniques by
using a variety of techniques
. identify principles which will ensure a good programme
ASSIGNMENT 9.1
The authors of the prescribed book state that by using a combination of methods
which involve all the senses, learning time or the time needed to master learning
content will be decreased. Integrated accelerated learning techniques such as the
following, are used:
. music
. movement
. relaxation exercises
. visualisation
. neuro-linguistics
. suggestopedia
28
Research throughout the world has proved that the following six basic principles can
be identified in good and effective programmes:
. the creation of a best learning ``state''
. a presentation format that involves all the senses and is relaxing, fun-filled, fast-
paced and stimulating
. creative and critical thinking to aid `ìnternal processing''
. `àctivations'' to access material with games, skits and plays
. plenty of chances for practice and apply learning material
. regular sessions for rehearsing and reviewing
Read the section in the prescribed book for more examples which illustrate these
principles. Once again you will note that the different learning styles are mentioned,
namely: visual, kinaesthetic and auditive. By providing for the various learning
styles, the different levels of the brain, that is, the thinking, feeling and doing levels,
are activated.
CONCEPTUALISATION
You have now been provided with examples Ð what about your own life
world? Will you be able to confidently apply these principles in practice?
Perhaps you are now in a position to plan a lesson based on these principles.
Remember to keep the learning styles in mind.
ASSIGNMENT 9.2
The role which music can play in learning is discussed. Research has shown that to
learn faster, the brain needs to slow down. This can be achieved by playing Baroque
music in the background during the learning process. Much research has been done
in this area by researchers such as Lozanov. He found that the heartbeat, breathing
rate and brain waves need to be synchronised and the body relaxed, alert and ready
to receive new information. Furthermore, it was found that this music manages to
link the conscious and subconscious brain. According to Lozanov, the following
barriers need to be overcome to ensure effective learning:
. the critical-logical barrier (School is not easy, so how can learning be fun and
easy?)
. the intuitive-emotional barrier (I am dumb, so I will not be able to do that.)
. critical-moral barrier (Studying is hard work, so I had better keep my head down.)
CONCEPTUALISATION
You have now learnt about Baroque music. Are you familiar with this music?
The prescribed book mentions specific examples of Baroque music Ð write
down the names of these pieces. If you would like to listen to this music, you can
contact the Unisa library. Try learning in this way and see whether it makes a
difference. Remember that if you are not used to learning with music, it might be
a hindrance at first.
ETH102±L/1 29
ASSIGNMENT 9.3
We recommend that you set your own learning outcomes as indicated in the
prescribed book. Erik Jensen suggests two ways of doing this, namely:
. visualise how you will use the new knowledge in future

. refer to your books for examples which you can use in learning situations
CONCEPTUALISATION
Use the hints given in your prescribed book and try to apply them meaningfully
in your studies. Once you have mastered these approaches, you can think of
ways to encourage the children in your class to learn easily and meaningfully.
Write down these thoughts while you are still studying. When you find yourself
in a practical situation, you can put these approaches to use.
ASSIGNMENT 9.4
The key to good lesson presentation is discussed in the prescribed book. A few hints
are given here (study them carefully!).
(1) Positivity and linking (association)

All good presentations are learner-centred, since they link learners' pre-knowledge
and objectives. The presentation should be positive. Attempt to present the lesson in
a logical, ethical, enjoyable and stress-free manner.
(2) First get the big picture

First give an overview of the work and use teaching aids. Visits can also be used
meaningfully for learners to experience the whole in practice.
(3) Involve all the senses

Remember that the effective teacher provides for the active participation of all
learners.
(4) Step out of the lecturing role

A good teacher is an activator, facilitator, coach, motivator Ð not a lecturer.
(5) Always orchestrate `'nonconscious'' processing

It seems as though nonconscious impressions play an important role. Promote
learning by creating an environment conducive to learning Ð use posters, body
language, voice tone and a positive attitude.
30
(6) Role playing
Encourage the learners to act out the contents through role-play. ``Play'' is the most
important item on the agenda with regard to the young child and learning.
(7) Organising ``state changes''

The presentation should provide for music, activities, speech, visual activities,
rhythm, mind maps and group discussions. These ``state changes'' aim to
. reinforce the information through the use of various learning styles

. break the lesson up into learnable manageable parts
(8) Make learning-how-to-learn part of every course

Teach learners how to learn in all learning situations.
(9) Utilise Lozanov's methods

. the inclusion of an `àctive concert'' Ð presenting learning content to rhythm
. the ``passive concert'' Ð where content is conveyed and the learner must form an
image of this in his or her mind
CONCEPTUALISATION
In this section you have now been provided with some hints that Lozanov
recommends. Remember that taste differs and this will benefit some of you, but
might not suit others. Try to determine whether these hints can be incorporated
into your learning methods.
ASSIGNMENT 9.5
Remember that learning does not only include remembering and memorising
specific content Ð the content must also be thought through and reviewed.
Thinking is an activity which must be acquired. Good learning programmes always
provide for activities as part of the synthesising process (putting together) of
learning. You will learn more about the learning process in chapter 3 of the book,
Focus on the young child, which was prescribed for the EDT101±G module.
Storing or memorising information is only one aspect of learning. The information

which has been stored, must be made available or activated at some stage. The
prescribed book discusses some ideas on how knowledge can be activated.
The essence of true learning lies in applying that which has been learnt in the
learning situation. It is not, therefore, a matter of whether the learner has
remembered or memorised the content Ð it must be applied. A few hints are given
to enable this to happen, such as the use of mind maps or by learning in pairs.
Getting an overview of the work and evaluating it are very important parts of the
learning process. Self-evaluation can be seen as a high order thinking function which
includes reflection, analysis, synthesis and evaluation.
ETH102±L/1 31
CONCEPTUALISATION
This study unit is very relevant to your own learning. Apply these methods and
see whether they can be adapted to your own learning style. Have you
determined your own learning style? The next study unit deals more specifically
with learning styles.
(1) Name the factors which can be applied to learn easier and faster.
(2) Discuss how the environment can be adapted to promote learning.
(3) According to Lozanov, what barriers prevent successful learning from taking
place?
(4) Discuss the following statement: ``The storing of information is only one aspect
of the learning process. The information must also be made available. Therefore
the next step is the activation of information.''
32
STUDY UNIT 10
DO IT IN STYLE! HOW TO FIND YOUR
LEARNING STYLE AND HOW TO USE YOUR
MANY INTELLIGENCES
revolution.
INTRODUCTION
A number of well-known people in history experienced learning problems. Their
achievements later in life, nevertheless, indicate that they did have specific abilities
or talents. Every person has a unique lifestyle, manner of working and style of
learning. It is clear that no person's abilities or potential is rigid Ð abilities and
potential can be developed!
LEARNING OUTCOMES
. identify the different areas of intelligence which people demonstrate
. demonstrate a knowledge of the components which determine a specific
learning style
. determine your own learning style
. present a learning programme in such a manner that it caters for the various
learning styles and learners' areas of intelligence
. distinguish between learning style and thinking style
ASSIGNMENT 10.1
The following seven areas of intelligence are distinguished:
1. linguistic intelligence Ð language and oral ability and skill in using words
2. logical-mathematical intelligence Ð the ability to debate and to think and react
in a logical manner
3. visual-spatial intelligence Ð the ability to create works of art, for example
4. musical intelligence Ð the ability to create through music
ETH102±L/1 33
5. bodily-kinaesthetic intelligence Ð a natural ability with regard to achievement
in the area of sport or movement.
6. inter-personal intelligence Ð the ability to communicate with others on a social
level or to establish relationships
7. intra-personal intelligence Ð the ability to deal with emotions
CONCEPTUALISATION
You will note that there is a strong move away from the traditional approach of
what intelligence is and how it is determined. Evaluate yourself and try to
ascertain how many of the above-mentioned intelligence areas you can identify
in yourself.
ASSIGNMENT 10.2
In identifying the learning styles, there is a combination of three factors which play a
role:
1. How do you take in information Ð visually, kinaesthetic or auditive?
2. How do you organise and process information? This refers to the dominant right
or left brain which processes analytically or globally.
3. Which circumstances are needed to store or process information?
Each of the above-mentioned factors are discussed briefly and the facts given should
enable you to place yourself within a specific category or learning style.
Moreover, the following thinking styles are also distinguished:
. Concrete sequential. It is an orderly linear way of thinking where detail is
perceived and facts, formulas and rules are applied with ease.
. Concrete random. The experimenter bases everything on reality and has a need
for alternative ways of doing things.
. Abstract random. This person organises information without reflection or
structure and bases his or her decisions on emotions.
. Abstract sequential. This person prefers a world of theoretical and abstract
thought, and concentrates on the important facts. His or her thinking process is
logical, rational and intellectual.
CONCEPTUALISATION
Remember that we now have intelligence, learning styles and thinking styles.
You must concentrate and ensure that this makes sense to you. Take yourself as
an example and apply this knowledge.
You must consider three different aspects when you evaluate yourself. Do
you know what type of learner you are?
Do not forget that this knowledge must also be applied when you are
working with learners in practice.
34
STUDY UNIT 11
BUT WHAT IF YOU START LATE? Ð THE
WORLD'S GREATEST CATCH-UP PRO-
GRAMMES AND WHY THEY WORK
revolution.
INTRODUCTION
This chapter of the prescribed book emphasises the importance of support
programmes. Prenatal care and early stimulation is the ideal. If a child did not have
these advantages, the likelihood of him or her developing learning problems is far
greater.
LEARNING OUTCOMES
. discuss the importance of early stimulation for optimal growth and
development of the brain
. evaluate programmes which are implemented to address possible backlogs
. evaluate existing programmes based on specific criteria
ASSIGNMENT 11.1
Brain potential is determined at birth and although one cannot add to it, the
formation of dendrites or linkages in the brain is dependent on stimulation.
The brain is the neurological, biological mechanism, while the intellect (mind) can be
seen as the content of the brain. The link between the brain, the intellect and the
body is essential for brain functioning.
The programme which is discussed in the prescribed book, includes combinations of

different principles to address the problems and possibly solve them. Read through
the programme carefully so that, should you come across this in practice, you can
identify and evaluate these problems.
ETH102±L/1 35
CONCEPTUALISATION
The support programmes are possibly not familiar to you. When you have
entered the teaching environment, you will note, however, the great need for
providing assistance to learners with problems. It is also possible that you might
be interested in specialising so that you can provide assistance to such learners.
If so, you can contact the Education Faculty to find out about training in this
field.
(1) Name and discuss the five factors which played a role in enabling Helen Keller
to learn.
(2) How does stress influence the functioning of the brain?
(3) Discuss in general the factors which you will take into consideration in your
choice of a compensatory or support programme.
36
STUDY UNIT 12
SOLVE THE DROPOUT DILEMMA Ð HOW
TO GET ``HIGH'' ON EDUCATION AND NOT
ON DRUGS, GANGS AND CRIME
revolution.
INTRODUCTION
Is it possible to influence all students in such a way that they become enthusiastic
and have a positive approach to learning? Is it possible to develop a love for school?
This study unit will attempt to focus on strategies to develop this positive attitude
towards school.
LEARNING OUTCOMES
. apply the knowledge and skills that you have acquired to create a positive
attitude to school
. apply the principles, as discussed in the study unit, in planning learning
programmes
ASSIGNMENT 12.1
Japan has created a new and successful economic and business climate by
developing a completely new approach with regard to management. These models,
namely ``Total Quality Management'' and ``The Continuous Improvement Process
or Kaizer'' have transformed the Japanese economy, which was on the verge of
collapse, into the most successful economy in the world within a period of 40 years.
The same principles were applied by two researchers, Larrae Rocheleau en David
Langford. They attempted to change students or learners into entrepreneurs who have
the skills to go back to their communities and to bring about change. Fourteen
principles can be distinguished in this approach. You will find these discussed on
page 398 of the prescribed book.
The next hint which is given, is to use the world as your classroom. Subject content must
ETH102±L/1 37
be presented in an integrated way. The main components of an integrated approach
are as follows:
. Interesting visits and activities which are combined with exploration and
research.
. Learners use the computer as an instrument for processing and analysing
information.
. All subjects are presented in an integrated manner.
Group studies and ``big picture'' techniques form part of the instruction. The
following principles can be applied:
. cooperative learning, where each learner is aware of his inter-dependency
. the ``big picture'' or puzzle principle, where the whole is used as the basis for
working towards the different parts
The next technique is the step-by-step programme to promote success. Start with a
short-term programme to enable learners to see that their objectives have been
achieved.
The next strategy is the use of super camps. The learners are taken camping where
their problems are addressed intensively. A ``learn-how-to-learn'' programme is
combined with life skills to achieve the best results.
CONCEPTUALISATION
You might never have considered how much school and the business world
have in common. Are you prepared to master these techniques and to apply
them in education? If so, you should start including these principles in the
planning of your practice teaching in order not to forget about them.
(1) Name the components of an integrated approach to education.
(2) Briefly discuss the technique of the `àdvanced organiser''.
(3) Discuss the principles which apply in the ``super camp programme''.
38
STUDY UNIT 13
TWELVE STEPS TO TRANSFORMING A
NATION'S EDUCATION SYSTEM
revolution.
INTRODUCTION
The idea of transforming education is not only a focal point in South Africa. The
matter of transforming education to provide for the needs of the modern world, is
currently being researched in most leading countries.
LEARNING OUTCOMES
. apply steps in order to contribute to the transformation of education
. know the principles by which you can evaluate an education system
ASSIGNMENT 13.1
It seems as though the traditional approach in education does not address the needs
of our times. Emphasis is placed on the following aspects in the design of a new
approach:
. There should be a continuous approach to learning (lifelong continual learning).
. Learning must take place within a context that will encourage every person to
plan his or her own learning programme.
. Not only one method of teaching or learning is recognised; the possibility of
investigating new methods must form part of the new approach.
The prescribed book gives twelve principles which serve as a basis for designing a
successful education system and learning programme (note the examples which are
discussed).
(1) Emphasis should be placed on utilising schools in such a way that they are not
only used during certain hours or certain days. Kimi Ora school in West
Flaxmere, New Zealand is used as an example where children are prepared for
life.
ETH102±L/1 39
(2) Ask the client. The needs of all communities must be considered when
determining the nature of the school or programme.
(3) Guarantee client satisfaction. Involve the community to guarantee results. The
principle of give and take is relevant here.
(4) Provide for all types of intelligences and learning styles. In study unit 10 the
different intelligence areas and learning styles were discussed. Remember to
also provide for these in programme planning and in the classroom situation.
(5) Use the best instruction techniques. The techniques which you were presented
with when you were learning, might not necessarily have been the best.
Become a lifelong learner; always look for newer and better methods of
teaching your students.
(6) Invest in the most important resource, namely the teachers. No programme
can be successful if it is not applied by a well-trained teacher. Teacher training
should include the application of new approaches.
(7) Involve everyone in education Ð teachers, children, parents and other persons
in the community.
(8) Plan an education programme consisting of four aspects. The following
programme can be presented in addition to the core curriculum or learning
programme:
. a program geared at personal growth
. a programme of life skills
. a ``learn-how-to-learn'' programme
. a programme containing specific content presented in the form of themes
(9) Change the assessment system. A changed approach to the education system
demands a change in the assessment of learner progress. An in-depth
investigation into assessment models is currently being conducted in South
Africa. You will learn more about this in the 300-series of study letters.
(10) Use futuristic technology. Large parts of South Africa do not as yet have access
to technology. The need to compete on an international level, demands
technological literacy. Every teacher must be aware of what is available and
which knowledge sources can be applied.
(11) Use the community as a resource. Expand the learning environment to the
living environment. Teaching need not take place in a classroom in order for it
to be successful.
(12) Give everyone the right to make his or her own choice. The days of school
monopolies are over and the choices in education lie with the clients. This is
also part of the new South African scenario where parents have a choice with
regard to the type of school they wish their children to attend. Parents may
even opt to teach their children themselves.
CONCEPTUALISATION
You have now been informed of transformation within education. This study
unit includes quite a number of hints on how you can transform your classroom
or playroom. Do you think that you will be able to bring about these changes in
the community where you will be teaching? Make a list of the aspects you will
attempt to address and those which you think the community will accept and
which can be implemented. You must keep up-to-date with developments
taking place within education as learning outcomes and criteria for assessment
are currently being compiled by education planners.
40
(1) Name twelve steps to ensure an excellent school system.
(2) Discuss four aspects which, according to Kronish, should form part of education
in the future.
(3) Name five principles by which an assessment system can be changed.
ETH102±L/1 41
STUDY UNIT 14
TOMORROW'S BUSINESS WORLD Ð BIG
GROWTH OPPORTUNITIES FOR ``THE
LEARNING ORGANISATION''
revolution.
INTRODUCTION
It has been predicted that education will change completely within the next decade.
The needs of the modern world and the economy, demand that education be
adapted and transformed.
LEARNING OUTCOMES
. apply the factors which bring about change in practice
. identify the reasons which demand a changed system
ASSIGNMENT 14.1
The following reasons serve as a motivation for changing the existing system:
(1) The ability to maintain a high level of productivity demands a complete change
in the way we think about work.
(2) Knowledge will be the main asset in future and partnerships will have to be
established between training organisations and business.
(3) The developing super electronic sites, namely the home, school, business and
university can be connected within seconds and allow one to gain access to
knowledge.
(4) The fast changing agenda of the business world emphasises the need to better
one's qualifications or skills.
(5) The changes taking place within education are a result of interactive technology.
(6) Lifelong learning is now a motivating factor.
(7) The marketing of databases is now part of life.
(8) Research is a basis for showing the way to a new learning community.
42
The prescribed book gives examples to illustrate these eight factors.
CONCEPTUALISATION
Your living environment will determine how meaningful these factors will be in
your life. Remember that these are demands made by the international world
and South Africa will have to decide whether it wants to be part of this
international arena or not. Determine how you can apply these in your own life
and then how you will accommodate these factors in your teaching.
(1) Describe at least four ways of promoting a partnership between education and
the business world.
(2) Name the most general characteristics which large corporations, large schools
and large sports organisations have in common.
ETH102±L/1 43
STUDY UNIT 15
JUST DO IT! HOW ANY COUNTRY Ð OR YOU
Ð CAN LEAD LEARNING REVOLUTION
revolution.
INTRODUCTION
You have now worked through your prescribed book and must determine how you
will apply this knowledge in practice. You can now be part of the transformation
within education in the country. You must accept that in a changing world, the
traditional school cannot meet the demands which are made.
LEARNING OUTCOMES
. identify the effects of the aspects discussed
. apply the aspects in the process of transformation
ASSIGNMENT 15.1
Dr Laurence D Martel, a leading American educationalist, mentions the following
social changes which impact on education:
The world moves
. from an industrial-manufacturing economy to a high-tech service and knowledge-
based economy
. from one lifetime career to a lifetime of careers
. from manpower to mind-power
. from retooling the work force to regenerating the learning force
. from a full-time work force to part-time labour
. from a narrow view of intelligence as verbal and mathematical ability to the
theory of multiple intelligences
. from a dominant race, male, single-language society to a multicultural, diverse,
multilingual, humane-centred society
. from central control to a decentralised consensus
44
. from a youthful society to a greying society
. from seven workers supporting one retiree to three workers underwriting one
retiree
Examples are once again given in the prescribed book. Make sure that you
understand the examples based on the principles.
CONCEPTUALISATION
You have now completed this prescribed book. You will have to decide for
yourself what you will do with this information. If you decide to apply it in
practice, you must realise that it will demand thorough planning and hard work.
You can, therefore, not decide just before teaching a class that you would like to
try something new. Remember that you must take responsibility for the
education which you provide to the learners. Plan well and ensure that your
preparation is sufficient.
SELF-EVALUATION QUESTION
(1) How will you bring about this learning revolution in your school, classroom and
community?
ETH102±L/1 45
STUDY UNIT 16
THE LEARNING CHILD IN THE PRIMARY
SCHOOL
16.1 INTRODUCTION
Our human potential, although limited, is fascinating. To think that people can learn,
moment after moment and day after day, throughout their lives. Much of the
information we acquire is remembered for years. Sometimes, information we have
not needed for years comes to mind when we find ourselves in situations that
``trigger'' our thoughts in that direction. Since the rise of rationalism, many people,
including educationists and teachers, have been swept away by the intellectual or
cognitive facet of human learning. They have gone so far as to reduce all types of
learning to cognitive learning. This kind of intellectualism can impair our
understanding of the living child. It can even lead to educational neglect if we
disregard all the other human modalities.
Although cognitive learning is of primary concern at school, we are also going to
discuss other modes of learning and the fact that learning is realised in relationships.
This should lead to a more holistic view of this important theme.
It is impossible to demarcate the characteristics of learning which are found
exclusively in primary school learners as the level of learning found in learners of
different ages gradually becomes more complex. Thus we find that a specific learner
may struggle with one aspect which others find easy, or the other way round. If the
increase in the level of learning difficulty were to be indicated in a graph, the graph
would form a continuum, as in the following example:
LEVEL OF DIFFICULTY
5 10 15
AGE
It is, however, essential for prospective primary school teachers to form a picture of
primary school learners. It is always useful to think of specific, known primary
46
school learners when explaining their learning. The best way is still to be alert when
you deal with children in these years and to observe their learning in a variety of
ways. You can even discuss matters with them to arrive at a better understanding of
them. Concentrate on their learning and behaviour when you visit schools.
Even experienced teachers have to get to know their particular learners every day,
because learners change and every learner is unique.
LEARNING OUTCOMES
. explain different facets of learning and how each facet can be influenced
(ideally, fostered) by teachers
. allow, in your teaching, for the effect of a learner's relationship with
his or her parents
teachers
his or her parents
his or her peers
the subject content
on his or her learning
16.2 THE LEARNING CHILD

The learner is a person who learns
as a total person. This implies that
the learner is a complex being with Normative
an intellect, a will, and emotions. modality
These different physical,
Physical
intellectual, affective, social,
Affective modality
conative and normative aspects are modality
called modalities and are also
referred to as modes or manners of
being. The different modalities that Conative
refer to the primary school child Cognitive modality
will be discussed individually but modality
do not function independently from
each other. For example, if the body Social
modality
is tired then it could affect the
intellect. The child who is tired will
have difficulty concentrating on
new learning content. The affective
modality (emotions) could influence learning as well. A leaner who has a negative
feeling toward the learning material is going to be more reluctant to learn the work
than the learner who feels positive about the learning material. The different
modalities of the learner are reflected in the diagram.
In this study unit only the physical, affective, cognitive and conative modalities will
be discussed.
ETH102±L/1 47
16.2.1 PHYSICAL LEARNING
Physical learning concerns the growth of the body, as well as changes in the different
parts of the body. Physical learning requires the coordination of muscular
movements. Gross motor learning, fine motor learning and various forms of
sensory-motor learning take place and success in these skills will depend on the
relevant phase of the learner. Much of the junior primary phase consists of learning
physical skills such as holding a pencil, being able to cut with scissors and being able
to perform a variety of body movements. As the learner matures, more and more
skills are learned. Physical learning entails being able to master gross and fine motor
coordinations. Physical skills continue to be learned in the senior primary phase, into
secondary school and, in fact, throughout a person's life. A teacher needs to
understand the level of physical development of the learner when teaching physical
skills. For example, the learner should possess the physical level of competence to be
able to practice that skill. The teacher will need to allow time for the learner to
practice the specific skill.
Learning occurs rapidly during the primary school years:
. Gross motor coordination increases, and primary school pupils are active in all
fields: they run, jump, scale fences, play games and compete physically. They try
out a variety of games, take part in almost all sports activities at school (especially
if they receive a little encouragement), and discover their strengths and
weaknesses in this sphere. They realise that they are good at, for example, ball
games (rugby, soccer/football), athletics, ballet or swimming; that they are quite
strong or supple.
Although primary school learners become more gender oriented only
towards early adolescence, they may become more aware of traits typical of their
gender group. For example, boys start boasting about their muscles and girls
about their physical grace.
Gradually, and with the proper support from teachers, parents and others,
they start concentrating on their strengths and leaving their weaknesses behind
them.
. Fine motor coordination also improves in great strides. Their writing speed
increases and they can perform intricate activities, such as stringing beads,
assembling model aeroplanes, pulling faces and moving one ear at a time!
. The above imply an improvement in sensory-motor coordination. Primary school
learners start exercising a variety of skills in which sensory-motor coordination is
required: they perform dances, swim and dive in various styles, play musical
instruments, do somersaults and the like and become good athletes. Their skills
also improve in fields such as drawing, sculpting, weaving and handcrafts such as
needlework, sewing and woodwork.
. Thanks to the variety of activities and experiences so typical of the primary school
years, learners develop visual, auditory, gustatory, olfactory and tactile skills and
acquire a great deal of information (knowledge). Senior primary school learners
can analyse music and rhythm by listening attentively to music and can detect
slight visual or other differences as a result of their improved sensory abilities.
. As a result of increased physical learning, senior primary school learners are able
to discriminate or differentiate between various steps in performing a task, such
as playing tennis or with sticks or a musical instrument or knitting. They are able
to follow, step by step, the different positions to be adopted in performing a task
and then practise eagerly till the complete movement comes smoothly and till it
has developed into an automatism (a movement that does not require
concentration).
48
. Their ability to perform all these physical tasks allows them to use similar
approaches in other modes of learning. They will, for example, use a drawing to
understand an abstract problem in mathematics.
In activities such as these, learners also use objects, such as a tennis racquet or
musical instrument, to exercise their skills.
. Remember that primary school learners' increased abilities in other modes of
learning, such as cognitive learning, support physical learning. For this reason, the
intermediate or associative phase of physical learning (of learning a physical skill)
also improves rapidly towards the senior primary years. Senior primary school
learners display surprising insight into complicated physical acts.
In all the fields mentioned thus far, pupils should be given opportunities to discover
themselves and support to develop their strengths in order to realise their potential.
In the primary school years all children should be encouraged to take part in as
many activities as possible, not primarily for the sake of competition (which they
also enjoy), but for enjoyment and identity formation. At the same time they learn
cognitively, normatively and affectively, and they socialise.
Primary school pupils are still excitedly discovering their physical abilities and skills
and are not very concerned about their appearance. Only towards early adolescence
do they discover the social importance of their physical appearance.
16.2.2 AFFECTIVE LEARNING

It is difficult to differentiate between affective (emotional) learning and other modes
of learning, but affective learning is part of every learning situation.
EXAMPLE
Adolescents visit the municipal abattoir. They learn much throughout the visit.
At the beginning, they become aware of impressions such as cleanliness, smells,
sounds, people and animals. These aspects of affective learning precede
perceiving, thinking and other more advanced types of cognition, but also filter
through such learning.
At a later stage, when someone gives them a short lecture, the learners will
still be aware of impressions (such as the bleating of a sheep) which positively
or negatively influence their learning.
Generally speaking, primary school learners feel free to explore life in many of its
spheres. They neither generate problems nor ponder them. They are usually easy-
going and pleasant, both in and out of class.
Their spontaneous association with peers and their acceptance of and respect for
their teachers make them a pleasure to teach. They are easily carried away by well-
prepared lessons and good teaching. Good teachers are even hero worshipped and
they naturally become role models. Primary school learners identify with friendly
and accepting adults and accept their teaching with ease.
Unfortunately, problems at home, such as fights between parents and severe
illnesses of family members can cause overwhelming uncertainty. These children are
also very susceptible to teachers' or other adults' insincerity and unkindness,
although they cannot always verbalise this rationally. As they do not yet have
proper intellectual control over their emotions, such problems can dominate their
whole being, causing difficulty with cognitive learning and socialisation.
ETH102±L/1 49
As a result of their outlook on life, they tend to be impulsive. This can easily be
misinterpreted by an uninformed adult or teacher.
Their richly varied affective attitude to life makes it easy for teachers to evoke
emotions in lessons or appeal to them affectively. With support from the teacher
senior primary school learners can sympathise with the suffering and rejoice with
the fortunate. They also enjoy lessons which they experience positively.
Their more advanced level of intellectual development does, however, affect their
emotional life to the extent that they are emotionally more realistic about
relationships and situations than in the junior primary phase.
16.2.3 COGNITIVE LEARNING

Cognitive learning relates to acquiring knowledge. Cognitive (intellectual) learning
has mistakenly been seen as the only form of learning. Cognitive learning is a wide
and complex modality that takes in aspects such as development of thinking skills
and creativity. The measurement of intelligence also forms part of cognitive learning.
The following are the identifiable components that make up cognitive learning.
Components of cognitive learning
. Perceiving and concept formation
. Thinking and problem solving
. Imagining and fantasising
. Consolidating knowledge
. Retaining and actualising learning results
. Transferring learning results
When reading through the components of cognitive learning, one may be inclined to
see cognitive learning linearly. This is wrong. These components, just like the
different modes of learning, occur in an integrated and unpredictable manner,
almost as follows:
Retaining and actualising

!
!
!
Receiving Transfer
!!
! !
! !
!!
!!
Thinking Consolidating Fantasising

!
!
!
!
!
!
!
!
Concept formation Imaginising

!
!
!
Problem solving
!
!
NOTE
If learners wait till the very last minute to ``cram'' for a test or an examination, many
problems can arise, such as:
50
. being too tense or emotional to be able to concentrate and learn effectively
. not having the time to deal with the content more concretely
. not having the time to understand abstract matters
. not having the time to extend their vocabularies (enlarge their cognitive frame of
reference) to be ready for the work they have to learn
Memorisation, a part of cognitive learning, is of key importance to learners.

Being a student implies, among other things, being a learner, that is, someone who is
still extending his or her cognitive frame of reference. A certificate or diploma at the
end of a period of study testifies that such an initial goal has been achieved.
We say `ìnitial'' because in all careers people have to keep studying in order to
perform their tasks properly. The Department of National Education, for example,
stresses the importance of INSET, the in-service education and training of teachers.
Unfortunately, learners or students sometimes reduce academic or cognitive
learning to the mere memorising of learning content.
. Why did we say `ùnfortunately'' in the previous sentence?
MANY TEACHERS AND LECTURERS DEPRIVE LEARNERS OF THE JOY

AND EXCITEMENT OF MEANINGFUL LEARNING. AS A RESULT,
LEARNERS STRUGGLE FROM ONE OVERWHELMING LEARNING
SITUATION TO THE NEXT. SUCH LEARNERS ARE NEVER REALLY IN
COMMAND OF THEMSELVES OR THE CONTENT THEY ARE SUPPOSED
TO HAVE MASTERED.
DEFICIENT LESSONS BREED DEFICIENT LEARNERS
Let's briefly consider the different learning activities referred to in the different
components of cognitive learning.
Perceiving and concept formation

Primary school learners can perceive well, especially if information is presented
fairly concretely, such as when examples or even sketches or drawings are used.
Their ability to discriminate and differentiate and to analyse and synthesise at an
abstract level will, obviously, still be limited. They do not find it unduly difficult to
associate new knowledge with existing knowledge.
It would be wrong to say that primary school learners do not form abstract concepts.
The younger the learners, the more their abstractions will be supported by specific
concrete examples. Teachers will find that abstract differences and similarities are
not spontaneously identified by these learners. If they do identify similarities and
differences, their understanding is usually not at the level of the teacher's.
Some teachers have the idea that senior primary school learners conceptualise at
their level of thinking; they do not realise that answers given by these learners could
be based on concrete associations.
EXAMPLE
The teacher asks an advanced question. The learners do not respond. The teacher
ETH102±L/1 51
reminds them: ``Class, don't you remember what I told you when I stood here by the
window yesterday?''
All hands rise.
Teacher: ``That's right, I know you understand!''
Poor teacher!
Thinking and problem solving

Primary school learners think and solve problems; they even evaluate their findings
and can do so surprisingly well with the assistance of teachers or other adults! But
they do not venture as far as adults into abstractions. Their thinking is more
convergent, but they can surprise others with divergent answers.
Imaging and fantasising

Primary school learners usually have strong and vivid imaginations. Unlike junior
primary school learners, these learners' imaginations are not boundlessly free-
flowing. Their better understanding of things as they are and their increased
cognitive abilities seem to curtail such flights of fancy. Primary school teachers
sometimes have difficulty in getting senior primary school learners to give free rein
to their imaginations, especially if they are expected to form part of the imagined
situations.
EXAMPLE
Sometimes when teachers want learners to dramatise a poem, they find it difficult to
get learners to ``forget about themselves and venture into the unreal''. However,
with support and practice, learners can become quite creative at this level.
Consolidating knowledge
Primary school learners are keen collectors of all sorts of objects, and they organise
their knowledge just as they do the objects in their collections. Their consolidation of
knowledge still tends to be based on concrete principles, but senior primary school
learners can aspire to surprisingly high levels of assimilation and accommodation.
Retaining and actualising information

Primary school learners retain information they understand very well. However,
they still find it difficult to present knowledge in a newly structured way, such as in
discussing the application of knowledge or using ``factors'' to explain a ``setting'', or
the other way round.
EXAMPLE
Teachers may discuss a historical situation, such as the occurrence of a war. Primary
school learners will now necessarily be able to identify the ``factors'' that caused the
war.
They are inclined to memorise mechanically, especially if they are used to such
memorisation AND IF TEACHERS INSIST ON THE VERBATIM REPRODUCTION
OF FACTS! (I wanted to use the word `ìnformation'', but a verbal regurgitation of
facts need not imply that the learners have any information to work with.)
Primary school teachers should assist primary school learners to formulate
52
knowledge in their own way by writing, for example, short paragraphs on topics in
subjects such as science, history or geography.
Primary school learners, even junior primary school learners, find it easy and
exciting to use mindmaps and other ways of summarising their knowledge. Good
teachers succeed in letting these learners experience the excitement of ``playing
with'' or manipulating knowledge (see activity 2.16).
Together with their teachers, senior primary school learners can become acquainted
with the PQ4R technique of learning. Teachers need not even explain the technique.
They can simply note the steps on a poster and follow them when dealing with a
new section of work, such as a new chapter. Eventually, the technique is almost like
a key, allowing learners to unlock and manage new knowledge on their own.
Transferring knowledge
Primary school learners find it difficult to transfer knowledge on their own,
ESPECIALLY IF TEACHERS TEACH LESSONS IN SMALL SUBJECT
COMPARTMENTS CUT OFF FROM REAL-LIFE SITUATIONS!!
Good teachers succeed in creating a context conducive to learning. This is not
difficult, considering the primary school curriculum and learners. Once learners
realise that their learning is linked to ``the world out there'', they spontaneously start
to bring the world into the classroom by referring during lessons to out-of-school
observations and experiences. Good teachers cherish such contributions, because
they make knowledge functional and motivational.
16.2.4 CONATIVE LEARNING

Conative learning refers to the motives, objectives, aims, wishes and will to learn. It
cannot be separated from the cognitive, affective and normative modalities. In fact it
is obvious that conative learning is integral to all the different modes of learning.
Other people greatly influence primary school learners' conative learning. Parents
and caretakers, for example, strengthen the children's ideals in a variety of ways and
help them formulate, perhaps indirectly, goals and objectives in a variety of fields.
Their influence starts when these children are still very young. Children up to the
primary school years are extremely susceptible to influence.
Teachers are in an ideal position to introduce learners to a variety of fields which
primary school learners could never have foreseen. They live with the children and
can motivate them, often merely by their presence and own interest in the different
topics. Together with the teacher, primary school learners can become enjoyably
involved in simply
. searching for knowledge and skills. Learning in the primary school should not be
a formal, abstract and vague activity.
. being ``together with their teacher and classmates'', an environment in which
``most primary school learners choose to learn. They enjoy the social reality of
being together and doing things together. The excitement of learning something
new, answering questions and performing tasks (actualising themselves) is often
enough to get them involved. The teacher and their classmates support the
learners who need help; thus they all work towards a common social goal.''
ETH102±L/1 53
16.3 THE LEARNING CHILD'S RELATIONSHIPS
Learning does not take place in isolation. The learner lives in a world of
relationships. These relationships include everything that pertains to that person's
life world. Factors such as geographical location and culture are all likely to
influence the nature of these relationships. These relationships will include
everything that is meaningful to the person. Obviously, it is not possible to refer in
this study unit to all such relationships that may exist for the learner, and we
mention only three possible ones, namely:
. the learner's relationship with himself/herself
. the learner's relationship with others (parents, teachers and peers)
. the learner's relationship with objects and ideas (learning content)
16.3.1 RELATIONSHIP WITH THE SELF

This refers to the learner's self-identity. This will include the self-concept and self-
esteem. The learner's self-concept will have an impact on the learning process. The
learner who has a positive perception of himself or herself will have a different
approach to learning than the learner with a negative self-concept. Thus, self-
knowledge is essential for the learner to come to know his or her cognitive strengths
and weaknesses. The learner needs to have knowledge of his or her learning style.
16.3.2 RELATIONSHIP WITH TREACHERS

The teacher's approach will play a role in the success of the learning experience.
Teachers who know the learning styles of the learners are able to plan the lesson
accordingly. A positive relationship between the learner and teacher will ensure that
the learner has a positive feeling about the learning process. The learner feels safe in
an environment where he or she knows that the teacher is supportive. In
circumstances where the teacher has a positive relationship with the learner the
learner is able to apply himself or herself to learning.
16.3.3 PARENTS
The role of the parents is often overlooked. There needs to be cooperation between
parents, teacher and learner. Teachers should try to foster a good relationship with
the parents and accept the responsibility to involve the parents.
16.3.4 LEARNING CONTENT

The learning content needs to be presented in such a way that learners will want to
learn. The teacher needs to be able to motivate the learner to feel good about the
learning content. In instances where the learner is negative toward the learning
content, for example a learner who dislikes maths, the teacher needs to change this
perception by allowing positive experiences with the learning content.
54

Eth102l Study Guide

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# 2005 University of South Africa

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Printed and published by the

THE FORMAT OF THE STUDY GUIDE

PREPARING FOR THE EXAMINATIONS

(1) The age of instant communication

(2) A world without economic borders

(3) The four steps to a one-world economy

(4) Internet commerce and learning

(5) The new service society

(7) The new age of leisure

(8) The changing shape of work

(9) Women in leadership

(10) Your amazing brain rediscovered

(11) Cultural nationalism

(13) The active aging of the population

(14) The new do-it-yourself boom

(15) Cooperative enterprise

(16) The triumph of the individual

In order to ensure the highest levels of education, the following thirteen

(1) The role of electronic communications

(2) Learn computers and the Internet

(3) Dramatic improvement needed in parent education

(4) Early childhood health service priorities

(5) Early childhood development programmes

(6) You can catch up at any stage

(7) Catering for individual learning style

Learning programmes must provide for each of these learning styles.

(8) Learning how to learn and how to think

(9) Just what should be taught at school?

(10) Learning on four levels

(11) A three-fold purpose for study

(12) Just where should we teach?

Note how the different intelligence centres or areas are represented.

(1) Start with lessons from sports

(2) Dare to dream Ð and imagine your future

(4) Get an enthusiastic mentor

(5) Start with the big picture

(7) Find the main principle

(8) Find the best books on the subject

(9) Relearn how to read Ð faster, better, easier

(10) Reinforce with pictures and sound

(11) Learn by doing

(12) Do not take linear notes Ð draw mind maps

(14) Learn the art of relaxed alertness

(16) Review and reflect

(17) Use linking tools as memory pegs

(18) Have fun, play games

(19) Teach others

(20) Take an accelerated learning course

The following twelve steps are proposed to stimulate creative thinking:

(1) Formulate the problem

(2) Determine the ideal solution and visualise it

(3) Collect the facts

(4) Break the pattern

(5) Go outside your own field

(6) Try different combinations

(7) Use all your senses

(8) Switch off Ð think about it

(9) Relax Ð use music

(11) Eureka! I have the solution

(12) Control the solution

. visualise how you will use the new knowledge in future