EDCC 323 Stuyd Unit 1.2 Educational Psychology & Learner Support PDF

EDCC 323 STUDY UNIT 1.2/ LEEREENHEID 1.2 INTRODUCTION TO EDUCATIONAL PSYCHOLOGY & LEARNER SUPPORT KONTAKBESONDERHEDE/ CONTACT DETAILS: LEERUITKOMSTS/ LEARNING OUTCOMES Na voltooiing van hierdie On completion of this study leergedeelte behoort jy in...

EDCC 323 STUDY UNIT 1.2/ LEEREENHEID 1.2 INTRODUCTION TO EDUCATIONAL PSYCHOLOGY & LEARNER SUPPORT KONTAKBESONDERHEDE/ CONTACT DETAILS: LEERUITKOMSTS/ LEARNING OUTCOMES Na voltooiing van hierdie On completion of this study leergedeelte behoort jy in section you should be able to: staat te wees om: goed afgeronde kennis op die demonstrate well-rounded gebied van opvoedkundige sielkunde knowledge of the field of en leerderondersteuning te educational psychology and demonstreer; learner support; opvoedkundige sielkunde en leerderondersteuning in ʼn understand educational opvoedkundige opset te verstaan; psychology and learner support in oor die doelstellings van an educational setting; opvoedkundige sielkunde en elaborate on the goals of leerderondersteuning uit te wei; en educational psychology and learner oor die verskil tussen support; and opvoedkundige sielkunde en leerderondersteuning te besin. reflect on the difference between educational psychology and learner support. STUDY MATERIAL: The Salamanca Statement and Framework for Action on speci al needs education. Education 2030: Incheon Declaration and Framework for Actio n for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promot e lifelong learning. https://www.vvob.org/files/publicaties/rsa_education_white_pa per_6.pdf Prescribed Textbook: Addressing Barriers to Learning pages17-23  UNIT 1.2 : EDUCATION WHITE PAPER 6: SPECIAL NEEDS EDUCATION Follow the link and read the EWP 6 (2001) https://www.vvob.org/files/publicaties/rsa_education_white_paper_6.pdf  The White Paper 6 addresses the disparities in the provision of education for learners with disabilities in SA. This document proposes developing an inclusive education and training system to integrate educational support for learners with special need into ordinary schools gradually. To empower teachers, the White Paper proposes various strategies:  District Based Support Teams (DBST’s)will assist schools in creating flexible teaching methods tailored to different learning needs and styles.  DBST’s will provide support materials, assessment instruments, and learning programs to assist teachers to address diverse learning needs.  Professional development programs to cultivate effective leadership, administration and program implementation.  Developing full-service schools as models of inclusion, starting with 30 schools and expanding to 500.  Engage parents, teachers, and communities to support the inclusive education model, fostering greater participation.  UNIT 1.2 : LEARNER SUPPORT Follow the link and read the EWP 6 (2001) https://www.vvob.org/files/publicaties/rsa_education_white_paper_6.pdf Follow the link and read about sustainable goal 4. UNESCO believes that education is a human right for all throughout life and that access must be matched by quality. The Organization is the only United Nations agency with a mandate to cover all aspects of education. It has been entrusted to lead the Global Education 2030 Agenda through Sustainable Development Goal 4. The roadmap to achieve this is the Education 2030 Framework for Action(FFA). CURRICULUM From the Latin word ‘currere’: meaning ‘to run a race on a track” Term 1 Term 2 Term 3 Term 4 By the end of the year Term 1 Term 2 Term 3 Term 4 NEXT YEAR Term 1 Term 2 Term 3 Term 4 1.2 LEARNER SUPPORT IN EDUCATION/ 1.2 LEERDERONDERSTEUNING IN ONDERWYS (SG P. 13) SEN Learners with special educational needs (SEN) need extra support because they find it difficult to learn at the same rate as other learners of the same age. Special educational needs include: Speech, language and communication needs; Behavioural, emotional and social difficulties; Autistic spectrum conditions; Specific learning difficulties, such as Dyslexia and Attention Deficit Hyperactivity Disorder (ADHD); Moderate learning difficulties; Profound and multiple learning difficulties; and Multi-sensory impairment.  LEARNING NEEDS LEARNING NEEDS= Different for all Learning needs is the gap between learners & the learner's current level of knowledge and skills, and the level of knowledge and skills required to Current perform a task or a set of tasks. The actual needs differ, as do the methods level of employed to meet those needs. knowledg e and Leerbehoeftes is die gaping tussen die skills leerder se huidige kennis en vaardighede en vaardighede wat SUPPORT NEEDS= benodig word om take te voltooi. Die huidige behoeftes verskil van die Methods different for behoeftes wat nodig is om die taak te all learners. voltooi.  Intrinsic Extrinsic barriers/differences barriers/differences Teacher/parents Abuse Age attitude Gender Poverty Development delays School climate Sleep Motivati on Self- Lack of resources School Illness talk Building Changing s Anxiety/ routines/schools/ depression Medicine/ environments Poor emotional Nutrition intelligence Poor work ethic Violence Access (Ramps) Physical factors: Traumatic Visual, hearing, experience speech, language, Peer relationships concentration span, Memory, TEACHER AS MEDIATOR Fairness (Introspection, trust, honesty) Creativity (Art appreciation and intellect) Sense of belonging (Adaptability, low conservatism, compassion) Personal Touch (Emotional stability, emotional expressiveness) Willingness to admit mistakes & forgiving (Honesty, low authoritarianism) Compassion Preparedness Respect Positive attitude Hight expectations Sense of humour WHAT ARE SOME SPECIFIC TEACHER BEHAVIORS THAT CAN IMPEDE THE LEARNING PROCESS? Teacher "misbehaviors" such as being rude or sarcastic can impede the learning process. Additionally, if students perceive that a teacher does not like them, they may actively choose not to learn (Goodboy, Bolkan and Baker, 2018) Concept of "Not-Learning" : explains how students resist learning from a teacher whom they perceive as not respecting their identity, language, culture, gender, sexuality, and/or race (Herbert Kohl, 2019) HOW CAN TEACHERS CREATE A MORE INCLUSIVE CLASSROOM ENVIRONMENT? Martin, J.L. & Torok-Gerard, S.E (2019) Being sensitive to students' cultural backgrounds and presenting concepts in a constructivist environment. Preservice teachers must cultivate beliefs such as assuming all students are participants in knowledge construction, acknowledging, valuing, and building upon students’ existing knowledge, interests, cultural and linguistic resources, and working in a reciprocal partnership with students' families and communities. Teachers must understand the difference between equity and equality in order to create truly equitable learning environments for students. ARE THERE ANY SPECIFIC STRATEGIES OR TECHNIQUES THAT TEACHERS CAN USE TO PROMOTE EQUITABLE EDUCATIONAL DESIGN AND INSTRUCTIONAL DEVELOPMENT? Teachers can differentiate their instruction to meet the needs of all of their students.  They can also explicitly teach about activism, power, and inequity in schools and society. Additionally, teachers can critique and employ multiple forms of assessment. Finally, teachers can work in a reciprocal partnership with students' families and communities. Martin, J.L. & Torok-Gerard, S.E (2019) CONNECTION BEFORE CORRECTION  ASSIGNMENT Groupwork: 3-5 Members per group. Please do not ask if you can work individually). Learner support teachers always collaborate with colleagues, parents and other stakeholders. ONLY ONE MEMBER per group submits the assignment on eFundi. DUE DATE: 16 September 2024 on Efundi. No late assignments will be accepted. Students from different campuses cannot work in one group. ODL students work with other ODL students etc. If you work outside of your registered class, you will not receive any marks. Please take note tht the assignment has two parts (Part A written & Part B PPT) Ke a leboga / Dankie / Thank you