Using group work Method


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


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


Mixed ability groups The teacher appoints a group leader to assist less able learners but oversees the work of the group and intervenes where necessary


Same ability groups Group members are of the same ability and work together to complete a task; the teacher appoints a group leader and oversees the work of the group and intervenes where necessary


Individual work Learners complete a task or activity working on their own


One-on-one The teacher works individually with a single learner


Multilingual classrooms Many learners will enter Foundation Phase speaking a language other than the Language of Learning and Teaching (LOLT) at the school. NCAPS places an increased emphasis on assisting these learners to acquire the LOLT, but it may take some time for learners to become proficient in it. In addition, they may not have support in the LOLT at home. Some suggestions for dealing with this are: • having some LTSM (charts, posters, etc.) in other official languages that will assist with vocabulary for key terms


• having a dictionary of key terms and phrases in the dominant home language


• developing a “dictionary” of essential classroom words


• asking another child in the class to translate, if possible.


Creating an inclusive


environment Creating an inclusive educational environment is about celebrating diversity amongst learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike and all children can learn. Most children with barriers to learning are


accommodated in ordinary schools. Frequent causes of barriers to learning include:


Suitable activities •


Introducing or consolidating a concept


• Allocating roles and responsibilities • Aspects of daily routine: arrival and departure, birthdays, daily charts, preparing and tidying up, toilet routine, story time


• Concept introduction • Concept development • Problem solving • Concept support • Assessment


• Concept development activities • Completing some paper-based activities • Creative arts activities • Physical education activities • Free play inside or outside


• Completing some paper-based activities • Projects • Physical education activities • Free play inside or outside


• Assessment activities • Workbook activities • Some creative arts activities


• Concept development • Assessment • Support and consolidation


• disability, e.g. visual or hearing impairment, speech and language difficulties, intellectual or physical disabilities, psychological disorders and neurological disorders


•


• •


language and communication, e.g. a different home language to the Language of Learning and Teaching


lack of parental recognition and involvement


socio-economic factors, e.g. lack of exposure to reading material or numerical concepts, poor self-image, absentee parents, parental alcohol or drug abuse, violence and abuse at home, parental mental illness, late school enrolment, etc.


• attitudes, e.g. discriminatory attitudes, labelling, discouragement, etc.


Practical guidelines for inclusive teaching


• Have a true understanding of each learner‟s background, strengths, unique abilities, needs and barriers. Use this information to inform your planning and give a clearer focus.


• Remember that the teacher is a facilitator of learning.


• Keep the content and material as relevant as possible.


• Break down learning into small, manageable and logical steps. Keep instructions clear and short (plan beforehand).


• Grade activities according to the different levels and abilities of learners. Try to ensure


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