DEPARTMENT OF SECONDARY SCHOOL TEACHER EDUCATION
LEARNING AND TEACHING STRATEGIES
IN THE ADOLESCENT YEAR
ONLY STUDY GUIDE FOR EDA102-U
COMPILED BY
Prof MEW McDonald
Dr E Prinsloo
Mr EO Mashile
UNIVERSITY OF SOUTH AFRICA
PRETORIA
,# 1997 University of South Africa
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
EDA102-U/1/98±2006
96607548
3B2
, CONTENTS
INTRODUCTION (iv)
ORIENTATION AND STUDY GUIDANCE (v)
ORGANISATION OF THE UNITS IN THE
STUDY MANUAL (vi)
PART I
Components of the teaching-learning situation 1
Study unit 1: Human development and
abilities 2
Study unit 2: Learning processes and the-
ories: environment and beha-
viour 7
Study unit 3: Thinking, remembering and
problem solving 12
Study unit 4: Social learning 20
PART II
Achieving learning outcomes efficiently 27
Study unit 5: Leading learning-oriented
classrooms 28
Study unit 6: Planning and teaching for
learning outcomes 33
Study unit 7: Teaching for active learning 38
Study unit 8: Personal and interpersonal
growth 44
PART III
Desirable conditions for successful learning 49
Study unit 9: Establishing a culture of learn-
ing 50
Study unit 10: Motivation 57
Study unit 11: Diversity: providing for indi-
vidual differences 63
Study unit 12: Differences in ability 68
BIBLIOGRAPHY 75
EDA102±U/1/98-2006 (iii)
, INTRODUCTION
Welcome to the course! In this course, we shall focus on learning and teaching
strategies in the adolescent years.
South Africa enters the 21st century with a new education dispensation that
will hopefully equip its young learners with the necessary knowledge and
competencies needed to face the future with confidence. This will only be
achieved, however, if teachers are prepared to undergo the teacher training
needed to teach children the knowledge and skills required in the technotronic
era. Curriculum 2005 which will be implemented in all schools as from 1
January 1998 in an attempt to bring education policy in line with the demands
of this new era. Curriculum 2005 is a curriculum that incorporates a view of
learning that will remove the rigid division between academic and applied
knowledge, between theory and practice and between knowledge and skills.
Education for the 21st century should also foster learning which encompasses a
culture of human rights, multilinguism and multiculturism and a sensitivity to
the values of reconciliation and nation building.
Curriculum 2005 will form the basis of your teaching career and will help you
to effect a shift from an education policy which has been content-based to one
which is based on outcomes. Teachers should aim to equip all learners with the
knowledge, competences and orientation they need for success in both their
personal lives and careers. Children should be helped to become competent,
creative, thinking citizens.
We hope that this course will help you achieve these aims.
Good luck with your studies!
YOUR LECTURERS
This study guide is based on the following prescribed book:
McCown, R, Driscoll, M & Roop, PG. 1996. Educational psychology: a learning-
centered approach to classroom practice. Newton, Mass: Allyn & Bacon.
(iv)
LEARNING AND TEACHING STRATEGIES
IN THE ADOLESCENT YEAR
ONLY STUDY GUIDE FOR EDA102-U
COMPILED BY
Prof MEW McDonald
Dr E Prinsloo
Mr EO Mashile
UNIVERSITY OF SOUTH AFRICA
PRETORIA
,# 1997 University of South Africa
All rights reserved
Printed and published by the
University of South Africa
Muckleneuk, Pretoria
EDA102-U/1/98±2006
96607548
3B2
, CONTENTS
INTRODUCTION (iv)
ORIENTATION AND STUDY GUIDANCE (v)
ORGANISATION OF THE UNITS IN THE
STUDY MANUAL (vi)
PART I
Components of the teaching-learning situation 1
Study unit 1: Human development and
abilities 2
Study unit 2: Learning processes and the-
ories: environment and beha-
viour 7
Study unit 3: Thinking, remembering and
problem solving 12
Study unit 4: Social learning 20
PART II
Achieving learning outcomes efficiently 27
Study unit 5: Leading learning-oriented
classrooms 28
Study unit 6: Planning and teaching for
learning outcomes 33
Study unit 7: Teaching for active learning 38
Study unit 8: Personal and interpersonal
growth 44
PART III
Desirable conditions for successful learning 49
Study unit 9: Establishing a culture of learn-
ing 50
Study unit 10: Motivation 57
Study unit 11: Diversity: providing for indi-
vidual differences 63
Study unit 12: Differences in ability 68
BIBLIOGRAPHY 75
EDA102±U/1/98-2006 (iii)
, INTRODUCTION
Welcome to the course! In this course, we shall focus on learning and teaching
strategies in the adolescent years.
South Africa enters the 21st century with a new education dispensation that
will hopefully equip its young learners with the necessary knowledge and
competencies needed to face the future with confidence. This will only be
achieved, however, if teachers are prepared to undergo the teacher training
needed to teach children the knowledge and skills required in the technotronic
era. Curriculum 2005 which will be implemented in all schools as from 1
January 1998 in an attempt to bring education policy in line with the demands
of this new era. Curriculum 2005 is a curriculum that incorporates a view of
learning that will remove the rigid division between academic and applied
knowledge, between theory and practice and between knowledge and skills.
Education for the 21st century should also foster learning which encompasses a
culture of human rights, multilinguism and multiculturism and a sensitivity to
the values of reconciliation and nation building.
Curriculum 2005 will form the basis of your teaching career and will help you
to effect a shift from an education policy which has been content-based to one
which is based on outcomes. Teachers should aim to equip all learners with the
knowledge, competences and orientation they need for success in both their
personal lives and careers. Children should be helped to become competent,
creative, thinking citizens.
We hope that this course will help you achieve these aims.
Good luck with your studies!
YOUR LECTURERS
This study guide is based on the following prescribed book:
McCown, R, Driscoll, M & Roop, PG. 1996. Educational psychology: a learning-
centered approach to classroom practice. Newton, Mass: Allyn & Bacon.
(iv)
