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RDF 2601 Assignment 2 2022
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RDF2601ASSIGNMENT 2
2022
QUESTION 1
1.1 Learning and teaching support materials / resources (LTSM)
provide the structure for teaching within which learners explore,
experiment, plan and make decisions for themselves, thus enabling
them to learn, develop and make good progress.
Complete the following table to emphasise the structure LTSM
provide for teaching and learning.
,Name three categories Provide an example of Explain how each
of each category. identified
resources you can resource can be used in
use to the
enhance your teaching teaching of the
and following
learning in the Foundation Phase
Foundation subjects:
Phase. - Mathematics
- Home Language
- First Additional
Language
- Life Skills
Print materials Flashcards Flashcards. Making and
Whiteboards. using visual aids such
YouTube as
Projected materials- flashcards or posters
slide, are a
film-strips, film very helpful resource for
Illustrated books visual learners, and can
Chart make all the difference
Picture when studying for an
Maps exam.
Globes Whiteboards. Visual
Atlas learners
can make excellent use
of
whiteboards to write out
mind maps or to draw
charts
and diagrams to assist
with
their understanding and
learning.
Technological resources Recordings Auditory learners do well
Tele-lecture when they can listen
Radio again to lessons or notes
Sound Films being read aloud. Using
Telephone, etc. a Dictaphone
will mean students can
, either record lessons at
school or even record
themselves reading
notes aloud so they can
listen again later.
Audio visual Telivision Audio Visual Materials
Film can
Motion Picture create all of the reading
Video tapes materials more effective
Printed materials with and
recorded sound attractive to all students in
Demonstratio a
class room.
All the learning
materials
can be represented
properly
with accurate illustration
with the help of Audio
Visual
Materials. These bring
variation and
diversity among the
learning
material for the
convenient
of the students
1.2 Bušljeta (2013:56) describes the purpose of teaching and learning
resources as being to “assist the teacher with the presentation and
transmission of educational content and the achievement of educational
objectives, whilst aiding the students in acquiring knowledge and
profiling different abilities and values”.
Discuss the common goals of using LTSM in your classroom. Illustrate
each goal by giving an example from each of the subjects, Maths,
Life Skills, Home Language and First Additional Language.
Common goals of LTSM:
• student motivation
• developing creativity
• evoking prior knowledge
• encouraging the process of understanding, decoding, organising and
synthesising the educational content, logical thinking and reasoning,
communication and interaction
, • contributing to the development of different skills and the acquisition of values
and attitudes, as well as the retention of desirable knowledge, skills and
attitudes
1.3.1 Resource development according to Howard Gardner’s multiple
intelligences:
Howard Gardner, a developmental psychologist, believes that learning
styles should rather be referred to as “intelligences” and focuses on the
question “how are you smart?”, instead of “how smart are you?” His
theory suggests EIGHT (8) multiple intelligences (MI) that people engage
in when processing information.
List FIVE (5) of Gardner’s multiple intelligences that you can apply to
develop Foundation Phase resources
Multiple intelligences (MI) that people engage in when processing
information.
• linguistic intelligence
• logical-mathematical intelligence
• spatial intelligence
• bodily-kinaesthetic intelligence
• musical intelligence
• interpersonal intelligence
• intrapersonal intelligence
1.3.2 In the corner of your Grade 2 classroom, design, make, paint and
display the type of resources you can use to attract learners that show
each of the five intelligences of your choice (for example Linguistic
smart), taking into consideration that they learn better and freely when
their types of smart are identified and taken care of. Justify each one of
your choices.
Linguistic intelligence
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