Learning styles: visual, aural, tactile


Different learners have different learning styles. Some learners are “visual”. They learn best when they see pictures, illustrations and charts representing new concepts. Other learners are “aural” – they like to listen, hear and discuss. They may respond better to new concepts by hearing about them and talking about them. “Tactile” learners learn best when they can touch and feel the concept or object being taught. They respond to hands-on activities that involve modeling, shaping or building. “Kinaesthetic” learners like to move. They like to do things and enjoy physical activities.


Varying degrees of


attention span


Interests Abilities


Barriers to


learning


Young learners have a shorter attention span. Assessment should be done repeatedly and frequently to get a more reliable impression of a learner’s achievement.


Young learners tend to have strong likes and preferences. They will be more motivated to work at tasks they like or are interested in.


Young learners prefer, and work harder, at tasks in which they can be successful.


Be sensitive to barriers that may stop learners from performing at their best. These barriers may be systemic, societal, pedagogical or medical. These should be addressed at the appropriate level and referral may be necessary. Communication with caregivers or parents and other role-players is crucial in managing barriers to learning.


The


school context


A supportive teaching and learning environment will impact positively on young learners’ performance. The environment needs to be nurturing and caring, with simple rules to ensure that young learners feel secure to explore their own potential.


Classroom management


Learners in the Foundation Phase need to develop a number of skills to lay the foundation for success in later grades. Good classroom management, including structure and a predictable routine, helps the learners to feel safe and secure enough to express themselves and develop to their full potential. Generally, the Foundation Phase classroom consists of routine activities, free play activities indoors and outdoors, and structured activities.


Routine activities


Routine activities take place every day at the same time. Routine activities include: • Arrival and departure greetings • Birthday chart • Toilet routine (including washing hands!) • Date chart • Health chart


• Preparing for creative arts or physical education (for example, putting on aprons or taking off shoes) • Tidy-up time after creative arts and free play.


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Free play activities


Free play helps learners to develop social skills as they interact with their peers, and physical skills as they engage in gross motor and fine motor activities that interest them. They also develop cognitively as they explore their world and discover more about the relationships between themselves, others and the environment. Free play time can be added to activity time when needed, as it consolidates skills. The teacher can make this time constructive by ensuring the learners have access to resources that will help develop gross motor, fine motor and social skills.


Structured activities


Structured activities should be short teaching and learning activities, often guided by the teacher. They can be done with individual children, in small groups or as a whole class, depending on the nature of the lesson.


Managing large classes


Large classes are a reality faced by many Foundation Phase teachers in South Africa and in other countries. Teachers have approached the challenges with dedication and innovation and have developed strategies to enhance teaching and learning. Some of these are:


• having a predictable routine and structure to the day


• allocating roles and responsibilities to specific learners and rotating these regularly so that everyone has a turn


• tracking of learners’ responses (verbal, oral, practical, written ) on an ongoing basis to assess and monitor learners’ progress, and plan support • sharing LTSM in groups: one learner holds the book and shows and/or reads to the others, with learners taking turns to lead


• using whole class, group work and individual work for different types of activities and learning opportunities.


Using group work Method


Whole class teaching The teacher addresses the whole class, interacting with the learners


Suitable activities


y Introducing or consolidating a concept


y Allocating roles and responsibilities


y Aspects of daily routine: arrival and departure, birthdays, daily charts, preparing and tidying up, toilet routine, story time


Small group focus sessions The teacher works with a small group while the rest of the class is engaged in another activity


y Concept introduction y Concept development y Problem-solving y Concept support y Assessment


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