SECTION 1: OVERVIEW OF THE LEARNING THEORY
1.1.
Behaviourism:
• The main focus is on behaviour that can be observed meaning; the observations are
objective. They are based solely on what can be seen. Nothing that happens on the inside is
taken into account.
• What you put in, is what you’ll get out. The learners’ responses to questions will be regular
and predictable. Learners will recite what they heard or learned. There is no thinking outside
the box.
• Repetition and reinforcement are used during instruction to achieve the desired result.
Learning is perceived as “programming” the learners to acquire knowledge to produce the
result desired of them.
Cognitivism:
• The mind is viewed as a computer in other words, the focus is on organising memory and
thinking in a certain way to store information.
• Learning takes place through remembering what they have learned and this possible through
long-term memory.
• Learners are taught through interesting lessons that will spark their interest and keep their
attention throughout the lesson to help them remember and store information.
Constructivism:
• This theory claims in order for learners to learn, they must do, and they will gain knowledge
through their own experiences.
• Learning has to be hands-on, and learners need to be actively involved to retain information.
• Learners are guided through problem-solving but ultimately learn by solving the problem
actively instead of waiting for the teacher or other learners to provide them with the
solution.
1.2.
The first difference we can spot between the ADDIE model and the ID4T model are the number of
steps in the two models.
The ADDIE model informs us of what needs to be covered in the curriculum while the ID4T model
shows us which knowledge learners have acquired and what their preferred learning methods and
techniques are.
ADDIE model: ID4T model:
ADDIE stands for Analyse, Design, Develop, ID4T stands for Instructional Design For
Implement and Evaluate. Teachers.
• One step has to be completed to • The model is centred around learners.
complete the following step.
, • The focus is on what the curriculum • This model can be modified in any step
needs to cover. because it is flexible therefore it is easy
to adapt it for the task at hand.
1.3.
African-based teaching is based on the notion that it takes a village to raise a child. This means that a
child did not only “belong” to their biological parents and the responsibility of teaching a child is not
only their parents’. Children could be taught about the community’s ways of doing things by any and
every responsible adult. It is important for us as teachers in Africa to have a good understanding of
African teaching perspectives because this will broaden our knowledge and perspective in the
classroom and enable us to cater to a more inclusive classroom.
1.4.
The UBUNTU principle which is a principle taught in African culture to express compassion, dignity,
humanity, mutual respect, tolerance, and acceptance to everyone around you in the interest of
building communities which are fair and share mutual caring for one another. UBUNTU teaches us
that “a person is a person through other people”. I would integrate this into my teaching because one
can learn a lot from the principle of UBUNTU especially in the classroom such as how to help each
other, build each other, care for one another, and help each other achieve success inside and outside
the classroom. At the end of the day, we all have one goal in mind as teachers and learners and that
is for learners to achieve success and be the best possible version of themselves which isn’t possible
without the help of those around you. It’s about making use of all the resources available to you
which often includes the help of those around you because no one person is the same and we all
have a lot to learn from one another and to teach one another. UBUNTU also allows for inclusivity in
the classroom as it revolves around a community as a whole and not only certain groups of people. It
will teach myself and learners to embrace each other’s differences and use them as learning tools to
broaden our knowledge and perspectives.
1.1.
Behaviourism:
• The main focus is on behaviour that can be observed meaning; the observations are
objective. They are based solely on what can be seen. Nothing that happens on the inside is
taken into account.
• What you put in, is what you’ll get out. The learners’ responses to questions will be regular
and predictable. Learners will recite what they heard or learned. There is no thinking outside
the box.
• Repetition and reinforcement are used during instruction to achieve the desired result.
Learning is perceived as “programming” the learners to acquire knowledge to produce the
result desired of them.
Cognitivism:
• The mind is viewed as a computer in other words, the focus is on organising memory and
thinking in a certain way to store information.
• Learning takes place through remembering what they have learned and this possible through
long-term memory.
• Learners are taught through interesting lessons that will spark their interest and keep their
attention throughout the lesson to help them remember and store information.
Constructivism:
• This theory claims in order for learners to learn, they must do, and they will gain knowledge
through their own experiences.
• Learning has to be hands-on, and learners need to be actively involved to retain information.
• Learners are guided through problem-solving but ultimately learn by solving the problem
actively instead of waiting for the teacher or other learners to provide them with the
solution.
1.2.
The first difference we can spot between the ADDIE model and the ID4T model are the number of
steps in the two models.
The ADDIE model informs us of what needs to be covered in the curriculum while the ID4T model
shows us which knowledge learners have acquired and what their preferred learning methods and
techniques are.
ADDIE model: ID4T model:
ADDIE stands for Analyse, Design, Develop, ID4T stands for Instructional Design For
Implement and Evaluate. Teachers.
• One step has to be completed to • The model is centred around learners.
complete the following step.
, • The focus is on what the curriculum • This model can be modified in any step
needs to cover. because it is flexible therefore it is easy
to adapt it for the task at hand.
1.3.
African-based teaching is based on the notion that it takes a village to raise a child. This means that a
child did not only “belong” to their biological parents and the responsibility of teaching a child is not
only their parents’. Children could be taught about the community’s ways of doing things by any and
every responsible adult. It is important for us as teachers in Africa to have a good understanding of
African teaching perspectives because this will broaden our knowledge and perspective in the
classroom and enable us to cater to a more inclusive classroom.
1.4.
The UBUNTU principle which is a principle taught in African culture to express compassion, dignity,
humanity, mutual respect, tolerance, and acceptance to everyone around you in the interest of
building communities which are fair and share mutual caring for one another. UBUNTU teaches us
that “a person is a person through other people”. I would integrate this into my teaching because one
can learn a lot from the principle of UBUNTU especially in the classroom such as how to help each
other, build each other, care for one another, and help each other achieve success inside and outside
the classroom. At the end of the day, we all have one goal in mind as teachers and learners and that
is for learners to achieve success and be the best possible version of themselves which isn’t possible
without the help of those around you. It’s about making use of all the resources available to you
which often includes the help of those around you because no one person is the same and we all
have a lot to learn from one another and to teach one another. UBUNTU also allows for inclusivity in
the classroom as it revolves around a community as a whole and not only certain groups of people. It
will teach myself and learners to embrace each other’s differences and use them as learning tools to
broaden our knowledge and perspectives.
