LLST1513

LIFELONG LEARNING

SKILLS

FOR TEACHERS

NQF level 5

12 Credits

Department of Education
Foundations

Compiled by

Dr Vusiwana Babane

2026

Faculty of
Education

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THEME 1:
LIFELONG LEARNERS UNDERSTAND THE MEANING OF, AND
THE NECESSITY FOR LIFELONG LEARNING

Rationale

Unless you act like a student the rest of your life while keeping your job going, you’re going
to be hopelessly out of touch (John Kettle, s.a.)

The illiterate of the 21st century will not be those who cannot read and write, but those who
cannot learn, unlearn, and relearn (Alvin Toffler, 1970)

Intended outcomes

At the end of this theme, you will be able to

• DEFINE the term, lifelong learning, and ARGUE its place and value in the 21st century
society
• DISCUSS your views on learning with a fellow-student and/or the whole class
• REFLECT on your level of readiness for lifelong learning

1.1 Learning

Activity 1.1.1 (individual; in class) – reflective thinking; voluntary plenary feedback

Complete the following table by giving honest answers:

Answer
Question
1. When last did you embark on a
systematic learning task or
project?
2. What learning methods did you use?

3. Was your learning successful?

How do you know, what evidence do you
have?
4. What obstacles did you encounter, and
how did you try to overcome them?

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1.2 What is learning?

Professor Christopher Knapper (2006), leading international consultant on educational

development, provides a plausible explanation:

… learning is an entirely natural process

… we begin to learn even before we are born
… our very survival, as individuals and as a species, depends on our curiosity, our desire to
explore things around us
… and our ability to grasp new ideas and learn new skills
… all animals learn, but humans are especially good at it
… unlike other animal species, we structure and organise learning with the help of
schools/other educational institutions, teachers/lecturers, books and other media ( =
indirect interaction with others) and peers (direct interaction) - this means that
learning is primarily a social activity
… the responsibility for learning throughout life and from life lies with individuals

Earlier on Aristotle (s.a) and Oscar Wilde (s.a) had the following to say about learning and
education:

Oscar Wilde: Aristotle:

“Education is an
admirable thing, but it is
well to remember from
time to time that nothing
that is worth knowing can
be taught.”

“What we have to
learn to do, we
learn by doing”

Activity 1.2.1 (in pairs; in class) – discussion; voluntary plenary feedback

Pair discussion:

1. Turn to the person sitting next to you and answer the following questions:

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 2. Do you agree with these views on learning? Do you have other ideas/experiences to
share on your view of what learning is?
3. Take the following statement as your point of departure:
Learning to learn involves more than skills. It involves attitudes, values, interests and beliefs
as well.

You may argue for or against this statement.

1.3 What is lifelong learning?

Lifelong learning is widely recognised as the ability to sustain learning by relying on the
selfdirected initiatives of people themselves, rather than the handing down of knowledge
from experts or a central authority (Knapper & Cropley, 2000:47).

1.4 Are you a lifelong learner (LLL)?

A lifelong learner is someone who

• is strongly aware of the relationship between learning and real life

• recognizes the need for lifelong learning
• is highly motivated to engage in the process, and has the necessary confidence and
learning skills

Doyle (2008) quotes Cohen to say that it takes a lot of courage to release the familiar and
seemingly secure to embrace the new. But there is no real security in what is no longer
meaningful. Hang on to the idea that there is more security in the adventurous and the
exciting, for in movement there is life!

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5
THEME 2 :
LIFELONG LEARNERS KNOW THEMSELVES AND OTHERS

Rationale

Self-knowledge is the DNA of self-enlightment and self-mastery. However, seeing yourself

purely as an individual, will be to deny that we are all connected because we derive from the
same universal source; it will rob you of an opportunity to learn to communicate with, and
appreciate others (Sharma, 2004)

If you don’t know where you are going, how will you know when you get there? (Chinese
proverb)

Intended outcomes

At the end of this theme, you will be able to

• STATE your academic goals

• KEEP TRACK of your academic performance
• VERBALISE what motivates you
• CRAFT you own, personal mission statement
• RECALL your family history, the geographical places where you have lived and
memories that are uppermost in your mind
• SHARE with a partner how your background makes you who you are today

Knowing yourself is a prerequisite for being a good student-teacher. It is only once you
know yourself (what is it that drives/motivates/scares/enthuse you?) that you will

• know and treat others (fellow-students, learners, colleagues, etc.) with the care and
compassion they deserve as fellow human beings;
• understand each person’s unique histories, experiences and identities;

• be able to recognize that this uniqueness as a strength that may be harnessed for the
benefit of all.

Let’s get to know ourselves, and one another – and collaborate in doing so!

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2.1 Who are you?

By honestly answering these questions, you will find the energy to learn, study and succeed.
In other words, the motivation to learn lies within you – it is nobody’s but your own
responsibility. Kanar (2014:30) gives the following advice:

• First decide what you want

• Then become a self-starter, one who is not afraid to ask questions and who takes
the
initiative to set goals and put plans into action

To help you get motivated and stay that way, engage in the following self-monitoring activities
(adapted from Kanoy, Book & Stein, 2013) :
Activity 2.1.1 (individual) – personal goal clarification and mission statement

What are your goals?

Complete each of the questions

• My goals for my personal life are …

• My goals for my academic work are …
• I receive the most enjoyment from … (e.g. being with friends, working on computers,
playing soccer)

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 • I receive the most meaning from … (e.g. playing in a team, doing community outreach
work)

What motivates you?

Complete the following sentences:

• My favourite song, quote or saying is …

……………………………………………………………………………………………………….
………………………………………………………………………………………………………

• Why do you like this song/quote/saying? Why does it motivate you?

………………………………………………………………………………………………………
………………………………………………………………………………………………………..

What is your personal mission statement?

• Almost every company, business, organisation and every institution has a vision and
a mission statement.
• The purpose of a mission statement is to describe what an organisation hopes to
achieve of accomplish against the background of their vision. Here are famous
examples:
• McDonald’s: Our mission is to be our customers’ favourite place and way to eat
• Twitter: Our mission is to instantly connect people everywhere to what’s most
important to them
• Now it is your turn to craft your own, personal mission statement. Look at your
answers to questions 1 and 2 to give you ideas. Also think of answers to questions
such as: What do I want to do with my life? For whom? Why is this important to me?
• My personal mission statement is:

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

2.2 Where are you from?

Knowing what drives you and setting goals for yourself are good practices. However, there is
something fundamental that you need to pay attention to if you wish to become a really
confident student, and that is your background, because …

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 … If you don’t know where you’re from, you’ll have a hard time saying
where you’re going (Wendell Berry,
[Link]

Your roots are important. Exploring your memories and sources of your unique “you-ness”
helps you to make meaning of your current context, and thus to experience a sense of
belonging.

Activity 2.2.1 (individual) – personal exploration of your memories

Think about what makes you YOU. Discuss your answers to these questions with a
friend.
• Where do you live? What does it look like? What does it feel like?
• What objects or belongings can be found in your home or room?
• What are the names of people in your “family”?
• Name one or two family traditions.
• What phrases, words or sayings are important to you or to members of the family?
• What foods are important to you or your family?
• List one or two important childhood memories.

2.3 Why do you want to become a teacher?

There are two kinds of teachers: the kind that fill you with so much quail shot that you can't
move, and the kind that just gives you a little prod from behind and you jump to the skies
(Robert Frost, [Link]

The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.
The great teacher inspires. (William Arthur Ward,
h"p://[Link]/quotes/tag/teachers)

Do you have a hunger for teaching?

Activity 2.3.1 (individual)

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• Reflect on your own educational experiences and aspirations by answering the
following questions to yourself:
• Why have you decided to study education?
• Who was your favourite teacher at school? What made him/her special?
• What, according to you, will be your strong points as a teacher?
• Share your answers with the person next to you

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THEME 3:
LIFELONG LEARNERS ARE INFORMATION LITERATE

Rationale

The meaning of knowing has shifted from being able to remember and repeat information to
being able to find and use it (Simon, 1996)

Data and information are moving faster, and becoming cheaper to acquire. It is also becoming
a tsunami, requiring new measures of human discipline, skepticism and information literacy.
The thrill of acquiring or distributing information quickly must not be confused with the more
demanding task of converting it into knowledge and wisdom (Bundy, 2000)

… becoming proficient in finding and evaluating information is extremely important for

successful independent learning. … Navigating the ever-expanding world of information is an
activity in which students will be engaged for the rest of their lives. Having the ability to do
this capably and independently is one of the most valuable lifelong learning skills they will
possess (Doyle, 2004)

A question that students often ask, is: how do I go about finding information that is relevant
and of good academic quality. Here a lot of skill is needed, because it is in the way that
information is processed and collated that an assignment can stand or fall.

Intended outcomes

At the end of this theme, you will be able to

FIND, CRITICALLY EVALUATE AND USE quality sources of information

USE various information access tools to search for information in a variety of
formats
CONSTRUCT relevant keywords to retrieve information
USE specialised online databases to retrieve needed information
SEARCH for information in meaningful ways
USE information ethically, legally and respectfully (not plagiarise)
USE the Harvard method for in-text and bibliographic referencing

3.1 Definition of Information literacy

GY’ers want A2K 24/7/365!

Not all knowledge that you can get access to is good. Therefore, students in the 21st century
need to learn how to seek new information, how to utilize it and evaluate its importance.

Seeking information without being overwhelmed, using search engines strategically and
relevantly, prioritising searches.
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3.2 Research Information Literacy

During your studies you will be exposed to a lot of new information and ideas. While writing
assignments you will be challenged to find out more about a specific topic in a particular
subject field.

A question that students often ask, is: how do I go about finding information that is relevant
and of good academic quality.

The student will receive rigorous hands on training in the use of library databases and
other Open Access online resources available to students. A training guide and video clips
will be placed on blackboard as further forms of reference and assistance.

Students will be exposed to:

• KovsieCat
• EbscoHost - ERIC
• ScienceDirect / Taylor & Francis
• Open Access Resources – JSTOR

Activity 3.2.1 – Electronic resources and databases

(Individual) – completion of online activity

Activity 3.2.2 – Kovsiecat and referencing

(Individual) – completion of online activity

The activities are structured in such a way that in order to complete them you will have to
refer back to the databases. You will need access to blackboard to complete the activities
online.

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THEME 4:
LIFELONG LEARNERS MANAGE THEMSELVES

Rationale

The visible results of effective self-management are survival and progress (Paxton, 1990)

It is not enough to have great qualities; we should also have the management of them (La
Rochefoucauld, s.n.)

There is more and more to know, and the amount of time … students are given to learn this
knowledge has not changed in hundreds of years (Smith, 2004)

One thing you can’t recycle is wasted time (Anonymous)

Talent without discipline is like an octopus on roller skates. There's plenty of movement, but
you never know if it's going to be forward, backwards, or sideways (H. Jackson Brown,
Jr.)

Beyond the birds and the bees, it is your (sex) life, your choices, your boundaries. Make
smart decisions! (s.n.)

Intended outcomes

At the end of this theme, you will be able to

TAKE CONTROL of how you spend your time

CREATE and FOLLOW schedules
DEVELOP a plan for tolerating stress
IDENTIFY your core values
DISTINGUISH between risky and healthy behaviour
CLASSIFY behaviour into ‘high risk’, ‘low risk’ and ‘no risk’

To manage your workload, cope with life and study successfully, all students need special
skills. Organising and planning your personal and academic life can have a huge positive
impact on your academic performance.

4.1 What is self-management?

All human beings experience difficulties in life and need to cope with all sorts of changes.
However, if you acquire the skill of managing yourself well, you will be able to not only survive
these difficulties, but to make progress. If your aim is to survive, it means that you will
continue to live despite changes and difficulties. If progress is what you are looking for, it
means that you will have to find ways and means of making your life easier, more interesting
and productive; it means that you will have to acquire the skill of self-management.
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To manage oneself effectively means that one becomes self-empowered (Jacobs, Gawe and
Vakalisa, 2000). This seems to be a worthy goal to strive for, because as Paxton (1990:2)
says: A self-empowered person is open to change, assertive, pro-active, self-accountable,
sees alternatives, makes choices and develops commitments.

The topics addressed in this theme will help you to cope with your own
conflicts/confusions/feelings of discontent and helplessness by teaching you how to make
responsible decisions regarding your

- study behaviour
- handling of stress
- physical health and wellbeing

4.2 Take control of your study behaviour

The feeling that you have too many things to do and too little time in which to do them is a
common one. The way in which people respond to this feeling and the tools that they choose
to manage their daily task is a personal decision. However, thinking that you can remember
all of your assignments, test dates, due dates for assignments, social dates and other
personal commitments without recording them, is bound to get you into trouble for missing
important deadlines.

To begin to take control of your life, it is suggested that you start by doing the following
(adapted from Kanar, 2014):

- get rid of the myths that surround time management

- find out what you do with your time
- get into the habit of creating and following schedules

Activity 4.2.1 (collective) – Who am I?; discuss; give feedback

1. Form temporary class groups of 8-10 members.

2. Use the top 30 time wasters listed below as a stimulus for sharing with one another
useful tips on how to make the most of the time at your disposal personal
systems you have in place that help you to reach your goals

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Top thirty timewasters worldwide (not in rank order)

Planning: Controlling:
1. Lack of objectives/priorities/planning 14. Telephone interruptions
2. Crisis management, shifting priorities 15. Drop-in visitors
Attempting too much at once and
3. setting unrealistic deadlines
16. Inability to say “no”
4. Waiting for appointments informed)
5. Travel 18. Lack of self-discipline
6. Haste/impatience 19. Leaving tasks unfinished
20. Visual distractions/noise
Over-control / unnecessary
Organising: 21. perfection
7. Personal disorganisation/cluttered People not available for
desk 22. discussion
8. Confused responsibility
9. Duplication of effort Communication:
10. Inadequate equipment/facilities
23. Meetings
24. Lack of or unclear instructions
Directing: 25. Socialising/idle conversation
11. Ineffective involvement in routine
activities
26. Failure to listen
12. Lack of motivation

13. Lack of co-ordination/teamwork Decision making:

27. Procrastination
28. Indecision
29. Wanting all the facts
30. Snap decisions

3. One person from each group shares with the class main ideas generated in your
discussion.

Activity 4.2.2 (pairs; individual) – discuss

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 1. Turn to the person sitting next to you and discuss the
following statement: “I work better under pressure”

[Link], study the table below:

Busting myths about time management (adapted from Kanar, 2014)

Myth Truth

This myth is an excuse for putting off work that needs to be done. You
I work better under may think you work better under pressure, but who knows what more
pressure you might accomplish if you would set aside enough time to do your
work in a systematic way instead of waiting until the last minute

You may think you will get more done if you just plunge in and do the
Making schedules
work, but this is rarely the case. Scheduling saves time
takes more time than
it is worth
because it provides an organisational framework that helps you
balance study time with other responsibilities

Too often, being “spontaneous” means doing what you want to do first
and doing what you need to do in the time remaining. As a result, the
Too much time work doesn’t get done.
management will
destroy my
spontaneity It is better to be organised than spontaneous when it comes to
studying. Also, there is no such thing as too much time management.

The way you manage your time is either effective or ineffective

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 It is true that class times and working hours may be beyond your
control. It is also true that other obligations (such as residence
activities) may be set at certain hours that are non-negotiable.
My time is beyond
my control
However, you can find ways to work around these fixed times to plan
the rest of your time. No matter how many things you have to do, you
can probably to them more efficiently.

4.3 Find out where your time goes

You should not allow time to get the better of you!

Start by finding out where your time goes.

Activity 4.3.1 (individual) – self-assessment

1. Complete the awareness checklist below

WHERE DOES MY TIME GO?

(Kanar, 2014)

Estimate the number of hours you spend each week on the following activities. When you
have finished, subtract your total hours from 168 – the number of hours in a week. How
much time is left? How can you use this time to reach your academic goals?

Activity Hours per week

1. Attending classes _____
2. Working _____
3. Sleeping _____
4. Dressing, showering, etc. _____
5. Travelling to and from work/ university _____
6. Studying _____
7. Eating _____
8. Watching television _____
9. Engaging in leisure activities _____
10. Caring for family _____
11. Cleaning and doing laundry _____
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 12. Socializing _____
13. Attending sports events or practice _____
14. Surfing the internet _____
15. Other _____
Total = _____

168 hours minus _____

Remaining hours _____

Now answer the following questions:

1. On which activity do you spend the least amount of time?

---------------------------------------------------------------------------------
2. On which activity do you spend the most time?

---------------------------------------------------------------------------------
3. Is the amount of time that you spend studying producing the grades you want?

---------------------------------------------------------------------------------
4. Overall, are you satisfied with the way you spend your time? Why or why not?

--------------------------------------------------------------------------------
5. If you could make some changes what would they be?

--------------------------------------------------------------------------------

After completing the awareness check you may find that you have some surplus time during
the week. You might use this time for:
1. scheduling additional study hours as needed
2. setting aside a block of regular, consistent study time
3. completing a task or activity you did not think you had time to do

Once you know where your time goes, make it your mission to …

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1. Grab time HOW TO GRAB TIME
(Kanar, 2014)
G GOAL Set a goal
R RESPONSIBILITIES Determine your responsibilities
A ANALYSIS Analyse where your time goes
B BALANCE Balance work, class, study and leisure time
2.
Apply the D.I.N. rule

One of the most difficult stages of academic tasks is getting started.

Some assignments look pretty scary, especially if they are different from previous activities
you did at school

To overcome this barrier, Do -It-Now is a very effective strategy.

It gets you started and once a task is started, you are likely to finish
it. This also avoids issues with procrastination and other time
wasters
This strategy allows you to find out if you have enough resources. It also helps you deal
with those unexpected small assignments
(Massey University, 2012)

3. Stop procrastinating

Procrastination is a habit which allows you to give precedence to low-priority tasks above
high -priority ones.
Procrastination is thinking that there will be a better time to do a certain task or that you
should wait until you are in a better mood to do something.
Procrastination can be triggered in many ways, so you won't always procrastinate for the
same reason. Sometimes you'll procrastinate because you're overwhelmed with too much on
your plate, and procrastination gives you an escape. Other times you'll feel tired and lazy,
and you just can't get going.
Procrastination has nasty side effects, such as missed opportunities, frenzied work hours,
unhealthy stress, resentment, and guilt.

Activity 4.3.2 (individual) – self-assessment

1. Complete the following checklist by giving honest answers:

ARE YOU A PROCRASTINATOR?
(Kanar, 2014)

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Choose one of the following as your response to each statement: always (4 points), usually
(3 points), sometimes (2 points), rarely (1 point). Write your number of points in the box beside
each statement. When you are finished, add your score.

1. If I know that an assignment will be difficult, I will put off doing it.
2. If an assignment is going to take a lot of time, I will procrastinate.
3. I will put off studying if I don't like the subject or the course.
4. I can't start studying until I am in the mood to do it.
5. Writing papers is hard for me, so it takes me a lot of time to get started.
6. I often wait until the last minute to study for a test.
7. Being too hungry or too tired is reason enough for me to delay studying.
8. If I have a slight cold or am not feeling my best, I won't study.
9. I forget all about studying if an opportunity arises to socialize.
10. Because studying is boring, I don't do it as much as I should or when I should
TOTAL

For this survey, the lower your score, the better. If your score is 35-40, procrastination is a
major problem in your life and you will benefit from identifying and eliminating its causes. If
your score is 30-34, procrastination is a definite obstacle to overcome. If your score is 2529,
you may be managing your time in some areas, but procrastination is keeping you from
reaching some of your goals. If your score is 10-24, you may be able to avoid procrastination
some or much of the time.

Whatever your score, in your own time, visit the following websites to read about strategies
that will help you gain better control of your time.
[Link]
[Link]
[Link]
[Link]
[Link]

Let go of perfectionism (adapted from Massey University, 2012)

ARE YOU A PERFECTIONIST?

Complete the checklist below to find out if perfectionism is keeping you from setting realistic
goals for yourself:
Do you feel that what you accomplish is never good enough?

Do you sometimes rather not hand in a completed assignment because you think
that will not earn a good mark?
Do you feel that you must give 100% or more on everything you do or else you will
be a failure?
Do you feel you must be the best student/athlete/friend?
Are you often critical of yourself or others?

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Perfectionism refers to a set of self-defeating thoughts and behaviours aimed at reaching
excessively high and unrealistic goals. In our society perfectionism is often mistakenly seen
as desirable or even necessary for success.

As a newcomer student to university life you should realise that perfectionism is neither a
helpful, nor a necessary influence in your life. There are alternative ways to think that are
more beneficial. Not only are you likely to achieve more without your perfectionism, but you
will feel better in the process.

For your own, personal development – take note of the thoughts on the differences between
perfectionists and realists and the difference between excellence and perfection, listed in the
table below.

Unreasonable goals Realistic goals

Can’t feel satisfied Can reward self
Compares self negatively with others Recognises own positive uniqueness
Cannot discuss own mistakes comfortably Accepts errors as a part of life’s lessons
Excessive, often chronic fear of failure Accepts failure as a part of learning
Uses others’ standards for success Goals derived from self-awareness
Focuses only on the outcome Enjoys the “journey”
Emphasises keeping life under control Emphasises keeping life in balance
Perfection is… Excellence is…
…being right …willingness to be wrong
…fear …risk
…anger and frustration …powerful
…conformity …spontaneous
…judgement …accepting
…taking …giving
…doubt …confidence
…pressure …flowing
…destination …journey
…consuming …surrender
…selfishness …trust

For further ideas on overcoming the erroneous thinking that is characteristic of perfectionism,
visit the CROW Counselling Resources on the following website:
[Link]

Points to ponder (Steve Pavlina, s.a.):

• Have you ever come across a piece of software that you consider to be perfect in every
way? So why should human beings try to be perfect?
• The solution to perfectionism is to give yourself permission to be human.

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 • Realise that an imperfect job completed today is always superior to the perfect job delayed
indefinitely.

4.4 Create and follow schedules (adapted from Kanar, 2014)

Confident students are self-managed. They have the self-discipline to prioritise tasks and
meet obligations. At this stage you are undoubtedly aware that studying is a top priority when
you are a university student. However, like so many others, you may have trouble settling
down to study when so many other responsibilities compete for your time. You may wish that
there were more than 24 hours in a day or you may be tempted to procrastinate when an
assignment is long and seems to be difficult.

One sure way of meeting all your commitments, is to learn the skill of creating and sticking to
schedules.

• Schedules can make your life easier, not harder, because they help you organise your
time.
• A calendar is a highly individual matter – you choose the format that meets your needs.
• You can make a calendar using a Microsoft Word table or through a web-based
programme like Yahoo or Google (find the tab or clickable button labelled “Calendar”).
• Another option is to download copies of weekly and monthly templates from the
internet and type in your information.
• Whatever you decide to use for your calendar, enter the following information on it:

On your weekly schedule:

• Fixed-time activities, e.g. attending classes, working

• Flexible-time activities, e.g. the things you need or want to do that you can schedule
at your own discretion
• A regular time each day for study
• The squares remaining are your free time. Remember to schedule time for exercise
or other leisure activities
• Type something in every square – if new obligations or appointments arise, you can
adjust your schedule to accommodate them

Your weekly schedule is your commitment to learn!

The purpose of a weekly schedule is to help you plan your study time. By scheduling your
study time and making a commitment to stick to your schedule, you will be giving studying
the same importance that you give to attending classes or working. Without a schedule,
you may begin to study only when you have nothing else to do, at the last minute before a
test, or late at night when you are tired. If you are a procrastinator, a weekly schedule may
provide the extra motivation you need to get your work done.

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On your monthly schedule:

When classes begin and end, holidays, registration dates, examination times and any
other important dates or deadlines. The UFS Student Portal: [Link] will
contain most of this information.

• Look at the module overviews and list test dates, essay assignments, research papers,
or projects that are due throughout the semester. Some lecturers may announce
important dates as they go along. If that is the case, you must update your
calendar as you receive the information.
• Enter any other information, event or activity you want to include. For example, if you
plan to attend sports events or concerts, fill in those dates on the calendar. If you take
part in any regularly scheduled activities such as sports practice, associations or
residence meetings, add them onto your calendar.
• Leave enough space in each square. You may have to list more than one item under
each date.

Your monthly schedule is your quick reference to upcoming deadlines!

A calendar for the current term allows you to see at a glance what you need to accomplish
each month to complete the requirements of your learning programme. Keep the calendar on
your desk, on a wall above your desk, or on a bulletin board where you will see it every day
when you sit down to study. Always have 2 months visible so that by the last week of the
current month, you will be aware of what’s ahead in the next month.

On your daily to-do list:

• Specific study tasks

• When to return library books
• Counselling appointments
• Errands • Etc.

Your daily things-to-do list is a motivational aid that reminds you to stay on track!

Consult your daily to-do list frequently and check off items as you complete them. Each item
you complete brings you closer to achieving your day’s goals and it boosts your confidence
to tick them off.

Examples of daily, weekly and monthly schedules (Kanar, 2014)

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4.5 Understand and tolerate stress (adapted from Kanoy, Book & Stein, 2013)

All human beings experience stress. It is something that causes your body to release cortisol
a hormone that allows you to either fight or flee in highly stressful situations. Examples of such
situations are an upcoming test or examination, long-overdue bills or even a jammed printer.
Too much cortisol in your body over long periods of time is bad for your body, with the result
that you feel tired constantly, you get headaches and other illnesses more frequently and you
battle to sleep at night.

Unfortunately, the only way that one can be free of stress, is to die (Seylye, quoted in Kanoy,
Book and Stein, 2013). Therefore, if you feel stressed out, the best way to cope with it is to
stop thinking that you can eliminate stress from your life and rather start thinking about how
to manage it. Learning to cope with stress can make your bodies more health and your lives
more enjoyable.

Researchers have found that the degree of stress we experience is directly related to how
threatened we feel by a particular stressor. A good way to deal with stressors is therefore to
identify how threatened we feel by that stressor.

In this theme, we will take the following steps to help you cope with stress:

• Identify your stressors

• Understand why you get stressed
• Use your resources for coping
• Develop a plan for tolerating stress

Activity 4.5.1 (individual) – self-assessment: What causes stress in my life? Why do I feel
stressed? What resources can I use? What plans can I make to combat stress?

1. Complete the table below:

Identify your stressors by following the directions in each column:

IDENTIFY YOUR STRESSORS

Ongoing stressors Daily hassles
Rank order your top 3 ongoing stressors, Identify the top 5 stressors for you – not in
with #1 being the stressor that causes you terms of their frequency, but rather in terms
the most distress, #2 the second most of how much stress they cause you when
stressful situation, and #3 the third most they do happen. Rank order the top 5 daily
stressful. Add ongoing stressors you face hassles that you have, with the top hassle as
that are not included in this list #1, the next most stressful #2, and so on.
Add any daily hassles you face that are not
included in this list

26
___money problems ___losing important documents because of
___family problems computer problems
___problems with a romantic partner ___being late to an important meeting or
___your own health issues class
___health issues of a family member ___jammed printer
___separation from someone you love ___no money to buy a meal and no time to
___social issues (feeling left out, no one to go to an ATM machine
hang out with, being bullied) ___fight with a good friend, parent, or sibling
___problems with your group/team ___being embarrassed by a lecturer or
___pressure to succeed academically coach
___pressure to succeed athletically ___being stuck in traffic for more than 10
___work problems min
___other:………………………………. ___no good food to eat in the refrigerator
___other:………………………………. ___lots of work to do and not much time
___no clean clothes to put on
___other:……………………………….
___other:……………………………….

2. In your workbook, jot down a few lines in response to this question:

What did you learn about yourself as you ranked each type of stressor?

3. Complete the table below:

Understand why you get stressed by following the directions in each column:

THE REASONS WHY I GET STRESSED

Top 3 ongoing stressors and why they Top 3 daily hassles and
why they
threaten me (e.g. they keep me from threaten me

meeting my goals, they create too much

extra work)
1. 1.

2. 2.

3. 3.

27
 4. In your workbook, jot down a few lines in response to this question:
What pattern do you pick up in terms of the things that threaten you?
(e.g. I feel more threatened around the area of academic work or relationships)

5. Coping with stress involves the use of your resources. A resource is an asset and assets
can be managed. Resources may include time, money, social support from family, friends,

tutors, mentors and professional counsellors. Complete the table below to identify your
resources for coping with stress below.
Refer to the last Table above to identify the resources available for coping with each of your
top 3 stressors/hassles (e.g. a chronic health issue is an ongoing stressor, and your resources
might include exercise, a special diet, consulting a doctor for treatment. If you have trouble
thinking of resources – ask a friend! This would be an example of using social support when
feeling stressed).

IDENTIFY YOUR RESOURCES FOR COPING WITH STRESS

Top 3 ongoing stressors Top 3 daily hassles
1. Resources I could use: 1. Resources I could use:

2. Resources 2. Resources

3. Resources 4. Resources

6. In your workbook, answer the following questions:

6.1 What resources could you develop that you are not using effectively
now?
6.2 What would you have to do to develop these resources?

7. Coping with stress over the long term requires you to form habits that will help you
minimize the effects of stress later. Examples include sleeping more hours at night, jogging or
going for regular walks, workout in the gym, engaging in a hobby, meditation, etc. Decide what
strategies you are going to implement to reduce your stress. Then follow the Nike slogan – and
just do it!

28
8. Two weeks after today’s date, look at today’s answers in your workbook and
respond to the following questions:
8.1 Describe what strategies you implemented, what happened when you
started using them. If you never tried to implement these strategies or
gave up quickly, explain why you weren’t motivated to give the strategies
a chance to work.
8.2 Do you think that you will continue to use these strategies? Explain why
or why not

29
4.6 Take responsibility for your own health and wellbeing

Personal responsibility is a quality of people who take initiative and accept the consequences
of their actions (Kanar, 2014). Our actions, in turn, are informed and shaped by our values.

4.6.1 What values drive you? (adapted from Kanar, 2014)

Activity 4.6.1 (in pairs) – discussion

1. Turn to an elbow partner.

2. Study the picture below and discuss what comes to mind when you look at this picture.
3. Share your core values with each other.

4.6.2 Can you identify with values relevant to being a Kovsie student and a good SA
citizen? (adapted from Kanar, 2014)

During your study career at the UFS, you will often be exposed to new ideas, beliefs, and ways
of looking at the world. At times, you may be excited by what you are learning and experiencing
– both in and out of class - but chances are that at times you may feel frustrated by opinions
and values that challenge your own set of values.
Values may be described as:

30
• another word for the intangible things that you “want” from life (e.g. a good life, satisfying
relationships, a rewarding career)
• judgement about what is right and what is wrong – i.e. what is ethical
• standards of behaviour that include reliability/trustworthiness, respect, responsibility,
fairness, caring and citizenship

The box below explains what each of these standards of behaviour entails. Draw on this
list to build your character while you are a student at the UFS, incorporate them into your
daily life and consider them when you set goals for yourself.

CORE ETHICAL VALUES

Trustworthiness Be honest and reliable. Don’t deceive, cheat, or betray a trust. Be loyal
to family, friends, and country. Strive to do what is right.
Respect Be courteous, considerate, and polite. Show respect for others’
differences. Don’t threaten or abuse others. Settle disputes peacefully.
Responsibility Be self-disciplined and self-controlled. Think before you act, and accept
the consequences of your behaviour. Have high expectations for
yourself, do your best, and be persistent.
Fairness Treat everyone fairly. Listen to others and keep an open mind. Neither
make, nor accept excuses for bad behaviour, and don’t take advantage
of others.
Caring Kindness, sharing, compassion, and empathy should be hallmarks of
your character. Be gracious, forgiving, and willing to help those in need.
Citizenship Stay informed and get involved. Take part in community affairs and
service learning projects. Obey laws, follow the rules, and show respect
for authority. Vote

(from Josephson Institute, 2009. [Link] – as cited in Kanar, 2014)

31
 A TEACHER’S PLEDGE

Teaching is a profession of service. Teachers should therefore have a deep sense of

commitment to the purpose of their vocation. An oath/pledge of honour when they take
their first step towards this challenging, but rewarding profession will inspire, affirm and
remind them of the behaviour
and attitude that will enable them to meet this commitment.
It is thus proposed that Education graduates take the following oath at their graduation
ceremony:

THE PROMISE

With great pride and humility, we declare that we are ready to accept the responsibility of
touching the lives of children in South African schools. As educators it is our sacred
obligation to pursue social justice through education by giving each child the best, most
empowering education we possibly can.
We will:
1. Be exemplary in upholding the rights and values of the South
African Constitution and promise to act in accordance with the duties and
responsibilities that accompany these rights.
2. Make full use of our talents, knowledge and skills to teach to the best
of our ability.
3. Never stop learning ourselves and will pass on the zeal for learning to
our learners.
4. Strive to help our learners become aware of their true potential so that
they can go beyond what they thought was possible.
5. Help them to question and reason, rather than just accept what they
are told.
6. Be patient and tolerant and will create a supportive environment in
and out of the classroom.
7. Strive to win the trust, support and cooperation of parents and
community members to bring out the best in our learners.
8. Guide our learners to be contributors to, rather than just partakers in
the well-being of the South African society.
 Questions to discuss after reading the teacher’s pledge:
Would you be prepared to take such an oath at the end of your education study career?
Yes or No?
If Yes – motivate.
If No – motivate.
How would it make you feel to stand up during graduation to take an oath such as
this?

4.6.3 What is the impact of healthy sexual behaviour in academic success?

When we talk about values, presenting you with lists of what to do and how to behave will
have little, if any, impact. Positive values and behaviour are developed when you come to
an understanding of how different influences can affect your life; when you become aware
of the consequences of your own views and decisions.

What is risky behaviour? In this context risky behaviour would constitute any action a person
takes that would increase his or her chances of contracting a sexually transmitted illness
(STI). What is healthy behaviour? Healthy behaviour is not necessarily risk-free behaviour. It
does however constitute actions by an individual that promotes emotional and physical
wellness. Keeping healthy behaviour in mind, a person would strive to address the following
three elements when making decisions:
.
Risk avoidance: This is where a person refrains from certain actions.

Risk reduction: Although behaviour is not avoided, a person takes care to protect him
or herself at any cost.
Empowerment: If you empower yourself you make sure that you have the correct and
accurate information to make an informed decision. You are aware of your values and
you use them. You also develop your skills so that you can implement the decisions you
take.

Empower yourself by finding out more about; human sexuality, sexual decision making,
termination of pregnancy, sexually transmitted infections, safe sex, contraception and sexual
abuse. Make use of on campus support services if you need help.

Where do I find trustworthy information sources?

On campus support services:
[Link]
Websites:
o [Link]
diagnostic/2e-health-social-behaviour/sexual-behaviour

33
o [Link] o
[Link]
Book: Greathead, E., Devenish, C. & Funnel, G. 1998. Responsible Teenage Sexuality.
Pretoria: Van Schaik.
Activity 4.6.3 (Individual) – completion of questionnaire

1. Study and complete the questionnaire below.

Risky Behaviour:

Instructions: Some behaviour carries risk for contracting a STI while other behaviour
does not. Allocate one of the following criteria ‘high risk’, ‘low risk’ and ‘no risk’ to each of
the behaviours listed. Indicate your response by drawing an X in the corresponding box
next to the degree of risk. Also briefly explain why you selected the particular risk category
for each instance.

Behaviour Risk X Reason

1. Masturbation High Risk
Low Risk
No Risk
2. Oral sex High Risk
Low Risk
No Risk
3. Vaginal sex with a High Risk
Condom Low Risk
No Risk
4
. Unprotected anal sex High Risk
Low Risk
No Risk
5
. Sharing of sex toys High Risk
Low Risk
No Risk
6
. Sharing of razor blades High Risk
Low Risk
No Risk
7
. Sharing of needles High Risk
Low Risk
No Risk
8
. Piercing (Jewellery) High Risk
Low Risk
34
 No Risk

9
. Sharing a hot tub High Risk
Low Risk
No Risk
[Link] Kissing High Risk
Low Risk
No Risk

THEME 5:
LIFELONG LEARNERS PARTICIPATE IN DISCUSSION

Rationale :

Knowing and learning are communal acts. They require many eyes and ears, many
observations and experiences. They require a continual cycle of discussion, disagreement,
and consensus over what has been seen and what it all means (Palmer, 1990)

We need to get students to see the connection between discussion and learning. Deep
learning comes from discussion and to see how others think and perceive ideas and
viewpoints is valuable for the development of your own thinking abilities (Doyle, 2004)

Intended outcomes

At the end of this theme, you will be able to

• ARTICULATE your ideas clearly
• OPEN your ideas to the input, critique and criticism of others
• ESTABLISH whether your thoughts and insights are clear to others
• TAKE NOTE of points of view you may not have considered
• BE RESPECTFUL of views you do not share
• LISTEN carefully to a lecture and take notes
• COMPARE and DISCUSS notes

There are several rationales for using classroom discussion as a learning tool. One of the
most important benefits is the active testing of ideas. Engaging in discussion means that you
have to make your ideas concrete (public) and find out if others think they make sense of
them. Apart from the benefit of developing is the development of speaking and listening
skills. The ability to offer your views in clear and concise ways, and take note of what others
say, is one of the most important and valued skills of any professional person (adapted from
Doyle, 2004).

5.1 Are you uncomfortable with participating in class?

35
Are you the type of student who avoids sharing your thoughts aloud in class? Do you often
feel you have something to contribute, but refrain from speaking up?
If this is you – you are not alone. Many students would rather listen than engage in class
discussion for several reasons:

• Some are afraid that because they run the risk of making an error, thus revealing that
they are not as smart as they want their peers and lecturers to think they are.
• Some students hold strong ideas, but are reserved by nature and therefore keep quiet.

• Still others are from cultures in which they are not expected to speak out or share their
opinions.

Whatever is keeping you from participating - now is the time to get over those feelings.
Discussion is a normal and required part of academic work at university. Expressing your
opinion and asking questions is a great way to learn: even though it may not be easy at first,
you will find that it builds your confidence; it unlocks the intellectual diversity of all students
and allows you to learn from one another.

Activity 5.1.1 (collective; in class)

1. In your groups, discuss the following 4 questions:

What behaviours are acceptable when students challenge or disagree with one
another?
What language will be deemed inappropriate for online discussions?
How should students be graded on their participation in the discussion? (Are all forms of
participating of equal value? - that is, is asking a question, responding to a question, giving a
view, challenging an answer, expanding on an answer of
equal value?)
What should be the consequences for students who do not participate?
2. Each group member chooses 1 question to summarise the outcome of the group
discussion.

5.2 Active listening and discussing notes

Active listening differs from simple hearing. Active listeners pay attention to what they hear
and try to make sense of it by, inter alia, taking notes. What is more, a lot of good information
comes from discussing your notes with fellow-students.

Activity 5.2.1 (individual; collective; in class time) – listening, discussion

36
1. Take notes during the lecture, using your preferred method.
2. After the lecture, compare your notes with the student sitting next to you.
3. Establish the following:
• Do your notes cover the same information?
• Do you use similar or different note-taking styles?
• Whose notes are neater, better organised, and more thorough?
• Have you learned anything from this exercise that will help you improve your
note-taking skills?
4. Form groups of 4-6 students to collectively compare and discuss the skill of
note taking (not the content of the video).
5. Individually, create your own list of the most important note-taking ideas that
were discussed.

37
THEME 6:
LIFELONG LEARNERS LEARN BY COLLABORATING WITH OTHERS

Rationale

Students are put into small groups not just because it promotes a deeper level of learning,
but because learning to talk with, or listen to others is perhaps the single most important skill
necessary to be successful in any career
(Doyle, 2008:37)

The rationale for students working effectively with others is a simple one: if they cannot learn
to work well with others, their professional success will be in jeopardy. Acquiring the skills you
need to work with others is thus crucial to being well educated, even when these skills make
you feel uncomfortable and are not your preferred learning style (Doyle, 2008:88)

Intended outcomes

At the end of this theme, you will be able to

SHARE personal information with fellow-students

IDENTIFY behaviours that influence group work positively
ESTABLISH ground rules that will contribute to group functioning
DESIGN guidelines for working with others in the form of a group contract
TAKE responsibility for using these guidelines
COMPETE for good marks in group context
GIVE constructive feedback
EVALUATE peers’ contribution to group work

6.1 Getting to know one another

Human beings have a basic need to be part of a social community (Barkley, 2010). To foster
a sense of community, this theme will focus, first, on helping you to feel welcome and
comfortable among your fellow-students.

Activity 6.1.1 (group)

1. Pair up with someone sitting next to you

2. Look at the prompt below and share with each other, your response to each of the
prompts

Prompts:

1. I chose to study Education because …

2. Things that I wish the lecturer / fellow- students will not do, is …
38
 3. The thing that makes me happiest is …
4. My family …
5. What motivates me to do the best in my studies is …
6. The most important thing in my life is …
7. If I were the ruler of the universe, the first thing I would do, is …
8. To have fun, I …
9. I like / hate technology because …
10. If I could do anything I wanted, I would …
11. My dreams and hopes for the future are …
12. I like / hate to work in groups because …
13. If I could say anything I wanted to past / future generations, I would say …
14. In ten years I plan to be …
15. The craziest thing I ever did was …
16. If I were a millionaire, I would …
17. My best piece of advice to fellow students is …

6.2 Getting past the challenge of working with others

Some students resist group work, usually because they have had bad experiences with group
activities. The most common complaints centre around unbalanced workload:
• some do not do their fair share of the work
• others try to dominate and want to do too much

To address this challenge, group activities in this module will be structured in a manner that
will ensure both individual and group accountability.

Activity 6.2.1(collective) – establishing ground rules

1. Form temporary groups of 6-8 students.

2. Appoint 1 person to serve as a recorder.
3. Study the material in the box below.
4. Identify and discuss behaviours that will be either helpful or unhelpful to the group
when working together.
5. The recorder uses the grid below to distinguish between beneficial and disruptive
behaviours.

Characteristics that can contribute to or disrupt group cooperation

(adapted from Wessels & Van den Berg, 1999)

39
 The frog croaks on and on monotonously but does not give
up easily.

The monkey is a tease and fools around con;nually, but o=en uses its
quick wits and sociability.

The owl can frighten people with its pompous hoots, but is
wise and never speaks without thinking.

The mouse never offers an opinion because it is too ;mid, but stores
informa;on quietly and efficiently.

The lion insists on being the leader and does not allow others to express
their opinions, but is fearless and prepared to take risks.

40
 51

6.3 Adding legitimacy to ground rules

Small group work calls for a serious attitude and polite behaviour because it is not a social
gathering – it has a task to perform. However, research indicates that groups sometimes
struggle to work together, because of one or more of the following reasons (Northeastern
University, 2006):

• Weak sense of direction – students do not set conflicts

• Shirking of responsibilities – students fail to assign tasks and responsibilities fairly
in a way that reflects the strengths of the group
• Lack of trust – students do not trust one another because they do not spend enough
time to get to know one another in the beginning
• Critical skills gaps – students do not have well-developed skills in the areas of
communication, organising and managing tasks and conflict

6.4 Peer assessment of group participation

Team-work is an important life skill, but where it is used, it often leads to challenges such as:
group members who prefer to work independently rather than collaboratively, poor
communication, conflicts, free riding and social loafing.

Similarly, the ability to evaluate the contribution that group members make to the achievement
of the academic goals of the group objectively and honestly, is an important part of your
professional development as a teacher.

Because it is not only the completion of assignments that will be evaluated, but also the
effectiveness of group members as they work together to reach a collective goal, you will be
given the opportunity to peer assess your fellow students.

Activity 6.4.1 (individual) – peer assessment

1. Evaluate each of your group members by using rubric A below.

2. Share your honest assessment of your group members with one another.

42
Rubric A - Providing feedback on the contributions of your group members’ behaviour

NAME OF YOUR GROUP: …………………….

Name of student that is evaluated: ……………………………………….
(Complete a grid for each and every student in your group)

Criteria Standard

Attendance This student attended group meetings regularly Yes No

Preparation and This student came prepared to meetings / Yes No
contribution contributed meaningfully to face-to-face and online
discussions
Listening and This student listened attentively when others spoke / Yes No
speaking waited until others were finished before speaking
Task performance This student consistently carried more than his or her Yes No
fair share of the load / his/her contributions were
significant
Task completion This student showed responsible behaviour through Yes No
timely completion of assigned tasks
Outcome conversion scale:

1 x Yes = **** = 10
2 x Yes = **** = 20
3 x Yes = **** = 30
4 x Yes = **** = 40

43
THEME 7 :
LIFELONG LEARNERS ENGAGE IN NEW WAYS OF LEARNING

Rationale

… cramming for a test is a hollow victory (Doyle, 2004)

Cramming seeks to stamp things in by intense application immediately before the ordeal.
But a thing thus learned can form but few associations (James, 2000)

Intended outcomes

At the end of this theme, you will be able to

• EXTRACT the essence from a reading text

• COLLABORATE with members of a group to compete

7.1 Different approaches to learning

Good learning requires that learners feel like active agents (producers) not just passive
recipients (consumers). Nobody likes to put a great deal of effort into a task and then have
nothing to show for your effort in the end. This unpleasant feeling is often experienced at
university when you have studied hard and then find that you are not able to recall what you
have learned. The reason why this happens may be because you are not aware that there
are different strategies you can choose from for completing a specific learning task. Until you
came to university, you may have done your homework without thinking too deeply about
what you were doing or how you were doing it. You may have followed the same approach
every time you had to do an assignment or study for a test.

The purpose of this theme is to help you realise that there are more efficient ways of learning
and especially that there are more to learning than memorising learning material parrot style.

The message is simple: deep is good, surface is bad!

Deep learners Surface learners

… want to understand what they learn … accept and memorise information as isolated
and unlinked facts
… achieve long-term retention of … achieve only short-term, superficial retention
knowledge to be applied later on in life of material for examinations
… have a positive experience of … have a cynical view of education, believing
education, leading to confidence in their that factual recall is all that is required
ability to understand and succeed
… have fun … have high anxiety

44
7.2 Learning can be fun!

When we think of games, we think of fun. When we think of learning we think of work. Games
can show us to be wrong because they trigger deep learning that is itself part and parcel of
the fun.

Activity 7.2.1 (collective game)

1. Form groups of 4 students

2. Each student must think of a concept that you have learned in this module (do not tell
the other group members what you are thinking about)
3. Set 30 seconds on the clock
4. Try to explain the concept (without mentioning the actual word) to the other group
members
5. The group members must try and guess the concept within 30 seconds
6. Take turns at explaining your concepts

45
THEME 8: LIFELONG LEARNERS LEARN THROUGH REFLECTION

Rationale

Reflection, which is one of the main components of reflective journaling, is necessary for
humans to fully connect new information to the patterns of knowledge they already possess
(Zull, 2002:17)

A mind that is stretched by a new experience can never go back to its old dimensions (Oliver
Wendall Holmes, s.a.)

Intended outcomes:

At the end of this theme, you will be able to

• REFLECT critically
• SHARE your learning experience verbally with fellow-students

8.1 Why reflect?

Reflection is one of the most important learning processes a student can use because it
greatly enhances your ability to understand and manage the world in which you live.

Spontaneous reflection is something all human beings do all of the time when they process,
analyse and integrate their experiences by means of talking with friends, writing about it,
creating a piece of art, etc.

Reflection in the classroom, however, is a more conscious and purposeful way of going
over an experience – thinking about what happened and how well it went. A self-reflective
student is one who regularly thinks about what he or she is learning and how to apply that in
other contexts. If, in the process you learn from your mistakes, reflection can become a
powerful means of improving your academic performance.

46
8.2 What does it mean to reflect?

When you hear the word “reflection” in the university

classrooms, you should know that 2 processes are
involved, because the term “reflection” can refer to
thinking, meditating or pondering on something …

… or it can refer to the way you see yourself – just like an

image cast back at you when you look into a mirror or a
still surface such as a water pond.

Reflection at university thus refers to your capacity to think about the way you think, and to
the way you see yourself as a human being. It means that if you wish to avoid the misplaced
confidence, called the “illusion of knowing” when in fact you don’t, you should constantly look
at yourself critically. It means that you should evaluate and understand yourself as a student
and become aware of what you already know and what you still need to know/do to be
successful. It means that you should ask yourself:

• what is the state of my knowledge while I am trying to solve a problem?

• what is the level of my understanding when I am reading, listening or experiencing
something?
• what is the meaning of what I have learned?
• how can I connect that which I have learned to what I know already?
• how can I make a connection between knowledge learned in the classroom, and what I
have learned outside the class?

8.3 Reflection can enhance learning from experience

Related to service-learning experiences, reflection refers to the use of creative and critical
thinking skills to prepare you for a real-life learning experience, improve your learning gains
from the experience and help you examine the larger picture and context in which the service
learning takes place.

What are critical thinking skills?

47
Critical thinking involves both problem solving and reasoning and includes the ability to:

• make observations
• recognise and define problems

• be curious, asking relevant questions and finding the resources you need to solve the
problem
• challenge and examine long-held beliefs, assumptions and opinions against facts
• assess the validity of statements and arguments
• make wise decisions and find valid solutions

Activity 6.3.1 (individual and collective) – reflective thinking, writing, discussion

1. Reflect on your experience at the UFS thus far.

2. Discuss your experience with the student sitting next to you
3. Write a short reflective paragraph where you critically reflect upon your
experiences.

8.4 What are the crucial elements of a good reflection? (adapted from BGSU Center
for Teaching & Learning)

A good reflection …

• ... shows evidence of serious thinking and questioning

• … requires self-awareness and honesty
• … is full of concrete and specific examples
• … is thorough
• … is well organized and correct in terms of grammar and mechanics
• … shows that you can synthesise, that is to pull lots of different ideas together, to show
the relationships between concepts, prior and new knowledge,
classroom and co-curricular work
• … shows that you can analyse – that is, to break ideas down into their component parts
and put them together again in new ways

48
THEME 9 :
LIFELONG LEARNERS READ ACTIVELY, SELECTIVELY AND WITH
UNDERSTANDING

Rationale

… the goal of reading becomes to find and deeply understand the most important ideas and
information in the most efficient way possible (Doyle, 2004)

Reading without reflecting is like eating without digesting (Edmund Burke, s.a.)

Intended outcomes:

At the end of this theme, you will be able to

• IDENTIFY your personal reading habits

• SKIM and SCAN a text
• FIND words and define meanings through the use of an electronic thesaurus
• CREATE a personal glossary
• READ and ANNOTATE a text
• CONDENSE information in the form of linear summaries
• CONVERT summaries into a graphic display

9.1 Reading

At university the ability to read well is extremely important because a

great deal of your work consists of writing either from, or about texts that
you have read.

It is important to know that you should use different strategies to read

a novel because you want to relax, as opposed to study-read for
examination purposes.

Reading can help you to write better, because critical engagement

with reading material helps you to … internalise the rules and
conventions of academic writing (Seligman, 2012:217).

Activity 9.1.1 (collective) – diagnostic test; discussion

1. Discuss your personal reading habits with the person sitting next to you by answering
the following questions:
• When you need to read a prescribed text, do you read every word?
49
• What do you do when you come across unfamiliar words?
• What do you do when you do not understand what you are reading?
• What do you do to remember information you read in a text?

9.2 Do they really expect me to read all of this?

At school, you may have studied from only one or two books per subject. At University,
however, you will be required to access many sources - including books, journal articles and
the Internet - to obtain information. Apart from the large volume of reading, academic texts
are often complex. Therefore, you need to be able to read purposefully and selectively,
keeping in mind that reading every word is not always the point.

There are basically four reading strategies:

Skimming = reading quickly for global comprehension

Scanning = reading quickly for specific information
Study-reading = reading carefully in order to learn
Critical reading = reading to evaluate and compare different
sources or points of view

Skilled readers are able to decide on a suitable reading strategy to use for a particular
purpose. Therefore it is important to familiarise yourself with the details of the following 4-S’s
recipe (adapted from Boddington & Clanchy, 1999) to read effectively:

Strategy Action

Scan Look at the title, index, introduction, conclusion, headings and sub-
headings, chapter summaries, graphs and tables
Skim Get a sense of the main message of the text; read the abstract (if
there is one) and the introduction; then, travel lightly over the text,
section by section or paragraph by paragraph, noting topic
sentences as you go along
Select Mark the sentences/sections that are relevant to the essay you need
to write (also called “mapping”)
Study Take time to read key material that you have mapped, carefully

Also consult Seligman, pp.99-107

9.2.1 Skimming

Skimming is a strategy that you can use to get a general overview of reading material. It
involves running your eyes quickly over certain sections of the text, e.g. the titles, sub-titles,
introductions, first lines of paragraphs, diagrams and conclusions. In the process you get a
general impression of what the text is all about, how the material is organised, what the tone
50
or intention of the writer is and whether the material is relevant to the task that you have to
perform. It is important to master the skill of skimming, because, as pointed out by Seligman
(2012:108), [t]time management is an important factor and there is little point in reading
material if it does not help you complete a task.

9.2.2 Scanning

Scanning is the technique you use when you read selectively to locate relevant information
for a specific task, such as looking up a word in the dictionary or a telephone number in a
directory. In an academic environment, you should use this technique to search for a definition
or a suitable quotation in a text, or to look up the meaning of a word in the glossary at the
back of a book.

9.3 Reading closely to remember and recall

Studying and learning from textbooks take more than simply reading the assigned chapters.
To remember information for longer periods, you need to condense and restructure the
material to give meaning to it; you need to engage in active processing of information by
mapping the text. This means that you must decide what the most important points are,
underline, make notes in the margin and create study tools in the form of summaries and
graphic organisers.

To evaluate the strategies, you are currently using to read and study from your textbooks,
take the following awareness check:

Activity 9.3.1 (individual) – self-assessment

HOW DO YOU STUDY FROM TEXTBOOKS?

(adapted from Kanar, 2014)

The following Awareness Check will help you determine whether you are getting all the
information you can out of your textbooks and using it effectively for studying, reviewing and
retaining what you have learned. Check the statements that apply to you.

1. Part of my textbook study includes making some type of summary to help me

remember important information.
2. I rarely, if ever, underline or annotate a textbook chapter.

3. When I make notes from textbooks, I don’t copy the information directly; I put it
into my own words.
4. If I make notes, I usually copy directly from the textbook.

51
5. I have used or heard about mapping techniques and other ways of organising
information.
6. I am not aware of ways to organise information. I study by rereading textbook
chapters or reviewing my lecture notes.
7. I underline or annotate key ideas in a chapter, and I study from these markings

8. I have difficulty deciding what to underline or mark, so I try to study

everything.
9. Overall, I think that my method of studying from textbooks needs improvement.

If you have checked mostly odd-numbered statements, you are probably already using an
effective method of organizing information from textbooks. If you checked mostly even-
numbered statements, you are probably not using your textbooks effectively. So how does
one go beyond reading and marking a textbook chapter to create summaries or study tools?

As a starting point, here are some suggestions:

• Underline or annotate the main idea or topic sentence of a paragraph

• Underline or highlight key words or phrases from the sentences that support the main
idea
• Underline or highlight major headings and subheadings
• Turn headings into questions, and write the answers in the margin
• Circle key terms, and write their definitions in the margin or keep a separate list
• Use graphic organisers to organize ideas and show their relationship

Condense your reading by using a graphic organiser

(from Kanar, 2014)

You probably know from experience that studying from a textbook chapter – even if you have
marked if effectively – can be difficult and time consuming. Suppose you have several
chapters to study for a test. By the time you get through reading all your marked parts of the
first chapter or two, you are probably too tired to study the others. As a result, you go to the
test unprepared. Also, it is difficult to remember material that you have underlined or
highlighted. For one thing, the words are the author’s, not your own. Second, you end up
resorting to memorization, which as you should know by now, is not an effective way to study
complex ideas. The trick is to isolate the most important ideas in a chapter and condense
them into a format that is both meaningful and visual. Such formats are called graphic
organisers.

Consult Seligman, pp. 133-135 for examples of graphic organisers. There

are quite a few graphic displays from which to choose:

• Mind maps
• Branching notes
• Spidergrams

52
• Clusters
• Tree diagrammes
• Flow charts
• Hierarchy diagrammes
• Comparison charts

9.4. Reading critically to understand

9.4.1. What is critical reading?

When lecturers give assignments and research projects to do, they expect you to understand
what you read by being critical.

To read critically you have to follow 4 steps:

1. Know why and for what purpose you are reading

2. Understand what the writer is saying and why
3. Reflect on and question the evidence the writer presents to support his/her
arguments
4. Make a scholarly and considered judgement about the worth of the writer’s ideas,
particularly in relation to other writers

Fortunately, academic texts (essays, articles, books) are mostly organised in a particular way.
Once you know where and how to look for these particular features you will be able to read
more efficiently.

9.4.2. What is it that I must look for when I read?

The table below contains the critical questions you need to ask if you want to figure out the
key message of academic texts:

Structure of academic Questions that the critical reader should ask

writing
Topic What is this all about?

Why is the writer interested?

Introduction

53
 Context What have other writers said about the topic already?
What contribution does this piece of writing make to the
discipline/field? (theory)
What does the writer hope to achieve? (practice)
Question/problem What question is the writer asking?

Thesis What does he/she think is the answer?

Signposting How will the writer show me this?

Body

Point I(explanation) Why does the writer think the way he/she does?
Evidence/example Based on what?
Reference(s) Where did they learn this?
Point II, Point III, etc. (same questions as for Point I)

Conclusion So what?
Conclusion

How does all of this relate to the question that the writer
posed at the beginning?

54
THEME 10 :
LIFELONG LEARNERS EXPRESS THEMSELVES WELL IN WRITING

Rationale

Writing ability does not follow automatically from either speaking ability or general language
proficiency
(Seligman, 2012)

Intended outcomes

At the end of this theme, you will be able to

DISTINGUISH between the topic and controlling idea in a topic sentence

IDENTIFY sentences that distracts from the logic order of a paragraph
WRITE a paragraph
ANALYSE the reasoning in a persuasive text

Success at university depends on students’ subject knowledge as well as their

linguistic competence. Whereas speaking and listening come automatically,
writing is more difficult.

But fortunately, it is a skill that can be learned and all of us must go through this process.
This session was designed to help you deal with the challenge of writing well.

10.1 Writing

When something is not clear when we are speaking, the listener can ask for clarification or
elaboration. This is not true of writing and therefore a piece of writing must lead the reader
logically and clearly towards a particular outcome (conclusion). The ability to make good,
clear connections is at the heart of writing – and thinking. One can think of writing as thinking
in print.

55
10.2 What is good writing?

Skilful writers make statements which “hang together”, while unskilled writers produce
writing which is “falling apart”. Whereas poor writing is disorganised, displaying incoherent
thoughts

and language items which are either loosely connected or not connected at all, good writing
has the following characteristics:

• It makes sense; is not chaotic

• It is well structured, revealing coherence and cohesion
• Ideas are connected

Good writers keep their promise and go in the direction promised; bad writers do not; they go
off the point, often starting another topic in the same paragraph.

10.3 What is academic writing?

Writing well is the key to excellence in higher education. Tests, examinations, assignments
and projects – in fact, most forms of assessment are based on written texts. What is more,
your lecturers are critical readers: they want to see that students can create meaning through
the process of writing. Before they will give good marks, they want evidence that students can

• discuss, criticise and argue about issues within a particular discipline

• use an appropriate vocabulary and writing style

The key features of academic writing may be summarised as follows:

Feature Explanation

Clarity about purpose You should be clear of what is expected: to tell a story,
provide a record of events, explain a process, do a
comparison, establish a cause-and-effect relationship,
inform or influence opinion?
You should therefore declare what the piece of writing
attempts to do
Central idea What is the big idea?
You must establish or support a particular point of view The
central idea must be visible at the beginning and visible
throughout the essay
When the readers get to the end of your essay, they should
feel that they know what the central idea was and what you
have said about this idea

56
Serious tone Avoid sounding chatty or colloquial

Clear and to the point Introduce your subject and say what you are going to say
Present information in an orderly, logical manner

Objective Do not express personal opinions or feelings; do not make

wild, unsupported assertions

Tentative and exploratory Do not assume anything, e.g.: “Taking this into account, it
could be argued that …..”

Uses evidence It is not a place to express opinions or feelings without

backing them up with facts or references
Locates itself within an Any new piece of writing is a development and an
existing body of knowledge extension of what has already been written on a particular
subject
Follows a process of It will present the facts about a subject and a writer’s
reasoning to advance an interpretation of them in a way that shows how those facts
argument are interrelated, connected or sequential

10.4 What is an argument?

Lecturers or whoever is marking your writing is looking for your ability to generate an
argument. An argument:

- is not a dispute or disagreement;

- is a coherent series of reasons/facts/statements to support point of view;
- moves from starting point to conclusion;
- shows how the writer has organised his/her understanding of topic; - is made up of
smaller parts organised in developmental order.

57
10.5 Structure of a reasoned argument

The ability to argue is at the heart of academic writing. What do we understand under
argumentative writing? Seligman (ibid.) has the answer: Argumentative writing is persuasive
writing and your goal is to win your readers’ support, to influence their thinking or to motivate
them to act in some way.

Argumentative writing consists of academic arguments that have a particular structure.

Familiarising yourself with this structure will assist you with most of the writing you will be
expected to do.

Consult Seligman, pp.247-254.

58
Reasoned arguments proceed in a series of paragraphs which may be visualised as the
carriages on a train, each containing one idea and hooked onto the next one by a link (Rao,
Chanock & Krishnan,2007).

Each paragraph is a unit of writing that focuses on and develops one idea. A good
paragraph thus has unity. In a unified paragraph, all the sentences relate to the topic and
develop the controlling idea. Another important characteristic of a good paragraph is
coherence. This means that the ideas are arranged in an order that makes sense to the
reader. If the ideas are logically arranged, the reader can easily understand the main idea
and follow the writer’s thinking. Ultimately, transition words and phrases help create
coherence in your writing because they help to make the meaning clear to the reader.

A paragraph consists of:

- a theme or topic sentence that tells what the paragraph is about (= topic) and also
what the writer’s attitude or idea is about the topic (= thesis/controlling idea)
- one or more supporting sentences which explains, describes or develops the main
idea
- conclusion which summarises or comments on the main idea
- connecting devices which link sentences and paragraphs to one another

The topic sentence is the most general and the most important sentence of the paragraph
because it expresses the main idea. It can appear anywhere in the paragraph (beginning,
middle or end), but usually an opening theme sentence works well.

Example: Parents can help children succeed in school by encouraging them

The support sentences in a paragraph consist of evidence that show why the theme
sentence is true. These sentences can therefore contain narrative details, facts, examples,
explanations, quotations, and/or statistics. The main thing to remember, is that support
sentences must be arranged in a convincing way. You may either present your strongest
support first, or build up your support by building up from the weakest to the strongest

59
Example: Parents can help children succeed in school by encouraging them

Support: Parents can encourage children by reminding them to do their homework

Parents can encourage children by buying them textbooks Parents can
encourage children by rewarding them

Connecting devices (or transitional signals) are words that are used to show the
relationship between ideas and to signpost to the reader the direction your line of reasoning
is about to take, such as adding more emphasis, or introducing an alternative viewpoint. It is
an extremely important way of achieving coherence in an essay – and one of the most
important writing skills that can earn you better marks! See the list below for a selection
of words that you may find useful for linking ideas.

Example: Interaction refers to the situational influence on one’s experience. In other words,
one’s present experience is a function of the interaction between one’s past experiences and
the present situation. For example, my experience of a lecture will depend on how the
lecturer arranges and facilitates the lecture, as well as my past experience of similar lessons
and teachers in school (adapted from Seligman, p. 162).

The conclusion of a short paragraph is usually one sentence. It returns to the main idea of
the paragraph and often repeats a key word or phrase from the topic sentence.

Example: Parents can help children succeed in school by encouraging them

Conclusion: Encouragement can take many forms; parents just need to experiment and
see what methods will help their children succeed.
(adapted from Ruetten, 2012)

Activity 10.5.1 (pairs) – read; analyse

1. Look at the following sentence – the topic is in bold and the controlling idea is
underlined: Parents can help children succeed in school by encouraging them
2. Study the following topic sentences. Underline the topic and circle the controlling idea
in each one. The first one is done as an example:
- Receiving an F on my report card was a humiliating experience.
- When I was a child, my grandfather’s backyard was a magical place. -
One reason I admire Nelson Mandela is that he never gave up.
- The first step in learning how to do word processing is the hardest.
- The biggest difference in education between the two universities is the number
of subjects students must take.
3. Read the following paragraph. Write down the topic sentence. Underline the topic and
circle the controlling idea. Then list the support sentences.

The Internet can help university students succeed by providing easy access to information
on almost any subject area. For example, students can learn a lot about different cultures
from the Internet. Now, in addition to having a foreign pen pal, students can also learn about
other countries by reading, looking at pictures, and watching videos on their computers. As a
result, they can understand and appreciate other cultures better. It can also help them learn
another language. There are even sites that translate from one language to another. The
60
Internet can help students in other subject areas, too. If they have a math problem, they can
easily find a tutor or help on the Internet. There are also a lot of sites with information to help
you improve your writing. Finally, when they have to do a research paper on a specific topic,
students can go to a dependable website and find information instantly. For all these reasons,
having easy access to information on the Internet is crucial for success at university today.

Topic sentence: _________________________________________________

Support: _______________________________________________________

_______________________________________________________________

Support: _______________________________________________________

_______________________________________________________________

Support: _______________________________________________________

_______________________________________________________________

61
Support: _______________________________________________________

_______________________________________________________________

4. Read the topic sentence below. Write 3 sentences of support that could be included in
a paragraph. Discuss your supporting sentences with the person sitting next to you to
determine if they clearly relate to the main idea.

Topic sentence: Students may not realise it, but computers are more important now than ever
before.

Support: _______________________________________________________

_______________________________________________________________

Support: _______________________________________________________

_______________________________________________________________

Support: _______________________________________________________

_______________________________________________________________

Support: _______________________________________________________

_______________________________________________________________

5. Unity. Read the following paragraph. Underline the topic sentence and then cross out
any sentence(s) that do not support the main idea in the theme sentence.
Ms Jones was the best teacher I ever had. She taught general science in grade 10. The
reason she was so good was that she always tried to make her classes interesting. She had
the ability to relate the material to our lives. Our lives were pretty difficult because most
students came from poor families. For example, when we studied physics, we learned about
how skateboarders could do incredible tricks. She taught us chemistry by explaining how
eggs make cakes rise in the oven. We learned about astronomy through the movie Star Wars.
It was in her class that I decided I wanted to be a baker.

6. Coherence. Read the following paragraph. One or more sentences is out of order. Re
order the sentences to make the paragraph more coherent.
(1) We often hear the term “superhero”. (2) This word usually refers to movie or cartoon
characters with super strengths or other incredible abilities. (3) However, strength is not just
physical. (4) Some people have incredible strength of character. (5) That is why I believe
Nelson Mandela is a real superhero. (6) Nelson Mandela fought for equal rights in our country
and didn’t give up until he had achieved his goal. 97) His courage put him on Robben Island,
one of the toughest prisons in the world. (8) He was held there for 26 years. (9) As a young
man, Mandela became a fighter for equal rights in South Africa, where he courageously
resisted the South African government’s policy of apartheid. (10) Even so, when he was in
prison, he didn’t give up the fight. (11) He
 71

continued to talk to the other prisoners and try to get publicity for his cause. (12) After he was
released from prison in 1990, he quickly took over the leadership of the opposition party and
pushed the government even harder for a government that would represent all South
Africans. (13) Finally, in 1994, he was successful; he saw his dream fulfilled.

7. Connecting devices. Choose transition words from the list below to connect the following
sentences:
7.1 Many young people do not like to read the newspaper. Reading the paper is
very important if you want to improve your general knowledge.

_________________________________________________________________

__________________________________________________________________

7.2 The goal of much of our thinking is to figure out why something has happened.
Political and economic experts speculate about the causes and effects of poverty in a
country. Medical experts consider the causes and effects of diseases. Teachers have
to speculate on the reasons for the poor academic performance of some of their
learners.

__________________________________________________________________

__________________________________________________________________

Purpose Transition word/s

To add an idea Moreover, in addition, also, furthermore, besides
To show time or sequence First, second, next, then, finally
To indicate result Therefore, thus, consequently, as a result
To indicate an unexpected result However, nevertheless, still, even though
To return to and stress an earlier In spite of, in the final analysis, although, nonetheless
viewpoint
To show contrast However, on the other hand, in contrast, conversely,
To show similarity Similarly, likewise
To emphasise or intensify In fact, indeed
To give an example For example, for instance
To explain or restate That is, in other words
To summarise In conclusion, in summary, overall

8. Conclusion. Read the following paragraph (Ruetten, 2012:7)

Parents can help their children succeed in school by encouraging them. Children usually
enjoy playing games instead of studying their lessons, so parents have to monitor their
children’s study habits and remind them to do their homework. Parents should also
encourage their children to study by buying storybooks with pictures or textbooks that help
children learn to spell or read. Another good way to encourage children to study efficiently is
to reward them when they get an “A”. When I was young, my parents always gave me a small
gift if I did well. I enjoyed these special presents,

72

and I worked hard to earn them. Encouragement can take many forms; parents just need to
experiment and see what methods will help their children succeed.

- Circle the key words the writer uses in the topic sentence, throughout the
paragraph and in the conclusion.
- To bring variety into the paragraph, see if you can re-write the conclusion,
using other words that mean the same thing.

____________________________________________________________

____________________________________________________________

Activity 10.5.2 (individual) – paragraph writing

1. Write a paragraph.
- Think back on a learning experience you have had that was very special – either in a
formal or an informal setting.
- Write briefly (about half a page) about this learning experience, explaining why you will
never forget this particular experience.
- Use the 4-square method (portrayed below) to organise your ideas.

The 4-square method

 Reason 1 (support sentence) Reason 2 (support sentence)

A learning experience (=topic) that I will never forget (=controlling idea)

Reason 3 (support sentence) Concluding sentence

73
10.6 Different kinds of arguments

At this stage, you should know that there are not only arguments, but also counter arguments.

As you have gathered from the paragraphs above, a … good argument is one that directly
identifies its central position, supports that position with reasonable, relevant and concrete
evidence [that comes from reputable sources], and admits the possibility of alternative points
of view (Seligman, 2012:267). However, to write academically, you must be able to
demonstrate that you can also discuss the more than one side of an argument and then rebut
( i.e. give reasons or prove why you don’t support the other argument(s).
See Seligman, p. 267 for phrases that you will find useful to support or rebut a particular
argument.

10.7 Evaluative/analytical writing

Your ability to argue will come in handy even when you are required to write evaluative essays
involving
 - exploring different points of view
OR
- comparing and contrasting different points of view

Examples:

Compare the degree to which the presentation of Afrikaans as Additional Language in

Grades 1, 2, and 3 differ from one another.

Compare the positive and negative influence of conflict by referring to the examples from
the teaching and learning context.

By using examples, explain what the difference is between teaching problemsolving and
using problem-solving as a teaching strategy.

Evaluate the contribution that Bloom has made to education as a field of study.

Contrast the behaviourist and constructivist theories of learning

In evaluative essays such as compare-and-contrast essays, it is important to be balanced in

the kind of information you use to make a comparison.

Nearly all evaluative writing involves the following processes (Cottrell, 2003:188):

Instruction What you should do

Compare Find the points of similarity, and show that you are aware of any
minor points of difference within areas of overall similarity

Contrast Set items in opposition, in order to bring out the points of

difference

Evaluate the Evaluate the significance of any similarities or differences. Ask

significance yourself: Do they matter? Do they have important implications
for the model that should be used or for probable outcomes?
Make a judgement Indicate which theory or side is preferable. Give the reasons for
your opinion, based on an analysis of the evidence
Show your criteria Show the criteria you used in arriving at your opinion, such as :
you used data or research evidence as the basis for your
decision

Framework for planning a “compare and contrast” essay:

 Introduction:

Main themes:

Areas to be compared / contrasted Theory A Theory B

Similarities
1
2
3

Differences
1
2
3

Significance of similarities and differences

(How did I decide whether something was significant?

Conclusion
(Draw reader’s attention to the main points once again)

Consult Seligman, 2012, pp. 172 for examples of comparison-and-contrast words

75
10.8 Descriptive writing

Descriptive writing is the easiest writing style since we are used to describing things in
everyday life. You must be cautious, however, because it is so easy to give too much detail
and completely forget what the purpose of the description is.

At university level, descriptive essays usually have a specific purpose, such as reporting precisely on
an experiment or giving background detail. You may be required to:

• describe what should happen – e.g. Describe how you would introduce the concept
“democracy” to learners in the intermediate phase
• describe main features or functions – e.g. Describe the main features or functions of
social literacy
• summarise the main points of a theory or steps you have taken – e.g. Outline the
methods and result of your investigation into the physical learning spaces that you
carried out during your school visit or your practical teaching experience

10.9 Personal writing, drawing on your own experience

In some instances, you may be called upon to write from your own experience to make your
learning concrete. Reflection on what happened, how you dealt with the situation, how others
reacted to the situation, how your perspective on the matter has changed, etc. can benefit
your learning to a great extent.

10.10 Tips on how to earn good marks

The main feature of academic style is language that seeks to persuade by reason, objectivity
and accuracy of facts, as opposed to emotionally charged, subjective or overly judgemental
language.
 Some recommended
Some prac;ces to avoid
prac;ces

Use personal pronouns such as “I”; “me”; “my” Avoid using personal pronouns such as “you”, “we”,
cauHously [always keeping in mind how far such “us”. [It is unclear who you’re referring to. But again,
usage might – or might not – be part of your check what your discipline’s pracHce is]
discipline’s pracHce.]

Avoid using the passive voice [unless your

Use the acHve voice [aUer checking that your Discipline requires it]: it is argued by criHc
discipline wants you to]: criHc X argues X...’

Use evidence you can aWribute to specific reliable

sources: “in War and Peace, Tolstoy describes Avoid weasel words [broad generalisaHons
how… (p. no.)” that cannot be verified]: ‘people believe’

Use acronyms, but spell them out fully when you

first introduce them: ‘Time and RelaHve Dimensions Avoid contracHons and abbreviaHons: use ‘does
in Space (TARDIS)’ not’ rather than ‘doesn’t’; ‘that is’ rather than ‘i.e.’

Be restrained & objecHve: There appears Avoid extremes of judgement: ‘It is absolutely
considerable agreement among scholars (refs)’; ‘this clear’…Avoid words such as ‘never’, ‘blatantly’;
view possibly fails to take into account…’ ‘outrageous’, ‘totally’, ‘incredible’, ‘extremely’

Use gender-inclusive language: E.g. Avoid gender – exclusive words and phrases:
Humankind, chairperson e.g. mankind, chairman

Avoid unnecessary words: “As such, it is necessary

Use simple, clear language. Academics usually look for more research to be conducted within this field of
for sophisHcated thinking but plain vocabulary psychology, to fully understand…

Write so that y our meaning is clear: ‘The Australian Avoid slang & Colloquialism: “republicanism in
Republican Movement (ARM) has not been acHve Australia has taken a back seat in recent year s.
since the 1999 referendum

Ask yourself: ‘What do I really want to tell the Avoid unfamiliar synonyms from a thesaurus
reader?’ and write that in words you understand: [most have different shades or context of
“scholars have not agreed about the final meaning of
meaning]: the term has not been given a finale by
the term…’
scholars…

Avoid losing your reader in a trackless jungle:

‘…then members of the economic group who have
the collecHve responsibility have to derivate
responsibility to establish such insHtuHons and see
to it that they realise their insHtuHonal purposes
(Rao, Chanock & Krishnan, 2007:76)
 77
10.11 Research report writing: the art of organising information meaningfully

During your studies you will be exposed to a lot of new information and ideas. While writing
assignments you will be challenged to find out more about a specific topic in a particular
subject field. You will be stimulated to think critically, to make independent evaluations and
express your own thoughts in a clearly structured written format.

A really good assignment that earns good marks may be described as … a coherent piece
of writing, developing logically from one point to the next, and presenting a lucid and
sustained argumentation backed up with properly selected material from the various
sources (in strict accordance with the rules and conventions of the different scientific
disciplines … (Potchefstroom University for Christian Higher Education, 1999).

There is no one correct way of developing a piece of writing. Below are examples of possible
ways in which to organise a research report and a review of an assigned reading (adapted from
Doyle, 2008):
Research report

Cover sheet Should contain some or all of the following: full title of the report;
your name; name of the School in which the project was undertaken;
name of the institution (UFS); date.
Title page Full title of the report; your name; acknowledgements; a thank you to
the people who helped you.
Table of contents Headings and subheadings used in the report with page numbers.

Introduction Overview of the whole report. It should let the reader see, in
advance, what is in the report. This includes what you set out to do
(aims), how you reviewed the literature, the methodology you used,
a summary of your findings and how they were analysed.
Aims and purpose of Why the research was done. The problem that you investigated. If
study you are not including a literature review, mention here other
research relevant to your work.
Literature perspectives This should help you to put your research into the context of other
research and explain the importance of your research. Include only
the books, articles, websites that relate directly to your topic.
Methodology Explain the methods you used and why you thought they were
appropriate (e.g. questionnaire surveys, test results, interviews).

Results or findings Explain what you found by showing essential data and calculations.
Use tables, graphs, figures.
Analysis and Interpret your results to say what meaning you make of them.
discussion Indicate how your results compare with those of others who have
done research in this area.
Conclusions Briefly summarise the main conclusions of what you discussed
under Results/Findings. Indicate if and how you were able to
answer some or all of the research questions raised under Aims.
Recommendations Make recommendations, which are either positive or negative
suggestions for either action or further research.
Appendix Add additional documents you used.

Bibliography List all the sources to which you refer in the body of the report.

Students are warned not to try to impress their lecturers with very long, extended
bibliographies. Lecturers are mostly very adept to find out when students are using tricks –
and this will have negative consequences for the student.

NB: [Link] may not be listed as a resource in a bibliography.

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10.12 Proper documentation helps you to avoid plagiarism

Research writing is not different from other forms of writing, except that you are expected
to document the sources that you use for your writing. Documentation, in the words of
Seligman (2012:286), refers to the system for acknowledging your sources. It is also the
system of conventions for noting your sources so that readers can locate the material if they
wish to do so. Failure to do so makes you guilty of plagiarism, which is a very serious offence
in the academic community.

10.13 Awareness and maintenance of your online profile helps to protect your digital
footprint

Have you ever tried to Google yourself? What did you find? Is what you found something you
would want your future employer to see? Is what is available on the internet about you, posted
by either yourself or your friends, something you would like the learners in your class or their
parents to see?

Your presence on the web is often permanent and beyond your ability to change or delete. As
a prospective teacher, your online data trail or digital footprint is extremely important.
Therefore, maintaining and protecting your footprint is becoming essential to being a lifelong,
information-literate learner.

There are some forms of social media that can be safeguarded to keep people out. Others,
like Twitter and Pinterest, are open so that any member can not only see your activity but
also pass it on to other. Leaving a digital trail can happen in many ways, including through
your conversations on Facebook, videos posted to YouTube, tweets shared or retweeted,
even buying something online.

72
THEME 11 :
LIFELONG LEARNERS ARE CONFIDENT PUBLIC SPEAKERS

Rationale

Only the fear of snakes ranks higher than the

fear of public speaking in public opinion polls.
The fear of dying follows in third place (Doyle,
2004)

There are always three presentations for

every one you actually gave. The one you
practiced, the one you gave, and the one you
wish you gave (Dale Carnegie, s.a.)

(Cottrell, 2003)

Intended outcomes

At the end of this theme, you will be able to

PRACTICE synthesis thinking about the school visit project

PREPARE collectively for an oral presentation
TAKE responsibility to ensure the success of the presentation
ASSESS fellow-students’ presentation skills

11.1 Public speaking helps to promote learning

The ability to speak in front of others is one of the most important skills students need to learn
to be successful professionally (Doyle, 2004). Hence, presentations are often used as a
powerful learning tool:

- Effective presentations require you to know their material very well - leads to deep
learning
- Enhancement of organisation and communication skills – you must decide what is
the most important information, what structure will be the most effective to make the
information easy to understand, how to combine text and images to better communicate
the material
- Authentic expression and sharing of information – important part of what you will
be required to do in their future profession as teachers

73
11.2 Public speaking encourages peer relationships

Despite the emphasis on the importance of group work, some students still believe that they
do not need to take any responsibility for the learning success of their peers. One of the
purposes of the group oral presentations is to help you understand that working collectively
and supporting one another is not only a way to improve presentation skills, but also a vital
career and lifelong learning skills that you cannot afford to ignore.

Below is the core list of expectations for developing public speaking skills (Stevens & Levi,
2013):

• Clear introduction that sets out the thesis and organisation of the whole presentation
• Maintain good eye contact
• Body language is expressive and appropriate
• Speaks loudly and slowly enough to be easily understood
• Modulates voice quality and tone appropriately: does not drone
• Does not fumble with the notes/data projector
• Not too many words on the PowerPoint slides
• Captions on slides show key issues and themes

Guidelines for structuring your presentation

Slide 1 Introduction
Names of group members and schools that were visited
Slide 3 Highlights
What observations would you like to share?
Slide 4 Conclusions
What did you, as a group, learn that you did not know before (about yourself,
your
fellow students, the teachers/pupils at the school, the teaching facilities, etc.)?

Slide 5 Recommendations
What do you think should happen to improve the situation at the schools that
the group members visited?

Slide 6 Acknowledgements
List the people whom you wish to thank

74
THEME 12a:
LIFELONG LEARNERS ENGAGE WITH THE COMMUNITY TO
GENERATE CIVIC KNOWLEDGE – LOCALLY AND GLOBALLY

Rationale

The quality of your life will come down to the quality of your contribution. The most noble thing
you can do is to serve others (Sharma, 2012)

Part of what we will teach our students is not only how to give of their skills, but how to give
of themselves in service to communities (Jansen, Inaugural Speech of the 13th Rector and
Vice-Chancellor of the University of the Free State, 2009)

The beauty of service learning is that something real and concrete is occurring. Learning
takes on a new dimension. When students are engaged intellectually and emotionally with a
topic, they can light up with revelation or make a connection between two previously separate
ideas. What they have learned in [the class] suddenly matters and engages their minds and
their hearts (Kay, 2004)

When students prove to themselves that they can be independent learners, capable of
thinking for themselves and figuring out how to find and use knowledge in meaningful ways
to solve real-world problems, their confidence will grow dramatically. Their
accomplishments will bring a feeling of empowerment that will drive their ability to learn for
the rest of their lives (Doyle, 2004)

Intended outcomes

At the end of this theme, you will be able to

DEFINE the concept of community service learning

APPRECIATE daily realities of being a teacher
VERBALISE your awareness and understanding of the educational needs and socio
economic circumstances of school children DEVELOP in digital learning object

Once you are a qualified teacher, you will be working in the swamp of day-to-day
frustrations and disappointments, but you will also experience successes and occasional
miracles.

This theme will put you in contact with the daily realities of being a teacher – an environment
where teachers, pupils, parents, guardians are all looking for improvement of the schooling
system.

75
12a.1 Why do we have to be exposed to community activities and dynamics?

In a newspaper article, published in Seligman (2012:132-133), Professor Jonathan Jansen

says the following about the SA schooling system:

“It does not require profound sociological insight to recognise that a poor schooling system
threatens all of us.

… we have to find ways of making schools not only places of high enrolment, but also sites
of high quality learning.”

In the Faculty of Education, we believe that in order to contribute meaningfully to the

rebuilding of the SA education system, students need a spark of awareness to light their
“candles of compassion”. As future teachers, students need to learn how to show
compassion, care, respect and love for all pupils – their identities, histories and experiences.

Therefore, this theme will focus on the policies and directives for community engagement
and service learning as an integral part of qualifying yourself as a teacher. You will come to
see yourself, not only as an educated professional person, but also as a fellow human being,
ready to serve society in the capacity as a teacher.

12a.2 What kind of knowledge do we need to contribute to education in the 21

century?

12a.2.1 Transformation of higher education

In recent times, institutions of higher education have adopted transformed roles: from pursuing
knowledge for its own sake, to a renewed focus on the common good (Bawa, 2003).

Transformation is not a new concept in higher education. Throughout the ages higher
education institutions have played a leading role in answering the needs of a specific time; in
promoting the common good …through revolutionary advancements in medicine, technology
and other sciences (Boyer, 1996:143-144).

In the current South African context, transformation requires that all existing practices,
institutions and values are viewed anew and rethought in terms of their fitness for the new
era (Education White Paper 3: A Programme for the Transformation of Higher Education,
RSA DoE, 1997, cited in RSA DoE, 2008:9). According to the spirit of transformation and
renewal of thoughts and practices, we need to ask ourselves, in unison with the rest of the
world: what are the most pressing issues in our society today? How can we make a
contribution to the common good of 21st century humanity?

76
Violence, poverty, HIV/AIDS, environmental destruction and social injustice are some of the
most pressing issues that we are currently facing in South Africa. Traditional academic (Mode
1) knowledge and research will certainly contribute to address these challenges. However,
not all issues can be solved in the classrooms and laboratories of a university. To remain
relevant as institutions of higher learning, universities need to engage with communities so
as to accurately identify their needs and sustainably address those needs within the scope
of their scholarly activities and resources (Mode 2 knowledge). One way of doing this, is by
engaging with the community through service-learning partnerships.

12a.2.2. Community service learning

Definitions of community service learning (CSL) are many and they continue to be contested.
In general, CSL is an approach to teaching and learning where the primary beneficiaries are
both students and the community. The primary goal of CSL is a dual one: to support student
learning and to provide service to the community. Bringle & Hatcher (2004) define CSL as
follows:

[Community] service-learning is a course-based, credit bearing educational experience in

which students:

participate in an organised service activity that meets identified community goals;

reflect on the service activity in such a way as to gain further understanding of course
content, a broader appreciation of the discipline, and an enhanced sense of civic
responsibility.

CSL thus provides students with opportunities for learning through real world, contextually
relevant and authentic experiences. As pedagogy, CSL has its roots in experiential learning
and constructivist theory. CSL, however, is more than experiential learning: it provides an
opportunity for students to learn from and with the community and to see the value their work
can have in contributing to solving specific developmental challenges. Through meaningful
engagement with communities and the service sector, students learn about partnerships,
working in groups, making decisions, communicating (orally and in writing, formally and
informally) with different kinds of audiences (FSHEC, 2008).

12a.3 Development of digital learning objects on topics of general interest to the

community of teachers

South African citizens nowadays have to overcome major challenges to see their children
through school. Similarly, schools battle to supply schooling of a high quality in the midst of
prevailing malpractices that impact negatively on teaching as a profession.

It is the aim of this theme to cultivate in students, not only an awareness and understanding
of the educational needs and socio-economic circumstances of school children, but also to
bring them to the realisation that they have the ability to imagine, and in modest ways
contribute, to improved educational arrangements.

To this end, you are required to develop digital learning objects that may be of benefit to
practicing teachers - locally and abroad. The aim is to emphasise the interconnectedness
77
and interdependence of all role players and structures in education. It is intended to help
you realise that

improvement of the well-being of others, is a means of improving your own well-

being
you have the capacity, in your roles as teachers-in-training, to contribute to
social change and education of a high quality.

Activity 12a.1 Development of digital learning objects (collective)

1. Identify a topic that is relevant to the content of Life Skills (Foundation and
Intermediate Phases), Life Orientation (SP/ FET Phase) as explained in the CAPS
document.
2. To access the CAPS document, follow the link
[Link]
a bid/419/[Link]

3. Develop a digital learning object that could be used by teachers in class

THEME 12b:
LIFELONG LEARNERS CONTRIBUTE TO CREATING
SUSTAINABLE LEARNING ENVIRONMENTS

Rationale

Challenging learners’ beliefs about their own ability (or inability) to make an impact on
environmental problems is also an important issue to address. Providing positive experiences
that demonstrate to learners that they can have an influence in their own local environment
helps to overcome the ‘action paralysis’ … (Ballantyne & Packer, 2005)

Intended outcomes

At the end of this theme, you will be able to

ENGAGE with and in the environment

NOTICE the evidence and effects of environmental mismanagement
DECIDE to what extent you want to be involved in free-choice learning beyond and
outside the formal curriculum
MAKE decisions about moral and ethical issues
GIVE vent to your sense of personal, cultural and community identity
ACKNOWLEDGE changed attitudes and values within yourself which may involve
feelings about the environment in general, social and political issues

78
 RECOGNISE your own place in the world and role in interacting with other people
EXPLORE and CONSTRUCT your environmental knowledge, skills, attitudes and
behaviours in personally relevant and meaningful ways

12b.1 What is sustainable learning?

Human inter-dependence – and no longer independence – is the foundation for a new,

global civilization. What this means is that in order for the continuing existence of human
beings, the mechanistic way in which we used to understand learning, needs to be replaced
by a an integrated, holistic and systemic vision of how we can create sustainable learning
communities. This, in turn, means that students should get opportunities to learn how to
purposefully and soulfully engage with other people in their environment.

12b.2 Can informal educational settings promote environmentally sustainable

attitudes and behaviour?

The purpose of this theme is to contribute to your basic knowledge, understanding,

awareness and beliefs in relation to sustainability issues. The question that we have to
answer, is: Is this really the way to go to “save” the human race?

Research has shown that the integration of formal and informal learning sectors has a
strong potential for addressing the goals of creating future sustainable learning
environments. By collaborating with the Department of Urban and Regional Planning, you
will be given the opportunity to become involved in the Brandwag housing scheme for
lowincome citizens. In the process we will challenge your beliefs about:

• What the consequences will be (for you and others) if you participate in such a
project which falls “outside” the normal BEd curriculum (= behavioural beliefs);

• Whether you have a moral responsibility towards the environment to such a degree
that you need to participate in a project like this (= normative beliefs);

• Whether you have the required knowledge, skills and resources to make a difference
in the lives of others (= control beliefs).

79
THEME 13:
LIFELONG LEARNERS PROVIDE CONSTRUCTIVE FEEDBACK

Rationale

Instruction begins when you, the teacher, learn from the learner; put yourself in his (sic) place
so that you may understand . . . what he learns and the way he (sic) understands it
(Soren Kierkegaard, s.a.)

Intended outcomes

At the end of this theme, you will be able to

COMMENT critically, but constructively on the content and facilitation of Module

LLST1513
REFLECT on your learning experience in Module LLST1513

13.1 GIVING FEEDBACK

Feedback from students is a vital ingredient of quality teaching. However, for lecturers to take
feedback seriously and work on improving their teaching, the criticism should be honest, but
constructive.

13.2 GUIDELINES FOR PROVIDING CONSTRUCTIVE FEEDBACK

Be specific and provide examples when commenting on the module or the facilitator.
Focus on observable behaviours or specific aspects of the module.
Ensure that your comments are respectful.
Avoid personalisation or emotional comments – instead, describe actual incidents.
Describe how the behaviour or elements of the module affect you.
Offer alternative solutions or suggestions.
Provide both positive and negative comments.

(Adapted from: Svinicki, M.D. 2001; Donovan, J., Mader, C. & Shinsky, J. 2010)

You are invited to constructively comment on the content and presentation of Module
LLST1513 by completing the module evaluation

Activity 13.2.1 (individual) – provide feedback

1. Complete the module evaluation on a separate page and submit to your

lecturer.
80
What I enjoyed most aboiut this module is.............

What I enjoyed least about this module is...............

Suggestions for this module...........................

81
THEME 14:
LIFELONG LEARNERS DOCUMENT THEIR ACHIEVEMENTS

Rationale

…[R]eflection on or critique of the learning that has occurred [is something which many]
educators regard as the process through which real learning takes place (Webb, 2002)

Intended outcomes

At the end of this theme, you will be able to

GIVE examples of instances where you demonstrated the attributes of a lifelong

learner
REFLECT on these learning experiences
CARRY OUT a SWOT analysis
DEVELOP an action plan for achievement of your academic goals
CONSOLIDATE your evidence in the form of an e-Portfolio

14.1 What is a portfolio?

A portfolio is an important record of your achievements. It is a collection of authentic and

diverse samples of your work, drawn from a larger archive or repertoire. These samples
represent

what you have learned over a period of time

how knowledge, skills and attitudes were used to complete a particular task
evidence that you have reflected on the activity, its outcome and/or the resulting
product

14.2 Content and assessment of your e-portfolio

The portfolio carries a weight of 50% to the end-of-semester module mark, which makes it a
crucially important part of your work in Module LLST1513 – it can literally make or break
you.

The following products/artefacts must be included in the LLST1513 your portfolio:

✓ 7 examples of lifelong skills that you have learned and how you
are going to APPLY them to your studies and your life
✓ A reflective writing on self-management(theme 10),reflecting on how your
selfmanagement skills have changed/improved.(500 words)
✓ A personal SWOT analysis that will help you identify and pursue your educational
aspirations
82
 ✓ An action plan for achieving your educational goals (500 words )
✓ Your portfolio must have a proper introduction, conclusion and references.

14.3 Profiling

Profiling, at its simplest, is an approach to help you identify what you already know and can
do. This exercise will help you to complete your portfolio successfully. The process of profiling
requires you to reflect upon the learning experiences that you have had, and to highlight
significant instances where you have been successful in applying what you have learned.

Activity 14.3.1 (individual)

1. Study and complete the matrix below, titled Do you fit the profile of a lifelong learner?
2. Use this to assist you in identifying your 7 examples of skills and to aid you in your
reflective writing.(NB this must NOT be included in your portfolio,it is just to get you
thinking)

Do you fit the profile of a lifelong learner?

Attributes of a lifelong Give an example of an Write brief reflective

learner: do you have the ability instance where you notes on your
to … demonstrated each of experience of performing
these attributes this task
… think critically?
… work collaboratively with others
to solve problems?
… use information and
communication technology
competently?
… value and show respect for
human rights and therefore social
and cultural diversity?
…write logically and coherently?

... take cognizance of social,

economic, political and
environmental issues?

14.4 SWOT analysis (adapted from Hull, Redfern & Shuttleworth, 2005)

SWOT is an acronym that stands for Strengths, Weaknesses, Opportunities and Threats. It
is an activity that helps you to think honestly about what you are good at and what you need
83
to improve, opportunities that are open to you and the stumbling blocks in your way towards
reaching your personal and educational goals. Carrying out a SWOT analysis will therefore
tell you where you stand as far as the development of lifelong learning skills is concerned,
and what you need to do to improve.

Something to remember: most of us are much better at identifying our own weaknesses than
we are at recognising our strengths. Try to be balanced in the way you “look” at yourself.

Example

STRENGHTS WEAKNESSES

Work well in teams Don’t know how to say “no”

Supportive of other people Procrastinate until last minute Cram
before tests
OPPORTUNITIES THREATS

Chance to study to become a teacher Demanding relationship

Use planning schedules optimally Lack of funds

Activity 14.4.1 (individual) – conduct a SWOT analysis; develop action plan

1. Brainstorm you SWOT analysis

- When identifying your strengths, think about different aspects of your life
and not only narrowly about your academic skills; think about how other people
would describe your strengths; bring in personal life experiences.
- When identifying your weaknesses, do not beat yourself up. A weakness
does not necessarily mean that you are bad at something or incompetent. It simply
recognises that we cannot be good at everything; that some of your skills can be
further developed or improved. Ask yourself: What do I do badly? What should I
avoid?
- When you think about what opportunities there are, try to be as open as
possible.
Ask yourself: What are the interesting trends in learning that I may explore to perform better?
What wonderful stuff can I get hold of by making use of technology?
- When you identify threats, think about factors that will stop you from
qualifying as a teacher. Such factors may be practical (e.g. family or money
problems) or personal (e.g. lack of confidence in my own ability). Ask yourself: What
is standing in my way to becoming a teacher? Do any of my weaknesses threaten
my chances of
completing my studies?
2. Interpret your SWOT analysis by taking time to think about the points you have made in
each of the areas. Can you see any connections?

84
 3. Come to a conclusion and develop an action plan for achieving your educational goals.
Write out this plan in the form of a well-structured paragraph of not more than 500
words in the embedded document.

Example:

Ideally, I would like to ……… because I have always wanted to ……….. I also want to …….
However, I wonder if ……….. I am saying this because ……….. If I take into consideration
that …….. , I cannot but come to the conclusion that ……………. What is more, I must not
forget that ……… On the other hand …………. So, finally I think that
…….

My personal SWOT

STRENGHTS WEAKNESSES

OPPORTUNITIES THREATS

85
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