ETH305V EXAM PREP 2022

ETH305V EXAM PREP 2022. Summaries & explanations relating to options to the Qs in assign 1. # 1.2 SOCIALISATION MODELS: learner profile reflects community & wider society education serves i) assimilation: acceptance of a minor group by major pop in which minor group takes over values & norms of de dominant culture completely. A+B+C=A ii) amalgamation / melting-pot model: creation & development of entirely, unique, distinctive culture into new homogenous society by eradicating cultural differences through education. A+B+C=D iii) open society ideology: individual interests given priority by rejecting any basis upon which group are formed, eg. ethnicity, faith, language etc. A+B+C=O 1.2.1Culturally Pluralistic Models: relate to cultural, religious, ethnically diverse society where several ethnic groupings co-exist, each living in communities separate from each other. i) structural pluralism / classic cultural / external / isolated / vertical pluralism: process where no intergroup contact is promoted, by accepting cultural pluralism as part of a modern city, but advocating separate development of structural& institutional systems like education, language, legal systems etc. A+B+C = A+B+C ii) modified cultural pluralism: acknowledges cultural diversity but favours greater interaction between different groups. A+B+C = A1+B1+C1 ( 1s represent same group after change due to reciprocal influencing takes place) iii) dynamic cultural pluralism is an expanded form of MCP, acknowledging importance of individual ethnic identity of groups, but considers emphasis on this too narrow / restrictive for free group formation. Cultural diversity is recognised with an outlook to free association /interaction between groups on basis of politics, race, ethnicity, language, socio-economics etc. so as to gear towards social concerns & solving community problems. #1.3.1.3 ATTEMPTS TO PROMOTE INTEGRATION: plans to desegregate schools i) “Pairing & Clustering” : “pairing”= white & black schools were joined through cooperative agreement, where white & black learners were taught together up to a certain grade in a white school & thereafter at the black school or vice versa. “clustering” = same thing but more than one school collaborated in this way. ii) “Busing”: (system of bus transport) = learners conveyed from one neighborhood to others so as to ensure a specific race ratio. New school board boundaries established where they were allowed to accommodate only certain grades, & sites for new schools chosen so parents were obliged to send to specific schools so that race ratio is in proportion. iii) “ magnet schools/ educatuional parks: attempt to promote voluntary integration by offering education of outstanding quality in a bid to convince parents to enroll their kids at the school. iv) Supplementary education: by arranging smaller classes & making available English revision textbooks, psychologists & social workers in a bid to aid black learners to adjust & fully integrate into new desegregated educational dispensation. S - The study-notes marketplace Downloaded by: rishmanyar | Distribution of this document is illegal S - The study-notes marketplace # CONCEPT OF MULITICULTURAL EDUC # CONCEPT OF CULTURE # MACROCULTURE & MICRO OR SUB-CULTURE Macroculture =dominant culture of a nation generally shared by all. In SA macroculture- dominant group, but not shared by all due to history of separatism through apartheid. Microculture = classroom, office, religious/sports group where values, rules etc shared by group members. In SA, although microcultures have become isolated they are not isolated per se since people interact & overlap through several microcultures. # # o o o These o issued to quell educational unrest of the 70s o o o S - The study-notes marketplace Downloaded by: rishmanyar | Distribution of this document is illegal S - The study-notes marketplace # LEARNING STYLES Factors that make up our learning environment: o Enviromental Factors: effects of sound, light, weather, place specifics in classroom o Emotional Factors: motivated by extrinsic rewards: prizes, or Fear of punishment, Intrinsic factors: dislike /enjoyment of specific subject Differing levels of persistence, variables affecting concentration on tasks Views on accountability of success & failure: accepting or calling it ‘luck’ Structural needs of learners: o Pschyological Factors: distinguish between Analytic learners: learners who break down learning material to understand it. & Global learners: build an overall picture of the content Reflective learners: think before answering / take time… & Impulsive learners: answer on the turn / quickly o Sociological Factors: preference of group work Or Buddy system: working with another learner Teamwork: stimulated by collaborative teamwork & competition between teams o Physical Factors: differences in choice of Sensory input for learning style: Auditory: vocal discussns Visual: pics, diagrams, chalkboard Tactile-Kinesthetic: experiments, building, using hands etc. o Field Dependent Learner: prefer global, holistic, relational approach to learning Peer Relationship: likes to work with others to Achieve common goal; helps / sensitive to othrs feelings Educator Re.: expres warm feelings for ed. & asks qs about his/her likes; dislikes; personal feelings Instructional Re.: seeks guidanc/demonstratn frm ed. & personal rewards dat strengthen relatn with ed. Highly motivated when working individually with ed. Cognitive Style: functions well when aims carefully explained/ demonstrated prior to lesson activity & curriculum content is made relevant to personal interests & experiences Deals well with concepts in story/humanized form & has Preference for concrete visual images. o Field Independent Learner: display a more analytic, verbal, sequential style Peer Relationship: likes to work independently & compete with others & gain recognitn for achievement : Is task orientated & not socially dependent when working. Educator Re.: rarely seeks physical contact with ed. & restricts formal interactions with ed. to tasks at hand. Instructional Re.: likes to risk & try new tasks without ed’s help; impatient to begin tasks& complete 1st : Seeks non-social rewards Cognitive Style: likes to break up learning content & enjoys discovery approach. Stresses details of concepts & regards parts to have meaning on their own. S - The study-notes marketplace Downloaded by: rishmanyar | Distribution of this document is illegal S - The study-notes marketplace # TEACHING STYLES: o Field Dependent Educator: Learner Relationship: gives verbal/ physical expressions of approval & warmth; uses personalized rewards to strengthen relation with learner. Instructional Behaviour.: express confidence in learners ability to succeed Gives guidance & makes aims/main principles obvious Encourages learning as role model & asks learners to imitate Encourages cooperation & development of group feeling Holds internal class disc relating material to learners experiences Curriculum Related Behaviour: emphasizes global aspects of content & explains lesson outcome clearly Personalizes curriculum, & familiarizes content to learner experience. Uses teaching material to find out how learners feel about learning content o Field Independent Educator: Learner Relationship: maintains formal relation with learner & centres attention on task & considers social atmosphere less important Instructional Behaviour.: Encourages independent achievement Encourages competition Guides activities instead of directing them Encourages trial & error learning Encourages task orientation Curriculum Related Behaviour: focuses on details of content Focuses on facts & principles Encourages use of innovative approaches to problem-solving Relies on graphs, charts, & formulas Emphasizes inductive learning & the discovery approach ASSIGNMENT 01 : Answers to Qs are in red 1. The following is not a model of socialisation. 1) amalgamation 2) assimilation: 3) racism 4) structural pluralism 2. The representation A + B + C = D is an example of: 1) assimilation 2) amalgamation 3) modified cultural pluralism 4) dynamic cultural pluralism 3. The following can be seen as educational segregation. 1) busing 2) magnet schools 3) mono-ethnic schools 4) pairing 4. The term "culture" encompasses the following: 1) all visual activities 2) the result of a group’s activities 3) the tradition of a group 4) the total of a groups material & nonmaterial activities 5. The following do (does) not play a role when the term "race" is defined. 1) biological characteristics 2) genetics 3) intellectual ability 4) physical characteristics S - The study-notes marketplace Downloaded by: rishmanyar | Distribution of this document is illegal S - The study-notes marketplace 6. Ethonocentrism develops when ... 1) individuals or groups are treated differently 2) certain groups are in the numerical minority 3) ethnic groups see themselves as superior to other groups 4) minority groups are discriminated against 7. Resistance to unequal education in South Africa reached a turning point in the 1) 1960s 2) 1970s 3) 1980s 4) 1990s 8. The National Policy for General Education Affairs Act 76 of 1984 made provision for 1) separate but equal schools 2) antiracist schools 3) monocultural schools 4) multicultural schools 9. The Amendment to the National Educational Policy promulgated on 28 June 1991 created the following possibility (possibilities) of providing education: 1) multicultural schools 2) integrated schools 3) monocultural schools 4) all of the above 10. In which year was the statutory protection of race groups repealed, after which learners could be admitted to a school of their choice? 1) 1994 2) 1996 3) 1991 4) 1976 11. Which of the following is not a characteristic of multicultural education? 1) encourages acculturation & cultural preservation 2) requires only curriculum reform 3) encourages mutual interaction 4) acknowledges equal rights 12. Which of the following is not a component of the communication process? 1) the sender 2) the document 3) the code 4) the message 13. Which of the following categories could be a barrier(s) to effective cross-cultural communication? 1) physical barriers 2) psychological barriers 3) perceptual barriers 4) all of the above 14. A positive language policy should include the following people or institutions involved: a) school governing bodies b) parent community c) the church d) educators 1) a), b) & c) 2) a), b) & d) 3) a), c) & d) 4) b), c) & d) S - The study-notes marketplace Downloaded by: rishmanyar | Distribution of this document is illegal S - The study-notes marketplace 15. Which of the following influence the learning style of a learner? a) environmental factors b) emotional factors c) economic factors d) physical factors 1) a), b) & d) 2) b), c) & d) 3) a), c) & d) 4) a), b) & c) 16. The following is characteristic of a field-dependent learner: a) likes to work with others to achieve a common goal b) seeks guidance from the educator c) rarely seeks physical contact with the educator d) shows a preference for concrete visual images 1) a), b) & c) 2) b), c) & d) 3) a), b) & d) 4) a), c) & d) 17. The following is characteristic of a field-independent learner: a) seeks non-social rewards b) enjoys the discovery approach c) is task-oriented d) deals well with concepts in humanised or story form 1) a), b) & c) 2) a), b) & d) 3) b), c) & d) 4) a), b) & d) 18. The following is characteristic of a field-dependent educator: a) maintains formal relationships with learners b) expresses confidence in the learner’s ability to succeed c) personalises the curriculum d) explains clearly what learners have to achieve by the end of the lesson 1) a), b) & c) 2) a), b) & d) 3) b), c) & d) 4) a), c) & d) 19. The deficiency orientation includes the following: a) The belief that the learner is deficient or lacking in something to achieve success. b) The educator represents the absolute standard against which the learner is measured. c) The educator helps learners to give positive meaning to their lives. d) The result is a lower set of expectations of the learner. 1) a), b) & c) 2) a), b) & d) 3) b), c) & d) 4) a), c) & d) 20. The difference orientation includes the following: a) The school’s perception of the learner’s language is negative. b) Differences are not wrong, but possible strengths. c) It acknowledges the different ways of communicating. d) It establishes effective relationships with learners. 1) a), b) & c) 2) a), c) & d) 3) b), c) & d) 4) a), b) & d) S - The study-notes marketplace Downloaded by: rishmanyar | Distribution of this document is illegal S - The study-notes marketplace ASSIGNMENT 02: the questions highlighted in red were discussed during disc. classes a) Define the following concepts & give an example: