These group work strategies can be varied for different activities and circumstances. For example, if you have diagnosed a particular area that needs revisiting, you can give a more able group an extension activity and spend more time with groups that need support. Good discipline should be based on a Code of
Conduct that is clear to learners and the teacher. The Code should explain that learners need to work quietly, are allowed to speak, albeit quietly, and what they may do when they have finished their work. Group leaders can assist in supporting good discipline, as well as collecting or handing out work. Some of the advantages of large classes are the variety of experiences and ideas that can be utilised in group projects and other activities, and developing teamwork and leadership skills.
Inclusive education in the Senior Phase
Inclusive education refers to a classroom environment that promotes the full personal and academic development of all learners regardless of race, class, gender, disability, religion, sexual preference, learning styles and language.
Practical guidelines for inclusive teaching • Use information regarding learners’ background, strengths, special abilities, needs and barriers to inform lesson planning and to give it a clearer focus.
• Be reminded that, as the teacher, you are a facilitator of learning.
• Keep the content and material as relevant as possible.
• Break learning down into manageable and logical steps. Keep instructions clear and short. Plan your lessons carefully before hand.
• Grade activities according to the different levels and abilities of learners. Ensure that learners remain challenged without creating stress.
• Teach learners about diversity and the unique value of each individual.
• Encourage learners to help one another in the form of group types and peer-assisted learning to ensure that all learners feel included and supported in the classroom.
• Set up pairs and groups of learners where members can have different tasks according to their strengths and abilities. Promote self- discipline skills and responsibility through the group roles and the types of tasks you set. This can be achieved by giving learners clear guidance on their specific group roles.
• Motivate learners by praising their efforts and individual progress.
• Encourage questioning, reasoning, experimentation with ideas and risking opinions.
• Spend time on consolidating new learning by giving learners opportunities to demonstrate a combination of skills learnt in a meaningful way. Make time to go back to tasks so that learners can learn from their own and others’ experiences.
Interactive support for the multi-level classroom
The Senior Phase Learner’s Books have been designed to provide interactive support for a variety of multi-level classrooms. Learners have different learning styles and work
at different paces. Some have more specific barriers to learning in the form of physical disabilities such as partial sight or hearing, or reading difficulties resulting from forms of dyslexia, or cognitive development variations. The Learner’s Books contain a wide range of
tools to support the learner, page by page. Each cycle follows a learning pattern that
enables interactive class discussion to explore the key concepts covered in the cycle or theme. Each cycle contains a scaffolded approach to activities through class discussions that remind learners of their prior knowledge or develop the necessary concept. The theme, text type and learning is taught in a scaffolded manner through class work, group and paired work through to individual work to cover the speaking and listening, reading and writing requirements. This variety of class, group, pair and individual
work opportunities allows teachers to pace work according to the different learners in the class and to use different groupings of learners to cater for different learning styles and to help learners with specific barriers to learning – for example by
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