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HBEDIE6 EXAM PACK 2023
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- University Of South Africa
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HBEDIE6 EXAMPACK 2023
UPDATED
REVISION PACK
, INTRODUCTION TO INCLUSIVE EDUCATION (HBEDIE6)
ALLOCATIONS
SUBMISSION DATE: 08 JANUARY 2018
PAPER QUESTION/S ALLOCATION
Jan/Feb 2016 Section A: questions 1,2 & 3 Jenaemi
Section A: questions 3, 4 & 5 Maritza
Section B: questions 1, 2 & 3 Fati
Section B: questions 4 & 5 Lethumusa
May/June 2016 Section A: Question 1 (1.1, 1.2 & 1.3) Sibusiso
Section A: Question 2 (2.1 & 2.2) Zah
Section A: Question 2 (2.3 & 2.4) Thembalethu
Section B: Question 3 (3.1, 3.2 & 3.3) Phumla
Jan/Feb 2017 Question 1 (1.1, 1.2, 1.3, 1.4 & 1.5) Mrs Maswangaye
Question 2 (2.1, 2.2, 2.3 (2.3.1 & 2.3.2) Thembi
Question 3 (3.1, 3.2 & 3.3) Family bonding time
Question 4 (4.1, 4.2 & 4.3) Zakhele
Question 5 (5.1, 5.2 & 5.3) Reba
May/June 2017 Question 1 & Question 2 (2.1 & 2.2) Ndo
(01)
Question 3 (3.1 & 3.2) Valerie
Question 4 (4.1 & 4.2) Tamsin
Question 4 (4.3) Lamla
May/June 2017 Question 1 & Question 2 Stella
(02)
Question 4 (bullet number 1 (learner profile) & 2 (learning Bhelekazi
barriers)
Question 4 (bullet number 3 (lesson structure/plan) & 4 Rinnah
(parent involvement)
January/February 2016
SECTION A:
IMPLICATIONS OF INCLUSION FOR TEACHING METHODOLOGIES
Maritza’s submission
1. What is multi-level teaching? (5)
Multi-level teaching is where one lesson is taught to an entire group while meeting the individual needs of each
child. Multi-level teaching is an effective approach to instruction and requires less time than separate instruction.
3. What is co-operative learning (5)
CHAPTER 4 PG 79
Co-operative learning is seen as an educational innovation which forms part of Curriculum. Research has shown that
cooperative learning leads to the following academic, social, affective and psychological gains:
• dramatically improved academic achievement and higher-order thinking skills (especially for the lower-achieving
learners)
,• the improvement of the attitudes of teachers and learners towards learners with impairments
• the improvement of the achievement of learners with impairments in ordinary schools
• the improvement of social relations, social skills and self-esteem among all learners.
4. Discuss the importance of grouping learners when using the co-operative learning strategy
CHAPTER 4 PG 80
When selecting the size of the cooperative learning group, Johnson et al. (ibid) recommend the following factors be
taken into account:
1. The bigger the group, the bigger the range of abilities, expertise, skills and the number of minds for
completing a task, as well as the diversity of viewpoints and the risk for controversy and differences.
2. The shorter the period of time to complete an activity, the smaller the group should be. Smaller groups such
as pairs are more effective because they need less time to get organised, and more time is available for each
member to contribute.
3. The smaller the group, the better the contribution of each learner will be.
4. The larger the group, the better organised the group should be in providing everyone with a chance to
contribute; in coordinating the actions of each group member; in reaching consensus; and in keeping all
members focused, as well as maintaining good working relationships.
5. In larger groups there is less time for face-to-face interaction and a reduced sense of intimacy. This results in
less personal support among group members.
6. The size of the group will depend on the equipment and assistive devices available. If nine computers are
available for 30 learners, there could be six groups of three learners each and three groups of four learners
each.
7. It is easier to identify learning difficulties if the groups are smaller, and also to pay attention to conflicts and
the personal adjustment of learners to the group.
Characteristics:
• Individual learners work together, in cooperative learning groups, to reach a common goal.
• Effective for academically, physically, ethnically, and linguistically heterogeneous classrooms.
• Teachers must be well prepared, or it may not be successful
• Positive interdependence – learners are linked to each other; if one does not succeed, neither can the others.
• Individual and group accountability – group as a whole, as well as each individual, responsible for achieving
outcomes
• Appropriate use of cooperative skills – includes social skills such as: communicating accurately, accepting and
supporting each other, resolving conflict, sharing, etc.
• Promotive interaction – learners encourage and facilitate each other to accomplish outcomes
• Learner reflection – reflecting on the functioning of the group and whether outcomes were achieved.
5. Discuss characteristics of effective co-operative learning activities
CHAPTER 4. PG 79-80
According to Putnam (1998b: 18), in cooperative learning groups individual learners work together to reach a
common goal. Johnson et al. (1994: 4) maintain that within cooperative learning, individual learners achieve
outcomes that are beneficial to themselves as well as to all group members. “Cooperative learning is the
instructional use of small groups through which students [learners] work together to maximize their own and each
other’s learning” (Johnson et al. 1994: 3). Cooperative learning is thus considered as a sound approach for
academically, physically, ethnically and linguistically heterogeneous classrooms (Lotan & Whitcomb 1998: 1; Putnam
, (a) Positive interdependence
Learners must understand that they are linked to each other and if one does not succeed nor can the others. Putnam
(1998b: 19) maintains that positive interdependence is the essence of cooperative learning. This can only be
achieved if (1) there is a mutual outcome set for the whole group;
(2) the tasks are divided among all group members;
(3) resources, information and materials are divided among group members;
(4) various roles are assigned to different group members;
(5) the group is rewarded for achieving the mutual outcome.
The learners in the group must be concerned about the performance of each group member.
(b) Individual and group accountability
Firstly, the group must be accountable for achieving its outcomes. Secondly, each learner should be held individually
responsible for completing the task and contributing to the group to prevent some learners from “coasting along”.
(c) Cooperative skills
The essence of cooperative skills includes social skills. This involves:
(1) getting to know and trusting each other in the group;
(2) communicating accurately;
(3) accepting and supporting each other;
(4) resolving conflicts among group members constructively (Putnam 1998b: 27).
(d) Face-to-face interaction
According to Johnson et al. (1994: 10), cooperative learning groups are both an academic support system
where learners learn how to learn, and a personal support system where all members of the group are committed to
one another. That means that learners should interact directly with each other by means of verbal and/or non-verbal
communication. They should promote each other’s learning and become personally committed to each other to
achieve the mutual outcomes.
(e) Learner reflection
At the end of a cooperative learning activity, the members of the group should reflect on their functioning in the
group and whether the outcomes were achieved. They need to describe what contributions were helpful and what
behaviour should be changed to improve the functioning of the group.
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