EDT1602/201/2/2015
Tutorial Letter 201/2/2015 Learning and Teaching Strategies in the Adolescent Years
EDT1602
Examination guidelines Department of Psychology of Education Semester 2 This tutorial letter contains important information about your examination.
Dear Student
This tutorial letter is extremely important as it contains information about the scope of the examination. It should help you to understand how to answer the examination questions and therefore serves as a guideline for the examination. However, the tutorial letter is only a guideline – you still need to master all the study material as part of your preparation for the examination. R ea d y o u r s t u d y g u i d e t h o r o u g h l y b e f o r e y o u s t a r t s t u d y i n g .
We suggest that you follow the step-by-step study process explained here:
Take a large piece of paper, write “ Learning and Teaching Strategies in the Adolescent Years” in a bubble in the middle of the page and then brainstorm your own ideas about module. What do you think should be included in a module like this?
Now compare your ideas with the contents pages of the study guide.
Browse through the study material, noting headings, diagrams, tables, print in italics or bold, and so on. Make notes of anything you find interesting or noteworthy.
Next refer to the study guide and look at each study unit separately. Note that each study unit starts with an introduction, learning outcomes and activities, and each unit ends with a summary and answers to the self-help activities in the study unit.
Read the introductory material, then the headings of the main text and then the concluding paragraphs. This should give you a good idea of what each study unit is all about.
Now skim through the text more slowly and as you read, try to make a mind map of the main ideas.
When you have gained an overview of the learning material and you know how the concepts are related, you are ready to start working through the study guide in more detail.
GUIDELINES TO THE EXAMINATION PAPER You will write ONE two-hour examination paper for 100 marks. The examination paper will contain multiple-choice questions and short essay questions. You need to obtain 50 marks or 50% to pass. If you do not pass, you might be allowed to write a supplementary examination paper in May/June 2016 with students who have registered for this module in the second semester.
IMPORTANT TIPS Remember to plan your time carefully to ensure that you have enough time to answer all the questions. Avoid rushing through the paper; use all the time at your disposal. The number of marks allocated to a question serves as an indication of how much time you can spend on that question. Make sure you have answered all the questions. Remember to number your answers clearly. ALSO: READ THE INSTRUCTIONS TO THE QUESTION CAREFULLY AND MAKE SURE THAT YOU UNDERSTAND WHAT HAS BEEN ASKED. If you are not sure what has been asked, put up your hand and ask the invigilator for assistance. Write on both pages of the examination script.
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EDT1602/201
(cannot be guaranteed). We hope you will find the information in this tutorial letter both informative and useful.
EXAMPLES OF POSSIBLE QUESTIONS FROM PREVIOUS EXAMINATION PAPERS: (1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
Name the four stages of Piaget’s cognitive development theory and give examples of how you would apply this theory in teaching of adolescents.
(10)
“Much of what learners learn about themselves comes from interactions with others, including teachers.” Discuss this statement in detail and refer to the development of the self-concept, the development of self-esteem and the impact of social interaction (especially the impact of interaction with the teacher) on personal growth.
(15)
Name the first five stages of Erikson’s theory of psychosocial development and discuss in detail the stage relevant to adolescence. Give examples from your classroom to substantiate your answer.
(12)
Name the different stages of moral development according to Kohlberg and discuss the criticisms of Kohlberg’s theory. Give your own opinion on Kohlberg’s theory and substantiate your views.
(13)
Cultural differences in the classroom can result in mismatches between the learner’s beliefs and values, and those of the teacher or larger school culture. Discuss eight strategies that you as a teacher could implement to create a culture-fair classroom. Give reasons for your choices.
(12)
Discuss in detail in what way learners ’ abilities vary and how you would accommodate learners with special education needs or impairments in your classroom.
(13)
“The behavioural approach to learning (as proposed by Skinner, Watson and Pavlov) offers strategies for classroom management and suggests ways to prevent and resolve disciplinary problems.” Your principal has requested you to address staff members on how to use this approach when dealing with learners with behavioural problems in the classroom. Discuss in detail how the behavioural approach would assist teachers in dealing with these learners.
(15)
You have identified a few learners in your classroom who cannot remember what they have learnt. Describe in detail how you would use enhancing imagery, mnemonic devices,metaphors and analogies as techniques to improve their memory skills.
(10)
Explain what is meant by motivation, including intrinsic and extrinsic motivation.
(10)
(10) List and explain all seven strategies for teaching problem solving.
(14)
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MEMORANDUM FOR ASSIGNMENT 02 1.
Differentiate between self-concept and self-esteem. Provide examples to illustrate the differences between these concepts. (20)
ANSWER: (page 63 of the prescribed book) Self-concept is a person’s description of himself or herself in terms of roles, attributes or characteristics. E.g. “I am pretty”; “I am clever” etc. Self-esteem refers to a person’s evaluation of his or her self -concept and the feelings associated with that evaluation. Two people may describe themselves as possessing the same attribute-stubbornness, for example- but one person may judge stubbornness as being positive while the other judges stubbornness as being negative, depending on their values. 2.
Provide five guidelines on how the teacher can develop the adolescent learners’ self-concept and self-esteem in a classroom situation. (20)
ANSWER: (page 75 of the prescribed book) Guidelines along these lines: Use the dichotomies as a basis for interpreting your observations of students. For instance, does a learner’s behavior indicate a lack of industry? A sense of inferiority? Confusion about his or her future? -
Look for or design opportunities that encourage independent action on the part of learners. For example, you might have learners interview other learners, parents, other teachers, and/or friends outside of school on some appropriate topic. Reward independent efforts. Using the interview example, even if the interview is not particularly fruitful, you can praise the effort it took to conduct the interview. While discussing reasons why an interview was not successful, you can point out that the learners’ efforts have provided a learning opportunity that would not have existed. -
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3.
Recognize that gender differences may exist. Specifically, keep in mind that research suggests that females may be as concerned with interpersonal relationships as they are with achievement. This difference should be taken into account when interpreting observations of learner s’ behavior. Use parent conferences to determine whether and in what ways students are encouraged at home.
Explain the concept “identity diffusion” as proposed by James Marcia.
ANSWER: (page 73 of the prescribed book) Marcia was interested in conducting research on Erikson’s psychosocial development theory. A young person who is unable to commit to decisions and who is unable to postpone decisions by declaring a psychosocial moratorium may seek another solution to the developmental crisis as explained by Erikson. Adolescents experiencing identity diffusion will adopt a negative identity and they will, for instance, rebel against their parents and/or teachers. Marcia also says these adolescents avoid thinking about life-style decisions. Typically, they are disorganized; they act impulsively; they are not goal—oriented. They often avoid commitment to schoolwork or to interpersonal relationships. 4
(20)
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4.
In almost every classroom there is a variety of learners with a variety of behavioural patterns. They can range from the “quiet learners”, to “disruptive learners”. State and discuss the effective and practical steps that the teacher can follow to help change the behaviour of learners in the class so that the teaching-learning process can be more effective and meaningful. (40)
ANSWER: (page 194-196 of the prescribed book) Set behavioural goals: To change a student’s behavior, you must know how you want the student to behave. What is the learner doing now that you want to reduce or eliminate? What should the learner do to behave appropriately in your classroom that he or she is not doing now, etc. Determine appropriate reinforcers: What is reinforcing to one person may not be for another. What you choose as reinforcers for a particular learner should depend on careful observation of the learner to determine likes and dislikes, etc. Select procedures for changing behavior : Whether your goal is to increase or decrease a behavior determines the type of procedure likely to be most effective in reaching the goal, etc. Implement procedures and monitor results: Once goals, appropriate reinforcers, and behavior change procedures are all determined, you and the learner are ready to implement the plan, etc. Evaluate progress and revise as necessary : The final step in working to change behavior is to evaluate whether the procedures implemented are indeed working as intended, etc. Best wishes Mr S Ntshangase Tel: 012 352 4193
[email protected] and Mrs B Feldman Tel: 012 352 4133
[email protected]
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