Theories of Social Development: Overcoming Barriers to Learning
Explore the theories of social development focusing on overcoming barriers to learning and participation through the curriculum. Learn about the role of communities, values, norms, and community networks in fostering a conducive learning environment. Discover strategies for change to eliminate systemic and intrinsic barriers to learning, promoting inclusive education for all learners.
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HSD L4 TOPIC 3 MALUTI TVET BETHLEHEM Mrs C Schnetler
Theories of social development OVERCOMING BARRIERS TO LEARNING AND PARTICIPATION THROUGH THE CURRICULUM FOCUS ON BARRIERS THAT CERTAIN LEARNERS FACE AS A DIRECT RESULT OF THEIR COMMUNITY. COMMUNITY: 1. UNIFIED BODY OF INDIVIDUALS, E.G. PEOPLE TOYTOYING THEY ARE UNITED IN THEIR CAUSE TO FIGHT FOR THE RIGHTS OF PEOPLE. 2. A GROUP OF PEOPLE WITH A UNIFYING CHARACTERISTICS OR INTEREST LIVING TOGETHER AS PART OF A LARGER SOCIETY, E.G. ELDERLY COMMUNITY AT AN OLD AGE HOME, THEIR UNIFYING CHARACTERISTICS ARE THAT THEY ARE OLD AND LIVING TOGETHER IN A RETIREMENT FACILITY. 3. A GROUP LINKED BY A COMMON POLICY, E.G. POLITICAL PARTY, BELIEVING THE SAME ABOUT POLITICAL ISSUES. 4. A BODY OF PERSONS OR NATIONS HAVING A COMMON HISTORY OR COMMON SOCIAL, POLITICAL OR ECONOMIC INTERESTS, E.G. ETHNIC GROUP, SHARING THE SAME HISTORICAL BACKGROUND AND ETHNIC ORIGINS. 5. A BODY OF COMMON OR ESPECIALLY PROFESSIONAL INTERESTS SCATTERED THROUGH A LARGER SOCIETY, E.G. MEDICAL COMMUNITY - DOCTORS AND NURSES, SHARING THE SAME PROFESSIONAL INTERESTS.
Theories of social development PEOPLE WITHIN COMMUNITIES SHARE THEIR VALUES AND NORMS: VALUES: A SET OF BELIEFS THAT GUIDE THE BEHAVIOUR OF PEOPLE WHO SHARE THEM NORMS: THE RULES OF BEHAVIOUR THAT ARE SHARED BY PEOPLE WHO SHARE A SET OF VALUES COMMUNITY NETWORKS: MEMBERS OF THE COMMUNITY JOIN TOGETHER IN AN ATTEMPT TO WORK TOGETHER TOWARDS A COMMON CAUSE. * YOUTH GROUPS - RUN BY CHURCHES IN THE COMMUNITIES * TUTORING NETWORKS CONNECT MEMBERS OF THE COMMUNITY WHO NEED HELP WITH THEIR STUDIES TO OTHER MEMBERS OF THE COMMUNITY WHO CAN PROVIDE THEM WITH HELP * MEALS-ON-WHEELS - RUN BY MEMBERS OF THE COMMUNITY TO TAKE FOOD AND COMFORT TO THE HOMES OF THOSE MEMBERS WHO ARE LESS FORTUNATE * PHONE NETWORKS CONNECT MEMBERS OF THE COMMUNITY BY PHONE, SO THAT MEMBERS ARE INFORMED, AND CAN PROVIDE HELP, IF A MEMBER OF THE COMMUNITY NEEDS HELP. COMMUNITY NETWORKS ARE HIGHLY BENEFICIAL TO THE FUNCTIONING AND WELL-BEING OF COMMUNITIES AND TO COMMUNITY SPIRIT. THEY ARE INITIATED AND MAINTAINED BY MEMEBERS OF THE COMMUNITY, FOR MEMBERS OF THE COMMUNITY.
Theories of social development BARRIERS TO LEARNING: SYSTEMIC OR CONTEXTUAL BARRIERS, ALSO CALLED EXTRINSIC BARRIERS: BARRIERS WHICH OCCUR AS A RESULT OF FACTORS OUTSIDE THE LEARNER, AS A RESULT OF THE CONTEXT OR THE SYSTEM OF EDUCATION THAT LEARNERS FIND THEMSELVES IN. EXAMPLE: LEARNERS NOT RECEIVING INSTRUCTION IN THEIR MOTHER TONGUE/HOME LANGUAGE. INTRINSIC BARRIERS: BARRIERS THAT ARE INTERNAL TO THE LEARNER, IT IS PART OF THE LEARNER EXAMPLE: POOR HEARING, POOR EYESIGHT REFER TO P. 185 FOR CASE STUDY WHITE PAPER 6 OUTLINES STRATEGIES FOR CHANGE THAT CAN ELIMINATE BARRIERS: * EARLY IDENTIFICATION OF LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING * INTERVENING ACCORDINGLY * MOBILISING VULNERABLE, OUT-OF-SCHOOL YOUTH * ESTABLISHING SUPPORT TEAMS TO PROVIDE COMMUNITY-BASED SUPPORT SERVICES.
Theories of social development OVERCOMING BARRIERS TO LEARNING THROUGH THE CURRICULUM * THE OUTCOMES AND ASSESSMENT STANDARDS EMPHASISE LEARNER-CENTRED AND ACTIVITY-BASED EDUCATION. THEY ARE AIMED AT ENCOURAGING PARTICIPATION AND THEY ALLOW FOR CREATIVITY ON THE PART OF THE TEACHERS, WHO CAN INTERPRET THEM TO SUIT THE NEEDS OF INDIVIDUAL LEARNERS. * LEARNING OUTCOMES DO NOT PRESCRIBE CONTENT OR METHOD, THUS CONTENT OR METHOD CAN BE ADAPTED AS APPROPRIATE FOR INDIVIDUAL LEARNERS. * ACTIVITIES CAN BE FLEXIBLE TEACHERS CAN CHOOSE CONTENT THAT IA RELEVANT TO THE NEEDS OF THE LEARNERS. * TIMEFRAMES ARE FLEXIBLE: LEARNERS WHO NEED MORE TIME TO DO AN ACTIVITY CAN BE ACCOMMODATED. * ASSESSMENT STRATEGIES CAN ALSO BE ADAPTED TO SUIT INDIVIDUAL LEARNERS, E.G. ORAL ASSESSMENT INSTEAD OF WRITTEN ASSESSMENT IF NECESSARY. * THE CURRICULUM EMPHASISES THE PRINCIPLES OF SOCIAL JUSTICE, HEALTHY ENVIRONMENT, HUMAN RIGHTS AND INCLUSIVITY: THE EXPECTATIONS CAN BE ADAPTED TO SUIT INDIVIDUAL LEARNERS INCLUDING THOSE WITH SPECAIL NEEDS. * WHEN DEVELOPING LEARNING PROGRAMMES, TEACHERS ARE ENCOURAGED TO CONSIDER BARRIERS TO LEARNING AND TO MAKE PROVISIONS FOR THESE. * WORK SHCEDULES ARE NOT LIMITED TO A GRADE OR A YEAR: GIFTED LEARNERS CAN ACCELERATE THEIR LEARNING, WHILE OTHERS, LIKE THOSE WITH SPECIAL NEEDS, MAY TEQUIRE A SLOWING-DOWN OF THE PROCESS.
THEORIES OF SOCIAL DEVELOPMENT DIFFERENT PURPOSES OF ASSESSMENT MAIN PURPOSE OF ASSESSMENT SHOULD BE TO ENHANCE INDIVIDUAL GROWTH AND DEVELOPMENT AND TO MONITOR THE PROGRESS OF LEARNERS AND TO FACILITATE LEARNING. WAYS OF ASSESSMENT: * BASELINE ASSESSMENT OF PRIOR LEARNING TAKES PLACE AT THE BEGINNING OF A GRADE OR PHASE. IT ESTABLISHES WHAT THE LEARNERS ALREADY KNOW. IT ASSISTS IN PLANNING LEARNING PROGRAMMES AND LEARNING ACTIVITIES. * DIAGNOSTIC ASSESSMENT IS USED TO FIND OUT THE NATURE AND CAUSE OF BARRIERS TO LEARNING THAT SPECIFIC LEARNERS MIGHT BE EXPERIENCING. GUIDANCE, SUPPORT AND APPROPRIATE INTERVENTIONS FOLLOW SUCH ASSESSMENT AS THE NEED ARISES. * FORMATIVE ASSESSMENT IS USED TO INFORM LEARNERS AND TEACHERS ABOUT LEARNERS PROGRESS SO AS TO IMPROVE LEARNING. CONSTRUCTIVE FEEDBACK IS GIVEN. * SUMMATIVE ASSESSMENT GIVES AN OVERALL PICTURE OF LEARNERS PROGRESS AT A GIVEN TIME, FOR EXAMPLE, AT THE END OF THE TERM OR YEAR OR ON TRANSFER TO ANOTHER SCHOOL. * SYSTEMIC ASSESSMENT IS THE MONITORING OF THE PERFORMANCE OF THE EDUCATION SYSTEM. IT IS BASED ON A REPRESENTATIVE SAMPLE OF SCHOOLS AND LEARNERS SELECTED PROVINCIALLY OR NATIONALLY.
THEORIES OF SOCIAL DEVELOPMENT POSSIBLE QUESTIONS: 1. GIVE A DEFINITION OF COMMUNITY. 2. GIVE EXAMPLES OF COMMUNITY NETWORKS. 3. DISTINGUISH BETWEEN EXTERNAL AND INTERNAL BARRIERS. 4. EXPLAIN HOW BARRIERS CAN BE OVERCOME THROUGH THE CURRICULUM. 5. EXPLAIN THE PURPOSE OF ASSESSMENT. 6. NAME, AND EXPLAIN, DIFFERENT WAYS OF ASSESSMENT.
