• Set up pairs and groups of learners where members can have different tasks according to strengths and abilities. Promote self-management skills and responsibility through group roles and the types of tasks you set.
• Motivate learners and affirm their efforts and individual progress. Build confidence. Encourage questioning, reasoning, experimentation with ideas and risking opinions.
• Determine the learner’s ‘Zone of Proximal Development’ (ZPD) and use it for effective teaching and learning. The ZPD has been described as the distance between what the learner already knows and understands and what they can understand with adult support. Learning is thus a social interaction as the teacher mediates and supports the learner as they understand a new concept.
• Spend time on consolidating new learning. Use different ways to do this until all learners understand the concept. Make time to go back to tasks so that learners can learn from their own and others’ experiences and methods.
• Use and develop effective language skills (expressive and receptive, verbal and non-verbal).
• Experiment with a variety of teaching methods and strategies to keep learners interested and to cater for and develop different learning styles. Use games, cooperative group work, brainstorming, problem-solving, debates, presentations, and so on.
Learners with barriers to learning
A barrier to learning is anything that prevents a learner from participating fully and learning effectively. This includes learners who were formerly disadvantaged and excluded from education because of the historical, political, cultural and health challenges facing South Africans. Some other examples of barriers to learning may be learners who are visually or hearing impaired, or learners who are intellectually challenged. Barriers to learning cover a wide range of possibilities and learners may often experience more than one barrier. Some barriers, therefore, require more than one adaptation in the classroom and varying types and levels of support.
These learners may require and should be granted more time for: • completing tasks • acquiring thinking skills (own strategies) • assessment activities.
Teachers need to adapt the number of activities to be completed without interfering with the learners gaining the required language skills.
Metacognitive strategies in teaching
What are metacognitive strategies and how can I use them? Metacognition is the process of thinking about how you think. Adults often do this automatically. Before taking on something new, we may ask ourselves: What do I already know about this? What will help me understand it better? How is it structured? As we engage with a text or action, we may ask ourselves: Did I understand that? Why do I think that? How does this connect with what I already
Section C: Teaching and learning EMS
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