Question 1
1.1 Draw a table in which you distinguish between factors causing intrinsic barriers to
learning (barriers located within the learner himself) and extrinsic barriers to learning
(barriers to learning emanating from outside the learner).
Intrinsic barriers to learning Extrinsic barriers to learning
Impairment - physically or emotionally Poorly trained teachers and education
managers.
Individual thought and behavior – Environments that is unsafe and not
psychosocial accessible.
Abilities that is different for certain Curriculums that is unbendable.
individuals.
Life experiences such as concerned No involvement of parents and not
interactions. recognizing the importance thereof.
Medical conditions such as learning Negative attitudes that are discriminating
difficulties, epilepsy and cerebral palsy.
1.2 Explain the following forms of assessment and provide one example of how you will
use each of them to support learners who experience barriers to learning in the teaching
and learning environment. 1.2.1 Base line assessment
, This form of assessment is usually done in the beginning of the year to obtain a point to
future measurements and predictions. This is to establish the nature of extend of barriers
the learner is experiencing. This includes their level of performance.
The following can be used to assess the learner:
• Dictate the learner’s operational level in the learning area.
• Create a baseline assessment using the standards of the previous grades
assessments.
• Conduct the baseline assessment
• Study the responses of the baseline assessments.
• Adapt the learning programmes, work schedules and lesson plans using the
results of the assessment.
• Make sure that the adapted learning and teaching support materials and assistive
devices are made available.
• Support learners by making clear, accessible, attainable activities. Make sure they
have enough time and enough opportunities to master the tasks and succeed
while building their confidence.
I will use this form of assessment to establish the areas in which the learner is
experiencing barriers at the beginning of the year. Doing more tasks and activities that
will help the learner with these barriers to make sure they will be ready for the work of
that grade.
1.2.2 Formative assessment
This is a continuous assessment. This assessment is often an informal assessment. This
assessment is designed to monitor and support the learning progress. This assessment
entails tools that identify where the learner struggles and if the learner has gaps and how
to close these gaps along the way. “The broad purpose of assessment is to help learners
move forward in their learnings; to ‘form’ or shape their development”. – Donald et al.
(2006:99).
It is important for teachers to be able to follow the progress of individual learners. The
following are basic guidelines for tracking an individual’s progress:
• Evaluate the content and thinking style of the student.
• Evaluation is based on observable performance, which also reflects important
internal thinking or cognitive behaviors, such as identification, analysis, and
comparison.
• In addition to performance tasks such as essays, tests, and homework, you must
also observe students in interactive classroom activities.
1.1 Draw a table in which you distinguish between factors causing intrinsic barriers to
learning (barriers located within the learner himself) and extrinsic barriers to learning
(barriers to learning emanating from outside the learner).
Intrinsic barriers to learning Extrinsic barriers to learning
Impairment - physically or emotionally Poorly trained teachers and education
managers.
Individual thought and behavior – Environments that is unsafe and not
psychosocial accessible.
Abilities that is different for certain Curriculums that is unbendable.
individuals.
Life experiences such as concerned No involvement of parents and not
interactions. recognizing the importance thereof.
Medical conditions such as learning Negative attitudes that are discriminating
difficulties, epilepsy and cerebral palsy.
1.2 Explain the following forms of assessment and provide one example of how you will
use each of them to support learners who experience barriers to learning in the teaching
and learning environment. 1.2.1 Base line assessment
, This form of assessment is usually done in the beginning of the year to obtain a point to
future measurements and predictions. This is to establish the nature of extend of barriers
the learner is experiencing. This includes their level of performance.
The following can be used to assess the learner:
• Dictate the learner’s operational level in the learning area.
• Create a baseline assessment using the standards of the previous grades
assessments.
• Conduct the baseline assessment
• Study the responses of the baseline assessments.
• Adapt the learning programmes, work schedules and lesson plans using the
results of the assessment.
• Make sure that the adapted learning and teaching support materials and assistive
devices are made available.
• Support learners by making clear, accessible, attainable activities. Make sure they
have enough time and enough opportunities to master the tasks and succeed
while building their confidence.
I will use this form of assessment to establish the areas in which the learner is
experiencing barriers at the beginning of the year. Doing more tasks and activities that
will help the learner with these barriers to make sure they will be ready for the work of
that grade.
1.2.2 Formative assessment
This is a continuous assessment. This assessment is often an informal assessment. This
assessment is designed to monitor and support the learning progress. This assessment
entails tools that identify where the learner struggles and if the learner has gaps and how
to close these gaps along the way. “The broad purpose of assessment is to help learners
move forward in their learnings; to ‘form’ or shape their development”. – Donald et al.
(2006:99).
It is important for teachers to be able to follow the progress of individual learners. The
following are basic guidelines for tracking an individual’s progress:
• Evaluate the content and thinking style of the student.
• Evaluation is based on observable performance, which also reflects important
internal thinking or cognitive behaviors, such as identification, analysis, and
comparison.
• In addition to performance tasks such as essays, tests, and homework, you must
also observe students in interactive classroom activities.
