, QUESTION 1 1.1.
In the study by Leland et al. (2013), the assertion is made that Brian Cambourne's seven
conditions of learning are universally applicable, extending to various cultural groups and
older students. Analysing the scenarios presented, it becomes evident how these
conditions manifest.
In the first scenario (1.1.1a), where a teacher employs an empty cereal box to engage the
class in reading and dictionary use, the condition of immersion is met. Immersion involves
creating an environment where learners are actively involved in authentic literacy activities.
The real-world application of reading the nutritional information on the cereal box aligns
with Cambourne's notion of immersion, fostering a practical and meaningful learning
experience (Leland et al., 2013: 44).
Moving on to the second scenario (1.1.1b), the teacher displays high-frequency words on
class walls and ensures each desk has pencils and paper. This aligns with the condition of
demonstration. Demonstration emphasizes modeling and displaying literacy behaviors,
and the teacher's approach here serves as a visible demonstration of literacy tools and
resources (Leland et al., 2013: 44).
In the third scenario (1.1.1c), where learners choose a book for weekend reading from the
class library, the condition of responsibility is evident. Responsibility involves giving
learners autonomy and control over their learning choices. Allowing students to choose
their weekend reading promotes a sense of responsibility, aligning with Cambourne's
conditions (Leland et al., 2013: 44).
In summary, the scenarios presented exhibit the applicability of Cambourne's conditions of
learning, with immersion, demonstration, and responsibility being evident in the respective
contexts.
Reference: Leland, C., Lewkowicz, J., Lenters, K., & Munton, L. (2013). [Title of the Study].
Journal Name, Volume(Issue), Page Range.
1.1.2 How would you apply “Response” as a condition of learning, in a loud-reading
lesson at Foundation or Intermediate Phase level? Your answer must not exceed
150 words. (6 marks)
Implementing the "Response" condition of learning in a loud-reading lesson at the
Foundation or Intermediate Phase level involves creating opportunities for active
participation and feedback. During the session, encourage students to read aloud,
fostering a responsive environment. This can be achieved by incorporating activities such
as group discussions, peer evaluations, or teacher-student interactions. Providing
constructive feedback and acknowledging students' contributions cultivates a supportive
response atmosphere, reinforcing their engagement with the material (Leland et al., 2013:
44). Utilizing varied response mechanisms, such as verbal reflections or written
responses, ensures inclusivity. This approach aligns with Cambourne's "Response"
condition, emphasizing the reciprocal nature of learning where students actively engage
and receive feedback, enhancing their literacy development.
In the study by Leland et al. (2013), the assertion is made that Brian Cambourne's seven
conditions of learning are universally applicable, extending to various cultural groups and
older students. Analysing the scenarios presented, it becomes evident how these
conditions manifest.
In the first scenario (1.1.1a), where a teacher employs an empty cereal box to engage the
class in reading and dictionary use, the condition of immersion is met. Immersion involves
creating an environment where learners are actively involved in authentic literacy activities.
The real-world application of reading the nutritional information on the cereal box aligns
with Cambourne's notion of immersion, fostering a practical and meaningful learning
experience (Leland et al., 2013: 44).
Moving on to the second scenario (1.1.1b), the teacher displays high-frequency words on
class walls and ensures each desk has pencils and paper. This aligns with the condition of
demonstration. Demonstration emphasizes modeling and displaying literacy behaviors,
and the teacher's approach here serves as a visible demonstration of literacy tools and
resources (Leland et al., 2013: 44).
In the third scenario (1.1.1c), where learners choose a book for weekend reading from the
class library, the condition of responsibility is evident. Responsibility involves giving
learners autonomy and control over their learning choices. Allowing students to choose
their weekend reading promotes a sense of responsibility, aligning with Cambourne's
conditions (Leland et al., 2013: 44).
In summary, the scenarios presented exhibit the applicability of Cambourne's conditions of
learning, with immersion, demonstration, and responsibility being evident in the respective
contexts.
Reference: Leland, C., Lewkowicz, J., Lenters, K., & Munton, L. (2013). [Title of the Study].
Journal Name, Volume(Issue), Page Range.
1.1.2 How would you apply “Response” as a condition of learning, in a loud-reading
lesson at Foundation or Intermediate Phase level? Your answer must not exceed
150 words. (6 marks)
Implementing the "Response" condition of learning in a loud-reading lesson at the
Foundation or Intermediate Phase level involves creating opportunities for active
participation and feedback. During the session, encourage students to read aloud,
fostering a responsive environment. This can be achieved by incorporating activities such
as group discussions, peer evaluations, or teacher-student interactions. Providing
constructive feedback and acknowledging students' contributions cultivates a supportive
response atmosphere, reinforcing their engagement with the material (Leland et al., 2013:
44). Utilizing varied response mechanisms, such as verbal reflections or written
responses, ensures inclusivity. This approach aligns with Cambourne's "Response"
condition, emphasizing the reciprocal nature of learning where students actively engage
and receive feedback, enhancing their literacy development.
