ETH102L FIRST SEMESTER ASSIGNMENT 02

NAME ETHEL DOWE

STUDENT NUMBER 60279532

UNIQUE NUMBER 822869

DUE DATE 12 APRIL 2018

POSTAL ADRESS 40 TULBAGH STREET

AKASIAPARK

POSTAL CODE 7460

CELL PHONE NUMBER 0746440459

Question 01

‘’School is the main or the best place to learn.

1.1. State whether you agree or disagree with this statement. [1]
1.2. Discuss the reason for your answer with an example. [6]

1.1. I disagree with the statement, ‘’school is the main or best place to learn’’

1.2. Because, according to Dryden and Vos (2005: 149-151), from the age of five to fifteen-to-
eighteen children spend only about 20 percent of their waking hours at school and the rest in
their world and they generally learn more from that world than from school. If we look at an
artist, sporting people and actors, they learned well away from school by practising in their field.
For instance, Steven Sprelberg, George Lucas and Peter Jackson all learned to make movies by
making movies. To illustrate Jackson, who’s Lord of Rings; Return of King took eleven Academy
Awards in 2004, never went to college. When he was eight, his New Zealand parent bought a
movie camera. It takes very short time for their son to start with that camera and his life
changed forever. By the time he was twelve, he and his friends had dug up part of the family
garden and make movies on the Second World War. As a teenage Jackson worked as an
apprentice photo lithographer at a local newspaper. That earned him enough to buy his first
bolex 16mm camera, and start a career that was to see him produce for the first time in history,
three award winning movies at the same time.

Furthermore, the human mind is better equipped by reading about, having lectures about it or
studying abstract models of it.

Question 02
Discuss the benefits of project based learning in a school context. [5]

The benefits of project based learning in a school context is that it enables all students to prove
how they have integrated all these learning concepts into real-world results that is; mastery of
reading , writing , communications, knowing and applying the core concepts of inath, the social,
physical and life sciences, civics and history, geography, the arts , health, fitness, thinking
analytical and creativity and integrating experience and knowledge to form reasoned
judgements and to solve problems and understanding he importance of work.
The other benefit of project based it is used as a proof to show what they learned. (Dryden and
Vos, 2005: 423-425)

Question 03

List six (6) different interlocking brain networks and provide examples for each. [12]

The following different are interlocking brain networks:

1. Physical networks, for example brainstem, cerebellum, motor cortex and vestibular system
2. Sensory networks, such as sight, hearing, smell, taste, and touch.
3. Emotional networks like feelings and emotions
4. Chemical-electrical networks, in this case, the overall transition system.
5. Biological clock networks, such as those governing sleeping and wakefulness.
6. Cognitive networks, for examples those linking parts of the cortex for thinking and
interacting.

Question 04
4. Describe the following catch up programmes
4.1 the four minute reading programme [5]
4.2 peer tutoring [5]
4.3 The ball/ stick bird method [5]

4.1. The four-minute reading programme is when the learner having 4 minutes reserved for
reading each and every day. According to Dryden and Vos (2005:391-393), it takes only four
minutes a day to connect school and home. When each child begins school, teachers test
his/ her level of knowledge and understanding. For example, if Ethel can recognise her own
name and other words starting with ‘E’, but if she cannot manage those starting with other
letters, like ‘P’, ‘W’, or ‘K’ then the teacher works out personalised daily list of words
beginning with those letters she is not understanding. These will include the recommended
first 300 most –used words in the language, and others well-known to the child, such as
family and local street market. A new list of words is provided each day, handwritten on
note paper. The list is taken home for study and a carbon copy kept at school. Each morning,
the teacher spends only four minutes with each child to check progress-and provide
encouragement. A school neighbourhood worker can take home the first list and each child
and explains to the parents or any family member just that the learner needs to learn and
how only four minutes a day is needed for him/her to flourish. Those who developed the
programme say the home-link is the real key and it is only half as good as without it.

4.2. Peer tutoring

“Here one student in a primary school simply acts as a mini teacher for another student.
Both the tutor and her partner benefit. It is one-to-one teaching without taking up time of
an adult teacher. Each tutor is trained in ‘’pause, prompt and praise’’ techniques to praise
good work in everyday language (well done, wonderful, neat,, Nice one!), to pause for ten
seconds while a reader may be having difficulty and prompt with suggestions”, Dryden and
Vos (2005: 397) stated.

4.3. The ball/ stick bind method

Here the ball represents all the parts of the letters of alphabet having a circle. The stick
represents the parts of letters with a line and the bird; the ‘’wings’’ of letters such as an ‘’r’’.
All the letters of the alphabet consisted of just these three simple concrete forms. With the
ball/stick/bind method and fast-paced stories even the most retarded student were soon
learning and thriving, according to Dryden and Vos (2005: 385).
Question 05

5. Logical-mathematical intelligence

5.1. Explain the meaning of logical –mathematical intelligence as discussed in Dryden and Vos
(2005: 353-355). [5]

5.2. List ten (10) likely traits of a person with the above type of intelligence. [10]

5.3. Discuss ways in which a teacher and/or a parent can strength a learner`s logical-mathematical
intelligence. [10]

5.1. Logical-mathematical intelligence refers to the ability to reason, calculate and logical thinking.
It is highly developed in such people as Betrand Rusell, John Maynard Keynes and Ernest Rutherford.
It is commonly found in mathematicians, scientists, engineers, animal trackers, police investigators,
lawyers and accountants. An example of a prominent person is Marian Diamond who is a professor
of Neuroanatomy at the University of California at Berkeley, according to Dryden and Vos (2005:353-
354).

5.2. Ten likely traits of a person who with the above type of intelligence (logical-mathematical
intelligence) are:

-Likes abstract thinking

-Likes being organised
-Enjoys counting
-Uses logical structure
-Enjoys computer
-Enjoys experimenting in logical way
-Prefers orderly note-taking
-Enjoys strategic and analytical thinking
-Keen on statistical reliance or banking careers.
-Enjoys problem-solving.
-Often enjoys accounting or banking careers.
(Dryden and Vos, 2005:352)

5.3. There are several ways in which a teacher and / or a parent can strengthen a learner`s
logical-mathematical intelligence and the following are some of them: To start with, when
the learner is at home, the parent can encourage the learner to do mathematical
computation games instead of doing other games. This can motivate learners to like
mathematics and sharpen their mind.
As a teacher you can also, integrate organisation and maths into other curricular areas. You
can give them mathematics problems using everyday situation or other subjects , for
example, ‘if a farmer have fifty cows and the thief come and still 25 , how many cows will
the farmer left with?’, in other words 50 subtract 25.

The other way is to allow learners to do things step-by-step. If you are introducing a new
topic to the learner introduce few steps at a time so that information will not be too much
for them. Also if you give them a problem to solve, let them to solve each step at a time. Let
them do one step then you check if it is correct, mark it, and then let them to move to the
next step.

Also encourage practical experiment to strengthen learner`s logical-mathematical

intelligence. Other learners learn best if they learn by doing the things practically and seeing
it. Information that is obtained from personal experience is frequently of the greatest value
and significance of the child.

As a parent have your learner a conducive place for your child for studying and practice their
mathematics and as a teacher, make sure that the classroom contains sources which can
help the logical-mathematical intelligent learner.

The other way to strengthen a learner`s logical mathematical intelligence is by encouraging

his/her own strength. Discover their strength and encourage them to put more effort on
that than their weaknesses.

Furthermore, let the learner or help them to analyse and interpret data. For example, you
can give them written data and ask them to analyse it and then interpret using a graph, for
example.

To add on, you can use computers for spreadsheets and calculations. Using computers for
spreadsheets and calculations can make their life easier and they can enjoy working on a
computer than using hard copies.

To strengthen learner`s logical intelligence you can also use deductive thinking, stimulate
problem solving, use prediction and use reasoning.
(Dryden and Vos, 2005: 352)

Question 06
Learning by association or using “linking tools” to improve your memory has long been
used in education. Discuss SIX (6) linking tools that may be used as “memory pegs in order
to associate newly acquired knowledge with something you already know. [6]

Learning by association or using ‘’linking tools’’ to improve memory has long been used in
education. The following are linking tools that may be used as ‘’memory pegs’’ in order
associate newly acquired knowledge with something you already know. The first linking tool
is, the association can be physical or tactile. For example learning to count in Japanese by
scratching your (1) knee (2), point to sky (3), point to girl (4), walk (5), rock ‘n’ roll (6), double
sneeze (7), put on hat (8), cool like dove (9),and Don Jewish cap (10).

The second linking tool can be visual, like visualising scenes to remember the names. For
example you can forge gold in a blacksmith`s shop to remember Mr. Goldsmith`s, a picture
of a crocodile under McDonald`s arch to remember the founder Ray Krok.

The third linking tool can be rhyming and visual, like memorising numbers with rhyming
pictorial words and linking them up with the items to be memorized. Therefore one
becomes sun; two, shoe; three, tree; four, door; five, hive; six, sticks; seven, heaven; eight,
gate; nine; mine and ten, hen. To remember ten items, such as on a shopping list, link each
one visually with the numbered sequence, so that if your first three items are butter, cheese
and milk, you visualise butter melted by sun (one), cheese in a shoe (two), and milk being
poured over a tree (three).

The fourth linking tool can use the initial letter principle. As marketing people remember the
key element of advertising by AIDA: attract Attention, arouse Interest, create Desire and
urge Action.

The other linking tool can be a visual story. For example, picturing a sequence to remember,
say the planets in order from earth. The hot sun shining so strongly it can breaks a
thermometer, and all the Mercury spills out, this runs outside where a beautiful woman,
Vernus, is standing on the Earth, it keeps running over the earth into the next-door
neighbour`s red-earth garden a warlike neighbour, Mars, appears and starts hurling abuse.
But just then a smiling giant appears, Jupiter- the biggest planet-and on his super man-type
chest he has the word SUN emblazoned for Saturn, Uranus and Neptune, and running
alongside him is a happy dog, Pluto. (Dryden and Vos, 2005:213-215)

Question 07
Pat Nolan (Dryden & vos, 2005:432) states that: “The old method of operating high schools
is separated from the real world”.
7.1. explain what this statement means. [5]
7.2 Discuss THREE (3) key elements of “integrated study” as suggested by Nolan. [6]

7.1. In high school, subjects are taught separately on its own, for instance, Mathematics,
physics and English are taught separately in high school. But when it comes to real world all
subjects are linked and they work together. Dryden and Vos (2005:433) states that, “subjects
are locked up in their little boxes, with tight little boundaries around them. So we learn
mathematics, physics and English separately. …Yet it`s by linking subjects together and
seeing the interconnections that we come to understand the real world better”.

7.2. The following are key elements of integrated study as suggested by Nolan. The first one,
is interesting out-of-class project and exploitation. Out-of-class field research tips were a
major part of the project. In Nolan`s words, “these national field trips confronted students
 not only with physical adventure and challenge, but generated the experiences, data and
information needed to sustain a program of integrated studies for a whole year”.

The other key element is use of computer as a tool for information processing and analysis
by students. Computers also played a central role in supporting the theme of integrating
subjects, allowing the analysis of large relatively complex data-sets not normally considered
or done at this level.

Last but not least key element is linking subjects together and not taught together. Subjects
like history, geography, science, maths, economics, writing computing and other subjects are
linked together. (Dryden and Vos, 2005: 434-435).

Question 08
The mnemonic “SCAMPER” refers to a checklist of ideas-spurring questions (Dryden & Vos,
2005:236).
8.1. List the questions according to the checklist. [7]
8.2. Explain how student can use SCAMPER. [2]

8.1. SCAMPER questions according to the checklist (Dryden and Vos, 2005:236)
S= Substitute? (What could you substitute?)
C= Combine? (What are combinations can you make?
A=Adapt? (How can you adapt it?)
M=Modify? Magnify? (What could you magnify or increase?)
P=Put to other uses?
E=Eliminate or reduce? (What could you reduce or eliminate)
R=Reverse? Rearrange? (what are new forms can you create)

8.2. Student can use SCAMPER by first isolate the challenge or subject you want to think
about to think about, and then ask SCAMPER questions about each step of the challenge or
subject and see what new ideas emerge, according Dryden and Vos (2005: 236).

9. List TEN (10) steps to sporting success. [10]

The steps to sporting success are

1. Have a vision
2. Develop a plan.
3. Set goals.
4. Select well.
5. Induct well.
6. Motivate.
7. Continuously learn.
8. Involve players.
9. Value mistakes.
10. Encourage flair.
 11. Use common sense.
( Dryden and Vos, 2005:

Bibliography

Dryden, G. a. (2005). The new learning revolution. London: Bloomsbury Education.

Witt, M. a. (2005). The learning child. Pretoria: University of South Africa.

 RESULTS
Total = 100 / 100 (100%)