SURNAME
: TLADI
INITIALS
:M
STUDENT NO
: 2021612300
INSTITUTION
: UNIVERSITY OF FREE STATE
GPEP PORTFOLIO
Page 1 of 10
CONTENTS
PAGES
PORTFOLIO ENTRY 1
Explain what the term “inclusive education” means, and reflect on challenges that teachers may
experience in a classroom situation in South Africa. ………………………………………………………………..
PORTFOLIO ENTRY 2
Discuss, by making use of examples, what you understand with “intrinsic” and “extrinsic”
barriers to learning. …………………………………………………………………………………………………………………
PORTFOLIO ENTRY 3
Critically reflect on the gap that exists between policy and practices of Inclusive Education. ……
PORTFOLIO ENTRY 4
Discuss the four learning styles of Honey and Mumford by making use of practical experience. ..
PORTFOLIO ENTRY 5
Briefly define and discuss the following concepts. Also, discuss the difference between the
concepts by making use of examples:
 Formative assessment ………………………………………………………………………………………………..
 Norm based assessment………………………………………………………………………………………………
 Standard referenced assessment……………………………………………………………………………….
 Summative assessment ……………………………………………………………………………………………..
PORTFOLIO ENTRY 6
Explain what is meant by active learning and refer to the role of the teacher in this learning
experience. ……………………………………………………………………………………………………………………………..
PORTFOLIO ENTRY 7
Critically discuss the concept “Construction Alignment” and refer to connection thereof to the
positive and quality feedback processes. …………………………………………………………………………..
PORTFOLIO ENTRY 8
When you consider the Characteristics of a powerful learning environment, discuss how you
can create an optional class discussion and lesson. ……………………………………………………………..
REFERENCES……………………………………………………………………………………………………………………..
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PORTFOLIO ENTRY 1
Explain what the term “inclusive education” means, and reflect on challenges that
teachers may experience in a classroom situation in South Africa.
The concept Inclusive education is the contemporary global approach in an education sector. In
our country, South Africa, it is drawn as a policy to acknowledge all children and youth can learn
and develop in spite of their socio-economic, cultural, biological and psychological differences.
This policy views all children at schools as unique and seek to accept them as potential learners
who can achieve if they are given appropriate support. In achieving this support, the South
African education system has the mandate to train teachers and practitioners on the issue of
inclusivity to enable them to deliver quality education as encapsulated by The White Paper 6
(2001). In practical sense, these teachers find themselves facing great challenges in the
provision of quality education because of by both external and internal factors associated with
manifestation and implementation of inclusive education. The following are some of the
challenges;
 Lack of resources. Lack of appropriate teaching and learning support materials (LTSMs) such
as hearing aids, braille, wheelchairs, safe and clean learning environment etc.
 Multiculturalism. A phenomenon that arises out of classroom context with children from
different cultural groups.
 Overcrowding. Too many learners in classrooms due to lack of adequate and proper
facilities to accommodate children.
 Inability to maintain discipline. A classroom environment where discipline is not practical
creates makes teaching and learning ineffective and thus increasing the chances of passive
implementation of inclusive education.
 Failure to develop inclusive classroom. This is the utter most result of failure by the
Department of Education to train teachers and practitioners in inclusive education. This
challenge mostly occurs in remote rural areas where access to basic services is a nightmare.
Full-flash implementation of inclusive education is a dream in South Africa given the carrot and
stick approach used by the education system. The National Department of Education is working
round the clock to ensure that its policies, inclusive education in particular works, but its labour
force and other forces outside the scope of educationists are formidable to derail the whole
government process.
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PORTFOLIO ENTRY 2
Discuss, by making use of examples, what you understand with “intrinsic” and
“extrinsic” barriers to learning.
The South African White Paper No.6 (2001) is the springboard piece of legislation that seek to
address the past imbalances which stringently overlooked children which were found attending
schools but having intrinsic and extrinsic factors that contribute to barriers to learning and
development.
For the purpose of this question, the “intrinsic” and “extrinsic” barriers to learning are
explained as disabilities or limitations that are caused by factors either within and outside the
learners’ will which limit them to reach their full learning potentials. The intrinsic barriers
include such factors that emanate from children themselves while extrinsic barriers are such
factors that are caused by external conditions or person(s).
Intrinsic factors cover; (a) The child’s inability to concentrate and pay attention during teaching
and learning process. These learners cherish low morale and low self-concept. A good activity
that warrants a learner to learn is essential step towards the realization of learning. (b) The
child’s lack of own motivation to learn. (c) A child born with low cognitive development level.
Some children learn more quickly than others. (e) Health impartments. This is the result of
biological (or unnatural acts) that leave children impaired in one way of the other.
Extrinsic factors which act as barriers to learning include; (a) socio-economic reasons whereby
parents due to lack of employment and HIV/AIDS are failing to instill a sense of learning needs
in their children. (b) The education system which fails to provide user-friendly facilities and
make curriculum inflexible. (c) Violence in neighborhood and at home. Parents from school
community which plays little role in involving themselves in the education of their children and
continue fighting each other, vandalizing and steal school properties. (d) chronic diseases and
pandemics which leave children as orphans and psychological burden. (e) Overcrowded
classrooms. This creates ill-discipline, shortage of resources and ultimately denies children
opportunity to engage into different use strategies.
PORTFOLIO ENTRY 3
Critically reflect on the gap that exists between policy and practices of Inclusive
Education.
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South African’s past education policies had failed the greater percentage of the population and
deprived these people opportunities to realize their fullest educational potential. In his paper
entitled Black education: The role of the state and business, Pam Christie noted that the years
following the 1948 elections were characterized by an institutionalized racial segregation and
inequality. This happened as a result of Apartheid education system which served to contradict
itself in the provision of education to the children. Half a century later, South African had been
witnessing some of the most rewarding pieces of legislations which sought to redress the past
imbalances and provide space and resources - a breakthrough in the implementation equal
education for all.
The result was the abolishment of Bantu education and subsequent introduction of free and
compulsory education. These changes paved way for the passing of White Paper No. 6 of 2001.
This policy covers all decisions made at government level about realizing inclusion in South
Africa. However, there is a widening gap that exist between the policy and practice. The
following signposts illustrate how South African education system had crumpled heavily with
regard to implementation of the much renowned policy of inclusive education.
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There are still inadequate and inappropriate trained education managers and educators
who must monitor the implementation of inclusive education.
Inclusive education demands that schools as centres of teaching and learning must be safe
and inaccessible, but countless number of communities across the country fails to create
this notion of safety and accessibility in schools. Communities vandalize and steal school
properties to the end of making schooling unviable.
Negative attitudes and stereotyping of different sexes amongst ethnic groups in centres of
teaching and learning exist making it difficult for smooth implementation of inclusivity.
In providing education to the children, the school as dictates by South African School Act,
Act No 84 of 1996 demands that parents must play their role in the education of their
children, little is seen from them because they are not recognized and involved by the
school managers and teachers.
The schools fail to provide appropriate learning and teaching support materials (LTSMs)
which are seen as the springboard for implementation inclusive education in schools. In that
note, inclusive education remains impossible gesture to practice.
Inclusive education accepts multiculturalism and give way for accepting all children in spite
of their cultural differences, but the schools fail to recognize that multicultural classrooms
are part of the process and can be provided with quality inclusive education if appropriate
languages of Language of Learning and Teaching (LoLT) are used.
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PORTFOLIO ENTRY 4
Discuss the four learning styles of Honey and Mumford by making use of practical
experience.
According to Peter Honey and Alan Mumford, a successful learning depends on effective
learning styles. In their efforts to ensure that children learn best, the two educationists have
generated four critical learning styles which can be used by students I any given teaching and
learning environment to maximize understanding. Honey and Mumford have coined Activist,
Reflector, Theorist and Pragmatist as the watertight learning styles which can best be viewed as
the intricate continuum approach to learning since they move through over time. When
applying them in teaching and learning environment, the teacher needs to decide which
learning style best suit the subject content, age of learners, resources and environment at
which teaching and learning takes place.
1. Activist.
The best opportunity to use this learning style is when learners work with others in groups.
They must be given texts according to their ability groups. His style demands that learners must
enjoy group discussion since they raise new ideas and clarify concepts. Possible activity which
are used include listening to lectures and brainstorming.
2. Reflector.
The right opportunity to use this learning style is when learners work in groups. They observe
others doing the work. This makes them to learn by mistakes of others. They prefer to collect
data from different sources to interrogate these sources. The best activities which can be used
include observe others performing activities, paired discussions and receiving feedback from
others.
3. Theorist.
Theorists learn best when they have opportunity to ask questions and there is a conclusive
understanding of the subject matter. It involves raising one’s feelings and emotions. The best
possible activities which enhance learners’ understanding include quotations, providing facts
and figures, modelling a scenario, applying theory and storytelling.
4. Pragmatist.
Learners using pragmatist learning style are good when they put new ideas in to practice,
connect what they see with what they do, expect to get feedback. This makes them practical in
their learning. Activities can be used include reading case studies and having to frame and
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answer questions based on the case studies. This learning style develop in learners the sense of
problem solving. Learners are able to discuss and translate theory into practice.
PORTFOLIO ENTRY 5
Briefly define and discuss the following concepts. Also, discuss the difference
between the concepts by making use of examples:
 Formative assessment.
Formative assessment is about evaluating a judgment of instructional effectiveness to assist in
administrative decisions rather to help teachers decide how to teach. This kind of assessment is
done during the course of the teaching and learning process.
 Norm-based assessment
This assessment can be defined as the standardized assessment because it is used to categorize
students from highest to the lowest performing students. This assessment type compares
students with other another based on the set criteria.
 Standard referenced assessment.
This assessment entails making learners engaged in an assessment that seek to develop certain
levels of skills and understandings. For this assessment to be effective and reliable, it must
include different assessment instruments and methods which take cognizance of inclusivity.
 Summative assessment.
Summative assessment is the kind of assessment that takes place at the end of the year to
evaluate how learning had taken place. In most cases, the purposes of this assessment are to
categorize, grade, progress and reward learners for overall performance done during the year.
PORTFOLIO ENTRY 6
Explain what is meant by active learning and refer to the role of the teacher in
this learning experience.
Active learning is the principle designed to maximize learners’ understanding and development.
It’s possible in the teaching and learning environment that contains user friendly resources. The
teacher using skills and practical classroom management to stimulating learning. The teacher
involving learners in choosing age-appropriate teaching aids to maximize participation.
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Teachers making sure that learning and teaching support materials (LTSMs) are available. The
use of different learning and teaching methods such as co-operative learning and learners
centredness. Ensuring that all learners are discipline and understand the reasons for their
participation in learning activities. Teachers mediating learnings’ quires and using inclusivity.
PORTFOLIO ENTRY 7
Critically discuss the concept “Construction Alignment” and refer to connection
thereof to the positive and quality feedback processes.
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Construction alignment is the process by which teachers and learners use different
education resources to learn from each other and opens way for future improvement.
For successful teaching and learning, the teacher needs to be able to extract feedback from
learners by assessing the impact of learners’ learning process.
Again, the teacher must also be able to provide positive and quality feedback to learners for
them to be able to measure their level of engagement in the process of teaching and
learning – how low or high they should push.
Construction alignment happens during different teaching and learning phases i.e. when the
teacher introduces the lesson, he or she use the opportunity to assess and reflect on
learners’ prior learning based on the baseline assessment given to learners. This assist
teachers by knowing how to structure, stimulate and use applicable teaching and learning
methods to maximize learners’ understanding.
On the second phase, the teaching and learning phase, constructive alignment can be used
to explain and clarify learners’ misunderstandings of the lesson content.
Teachers use different assessment methods to evaluate learners’ learning and provide
informed positive and quality feedback to learners.
During conclusion phase, teacher can use different reinforcements and scaffolding
instruments and methods to close learning gaps created in the previous teaching and
learning phase.
PORTFOLIO ENTRY 8
When you consider the Characteristics of a powerful learning environment,
discuss how you can create an optional class discussion and lesson.
Powerful learning environment is the foundation of successful learning and teaching. To ensure
that this learning and teaching take place, there must be thorough preparations supported by
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policy adherences which draw the will and efforts of the stakeholders concerned. For example;
there must be;
 Proper planning of lesson.
 Flexible curriculum.
 Well trained managers and teachers to implement inclusion at school.
 Coordinated efforts by school managers and teachers to implement teaching and learning.
 Availability of resources to enable teaching and learning.
 Creation of safe teaching and learning environment.
 Maintaining discipline within different phases of teaching and learning.
 A need for recognition of and involvement of parents in the education of their children.
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REFERENCES
1. Nieman M.M and Monyai R. B (2015). The Educator as Mediator of Learning. Van Schaik
Publishers. Pretoria
2. Phasha, N and Condy, J. (2020). Inclusive Education an African Perspective. Oxford
University Press. Cape Town
3. Innes, D. (1992). Power and Profit Politics, Labour, and Business in South Africa.
Cape Town. Oxford University Press
4. Department of Education (2001). Education White Paper 6. Special Needs.
Education. Pretoria. Government printers
5. Rossouw, J.P and Oosthuizen, I.J (2012). Statutes for education law 2012. Festina Lente
Publishers. Potchefstroom
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