Teaching Life Sciences Exam 1697175

Question: 1
1.1 Scenario 1: Behaviorism theory (operant conditioning) - this theory suggests that all
behaviors are acquired through conditioning through use of stimuli to shape a
desired action. The teacher is eliciting operant conditioning through making use of a
reward system as a stimulus to achieve a desired action / response from the
learners. Mr. Mabena know his learners very well and is acquainted with their
attitude towards homework. He uses that strategically to prompt their enthusiasm
towards finishing their project in times. He creates a reward system whereby the can
learners yield a positive reward through completing a specific task within a set
deadline. Mr. Mabena in essence conditions his learners into meeting deadlines
within the set period.

- Own scenario: Ms. Nkosi has given the learners in her classroom a task on
photosynthesis which the learners were made aware of prior, the investigation
project involves learners using the flash cards given to them as clues and
guidelines on how to create a greenhouse as well as the apparatus provided. He
learners also need to in their groups draw a diagram explaining the carbon cycle
in plants. They have four stages to complete in order to finish the overall task.
Ms. Nkosi also disclaims that the best five group projects with all stages
completed during the lesson will receive golden merits going towards their
certificates for dedication and hard work presented during valedictory. This
theory as applicable to ensuring the task is done as the learners will be
motivated to work hard on their investigations.

1.2 Scenario 2: Cognitivism theory as the teacher focuses on the retrieval and storage
of knowledge. This learning theory puts great emphasis on the receival, organizing,
storage and retrieval of knowledge through multiple cognitive processes. Mrs.
Mathabathe uses questions in order to aid learners in retrieving specific knowledge
stored from prior experiences. The desired overall objective is for learners to utilize
this prior knowledge in order to understand, organize and store new knowledge to
be acquired during the lesson. Therefore, her teaching pedagogies are aligned with
eliciting specific mental processes in learners. She is making use of the theory
through focusing on specific ways of working with knowledge and ensures that her
inductive teaching approach produces the desired effect on the learners’ cognition.

- Own scenario: Ms. Nkosi in her Grade 8 Natural Science classroom used a
game of ‘Fact or Fiction’ to help learners retrieve prior knowledge relevant to the
topic Nutrition and wellness, to identify misconceptions as well as create
opportunities for learners to re organize their knowledge. The learners during
this game were expected to either read statements from flashcards and decipher
whether they are true or false. They were also expected to label drawings
depicting the composition of each basic nutrient. Thereafter they had to further
elaborate on the false statements in attempt to correct it. The approach is most
appropriate as the activity is learner centered ensuring that learners work with
the topics presented to connect it to their prior knowledge, to retrieve the prior
knowledge for link making and to resolute misconceptions thorough explanations
from both teacher and classmates.

1.3 Scenario 3: Constructivism theory as the teacher encourages learner collaboration

to pioneer learning of specific subject matters. Constructivism theory suggests that
knowledge is constructed as people experience the world and reflect upon them.
The knowledge is constructed through incorporating new information into their pre-
existing knowledge. Ms. Moodley’s pedagogy recreates real life experiences that
exist in learners’ real life societies. The learners engage their relevant past
experiences and prior knowledge on the topic represented in the problem to solve it
and acquire knowledge. To create more learning opportunities, the teacher ensures
heterogeneity in the groups allowing for variety in perception of the same problem to
be solving. Collaborating various strengths maximizes the learners’ resources for
constructing knowledge. Ms. Moodley aids her learners in achieving their learning
targets presenting an opportunity for learning, equipping each group with a number
of skills to draw from and making learners agents of their knowledge creation
process. That way the reach she sets them up with all they need to reach their
learning targets.

- Own Scenario: Ms. Nkosi in her lesson divided learners into gender
heterogeneous groups of four and then assigned each group research
documents on the topic respiration. Each group was given a set of instructions
geared towards a specific learning target. The learners had to use the distributed
resource boxes as well as prior experiences to construct knowledge around the
lesson topic. The goal was to define the respiratory system, demonstrate its
components and their functions as well as depict the respiratory process. The
given resource boxes included texts on respiration, instructions, visual images
as well as stationary the group would require for the task. The learners within
their groups need to complete the task in order to construct and connect the
concepts around respiration. The targets where represented in the form of
questions and tips to form as a guideline. This constructive approach to learning
was suitable for this topic as it allowed for learners to compile their won
knowledge based on the task. It also allowed for the teacher to spot learner
misconceptions as well as monitor their understanding of the topic.

1.4 Scenario 4: Humanistic theory as the learning is geared to making each learner
realize their potential. The humanistic theory suggests that it’s important for humans
to grow and basic needs are vital part to ensure that. Mr. Smith attempts to
eliminate her learners’ anxieties around the upcoming formal assessments through
providing encouragement. Mr. Smith in attempt to help the learners in her class
employs a humanistic approach by inviting motivational speakers to provide
extrinsic motivation to encourage the learners to try reach their full potential in order
to for them to grow. She invites the school counselor to provide basic advice needed
when considering career choices. The counselor further organizes basic food
necessities with local organizations in order to provide for nutritional needs for
learners during this time. This is because in order for humans to reach full potential
and growth all needs must be provided for so as to encourage self-actualization.
Through focusing on the human aspect in learning the teacher is able to cater for
the basic needs learners necessitate in order to become.

-Own Scenario: Ms. Nkosi after a motivational speaker was at the school, decided
to teach sensitivity training in her classroom through including the notion of
respecting preferences in her daily teaching. The learners are taught to value and
respect their classmates as every day a learner at the end of each lesson gets a
chance to share something about themselves whilst the other learners are given a
chance to give a positive comment on it. Sharing learner differences and
encouraging respect for each preference creates a safe environment for growth,
self-expression and developing self-actualization.

Question: 2
2.1 Diversity in the South African classrooms comes in vast aspects and at times
teaching pedagogies fail to acknowledge and cater to them accordingly. In my
classroom as a millennial teacher understanding the importance of diversifying
education to cater for all people of society, I will focus on the following aspects of
diversity distinct personalities, socio-economic status, gender, race and language.
-Distinct personalities: As a teacher it’s very important to note that there is a
kaleidoscope of different personalities present, in order create a more conducive
learning environment for each personality in my classroom I would use various teaching
strategies such as drawing, demonstrating, role playing, presenting and gaming. These
creative strategies will open the bounds of teaching from any limitations as learners get
to explore and represent knowledge in ways they are familiar and interested in. These
teaching and learning strategies usually allow for learners’ freedom around learning as
objectivity is limited.
-Socio-economic status: In order to accommodate all socio- economic backgrounds in
my classroom as a teacher I will ensure that learners assignments do not require much
resources out of the classroom but rather one’s that can be provided for by then school
to give every learner a fair chance. Further when teaching my examples and texts will
embody all social classes in society in order to ensure that all learners are represented
in the lesson. The apparatus to be utilized in the classroom and during assessments for
investigation will be provided for to ensure that all learners are able to participate
regardless of their economic background.
-Gender: Millennials in this day and age couple gender closely with sexuality, when
catering for gender and sexuality differences in topics such as reproduction, I will do
away with strict heteronormative pedagogies in order to eliminate any silent
discrimination. I will make use of heterogeneous grouping during learner collaborations
to discourage any sexism or eliminate and stigma around gender and sciences. Texts
used in the classroom and during assessment will embody all gender groups in society.
-Race: In South African classrooms anti-racist pedagogies are essential to curb any
racial marginalization. In my classroom any stigmas around science and westernization
will be done away with to ensure that science is not attached to any particular race and
to eliminate notion that only a specific racial group develops science. Scientists of all
races will be included in the classroom to ensure fair representation of the
demographics in the society. Indigenous scientific knowledge will also be acknowledged
and mad use of in the classroom.
-Language: Language barriers in science at times become inevitable since scientific
terms cannot be translated into any other language. That then requires you as a teacher
to find ways to curb the barrier. In my classroom I will make use of visual and audible
aids to explain using code switching where possible (e.g. in explanations of processes
such as respiration and natural selection) to ensure learners understand the concepts
discussed. Simple terms will be made use of where possible in assessments as well as
visuals to aid the learners in retrieving information. Mnemonics as well as acronyms
taught in the classroom will be included in the exam as retrieval tools.

2.2 I. The white Paper of 2001 on inclusive Education puts emphasis on equalizing
education in order to meet the needs of the South African society. The document
outlines details on how the education and training system can be transformed in order
to adapt it to diversity, more especially for south Africans living with a disability. The
focus is on eradicating learning barriers for learners living with disability and catering for
the support needed to ensure equal learning opportunities. The document sheds more
light on creating inclusive education through supporting educators and ensuring they
are equipped with facilitating inclusive classrooms. Consequently, it fails to achieve
inclusivity II. The shortfalls constraining inclusivity include not being able to expand the
notion of inclusivity in education. The paper puts great emphasis on the inclusion of
learners with disabilities and the training of those educators to support the learners.
However, it focuses less on including the learners not living with any disability. It does
not highlight other learning needs and the training of those teachers whom will support
them. The conversion of a large number schools into full service schools provides a
constraint in learning resulting in over population in non-full service schools.
Question 3: Critical reflection
The role of a teacher of is never absolutely definitive and is ever changing because it
alters with needs the group she/ he is paired with as well as the social context. Ideally
its described as facilitating learning through effective teaching. Over the years I have
learnt to define effective teaching as teaching that caters to the needs of the learners
because according to the humanistic approach effective learning cannot occur without
basic needs being met. Therefore, a big part of a teacher’s role is meeting the needs of
his/her learners to eradicate any barriers to learning.
The theoretic part of [Link]. covers the content knowledge part and a portion of the
pedagogy to guide what to teach and how. However, that’s not where I learnt about my
role as a teacher. The teaching experience course is the prime source that aided me in
defining my role as a teacher in the South African classroom. During my four years of
teaching experience I have compiled what I assert with the role of a teacher. In 2017 I
was a novice teacher for four weeks at Glenhazel Primary School, my supervising
teacher was a very experienced (20+ teaching experience) and passionate male. The
school’s learner demographics were dominated by black children from the Alexandra
township where most of them are from middle class to lower class homes as well as
children from neighboring suburbs in high class home Their learner diversity informed
their learner needs and barriers which informed the teacher pedagogies. Consequently,
I saw my supervising teacher responding effectively to the learning needs and breaking
barriers. The school was playing a role as well through the school feeding scheme,
counseling and life coaching. He did not only deliver knowledge, but he delivered word
of encouragement and solutions to their learning barriers. He made use of all three
learning theories accordingly at different stages to break learning barriers. He showed
me that preparation should be a big part of a teacher’s pedagogy in order to meet
learning needs.
Being a science teacher is challenging as at times breaking certain barriers such as
language and without taking away from the concept becomes hard. Therefore, the
teacher becomes subjected to being cautious with what they implement as a solution to
barriers. Scientific jargon is different from the day to day jargon, hence learners battle at
times with it. Therefore, a big role for a science teacher becomes showing how science
is integrated into our everyday lives and eradicating the barriers without taking away
anything from the concept. This I experienced this year in my recent teaching
experience where learners had a lot of questions about a concept in life sciences and I
had to use a real life example to make it practical and aid learning. Learners tend to
understand when concepts are applied to real life as it makes them more relatable.
Therefore, another big role of a teacher is making content relatable to learners in order
to maximize learning.
In all my teaching experiences the one thing that has been prevalent in all is being
responsible as a teacher for creating learning opportunities. The various learning
theories aid the teacher in finding ways to create opportunities for learning. During my
teaching experience this year my science supervising teacher had given learners
remote learning concise notes, however when we assessed them for learning the
learners did not understand a single thing. Thereafter I realized that resources need to
be paired with learning opportunities in order for learning to happen. It is then we went
about teaching the content using various pedagogies that the learners learnt anything at
all. The teacher’s role in the classroom is quiet informed by the learner diversity they
encounter within their classrooms. The one thing that will be prevalent in all classes
though, is the role of catering for learning needs and eradicating any barriers to learning
in order to enable the learning process.