ETH102L/201/2/2016

Tutorial Letter 201/2/2016

The Learning Child
ETH102L
SEMESTER 2
Department of Psychology of Education

IMPORTANT INFORMATION:
This tutorial letter contains important information
about your module.

Tutorial Letter Semester 2:201ETH102L

Dear Student
We trust that by this stage you have submitted both your assignments and that you
are in the process of preparing yourself for the forthcoming examinations.
This tutorial letter deals with the following:
1. study material for this module
2. guidelines to answering examination questions
3. examples of types of examination questions
4. memoranda: Assignment 01 and Assignment 02

Demarcation or scoping of examinations and assessment

A College decision has been made that lecturers are not to demarcate scope
specific work for examination purposes, but that examination questions
should be based on the entire work covering the notional hours of the
modules. Lecturers should encourage students to learn everything. Where
other competencies or skills are assessed differently during the tuition period,
the various assessments will be spelt out clearly by the lecturer in Tutorial
Letter 201.
According to Assessment Procedure Manual 2013 point number 4.5.2 (e), the
examination memoranda (guidelines, rubrics etc.) shall not be made available
to students.

1. Study material for this module

The following chapters in the prescribed book form the basis of your study
material for this module: The new learning revolution by Dryden and Vos
(2005): chapters 3, 4, 5, 8, 9, 10 and 11.
You also need to read the tutorial letters carefully and the memoranda which
contain the answers to the questions in Assignment 01 and Assignment 02.

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You can look at the questions at the end of study units of the study guide to
assess your level of knowledge and to establish how well prepared you are to
answer the questions in the examination paper.
It is advisable to take a look at previous examination papers (available on
myUnisa) as a form of revision.

It is very important that, as you are studying, you relate the information that
you have studied to the classroom situation and think about how a teacher
can be more effective when he or she is aware of these facts.
You must, when studying each chapter, be thinking of classroom examples
think of your own school career or of situations that you have learnt of by
talking to other parents/learners/teachers. This relating of theory to practical
classroom situations will make it easier for you to study the learning material
and to remember it. It will also assist you in preparing for possible
examination questions where classroom examples, apart from the theoretical
facts, are required.
You must also be able to give your substantiated opinion on situations or
issues this means that you must be able to verify/prove your answer. You
can do this by referring to exact quotes from the textbook that you have
memorised or by providing convincing examples from the classroom.
Keep in mind that you should feel enriched when you have completed this
module you must be able to implement the knowledge when you are
teaching in order to make a difference in the lives of learners.
2. Guidelines to answering examination questions
The most common mistakes that students make when answering the questions
are as follows:
2.1 Giving incomplete answers: Problem: Students did not check whether they
have answered the question fully. Solution: Underline key words in the
question and check whether you have dealt with those when answering the
question.
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2.2 Not giving classroom examples when asked: Problem: Students did not
read the question properly and did not check that they had given examples
from the classroom. Solution: Go through all your answers to the questions at
the end of the session and check that you have answered each question
properly.
2.3 Omitting some questions Problem: Students did not check whether they had
answered each question and sub-questions. Solution: Check whether you
have answered all the questions and sub-questions before you hand in your
examination script.
2.4 Not being able to finish on time: Problem: Students did not check the time.
There was not enough time to answer all the questions or they spent too much
time on a question. Solution: Look at all the questions. Look at the total marks
allocated to each question. Decide right at the beginning which questions need
more time to answer, look at the duration of the session (120 minutes) and
then divide the 120 minutes between the different questions, for example 3
questions = 40 minutes per question. Rather spend 30 minutes on each
question, so that you have extra time at the end of the session to do the
checking. Keep to your time limit so that you can be sure to finish on time. It is
very frustrating when you know the learning content, but there isnt enough
time to put it all on paper!
2.5 Answers to questions cannot be read by the person marking your
examination script: Problem: Handwriting of student is difficult to read.
Solution: Write in such a way that the marker can read your handwriting,
especially if he or she is marking up into the early hours of the morning.
Highlight your important keywords in your answers with a highlighter so that
the marker can immediately spot them.
2.6 Failing the examination: Problem: Students did not study and thought they
could answer the questions by waffling and making up their own theories and
so-called facts using common sense. Solution: Study the learning content so
that you can answer your examination questions. Marks will only be granted
for facts not self-fabricated facts.

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3. Examples of types of examination questions

3.1 Examples of the multiple-choice questions (MCQs) are in your Tutorial Letter
101, Assignment 01, and under 4.1 below.
3.2

Examples of other questions similar to those under 4.2 below are as follows:
3.2.1 Name: This means list. For example, Name the different theories of
no discussion is needed.
3.2.2 Discuss briefly: This requires a discussion of about a medium-sized
paragraph. Check how many marks are given for the question and regard
them as an indication of the possible length of your answer: one mark given
for each fact.
3.2.3 Describe briefly: This is similar to Discuss briefly.
3.2.4 List: Like name, this implies no discussion, for example List the
typical characteristics of .
3.2.5 Give your substantiated opinion on : For example, Give your
substantiated opinion on the ignorance of teachers regarding emotional
intelligence.
3.2.6 Discuss: Look at the marks given for the question and you will know
that you need say 25 facts if it is an essay-type question as in Discuss .
3.2.7 Describe: This is similar to Discuss.
3.2.8 Compare: Students often find this type of question difficult. It neednt be
difficult. All that you have to do is to compare the two things mentioned in the
question. Students usually discuss the two things individually and do not
compare the two with each other and that is not what has been asked. So you
get 0 marks for such an answer, as you did not answer the question.
3.2.9 Indicate the difference between : This type of question is the same
as Compare

4. Memoranda: Assignment 01 and Assignment 02

4.1 Assignment 01: Answers to the multiple-choice questions
The answers are listed in the same order as the questions, namely from
question 1 to question 25 (25 x 4=100 marks).

Question

Correct
answer

1. Which of the following are myths about learning and intelligence?

a)
We all learn best in the same way.
b)
There is only one form of intelligence.
c)
School is the only place to learn.
d)
All of the above.

2. Sport probably provides a much better learning model than many

schools because ____.
a) sport achievers have a dream
b) sport achievers have specific goals which they break down
into achievable steps
c) sport achievers combine mind, body and action
d) All of the above.

3. Auditory learners learn best by ____.

a)
b)
c)
d)

moving
seeing
listening
touching

4. Which of the following statements is INCORRECT?

a) Concrete sequential thinkers are based in reality.
b) Concrete random thinkers are experimenters.
c)
Abstract sequential thinkers are grounded in social
relations.
d) Abstract random thinkers organise information through
reflection.
5. Linguistic intelligence is commonly found in ____.
a) athletes
b) musicians
c) novelists
d) artists
6. People who are considered experimenters have the following
thinking styles:
a) concrete sequential
b) concrete random
c) abstract random
d) abstract sequential

7. You will know that a person has a visual learning style when
they ____.
a)
b)
c)
d)
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like to draw pictures and wall charts when studying

draw a map when asked for directions
draw patterns and makes notes when listening to the teacher
All of the above.

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8. Which of the following statements is CORRECT?

a)

According to Goleman (in Dryden & Vos, 2005), emotional

intelligence includes self-control, zeal, persistence and the
ability to motivate oneself.
b) The Montessori approach to learning teaches that reading,
writing and mathematics should be left until the ages of 7
years onwards.
c) Intelligence takes at least 3 forms: analytical, creative and
practical.
d) All of the above.
9. A person who is sensitive to the emotional power of music is
most likely to have ____.
a) naturalistic intelligence
b) musical intelligence
c) spiritual intelligence
d) visual-spatial intelligence

10. The extraverted sensation types of people are interested in

____.
a)
b)
c)
d)

sport and thrill seeking

other peoples thoughts and feelings
inward fulfilment
None of the above

11. Which of the following statements is CORRECT?

a) The temporal lobe is the speech centre of the brain.
b) The amygdala is the emotional control centre of the brain.
c) The corpus callosum links the left and right sides of the brain.
d) All of the above.

12. Interpersonal intelligence is the ability to ____.

a)
b)
c)
d)

access inner feelings and emotions

communicate effectively with others
write novels and plays
All of the above.

13. Which of the following statements is CORRECT?

a) Multiple intelligence teaches us that all children are smart in
the exactly the same way.
b) According to the anatomy of the brain, the limbic system
is at the bottom of the brain.
c) The school is the only place to learn.
d) All of the above.

14. Which lobe handles your spatial ability?

a)
b)
c)
d)

Parietal lobe
Occipital lobe
Temporal lobe
All of the above

15. Which of the following statements is CORRECT?

a) Tony Buzan suggests drawing mind maps instead of taking
linear notes.
b) The brain has two gatekeepers namely the hippocampus and
the amygdala.
c) An idea is a new combination of old elements.
d) All of the above.
16. Which of the following statements is INCORRECT?
a) An effective teacher would encourage students to use the
power of visualisation in their learning.
b) The pre-frontal cortex is the speech centre of the brain.
c)
The right brain is said to deal with processes of rhythm,
rhyme, music and pictures (the so-called creative activities).
d) None of the above.

17. Which of the following statements is CORRECT?

a)

b)
c)
d)

400 years ago, Britains Oxford University taught that the

human brain was unimportant, and that all intelligence
resided in the heart.
The best teachers are facilitators, motivators, orchestrators
and coaches.
Our thinking styles can be classified as concrete sequential,
concrete random, abstract random and abstract sequential.
All of the above.

18. The left and the right sides of the brain are linked by the ____.
a)
b)
c)
d)

corpus callosum
dendrites
neurons
None of the above

19. Which of the following is CORRECT?

a)

The limbic system is responsible for fear, rage, emotion,

sexuality and passion.
b) The medulla controls the heartbeat and respiration.
c) The cerebellum is responsible for coordination and balance.
d) All of the above.

20. Which of the following are CORRECT?

a) The cortex is at the highest level of the brain.
b) That intelligence is largely fixed at birth and can be accurately
determined by IQ or similar standardised tests.
c) That there is only one form of talent.
d) All of the above.
21. The statement, Throw away the crutches and let children use
their wings (Dryden & Vos 2005:146) implies the following:
a) Help all children make the most of their strengths and
their abilities to correct their areas of difficulties.
b) Children do not need help.
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c)
d)

Children have many problems.

All of the above.

22. Teachers can use the following setting/s to teach their lessons:
a)
b)
c)
d)

fields trips
science labs
music and art theatres
All of the above.

23. A nutritious and brain friendly diet would likely consist of the
following:
a)
b)
c)
d)

fish
nuts
water
All of the above.

24. One of the ways to develop a successful high/secondary school

is to ____.
a)
b)
c)
d)

get teachers talking to each other

remove learners who do not perform well
adopt a rigid and inflexible curriculum
None of the above.

25. The Montessori approach to learning teaches that reading,

writing and mathematics should be left until the ages of ____.
a) 8 years onwards
b) 9 years onwards
c) 10 years onwards
d) None of the above.

Assignment 02: Semester 2

Answer these questions:
1. There were FIVE (5) main factors that influenced Helen Kellers ability to learn.
Name these factors and then discuss each.
(10)
Time She needed to follow her own time-clock to overcome her challenges.

Culture Helen Kellers culture esteemed the ability to talk and read. Culture
determines the context of learning and learning problems. Culture defines who is
disabled a child labelled dyslexic, hyperactive or learning disabled in our society
might excel in another culture.

Context Kellers plight was being blind, deaf and mute. She had to learn within that
limited context. An IQ tests with its linguistic base would have scored her low, if she
had scored at all.

Support The support of a caring and able teacher is essential. Sullivan never gave
up on Keller despite her wild temper tantrums.
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Freedom of choice She chose what she wanted to learn and how. There was no
rush. She did it in her own time and context.

Sullivan had discovered the brain-body and mind-body connection.

2. Pat Nolan (in the High School Revolution) states that: The old method of
operating high schools is separated from the real world.
2.1 Explain what is meant by the above statement.
The old method was a compartmentalised or segregated curriculum subjects were taught

(5)

separately and seldom were there connections between subjects. Yet its by linking subjects
together and by seeing the interconnections that we come to understand the real world
better. Thus, integration is crucial to learning.
2.2 Discuss the THREE (3) key elements of integrated studies as suggested by
Nolan.
Interesting out-of-class project activities, combining research and exploration.

Student use of the computer as a tool for information processing and analysis.

History, geography, science, math, economics, writing, computing and other studies are

(6)

linked together, not taught separately.

3.

Dryden and Vos (2005: 359) state that kinesthetic and tactile learners are
the main candidates for failure in traditional school classroom. Do you
agree or disagree with this statement? Provide reasons for your answer.

(5)

Agree- Kinesthetic and tactile learners need to move around, to feel, to touch
and to do. Traditional classrooms teach mainly to visual and auditory learners.
Thus, if the teaching method does not allow them to do this, they feel left out,
uninvolved and bored, leading to school failure.
4.

As part of the catch-up revolution, reading programmes play a vital role.

4.1

Discuss the SIX (6) key ingredients of TARP (Tape-Assisted Reading

Programme).
provide a full range of books and stories graded by age-group reading levels,
with interesting photos and pictures
encourage each child to choose stories on subjects that interest them
have those stories recorded on audio tape by parents, teachers or older
students
the student reads the story as he/she listens at home and at school
when they feel confident, he/she reads the story without the recording
then he/she reads part of it to the teacher, some parts from his/her selection,
some from the teacher's choice

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(6)

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4.2

Explain how the four minute reading catch-up programme can be applied
effectively to assist learners who struggle with reading.

(6)

The four-minute reading programme (refer to page 391 to 393 of your textbook and
formulate your own answer)

When each child starts school, teachers check his/her level of understanding. If a
child (Bobby) can recognise his own name and other words starting with B, but he
cant manage those starting with P or W or K, then the teacher works out a
personalised daily list of words.

These words will include the recommended 1st 300 most-used words in the language
and others that are well-known to the child, such as family and street names.

A new list of words is provided each day, handwritten on note paper. The list is taken
home for study and a copy kept at school. Each morning the teacher spends four
minutes with each child to check progress- and provide encouragement.

Home involvement is crucial. The task needs to be explained to the family members
first. Then they assist the child each evening with reinforcing the words.
Please provide your own classroom example as an application to this question.

5.

Name five simple tips on brain food and briefly discuss three strategies
that teachers can implement in order to improve the scholastic performance
of learners, by making use of these tips on brain food.
(8)
a) Eat a healthy breakfast every morning preferably with plenty of fresh fruit.
b) Eat a good lunch include a fresh vegetable salad
c) Make fish, nuts and vegetable fats part of your diet, since fish and vegetable oils
have a vital role in nourishing the brains billions of glial cells.
d) Exercise regularly to oxygenate the blood.
e) Cleanse the toxins out of your blood by drinking plenty of water.
Strategies: Any logical, creative and sensible response to classroom strategies will
be accepted.

6.

Goleman (in Dryden & Vos, 2005) maintains that emotional intelligence
matters more than IQ. Provide an explanation of all the facets of the
concept intelligence as you would explain it to the parents of a learner
in your classroom.
(6)

a) IQ contributes about 20% to the factors that determine life success which leaves 80% to
other forces: forces grouped as emotional intelligence.
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b) Emotional intelligence includes self-control, zeal and persistence and the ability to
motivate oneself. These skills can be taught to children, giving them a better chance to
use whatever intellectual potential the genetic lottery may have given them.

c) Intelligence is not fixed at birth.

d) There is no such thing as a specific overall intelligence.
e) There are many forms of intelligence or intelligence traits.
f) Genes do help determine some specific traits in human beings including temperament,
personality traits and dispositions.

7. Explain the difference between talent and intelligence.

Talent starts with each persons genetic inheritance, we are each born with, or
develop early in life, a unique pattern of personality, temperament and behavioural
traits that together play a big part in what are and who we become. Everyone has
a talent to be good at something. Talent is based on a builtin series of aptitudes.

(4)

A common definition of intelligence is still not agreed upon by professors of

education and psychology. However, it is agreed upon that intelligence is a
combination of nature (in your genes) and nurture (developed through
environment, experience and culture). There are multiple forms of intelligence.
A broad definition of talent appears to be much more important than a narrow
definition of intelligence.
8.

Dryden mentions that (i)t is a myth that we all learn best in the same way.
Explain this statement.
We each have a personal learning style, thinking style and working style.

9.

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(5)

We each have a different way to take in information, store information, retrieve

information and turn information into real knowledge.

Much learning takes place subconsciously in an atmosphere in the

classroom that is non-threatening and positively welcoming. How would
you as an educator create such an environment?
Introduce music
exercise
colour and light
colourful posters
Any other acceptable, creative, logical and sensible responses will be
accepted.

(6)

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10.

11.

List the principles that one should take into account when drawing up the
mind map.
Imagine your brain cells are like trees.
Try arranging the key points of a topic on a sheet of paper in a treelike format.
Start with central topic preferably with a symbol in the centre of the page, then draw
branches spreading out from it.
Record one word and or symbol for each point you want to recall one main theme to
each branch.
Put related points on the same main branches.
Use different coloured pencils or markers for related topics.
Draw as many pictures and symbols as you can.
On completion of each branch, enclose it in a different coloured border.
Add new and relevant information to each map regularly.

Discuss twelve steps proposed in Dryden and Vos (2005) to stimulate

creative thinking (producing ideas).
(24)
Define your problem: Define in advance what the problem is be specific and
not restrictive
Define and visualise the ideal solution: Define what you would like to
achieve in a realistic manner. Then organise your brain neurons to bridge the
gap between where you are and where you want to be.
Gather the facts: specific and general: You need to gather all the facts in
order to formulate a creative solution (since a great idea is a new combination
of old elements). Facts can be specific (directly related to the problem) or they
may be general (facts gathered from multiple different sources).
Break the pattern: To solve problems creatively, open up new pathways, find
new crossover points and discover new linkages, in other words, break the
pattern. Start with questions that redirect the mind.
Go outside your own field: Place your existing preconceptions aside. The
elements you use to solve problems should not only be those that are specific
to your industry or process youre involved in. Develop an appetite for new
knowledge and remember to always ask!
Try new combinations: Since an idea is a new combination of old elements,
play with various combinations. Write them down as they come to you. Try
different starting points. Choose anything at random and try to link it up with
your problem and solution. Work at it. Read as widely as you can.
Use all your senses: Consciously engage all your senses. Mind mapping is
another excellent creative tool to link information together in new ways, on new
branches, in new clusters, so ideas are not merely listed in one-dimensional
lines.
Switch off let it simmer: Like good food after you have eaten, let your
digestive juices take over to do the work in this case the digestive juices of
your own subconscious. Use relaxation techniques to put your brain into its
most receptive and creative mode.
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(9)

Use music or nature to relax: Many people find it helpful to play classical
music, visit an art gallery or go for a walk by a river or the sea. Anything that
opens up the mind to new combinations.
Sleep on it: Just before going to sleep at night, remind yourself of the problem
and the ideal solution. If you have a set deadline, feed that into your brain
bank too. Then let your unconscious mind take over as you sleep.
Eureka! It pops out: You might be doing something routine and the answer
just pops out. The answer or the solution is suddenly there.
Recheck it: When the new answer pops out, recheck it. Does it fully solve your
problem? Can you amend it or improve it?

[TOTAL: 100 marks]

We wish you the very best in your examinations. Should you have any queries,
please do not hesitate to contact us.
With warm regards
Prof Kesh Mohangi
Dr Yvonne Matlala
Dr Mubi Mavuso

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