KEY ISSUES FROM INITIAL REVIEW OF MATERIALS November 2008

Learning outcomes  Technical versus what makes sense to the students (or both?)  Focus outcomes on key skills that will be learnt, avoid being too ambitious  As a student (not lecturer or facilitator) how would you respond to the following examples of learning outcome statements: “Deal with various while-reading and pre-reading activities aimed at processing input and producing comprehensible output, including SQRRR and group-based preparatory discussion” “Calculate simple interest using the equation SI = P x I x n; Manipulate the simple interest formula to determine the value of other variables in the formula” “Provide examples of ICTs that exist in your environment” “Create a new document using a Word Processor” “Increase your awareness of your own identity and uniqueness”

Promoting Learning  Presenting information in logical flow - content and/or learning logic  Scaffolding: Leading/supporting students step by step, scaffolding should be clear and sufficient to achieve learning outcomes (several of the sections prepared do not yet contain sufficient scaffolding)  Consolidating learning following completion of an activity

Promoting learning: Example  For each paragraph:  Do you have a topic sentence?  Do you have at least four supporting sentences?  How do the supporting sentences support the topic sentence? Is it an explanation, an example, a description, an elaboration or a comparison?  Do you have a clear concluding sentence?  Present examples of two paragraphs, one strong and one weak (in terms of the guidelines)  Formulate the list of guidelines into a series of questions to support students to interrogate and evaluate the paragraphs provided  Based on this exercise, students formulate their own set of guidelines for writing a good paragraph.  Provide examples of guidelines in the feedback section for students to refer to. Example : Guidelines for writing a paragraph Consider the following approach to this content

Learning Activities What are the essential learning activities that will enable the students to require a specific set of skills? – E.g. Mathematical Literacy: how many times should students practice examples (technical and application skills)? – Accommodate different levels by building in a distinction between minimum activities, consolidation (extra practice), and extension and enrichment activities Clear instructions, using simple language for learning activities Clear links with feedback sections: Structure of feedback section is important Feedback must guide the student about whether or not they are on the right the track (e.g. ‘any acceptable ideas’ – need to give examples of types of ideas that might be acceptable)

Other points noted by groups  Level of the material:  NQF 4/5  Accommodating students with different needs and capabilities  How deep, how comprehensive  Use of supporting resources, e.g.. Skills packs, existing resources  Mediation of materials  Role of the facilitator – training, facilitator guides  Materials in a format that makes it easy for facilitator to use  Sequence of learning must be clear within and across modules  \

 Use of technology  Identify supporting software, programmes that might provide additional support  When offered from Vista Campus technology will be available, but not in all guides of the programme  Writing process challenges:  Team member time and other constraints  Time required, changing mind etc