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TMS3715 Assignment 4 2024 (652142) - DUE 9 July 2024
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TMS3715 Assignment 4 2024 (652142) - DUE 9 July 2024 QUESTIONS AND ANSWERS
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[Date]TMS3715 Assignment
4 2024 (652142) -
DUE 9 July 2024
QUESTIONS AND ANSWERS
,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 site or a talk by a community elder can provide
valuable context and enhance students' understanding.
4. During Reading Activities:
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