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1.2 Define the following teaching methods
and strategies and show us how best
you can use each method in your
foundation phase classroom.
• Multilevel teaching
• Scaffolding
• Tiered teaching
(10)
Here are the definitions of multilevel
teaching, scaffolding, and tiered teaching,
and how you can use them in your
foundation phase classroom:
Multilevel teaching is a teaching method that
allows teachers to meet the needs of all
learners in a classroom by providing
different levels of instruction and support.
This can be done by differentiating the
content, process, and product of the lesson.
For example, the teacher might provide a
IFP3701
different set of materials for learners who
are struggling with the content, or they might
provide additional support in the form of a
peer tutor or a learning assistant.
Tiered teaching is a teaching method that
involves providing learners with different
ASSIGNMENT 4 SEMESTER 2 2023 levels of difficulty of the same task…
1.1 Including all learners in the learning process, in spite of their challenges or
differences, is crucial for their psycho-educational development. Learners in the
foundation phase are still developing and learn at different paces and in different
ways. According to the Department of Basic Education [DBE] (2011a) and
Education White Paper 6 [EWP6] (Department of Education [DoE] 2001), the
teacher must be able to understand the diverse needs of each learner and assist
them accordingly to equally access learning for achievement. However, when
learners show signs of unusual delays in their learning and achievement, the
teacher should identify these delays as early as possible for early intervention to
take place. Read the above statement and critically discuss issues that can affect
the accommodation and inclusion of diverse learners in a foundation phase
classroom.
(10)
The accommodation and inclusion of diverse learners in a foundation phase
classroom is a complex and challenging task. There are many factors that can affect
the success of this process, including:
The teacher's attitude and beliefs. Teachers who are not open to diversity and who
have low expectations of learners with special needs are less likely to be successful in
accommodating and including them in their classrooms.
The curriculum. The curriculum must be flexible and adaptable enough to meet the
needs of all learners. This may require teachers to differentiate their instruction and to
provide additional support to learners who are struggling.
The resources available to the teacher. Teachers need access to appropriate
resources, such as teaching materials, learning aids, and support personnel, in order
to be successful in accommodating and including diverse learners.
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