Programme: Advanced Diploma (TVT) Course:

1. Programme: Advanced Diploma (TVT)Course: EDUCATIONAL PSYCHOLOGY IN TVET Lucky Maluleke, Neville Rudman Lucky Ndlela, Mike Adendorff Guidelines contributed by: Date contributed: What version of the course are you working on? September 2018 Version 2

2. Points for subject experts, learning designers etc. to keep in mind General principles • State the purpose/reason for including each item (e.g. video, activity, reading) below, and if possible its place in the learning design of the theme as a whole. • Always consider the likely possible contexts of learners who may study the theme / take the course. • Think of innovative means to lead the learner into using new discourses and ways of understanding by engaging them on the level of the familiar / prior knowledge, or possibly by challenging or disrupting the familiar. • Include learning activity and assessment which calls forth a full range of levels of cognitive engagement and skill development. • Avoid the approach that seeks to attain outcomes by relying on “atomised checklists of micro-competences” (Hager, 2004).

3. Points for subject experts, learning designers etc. to keep in mind • The Advanced Diploma TVT (Adv Dip TVT) courses should be designed as resource-based. However, the resources should not simply be seen as “add-ons” or “extras”. Two ways in which they can be introduced to students: • Embed hypertext links to resources (readings, official documents, videos) in passages of text. • Include self-assessment or reflection tools in the course in which students’ responses to a small number of limited-choice questions activate the presentation of links to particular selections of resources suitable to the individual students’ needs or interests. These selections do not need to be completely different, tailor-made selections, and may overlap to a considerable extent, but where the number of available or easily-produced OERs allows some degree of personalization, this technique should be employed (once or twice in a course). • The text-based and graphic resources should be downloadable and in a printable format. However, the resources should not be in pdf format, as this would not allow for re-mixing or any form of adaptation; in other words, they will automatically be equivalent to a “No derivatives” licence. Where audio or video resources are really crucial to completion of

4. Points for subject experts, learning designers etc. to keep in mind …the course, consider, respectively, summarised transcripts or simplified comic-like representations of the video using screen-grabs and subtitles or captions. • Videos should not be either simply “talking heads + monologue”, or video representations of what is essentially a powerpoint presentation. Videos should focus on subjects such as processes, real-life situations, in-location interviews or focus groups. • Standardised signposting is to be used throughout courses, so that the look and feel of Adv Dip TVT materials will all be instantly recognizable. • The EU and DHET logos should appear on the upper or lower left and right corners respectively of the opening screen of each course, and of all videos, animations, powerpoints, readings or other resources created for the project (approximately the same size – see examples in next slide). • Chat rooms (synchronous) and discussion forums (asynchronous) play an important role in the Adv Dip TVT courses, especially as many of the students are themselves lecturers with a lot of experience, even if they have lacked professional qualifications as TVET lecturers. • The learning outcomes, and possibly the key questions, need to be introduced in a way that locates them as central to the course. All learning activities and assessments, as well as the resources, need to be visibly linked/aligned to the LOs.

6. Note to lecturers Credit Value We recommend that this course, if adopted in its entirety, be offered with a credit value of 10. Breadth and Depth Lecturers should develop an understanding of the psychology of education in the TVET context – at NQF level 7 – in order to enable them to support students effectively in the learning process, taking into account diversity, barriers to learning, inclusivity and the management of maladaptive behaviours. Knowledge and practice standards (Based on the SACE Professional Teaching Standards, 2018: https://www.sace.org.za/assets/documents/uploads/sace_65860-2017-10-13-SACE%20Professional%20Teaching%20Standards%20LR.%202.pdf What all lecturers need to know and be able to do in order to teach the course proficiently, providing learners with knowledge-rich learning opportunities. Graduates should: • understand how students develop and learn – understand learning theories that are relevant to learning in the TVET context, and to adult learning in general, andbe capable of interpreting and applying this knowledge in their planning, teaching and reflection on practice.

7. Note to lecturers (contd) • understand the different challenges that confront learners and their families, and consider how these issues may affect their learning – be aware of and confidently conversant with issues, concepts and research in the areas of intelligence, barriers to learning, diversity and inclusivity. • respect different aspects of learners’ identities, and regard diversity as a strength and resource for teaching and learning.

8. Note to lecturers (contd) (The last 2 or 3 items in this note can be included/adapted for the students as well) Associated core learning area General pedagogy (general pedagogical knowledge) and Specialised Subject Pedagogy (specialised pedagogical content knowledge) – parts of this course may be incorporated into the latter How does it link to this core learning area? Educational Psychology for TVET: The philosophy we draw from is Vygotsky’s social constructivist theory, which sees learning as a social process, and holds that there is nothing like knowledge “out there” other than knowledge as constructed by humans. Also Vocational pedagogy (3.1.1) and Managing the vocational classroom (4.2.3) How does it link to other areas of the programme as a whole? This course relates to the whole programme as it addresses the importance of communication and the ability to work in groups, develop shared understandings and build communities of practice.

9. Course Introduction This course starts by encouraging you to think about learning in fresh ways that may enable you to approach teaching, and your relations with students, more positively. It then introduces you to some key theories of learning that have been influential in shaping approaches to teaching. These will be picked up again when teaching approaches are introduced in the Technical and Vocational Pedagogycourse, and in the subject specialisation courses. Part of the background to theories of learning is the history of different ways in which human intelligence has been viewed over the last two centuries – a history unfortunately characterised by ideas that are now discredited but often still influence how we relate to and think about students. The course thus introduces more enlightened theories of intelligence, and ways of learning – many of them quite practical and relevant in the world of technical and vocational education and training. The course also provides an overview of physical, mental and sensory barriers to learning that may confront students in the TVET sector, so that lecturers may develop an understanding and appreciation of their learners’ holistic development. We hope lecturers will make use of these insights to guide and improve their teaching strategies. This course is not about the lecturer becoming a psychologist; it rather aims to equip you to develops skills to support learning and to assist students as well as possible, and when particular challenges arise, to know when (and where) to refer students to professionals who are qualified through the Medical Association of South Africa (SAMA).

10. Learning Outcomes for Course By the end of this course, you should be able to: • weigh up different learning theories, including theories of adult learning, on the basis of how they can contribute to teaching and learning in TVET • distinguish different forms of intelligence and learning styles in relation to the TVET classroom • identify various barriers to learning in the TVET context in order to support students to overcome these barriers • grasp the need for inclusive education, and apply its principles in the TVET teaching and learning context • respond to, and accommodate where necessary, the varying needs of students in your teaching, having developed an enhanced understanding of the diverse nature and contexts of TVET students.

11. Course Contents • Thinking about learning • Ways of learning that work in TVET • Theories of learning • Intelligence and learning styles • Barriers to learning • Diversity of TVET students • Inclusive education

12. Section 1: Learning: An introduction • Thinking about learning [I am willing to contribute here.] • A learning species: learning vs instinct; learning via language • Paradoxes of learning: Challenges for the lecturer – how to teach learners something that they do not already have a frame of reference for? • Not knowing, and thinking we know • Not having a frame of reference, and needing a frame of reference • Helping learners to build a frame of reference from what they do know, from everyday knowledge.

13. Section 2: Ways of learning that work in TVET • Ways of learning that work in TVET (see Lucas, Spencer and Claxton. 2012. How to teach vocational education: A theory of vocational pedagogy): • learning by watching [a short passage on each of these should suffice, with an overall video] • learning by imitating • learning by imagining • learning by practising or trial and error / making mistakes • learning by listening, transcribing and remembering • learning by trying to answer questions • learning through posing questions / enquiry /research • learning by having our certainties /assumptions disrupted • learning through feedback • learning through conversation or co-operating with peers • learning by teaching and helping • learning by real-world problem-solving • learning by drafting and sketching • learning by designing and making • learning on the fly • learning by being coached • learning by competing • learning through simulation and role play • learning through virtual environments • learning through games

14. Section 3: Understanding learning: Theories of learning [My suggestions for theories of learning below are linked to the definite bearing they have on the practice of teaching in TVET, and on their implications for teachingin the TVET Pedagogy course. I have included key theorists for clarity, as I think it often helps to anchor abstract ideas to the people who came up with them – pictures of the theorists can be included – but we don’t necessarily have to follow this route. The last four are all linked more closely to adult learning than they are to children’s learning. Note that Reflective Practice and Tacit Knowledge are also introduced inthe course Inquiry-based reflective practice and lifelong learning.] • Behaviourist theory: • (Watson, Skinner)– operant conditioning, reinforcing and extinction, repetition, drill) • Cognitivist theories: • (Gagné) Conditions of learning • (Bloom; Spady) Mastery learning, and outcomes-based learning • (Bloom, Krathwohl) Levels of cognitive activity • Constructivist theories: (emphasis on knowledge not being “out there”, but being constructed by each learner, based on his/her previous construction) • Cognitive constructivism (Piaget – internalisation: assimilation, accommodation and equilibration – not his work on stages of early development in young children, which isn’t relevant) • Social constructivism (Vygotsky – Zone of Proximal Development, the social role of languaging, everyday knowledge vs systematic knowledge; and Bruner – scaffolding ) • Theories of particular relevance to adult learning: • (Knowles) Andragogy: ways in which adult learning differs from children’s learning • (Kolb) Learning styles, and experiential learning • (Polanyi) Tacit knowledge • (Schön, Boud) Reflective practice

15. Section 4: Intelligence • A brief history of the concept “intelligence” and the damage some understandings of intelligence have done • Multiple intelligences • Applying the theory of multiple intelligence, and “styles” of learning, in TVET classrooms • The assessment of multiple intelligence

16. Section 5: Barriers to Learning • Socio-economic and cultural issues, e.g. poverty, perceptions of practical work and learning • Language barriers • Physical disabilities • Demotivated learners • The implications of barriers for one’s own teaching approach – how to mitigate their effects or deal with them appropriately

17. Section 6: Diversity of TVET students • Diverse nature of TVET students • Accommodating the diversity of students in the TVET context

18. Section 7: Inclusive Education • Philosophical underpinning • Bronfenbrenner’s ecosystem psychology • Principles of communalism and Ubuntu • Differentiated teaching and assessment • Managing maladaptive behaviours

19. Key Terms: • Learning theories provide principles that are predicted to facilitate learning from instruction​ (Schunk, D.H. 2012. Learning theories: An educational perspective, 6th ed. ISBN-13: 978-0-13-707195-1 ISBN-10: 0-13-707195-7)[NB Look for a more accessible definition] • Intelligence is reflected in • The ability to solve problems and to adapt to and learn from life’s everyday experiences: • The capacity to adapt and learn from experiences • The mental abilities that enable one to adapt to, shape, or select one’s environment • The ability to judge, comprehend, and reason • The ability to understand and deal with people, objects, and symbols  • The ability to act purposefully, think rationally, and deal effectively with the environment • And includes characteristics such as creativity and interpersonal skills  Source: www.mccc.edu/~jenningh/Courses/documents/Handout-Intelligence_000.pdf [NB This quasi-definition is helpful, but ignores the notion of multiple forms of intelligence – it could be introduced in the body of the section on intelligence.]

20. Key Terms (contd.) • Barriers to learning include cognitive barriers (learning skills); environmental barriers (learning experience); and barriers to progress in basic attainments (literacy acquisition). Reid, G. (n.d.). Identifying and overcoming the barriers to learning in an inclusive context. http://www.somspol.wz.cz/materialy_konf_25_9/Barriers_to_Learning_handout_25_9.pdf [Not really a definition] • Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. https://www.google.co.za/search?q=defining+inclusive+education&oq=Defining+Inclusive+education&aqs=chrome.0.0l6.8195j0j8&sourceid=chrome&ie=UTF-8 • Diversity can be defined as the sum of the ways that people are both alike and different. The dimensions of diversity include race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status. http://www.nea.org/tools/diversity-toolkit-introduction.html

21. Possible activities & resources: Activity 1: Thinking about learning • Thinking about learning [I’m willing to contribute here.] • A learning species: learning vs instinct; [draw on OER Africa: Being a Teacher Activity 25, pp 88-90]; learning via language, and learning as a social activity [ibid. Activity 28, pp 91-91] ; two examples of teaching that creates barriers to learning rather than facilitating good learning. Lecturer discussion: Along the lines of… • The human species is uniquely well equipped to do, having evolved very powerful ways of dealing with the challenges that complex learning presents. • Pre-eminent among these is language. There are limits to how much we can learn by ourselves, and language is the means by which we share knowledge, and economically avoid having to learn everything for ourselves, through our own experience and mistakes. Thus learning for the human species is essentially social, and involves teaching. • Nevertheless the way we frame our attempts to teach the young often still create some significant and unnecessary barriers to learning. • Fortunately, a combination of learning theories, research, and plain common sense can help us to get around these barriers and help learners to make the most of their learning capacity. Therefore this course will introduce you to a selection of key learning theories and research that have particular relevance for technical and vocational learning. To begin with, though, we will take some time to look at learning in TVET from a common sense point of view.

22. Possible activities & resources: Activity 2: Ways of learning that work in TVET Emphasise the common sense (relatively a-theoretical) aspect of these methods. • Instructions: Read the passage on Ways of Learning that Work in TVET (Reading A – to be written for the course as a resource – loosely based on Bill Lucas et al, pp 58-85)… • Reflection questions: Select at least eight of the methods discussed in Reading A, and reflectively complete the table. [Rows for the methods; columns for reflection questions, with cells that expand/pop out to accommodate text. Sample responses are supplied for the first row]: • Think of an example of this method that has worked for you as a learner. • Why was it helpful? • Think of an example of this method that you use in your teaching (may be regular, or just from time to time). • Under what circumstances does it work well? Why/in what way does it tend to work well? • Are there things you could do to enhance your utilisation of this form of learning? • Followed by online chat (synchronous): Share and discuss your responses in the table online (or in face-to-face groups). [Wikis could be invited.]

23. Possible activities & resources: Activity 3: Theories of learning • One introductory activity leading into constructivist learning theory Think about how you have learned a particular knowledge or skill you currently have, preferably one that you have recently acquired: learning a new song, a computer game, to bake a carrot cake, solving a difficult mathematical problem, a new language, etc. [Could you provide an indication of where this is meant to take the learner? What sort of authorial comment would you provide to follow the activity? May be able to link this to …] • Access to educated discourse (Northedge): Challenge for the lecturer – how to teach learners something that they have hardly any frame of reference for (whether at the beginning of a course, or in introducing a new component of the course? • Not knowing, and thinking we know • Everyday knowledge, and school knowledge/educated discourse • The need for a frame of reference • Helping learners to build a frame of reference from what they do know – the path from everyday knowledge to the educated discourse (draw on articles by Neil Mercer and Andy Northedge) • Resources required (Readings and videos) Learning Theories: An Educational Perspective, Pearson eText with Loose-Leaf Version -- Access Card Package (7th Edition) 7th Edition. https://www.amazon.com/Learning-Theories-Educational-Perspective-Loose-Leaf/dp/0134013484. [Not available; not OER – please look for other resources that have an open licence]https://www.youtube.com/watch?v=B2bsyT2S82I. [Amateurish video - poor explanation of constructivism. Please look for an OER that does a better job]

24. Possible activities & resources: Activity 3: Theories of learning (contd) • Formative assessment: (i) Quiz distinguishing between behaviourist, cognitive and constructivist theories, in terms of how each views human learning. (ii) Discussion forum: • Which of the above theories do you think is the most valuable for understanding learning in a technical or vocational context? • Why do you think so? (Refer not only to the learning theory that you think is most valuable, but to the other types of theory as well.​​)

25. Possible activities & resources: Activity 4: Intelligence • Instructions Face-to-face introductory group discussion, or online chat (synchronous): What do you understand by the concept of ‘intelligence’? Further questions: • Do you think intelligence is genetically inherited, or acquired/shaped by the environment? • Can intelligence improve or increase over time? Can someone lose their intelligence? • Is there such as thing as a ‘lack of intelligence’? • Is it possible to improve intelligence in an individual, or in oneself? • How are cognitive abilities related to other human functionings, e.g. play, dance, music? • How many types of intelligences can you identify? • Which of these intelligences that you have identified is superior to others, and which one is inferior? • Resources: • Intelligence - http://www.mccc.edu/~jenningh/Courses/documents/Handout-Intelligence_000.pdf[Useful for adaptation– this is unfortunately not an OER]

26. Possible activities & resources: Intelligence (contd.) Instructions: In order to understand the history of exclusion and inclusion, it is necessary to examine how intelligence has been conceptualised historically. Read the three articles provided. Look for three more articles, books, or other sources that provide the history of IQ testing. Resources required: • http://www.psych.ualberta.ca/~chrisw/L11Intelligence/L11Intelligence.pdf[A brief history of the concept intelligence – has some useful elements, but quite idiosyncratic.] • https://www.verywell.com/history-of-intelligence-testing-2795581–Kendra Cherry (2017). Alfred Binet & the History of IQ Testing: The Development of Modern Intelligence Quotient Testing. [Nice concise account, but not OER] • https://www.academia.edu/2551586/A_Brief_History_of_IQ_Tests–Thomas Hally[First five paragraphs are a useful summary, but this is not an OER] • [I am preparing a resource based mainly on SJ Gould’s The Mismeasure of Man] Formative assessment (e.g. demonstrate learning): Prepare a critical teaching/learning resource (e.g. a Powerpoint presentation) on ‘The History of Intelligence Testing’. Participate in a discussion forum (asynchronous) on this topic

27. Possible activities & resources: Intelligence (contd.) [To introduce lecturers to the theory of multiple intelligence, a short video will be very useful. There are many videos on YouTube that illustrate this theory, but unless a video can found that is OER, a new video will need to be made, possibly drawing loosely on similar ideas/approaches.] Instructions: (…) As part of this activity, it is important to reflect on your own strengths, and make notes of which forms of intelligence you think you possess – and to do the same for some of your students. Resources: Phillips, H. (2010). Multiple Intelligences: Theory and Application. Perspectives in Learning: A Journal of the College of Education & Health Professions - Columbus State University. Volume 11, Number 1, Spring 2010. [Quite a nice introductory article, but we can only provide a link – this is not an OER] • https://www.youtube.com/watch?v=1wkFGXqJxas– Howard Gardner’s Theory of Intelligence [None of the three suggested is OER; the last two are irritating Powtoon animations – please try to find a good OER video.] Formative assessment: (i) Multiple-choice quiz (10 questions?) about the different forms that intelligence can take. Discussion:….[To be written]

28. Possible activities & resources: Activity 5: Barriers to learning Instructions Consider the classes you have taught during the last year, and reflect upon those moments where you felt that a particular learner or learners where struggling. Were you able to discover the cause? How did you become aware of the problem? Were you able to resolve the challenges? Rationale: The purpose of this activity is to encourage the lecturer to focus on the students in her classes, and be sensitised to the fact that there are many factors (in a large group of students) that may negatively impact teaching and learning. Resources required Understanding barriers to learning: a guide to research and current thinking, Peter Maxted, 1999. NCVER, Australia, link: http://www.voced.edu.au/content/ngv%3A41181[Looks like a good book as a resource for the writers, though not new; not an OER. Please try to find a few open licensed readings] Formative assessment Consider the readings above and reflect on how the understandings you gained from them may contribute to the effective delivery of learning in your classroom.

29. Possible activities & resources: Barriers to learning - Language issues Instructions: Consider the various language challenges (in an English-medium class) that may be encountered by students whose mother tongue is isiXhosa, Afrikaans or another indigenous language. How may you intervene to try to address these barriers and ensure effective teaching and learning take place?Write a reflective piece (200 words) [200 words is very short to cover such a wide range of possible interventions (and explanations). Please try to suggest more focused tasks of a smaller compass – I am out of my depth here, but for example: Mention three types of challenge such learners might be likely to face. What specific steps could you take to reduce the impact of each of these challenges? It may also be possible to augment basic understanding of key concepts using a well-designed quiz (with follow-up discussion). Resources required: Strategies for teaching international and multilingual students: http://www.washington.edu/teaching/teaching-resources/inclusive-teaching-at-uw/teaching-im-students/strategies-for-teaching-im-students/[Adapt – not OER. Could follow with request to students whose first language is not English to produce short blogs, then invite others to respond with wikis. NB instruction to avoid any offensive comments.] Multi-lingual approaches to teaching & learninghttps://www.youtube.com/watch?v=J16Ruh0OgGA[Good video (important points made and sometimes illustrated), but focused on primary ed – could be used as a model for our own video. Use such a video in conjunction with specific questions and discussion “hooks”.]

30. Possible activities & resources: Barriers to learning - Langauage issues Formative assessment: Conduct an action research project in which you try to assess the success of your actions from the reflections (above) and resource-input (above), by interviewing your students on whether they have perceived a change in your teaching. Their feedback should be an indication of your success … or not! (It’s called “Death-by-students” assessment) [A limited-scope action research study would be relevant, presumably as a summative assessment option. But don’t make it a matter of simple “success-or-failure”. Action research is always more nuanced – and needs to be. And this can only be one option as an assessment, as some students may not be able to undertake such a study if they are not actually teaching in a college at the time of undertaking the course.]

31. Possible activities & resources: Barriers to learning – Cognitive issues Instructions: In the TVET context you will often teach students with cognitive barriers. These are often not immediately apparent, and it requires special care to engage with students to ensure that they open up to you. Give some consideration to students’ past experiences/students who were constrained by some form of cognitive barrier. Resources required: • Instructional Design – Considering the Cognitive Learning Needs of Older Learners http://www.itdl.org/journal/may_04/article01.htm • Cognitive Strategies http://www.specialconnections.ku.edu/?q=instruction/cognitive_strategies [Both look like good resources, but need to be re-written/used as basis for creating new readings as not open licensed] Formative assessment: Discussion by author:

32. Possible activities & resources: Barriers to learning – Physical issues Instructions: We suggest that it may be an interesting exercise to assess your institution in the degree to which it can accommodate students with physical disabilities (wheel chairs, hearing, vision, etc.). (See resource below for Rationale: The purpose of this exercise is simply to create an awareness that we need to be considerate of any physical impairment that may provide a barrier to a student’s learning. Most of the solutions in this regard are at institutional level. Resources required: Access constraints experienced by physically disabled students at a South African higher education institution. https://repository.up.ac.za/bitstream/handle/2263/49602/Engelbrecht_Access_2014.pdf?sequence=1 Formative assessment: 1. Divide your class in groups to do a class group walk-about and gather as much data as you can on this topic. Collate the data and write a report for senior management. 2. (Possibly) If your institution effects positive changes as a result of this report, I would suggest good learning has taken place. At the very least, some kind of feedback to the report (even verbal from an HOD) is required. Discussion by author:

33. Possible activities & resources: Activity 6: Inclusive Education • Instructions: [There is a lot of rich material in the next 6 slides – a selection will be necessary unless this is for a short course in its own right (“Inclusive Education”)] Reflect on your teaching experiences and make notes. Your reflection must be based on the following: • How do TVET Colleges exclude learners with learning challenges • What are the common learning challenges that learners face Then: Read the White Paper 6 on Special Needs Education • Resources: • Equal Education Law Centre (n.d.). Inclusive Education: Learners with Learning Barriers – The Right to an Equal and Quality Education. https://eelawcentre.org.za/wp-content/uploads/2016/08/Inclusive-Education-Final.pdf • Donohue, D., & Bornman, J. (2014). The challenges of realising inclusive education in South Africa. South African Journal of Education, 32(4), 1-14. http://www.sajournalofeducation.co.za/index.php/saje/article/viewFile/806/415 • Department of Education (2001). Special Needs Education: Building an inclusive education and training system. • Formative Assessment: Based on your reading of the White Paper 6, and your personal experience as a TVET College lecturer, write an essay, which must include an introduction and a conclusion, of about 1500 words where you: • Define Inclusive Education • Outline and discuss different kinds of barriers to learning [Too big and general] • Discuss why inclusive education is important • Discuss how TVET Colleges either embrace or neglect learners with learning difficulties

34. Possible activities & resources: Activity 6: Inclusive Education (contd.) Instructions: From an African perspective, a person is a person through other persons – this is called Ubuntu. This African philosophy says that you need other people in order to survive. Therefore, it is at the centre of Inclusive Education. You are required to read the readings provided. Resources required: • https://repository.up.ac.za/bitstream/handle/2263/28706/04chapter4.pdf?sequence=5 – Thomas Khomba, Chapter Four: The African Ubuntu Philosophy. • http://www.scielo.org.za/pdf/ahrlj/v11n2/11.pdf - Thaddeus Metz (2011). Ubuntu as a moral theory and human rights in South Africa. African Human Rights Law Journal. • https://www.suu.edu/hss/comm/masters/capstone/thesis/jolley-d.pdf - Dorothy R Jolley (2011). Ubuntu: A person is a person through other persons. Masters Degree: Southern Utah University. Formative assessment: (e.g. demonstrate learning): After reading the prescribed readings, you must design a participatory activity for your TVET classroom. You are not going to tell your students what Ubuntu is, but they are going to discuss or debate it in class, determining how it relates to the issue of inclusive education. Also, in this discussion, ask your students how they think the philosophy of Ubuntu would respond to the idea of Intelligence.

35. Possible activities & resources: Activity 6: Inclusive Education (contd.) Instructions:(may take the form of a game, or gamification, simple research, etc., etc. – be Inventive, but appropriate) You have been given an article on Bronfenbrenner’s Ecosystemic Model. Read this article carefully and thoroughly, and ensure that you understand all layers involved. Resources • http://dropoutprevention.org/wp-content/uploads/2015/07/paquetteryanwebquest_20091110.pdf - Bronfenbrenner’s Ecological Systems Theory, by Dede Paquette and John Ryan • Uri Bronfenbrenner (1993). Ecological Models of Human Development. International Encyclopedia of Education, Vol. 3, 2nd Edition: Oxford: Elsevier. http://www.psy.cmu.edu/~siegler/35bronfebrenner94.pdf Formative Assessment: Now that you have read the provided readings, you are requested to draw the Ecological Model of Bronfenbrenner. In your diagram, you must portray a typical TVET College learner in your classroom. You need to indicate social, cultural, and economic, and contextual barriers and enablers to learning of this child. You need to explain your Ecological Model diagram. In your discussion, you must show how inclusive education can be used to accommodate the learner that you portray. You must upload your assignment on the online platform for assessment.

36. Possible activities & resources: Activity 6: Inclusive Education (contd.) Instructions: (may take the form of a game, or gamification, simple research, etc., etc. – be inventive, but appropriate) We have provided three resources in the form of videos. You must watch these video clips as many times as you can. There will be a quiz at the end of this session based on these videos. Resources: • https://www.youtube.com/watch?v=aNM81AkdBZ4 – Inclusive Education in South Africa • https://www.youtube.com/watch?v=ZIPsPRaZP6M – The power of inclusive education • https://www.youtube.com/watch?v=YVRchyurs1g – Include Me: Social Inclusion in Education • White Paper 6 on Inclusive Education in South Africa (Department of Education, 2001) Formative Assessment: Now that you have watched the videos, you must answer the following questions. Note that you cannot proceed to the next session if you fail to answer 7 out of the 10 questions. Again here, students will be doing MCQs. This is a quicker way to assess the students. Also, this is an online module so automated questions will work better.

37. Possible activities & resources: Activity 7: Diversity of TVET students (Based on assumed prior learning or common knowledge, with an additional challenge leading on to the central problem / issue / substance of the course): Instructions: Before consulting the resource below, consider the ‘variety of being’ that exists amongst your students … (race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, behavioral matters, political beliefs, or other ideologies). Consider in an essay (200 words) the ways that this diversity makes your task as lecturer: • more difficult, and • more exciting. Rationale: This activity speaks directly to the first core content component of the module: Diverse nature of TVET students … once a lecturer has a grasp on thius, (s)he may consider other ways of teaching – see activity 2. Resources required: College Diversity (Youtube) - https://www.youtube.com/watch?v=gw875fIHOho Dialogue on Diversity in the Classroom https://www.colorado.edu/ftep/sites/default/files/attached-files/on_diversity_in_teaching_and_learning-_a_compendium.26-30.pdf Formative assessment: (possibly demonstrates learning and readiness to continue?) After internalizing the two resources provided, write a brief reflection (150 words) on the essay you wrote. Focus on any new learnings/interesting connections that may exist between your experience and those of the folk in the resources.

38. Possible activities & resources: Activity 7: Diversity (contd.) Instructions: (may take the form of a game, or gamification, simple research, etc., etc. – be inventive, but appropriate) In the introductory activity to this component (above), you explored the ways in which diversity as a reality exists in your lecture venue (classroom, laboratory, workshop). You also considered the impact of this diversity on your disciplinary practice as a lecturer (in Mathematics, Engineering, Tourism, etc.) from the perspective of how it (diversity) makes your task easier or more difficult. Now consider the implications of these new learnings for your teaching practice. How will you teach differently in order that all students get a fair deal? Make a list of the ways in which you will consider/experiment with different methodologies/approaches/strategies. Rationale: The purpose of reflecting on the diversity of their students, is that they (lecturers) may adjust their teaching to deal as much as possible with this diversity. Resources required: Diversity in the Classroom: Sourced from: https://ctl.yale.edu/teaching/ideas-teaching/diversity-classroom Formative assessment: (e.g. demonstrate learning) Write a reflective piece at a point after which you introduced the list you created above, in which you engage with the processes of change that may have occurred. How have you grown as a lecturer … or not? Feedback leading to new content: This outcome hopefully achieved.

39. Videos: Insert video heading here 6-10 in all, most of which may hopefully be sourced as existing videos: • Ways of learning that work well in TVET: Content: Cover the 20 bullet points in point 2 under Sub-topics above (4 minutes): Requirements: Animation – either cut-outs or drawn animation, plus voice-over). • Theories of learning: (any length from 5-10 minutes) Look for existing OER videos (there are a number available, but many are very amateurish and lopsided, or based on an idiosyncratic choice of theories, so careful selection is required). Aim at offering a choice of about three good videos. • Intelligence, Part 1: A brief history of the concept “intelligence” (a thought-stirrer – could use animation, drawing on ideas from books such as Stephen Jay Gould’s The Mismeasure of Man). Search for available OER videos, or non-OER videos that could be re-made. • Intelligence, Part 2: Multiple intelligences. Search for available OER videos to use as resources.

40. Videos: Insert video heading here • Barriers to Learning: • Socio-economic and cultural issues, e.g. poverty, perceptions of practical work and learning • Linguistic barriers • Physical disabilities • Demotivated learners • The implications of barriers for one’s own teaching approach – how to mitigate their effects or deal with them appropriately • Part 1: Barriers to learning: Look for existing OER. Could create own video (3-4 minutes), interspersing animation between interviews with five or six students who have experienced such barriers. • Part 2: How to support students who face particular barriers to learning. Look for existing OER. Or could create own video (3-4 minutes). • Diversity and Inclusivity: Look for existing OER to use or adapt as a set of resources to choose from, preferably set in a TVET/Vocational/FET or at least college context.

41. Summative Assessment 1 • Summative assessment 1 (Suggested weighting: 50%; maximum length: 1,500 words): • Option 1: Construct an imaginary dialogue between yourself, one other colleague of your choice, and any three well-known learning theorists or contemporary representatives of key learning theories (including theories of multiple intelligences and learning styles). This should be in-depth, and explore divergent and convergent perspectives of each theory. • Option 2: Identify one or two (related) challenges in your teaching, in your students’ learning, or in your college, that you feel could benefit from a workshop or other input based on one or two key learning theories. (i) Describe the challenge(s) in depth, (ii) set out the perspectives and recommendations that would be put forward in such a workshop or other initiative, and (iii) write up the benefits that you would expect to flow from applying the theory.

42. Summative Assessment 2 • Summative assessment 2 (Suggested weighting: 50%; maximum length: 1,500 words): • Option 1: Students undertake an in-depth case study of a particular student/group of students in their college experiencing a particular/similar barrier to learning, and suggest appropriate responses to this issue (with motivation for each response). Guidelines provided. This may be delivered in the form of a video of approximately 5-10 minutes. • Option 2: Conduct a survey of the barriers to learning that students in one or more of their classes experience (guidelines provided). • Option 3: Provide five detailed “case studies” (text and photos) of particular TVET students representing experience of different barriers to learning, or different backgrounds – students choose three of them, and describe as well as motivate how they would (or the college should) respond to these students’ particular needs. • Option 4: Develop and articulate your own policy, including a rationale, for teaching students of different ethnic, gender and/or ability backgrounds (for implementation in the teaching environment for which you are responsible, or could imagine yourself being responsible). In addition to what you have learnt about diversity, draw on what you have learnt about the theory, principles and practice of inclusive education.

43. Conclusion This course began by attempting to help you think about learning at a fairly fundamental level as something the human species is uniquely well equipped to do, having evolved very powerful ways of dealing with the challenges that complex learning presents. Pre-eminent among these is language. There are limits to how much we can learn by ourselves, and language is the means by which we share knowledge, and economically avoid having to learn everything for ourselves, through our own experience, thus learning for the human species is essentially social, and involves teaching. Nevertheless the course made the point that the way we frame our attempts to teach the young often still create some significant and unnecessary barriers to learning. Fortunately, a combination of learning theories, research, and plain common sense can help us to get around these barriers and help learners, young and old, to make the most of their learning capacity. Therefore this course has introduced you to a selection of key learning theories and research that have particular relevance for technical and vocational learning, as well as taking some time to look at learning in TVET from a common sense point of view. Indeed, we have tried to employ the insights offered by theory, research and common sense thinking in the construction of this course. In addition, this module has introduced you to different ways of viewing the construct “intelligence”, and has addressed the issues of barriers to learning that stem from special educational needs, of inclusive education, and of the diverse nature and contexts of TVET students. Throughout history, people living with various mental, sensory and physical impairments have been excluded from mainstream education systems. Today there is an internationally acknowledged imperative to include all learners in the learning process and to ensure that no learner is excluded. We have designed this course to equip you to begin the journey of learning to accommodate students with different intelligences, learning strengths, and challenges in your classroom or workshop.