Exam (elaborations)
TMS3715 Assignment 4 2024 (652142) - DUE 9 July 2024
- Course
- TMS3715 (TMS3715)
- Institution
- University Of South Africa
TMS3715 Assignment 4 2024 (652142) - DUE 9 July 2024 QUESTIONS WITH ANSWERS
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TMS3715ASSIGNMENT 4 2024
(652142) - DUE 9
JULY 2024
QUESTIONS WITH COMPLETE ANSWERS
[DATE]
[COMPANY NAME]
[Company address]
,TMS3715 Assignment 4 2024 (652142) - DUE 9 July 2024
ANSWER ALL THREE QUESTIONS
QUESTION 1 (50 marks)
Use learning unit 6 - Teaching Reading and Viewing to HL Learners in FET to complete
the tasks of this assignment.
Question 1.1 (15 marks)
Provide an explanation of the schema theory and its relevance in the modern day South
African classroom context. Discuss why you would use this theory specifically to teach the
language skill of "reading" to your home language learners. Support your response with
practical examples that you would use when teaching.
Schema Theory and Its Relevance in the Modern-Day South African Classroom
Schema Theory Overview: Schema theory, proposed by cognitive psychologist Jean Piaget,
posits that knowledge is organized into units called schemas, which are mental structures that
represent some aspect of the world. These schemas help individuals process and interpret
information by connecting new knowledge to existing knowledge structures. In the context of
reading, schemas help readers understand and retain new information by relating it to what they
already know.
Relevance in the Modern-Day South African Classroom: In the diverse and multilingual context
of South African classrooms, schema theory is particularly relevant. Students come from varied
cultural and linguistic backgrounds, each bringing unique schemas shaped by their experiences.
Utilizing schema theory can help bridge gaps in understanding and enhance the learning process
by making new content relatable and comprehensible.
Using Schema Theory to Teach Reading: When teaching reading to home language learners,
schema theory can be employed to activate students' prior knowledge and build connections with
, new texts. This approach not only aids comprehension but also makes learning more engaging
and meaningful.
Practical Examples:
1. Pre-Reading Activities:
o Brainstorming Sessions: Before introducing a new text, engage students in
brainstorming sessions where they share what they know about the topic. For
instance, if the text is about the history of South Africa, students can discuss key
historical events or figures they are familiar with.
o KWL Charts (Know, Want to Know, Learned): Create a KWL chart where
students list what they already know about the topic, what they want to know, and
what they learned after reading. This helps activate prior knowledge and sets a
purpose for reading.
2. Connecting Text to Personal Experiences:
o Relating Text to Students' Lives: Encourage students to make personal
connections with the text. For example, when reading a story about a family, ask
students to share similar experiences from their own lives. This makes the text
more relatable and enhances comprehension.
o Cultural Connections: Use texts that reflect students' cultural backgrounds and
experiences. For instance, reading stories set in local communities or written by
South African authors can help students connect more deeply with the material.
3. Building Background Knowledge:
o Multimedia Resources: Use videos, images, and other multimedia resources to
provide background information on the text's topic. For example, before reading a
text about wildlife in South Africa, show a documentary or pictures of local
wildlife to build students' background knowledge.
o Field Trips and Guest Speakers: Organize field trips or invite guest speakers to
share real-life experiences related to the text. For instance, a visit to a historical
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