Student learning needs

Understanding and addressing student learning needs is paramount in fostering a conducive and inclusive educational environment where every student can thrive. Students in my class come from diverse backgrounds, possess unique abilities, and learn in varied ways. Consequently, educators must be attuned to these individual differences and tailor their teaching methodologies to accommodate them effectively. Recognizing and catering to student learning needs include a spectrum of considerations, including cognitive, emotional, social, and physical aspects. By acknowledging and embracing this diversity, educators can create inclusive learning environments that empower students to reach their full potential, promoting not just academic success but also personal growth and development.

Afrikaans, a language with roots deeply entrenched in the complex history of South Africa, holds a pivotal role in the cultural fabric of the Western Cape Province. Originating from the Dutch colonists who settled in the region centuries ago, Afrikaans has evolved into a language that resonates with the diverse communities that call this province home. Its significance extends beyond mere communication, serving as a symbol of identity, heritage, and resilience for many inhabitants. In the Western Cape, Afrikaans is one of the three most spoken languages (Afrikaans; English; isiXhosa).

Diverse classrooms calls for linguistic diversity in all schools. This requires me to teach my students to make provision for students from various linguistic backgrounds in order to cultivate a sense of belonging and respect for different cultures. By implementing inclusive teaching practices, students can create an environment where the learners in their class feel valued and empowered to express themselves in their native languages while also acquiring proficiency in the language of instruction. Encouraging peer collaboration, providing multilingual resources, and employing culturally relevant teaching materials are just a few strategies that can facilitate meaningful engagement and equitable opportunities for all students. 

2022:

• ALT 111: Afrikaans Home Language Literacy Teaching

• AFL 211: Afrikaans First Additional Language Literacy Teaching (Online)

• AFL 311: Afrikaans First Additional Language Literacy Teaching (Online)

• ALT 311: Afrikaans Home Language Literacy Teaching (Online)

2023:

• ALT 111: Afrikaans Home Language Literacy Teaching

• ALT 211: Afrikaans Home Language Literacy Teaching

• AFL 211: Afrikaans First Additional Language Literacy Teaching

• ALT 311: Afrikaans Home Language Literacy Teaching

2024: 

• ALT 111: Afrikaans Home Language Literacy Teaching

• ALT 211: Afrikaans Home Language Literacy Teaching

• AFL 211: Afrikaans First Additional Language Literacy Teaching

• ALT 311: Afrikaans Home Language Literacy Teaching

• Coordination of Honors Research B

(Examples of 2023 & 2024 course outlines are provided in Addendum A)

Internal moderation: Language Education Department

2023: 

• AFL311: Afrikaans First Additional Language Literacy Teaching

• ALT411: Afrikaans Home Language Literacy Teaching

• HDE431: 

• SAL123: Second Additional Language for the classroom

2024: 

• AFL311: Afrikaans First Additional Language Literacy Teaching

• ALT411: Afrikaans Home Language Literacy Teaching

• HDE431: Afrikaans Communication

• SAL123: Second Additional Language for the classroom

External moderation: University of Pretoria (2024)

Module name: Identification and Assessment of Learners' Needs (Programme: B. Ed Hons Learning Support)

Module code: ILN 720

Lecturer: Dr. Nadia Swanepoel (University of Pretoria; Department of Early Childhood Education)

Today's classrooms are filled with students from different backgrounds, abilities, and ways of learning. As teachers, it's our job to understand and appreciate this diversity. We need to make sure every student, regardless of their background or abilities, has what they need to do well in school. From students who learn in different ways to those from different cultures or with different levels of income, our classrooms are places where everyone should feel welcome and supported.

As soon as I started at UWC, I quickly realised that there were many students in my class who were raised in poverty and dependent on bursaries such as the NSFAS bursary scheme. Some students were unable to attend class due to a lack of transport money, while others had no access to a reliable computer, some students fell pregnant, issues with mental health etc. These circumstances were not conducive to a positive learning environment. I had to adapt to accommodate their needs by utilising the e-sources that UWC offers. I attended training from the CIECT team that assisted me to switch to a hybrid mode. I was then able to present face-to-face classes, but also make the content available on the iKamva platform. 

I realised that I need the students' input in the design of my modules. At the end of each semester, I asked students to complete a Google Form where I asked them what their biggest challenges were. The majority of the feedback that I received from students were positive. I also asked students suggestions on how I could improve each module (Refer to Addendum B). This feedback is then taken into account when planning for the new semester.

Some of the challenges that were experienced were documented as follow:

Some solutions:

• Providing students with in-depth feedback on their tests and assignments (Refer to Addendum B).

• Referring students to our in-house psychologist (Dr. Tony Sylvester)

• Referring students to CSSS (Centre for Student Support Services) on campus

• Referring first year students to the First Year Transition Office

• Being flexible in terms of the submission of assignments (online and hardcopy)

• Participating in the Student Feedback on Teaching and Modules (STFM) pilot programme with Ms. Mapula Maropane from the Directorate of Learning, Teaching and Student Success (DLTSS). Ms. Maropane assisted me in setting up questionnaires that were aimed at collecting data that were relevant to my modules. I set up two different questionnaires: One for the start of the semester, and one for the end of the semester. The feedback that I received were used to enhance each module (Refer to Addendum B). 

Honours:

• 2022: Janelle Graham (3722433 ); Zusakhe Faku (3637945 )

• 2023: Gwyneth Ann Blom (3934874); Sandiswa Mkanzi (3982500)

• 2024: Raeesha Bassier (3415150); Nicole Sidonie (4061003 ); Ziyaad Ganief (4070637)

Masters:

• Bheki Maseko (3503588) 

Main supervisor: Dr. Carli Louw / Co-supervisor: Dr. Coral Forbes (CPUT)

• Alieja Stemmet (3476640)

Main supervisor: Dr. Carli Louw / Co-supervisor: Dr. Peter Plüddemann

• Anastacia van Heerden (3771090)

Main supervisor: Dr. Carli Louw / Co-supervisor: Ms. Someka Ngece

• Gwyneth Ann Blom (3934874)

Main supervisor: Dr. Carli Louw / Co-supervisor: N/A 

• Rushaana Allie (3640656)

Main supervisor: Dr. Susanna Louw/Co-supervisor: Dr. Carli Louw

PhD:

• Sumaya Hassan (3570534)

Main supervisor: Dr. Steve Ndinga-Koumba-Binza / Co-supervisor: Dr. Carli Louw

My experience as a primary school teacher has been extremely helpful during the practical teaching period. My exposure to learners who experience barriers to learning has assisted me in creating an inclusive classroom where all learners feel accepted. This has allowed me to guide my students at UWC to regard inclusivity as one of their top priorities during their practical teaching. In my first year at UWC (2022), I have noticed that some students struggled to complete the lesson plan during their practical teaching. In my opinion, the lesson plan was too complex and it did not challenge students to accommodate learners with barriers to learning. 

I decided to set up my own lesson plan to simplify the structure of a Foundation Phase lesson (Refer to Addendum C). This lesson plan was explained in tutor periods, and have been incorporated in all four of my Afrikaans modules. In the tutor classes, we work out lesson plans in groups and discuss ideas on how these lesson plans can be improved and extended. This lesson plan includes a section where the student must design activities for learners who are gifted, but also accommodate learners with barriers to learning.

During the practical teaching period, I offered guidance related to the planning, implementation and reflection on lessons. After lessons, I engaged in collaborative feedback sessions with students. I formally assessed students during their lessons. I monitored and mentored at-risk students, and compiled a report with my experiences at each school.

2022: 13 students

2023: 12 students

2024: TBA