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As many have observed, the COVID-19 pandemic has laid bare many of the challenges students face in school and in higher education institutions. In South Africa, these are particularly linked to inequalities resulting from the diversity of the socio-economic origins of students. These inequalities explain the obstacles to learning and the inability to learn effectively.
Contributing to ineffective learning, research in South Africa has shown that a total of 97% of educators never or rarely use flexible curriculum and extra time to meet the diverse learning needs of students.
South Africa’s constitution provides for equal access to education and its inclusive education policy exists to make it a reality. But in practice, in classrooms, the diverse needs of students are not met. The results of ineffective education are reflected in the dropout rate in South Africa, which is increasing every year. It is estimated that 60% of young South Africans actually drop out of school, without any educational qualifications.
The reasons for this could be the slowness of school progression due to the repetition of school years. Contextual factors also play a role. These include poverty, teacher absenteeism, poorly equipped and large classrooms, lack of teaching and learning resources, students with insufficient reading and writing skills, and insufficient educators. trained. In addition, the lack of skills of educators to tailor the curriculum to meet the diverse learning needs of a multicultural body of learners hinders the academic progress of South African students.
A study was carried out with a group of student teachers to see if a different approach to teaching could help them. This approach is called differentiated instruction – that is, when the instructor tailors support to individual students. Content, assessment and strategies are designed to meet their needs. The results suggest that it could improve student performance.
But COVID-19 has added to the challenges for students. Teaching and learning relied heavily on technology and forced online education. The shift to online and distance education has contributed to students failing or dropping out because they have complex needs that some institutions with limited resources cannot meet. The need for access to technology added to existing difficulties such as language.
On the other hand, this shift to more e-teaching and learning could be an opportunity to embrace inclusive education and create differentiated e-learning activities. This could be a way to introduce variety that benefits students.
Differentiated teaching and learning style
A study was conducted that examined the influence of differentiated assignments on the academic progress of first-year student teachers at a South African university. These students faced a typical set of challenges, including insufficient English language skills, a lack of confidence to communicate in class discussions, an inability to question unclear concepts, and a lack of time management. and critical thinking. Most were of rural origin. They were trying to adapt to urban learning environments and had financial constraints.
One group received three assignments adapted to their learning style. They could choose how they preferred to accomplish the task by using various visual aids to interpret or summarize the data and solve problems. The other group did not have that choice.
In a test at the end of the semester, the group that chose the method that suited them obtained on average 6% better results than the other group. But they still had language difficulties and needed help to clarify concepts and new terminology.
As many have argued, this underscores the importance of decolonizing the medium for cognitive justice – “equal treatment of all forms of knowledge.”
These results suggest that teachers need to reassess and adjust their teaching practices. They must also include the needs of students in a digitally oriented world. Some students need in-person contact with their lecturer to understand abstract concepts.
Guidelines for creating differentiated online activities
The continuing COVID-19 pandemic not only prompts teachers to ensure that all students are effectively included in teaching and learning, but could also be an opportunity to embrace inclusive education.
The speaker is at the heart of the successful creation of differentiated learning activities online. Before creating an online assignment, a teacher should be familiar with the learning challenges and needs of their students, available technology applications, various teaching methods, visual illustrations, and other strategies for overcoming barriers to learning. learning.
We have drawn on our experience and research to provide guidelines for teachers to create differentiated activities. These can start with simpler activities and move on to more complex activities to ensure that students understand the new content. Immediate feedback is essential.
Divide the content of a lesson into three sections, each tailored to a different learning preference:
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A short activity to introduce and clarify the new concepts of the lesson. Use videos and visual images.
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An interactive teaching and learning activity followed by online short answer questions.
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Self-study or research activity (reading and writing).
When compiling online courses for disadvantaged ESL students, teachers should consider the following:
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Set clear outcomes so students know what to accomplish with the lesson content and activities.
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Use visual images and apply culturally relevant texts that can be linked and applied to students’ actual experiences.
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Use visual images to illustrate unclear concepts. Describe and explain the relevance of the images.
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Use color effectively to make sure the contrast is easily readable.
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Create short video clips to demonstrate physical science experiments, calculations, or clarification of abstract concepts.
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Use short paragraphs and short sentences.
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Create structured documents with clear page numbers, headers, and subtitles.
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Create short answer questions.
Research results have indicated that engaging, fun and enjoyable online teaching and learning methods stimulate students’ curiosity and contribute to effective learning, regardless of their needs and style preferences. learning. For example, lectures illustrated in 3D can improve student focus and engagement.
Considering the extra workload, teachers from different institutions need to collaborate to compile interesting online lessons. These lessons can also be videotaped and ideally broadcast so that students who do not have access to the data can view them.
Dr Thelma de Jager received funding from the National Research Foundation (NRF) and the Department of Higher Education and Training (DHET)
Mashupye Herbert Maserumule received funding from the National Research Foundation (NRF) for his postgraduate studies. He is affiliated with the South African Association for Public Administration and Management (SAAPAM) and is the editor-in-chief of this knowledge-based organization’s scientific publication – Journal of Public Administration.
By Dr Thelma de Jager, HOD Education, Tshwane University of Technology and
Mashupye Herbert Maserumule, Professor of Public Affairs, Tshwane University of Technology
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