The educator used more than 2 kinds of materials to enhance learning during every observation session. The range of materials is vast as evidenced in the data presented on the types of materials that were used in section A, materials (resource) category.
I claim that the educator was not restricted in any way by resources. Resources that she required for teaching and learning were available to her. What is important is that the educator had a full understanding of how to use the resources at her disposal.
I claim that the way educators use resources in the classroom is influenced by their knowledge and assumptions about resources available to learners both inside and outside the classroom.
I claim that the educator is resourceful and creative in the use of a variety of Science focused materials to enhance learning.
2.3. Grade 1 learners
(i) Learners feelings about activities
Learners enjoyed the activities and this is evidenced in the:
Research diary - worked enthusiastically
Transcript - Educator interview - Q 12 - learners were responsive and enjoyed the activities
(ii) Understanding of the content (knowledge), processes and skills.
During the presentation of the learning programme, learners understanding and misunderstanding of science concepts and processes were looked at.
a. Garden - For the garden activity on day 1 learners described a garden in terms of what they had observed, - has trees, grass. Learners did not include animals in what is found in a garden. Learners observed birds in the sky and these were not linked to the garden probably because they were not seen in the garden itself.
Garden - the meaning of garden was taken to mean the place where plants/flowers grow.
b. Water cycle - this is evident from the transcripts and the drawings coloured in by the learners (Appendix C - Learner transcripts - water cycle)
Learners could describe the water cycle in their own words and they developed meaning for the process -evaporation. They worked out the effect of heating and cooling on water, even though the phases of water were not explained to them before the learning experience.
c. Use of the word flower and plant
Learners used these terms interchangeably.
L - flowers were damaged (learners standing in the garden - means plants).
I claim that this is unacceptable when learning science because the structure and functions of plants and flowers are so different. At this early stage it is important that learners learn to use the correct terminology.
c. Planting (Learner transcripts - appendix C)
Learners developed a basic understanding of requirements for planting.
The understanding of how to plant was developed. The importance of digging a hole, inserting the plant and putting the soil back and then watering the plant was realised.
d. Conservation (Learner transcripts - appendix C)
Learners were exposed to the importance of caring for plants.
I claim that if learners are to be active managers of resources in the natural world, then this knowledge development should start at an early stage.
(iii) Activities and skills that the learners used.
Observing -
Learners observed the 'things' in the school garden, by smelling, feeling and stating the colours of the different 'things'
Learners observed the demonstration on the water cycle.
This skill was developed and this was evident from the responses that the learners gave.
Classifying (Learner transcripts - appendix C)
Learners named different types of gardens on the basis of what grew in the gardens.
Planting - learners measured the plant to see if it could fit into the hole
Research diary - when planting the fern plant the learner group that were given this role, dug the hole, and measured the plant in the hole to see if it would fit, replaced the soil and then watered the plant.
Recording (Appendix C - learners work)
Each learner drew a picture of her/himself in the garden, concentrating on what background would be in the picture (photograph).
Learners developed this skill but learners differed with respect to the level of recording.
2.4. Assessment
Assessment was observed in every session, but the types and the duration of assessment varied from session to session as can be observed from the evidence presented.
-Res diary talk to your friend about the thing you are going to colour
-On day 1 learners were given stars when they shared their experiences and asked questions
Learners were rewarded with sweets and stars for tidy tables
-Res diary - children who completed were sent to sit on the mat and to compare what they had done and to check it. Children willingly checked drawings
-Res diary - 20 learners went to the educator to have their work checked and signed.
Educator transcripts - check if your neighbour has the numbers in the block, if they do not have it, mam, he/she has not done it. Learner checked partners work.
-Educ d - group, individual, pair assessment
-Ed diary - Feedback was lovely and they could assess good things and bad things
I claim that the educator presented a learning programme where assessment was an integral part of the programme, it was not like a salad dressing, on top of the salad.
Varied forms of assessment were used, even peer assessment.
SECTION 3: FUTURE CONSIDERATIONS
The educator's future considerations were concerned with:
(i) the changes ;
Educator Pat stated that she would not change what was planned and presented for the learning programme.
(ii) planning and presenting a learning programme;
The educators stated that what she had done in the past five days did not make her think differently about planning a learning programme, i.e. they would use the same planning framework as that used for the learning programme - Me in my garden.
The educator stated that what she had done in the past 5 days did not make her think differently about presenting a learning programme, for example she would work at the same pace.
(iii) future aspects
The educator stated that she would, in future, when planning and presenting a learning programme, consider including many more practical activities in the learning programme.
Trends
1 a) Educators
• Educators did not view themselves as curriculum developers and curriculum implementers. Educator Pat viewed herself as a curriculum developer as she had developed resource materials for a publishing company
• Educators' feelings and rating of confidence and competence to facilitate OBE Life Skills did not match. They did not experience problems with any aspect of OBE policies with regard to the planning and presentation of the learning programme b) Educators - Planning the learning programme
• The educators understanding of how the learning programmes should be integrated impacted on how the educators planned the learning programmes and their decisions about when to present the science focused learning programme
• In planning the learning programme the educators had to consider the timetable and this impacted on how they planned the learning programme
• The educators understanding of: a) science focus in an OBE learning programme;
b) Natural Science; c) learners and learning; d) science concepts, processes and skills and d) planning requirements impacted on their planning of the learning programme
• The educators knowledge and assumptions of the availability of resources e.g.
materials to the educators and learners influenced the teaching and learning strategies and also the activities that were planned
• Collaborative planning, where both teachers were integrally involved in the planning took place. Management and all the colleagues at school provided support.
c) Educators - Presenting the learning programme
• Educators personality - friendly and conducive to encouraging learners to participate
• Interaction of teachers and learners - a relaxed interaction
• The educators understanding of how the learning programmes should be integrated impacted on how the educators presented the learning programmes and their
decisions about when to present the science focused learning programme
• The educator did not experience any difficulties or restrictions with presenting the learning programme with regard to OBE policy expectations, but she did question if she was doing the right thing
• The educator did not express having any pre-conceived ideas of what learners could do during the presentation, but learners pace of work was restricted at times
• The educators' knowledge and assumptions of the availability of resources to teachers and learners impacted on their presentation of the learning programme, e.g. the
teaching and learning strategies and the choice of learner activities.
• The educators understanding of what resources to use and how to use them during the presentation of the learning programme impacted on the educators' presentation of the learning programme
• The educator had time for the inclusion and completion of all learning experiences for the learning programme
• The educators understanding of assessment had an impact on the assessment of the learners during the presentation of the learning programme. Assessment was an integral part of every session, although it was not indicated in the planning.
d) Educators - future considerations
• The educators' experience of planning and presenting the learning programme impacted on her future considerations for the types of activities she would include in the learning programme
2 Learners
• 94% of the learners had experienced pre-primary
• All Grade 1 learners were encouraged to speak in English in a supportive environment. Some learners experienced language difficulties
• Learners were responsive, some shared their ideas, responded to questions asked and also asked questions
• Learners developed knowledge of gardens, water cycle, planting etc. and they had a misunderstanding of flowers and plants
• Learners' experiences impacted on their development of knowledge
• Learners were given equal opportunity to participate during the presentation of the learning programme
Case Study B learners tearchers
97%
3%
Percentage of Teachers and Learners
tearchers 3%
learners 97%
• learners
• tearchers
M4 M5 M6
82%
7%
11%
©
Percentage of Teachers Qualifications
M6 1 1 % M5 s 7 % «
^
DM4 DM5
african white coloured indian
4 1 % 4 1 % 7%
11%
boys girls
70%
30%
Percentage of Racial Groups of
indian 11%
coloured 7%
white 4 1 %
the Staff
african 4 1 %
• african D white
• coloured D indian
©
Gender of Grade 1 Learners
girls
W
boys 70% • boys • girls5years old 6years old 7years old
24%
61%
15%
Percentage of Ages 5-7
7years old
15% 5years old 24%
• 5years old
• 6years old
Xhosa Zulu
3%
97%
one two three four five six
80 100 40 100
20 60 20 20
(D
Home Language of Learners
Xhosa 3%
• Zulu
• Xhosa
80
(2)
80
Educator Indicator for School B
Percentage 100
80 60 40 20
W )
Itril
w
99 4-)
m
11 I]
• •
• •
one two three four five six Indicators
CASE-STUDY - SCHOOL C OBE EN MASS
This case study was conducted with all grade 1 teachers and learners, during the morning session, (before tea break) for three days and with 2 different grade 1 teachers with their learners on two separate days, in the morning session, (after tea break).
Historical context of the school
School C is a primary school in the North Durban district. This school has been in existence for fifteen years. This school caters for the learners living in its immediate vicinity in the Inanda area, a township area in Kwa-Zulu Natal. This is a Black Township area and only Black learners and teachers attend the school.
School Profile
Learning site C operates the Foundation, Intermediate and 1 year of the Senior phase, ranging from Grade 1 to Grade 7. The total number of grades was 25. There were a total of one thousand, one hundred and fifty learners and twenty-five teachers. The medium of instruction at the school was Zulu.