Direct internet address

Hi to all my students, 

Below is the direct internet address for this blog:

mathliteracyandlearningpsychology.blogspot.com

Regards, 
Mr. Keyser 

L.P Lvel 4: Theories of motivation

Theories of motivation looks at the relationship between needs and motivation, as well as our expectations of our abilities and how it relates to motivation. The First of these theories are Maslow's Hierarchy of needs:

See also: http://www.docstoc.com/docs/129551753/Maslows-hierarchy-of-needs---DOC
The second of these theories is Vroom's: Expectancy theory. Basically his view was that the expected outcomes of our behaviour determines our level of motivation. The more positive we expect an outcome of our behaviour to be, the more motivated we will be to behave in such a way.  It can basically be shown as:

Lastly there is the goal theory of motivation which was developed by Edwin, A. Locke and Gary, P. Latham. Their view was that the type of goals we have will determine our level of motivation. There are then a few specifications that a goal needs to fulfill for it to be considered motivational:

• The goal has to be specific.
• It has to be challenging, but not impossible. 
• The need for feedback.
• A person needs to be committed to you high goals and your ability to achieve them (your self-efficacy) 
• You need to at least participate in setting your own goals.

These theories of motivation we use as tools for behavior modification which we will do in the next section. 

Regards, 

Mr. Keyser 

Rough Zulu translation:
Imibono of nogqozi ubheka ubuhlobo phakathi kwezinto ozidingayo nogqozi, kanye amathemba ethu amakhono ethu nokuthi uhlobene ugqozi. I Wokuqala lokhu kusikisela yilezi Iziphathimandla Maslow sika kwezidingo.

Owesibili yalezi nezimfundiso Vroom sika: Esilindelekile theory. Ngokuyinhloko umbono wakhe kwaba ukuthi imiphumela elindelekile yokuziphatha kwethu enquma level lethu ugqozi. I okwakhayo silindele umphumela ukuziphatha kwethu ukuze sibe, lo ashukumiseleke kakhudlwana sizobe ukuziphatha ngendlela.

Okokugcina kukhona inkolelo-mbono umgomo nesisusa olwakhiwa ngu-Edwin, A. Locke and Gary, P. Latham. Ngokombono wabo kwaba ukuthi uhlobo imigomo esinawo uyabheka ezingeni lethu ugqozi. Kunezizathu ke a imininingwane ezimbalwa umgomo kudingeka agcwalise ukuba kubhekwe ugqozi:

Umgomo kufanele kube ethize.
It kufanele kube inselele, kodwa akuyona into engenakwenzeka.
Isidingo impendulo.
Umuntu kufanele izibophezele nina imigomo ephakeme ikhono lakho ukuyifinyelela ngayo (self-amandla akho)
Kumele okungenani iqhaza imigomo yakho siqu.
Lezi imibono of nesisusa sisebenzisa njengoba amathuluzi for ukuguqulwa ukuziphatha lapho sizokwenza esigabeni olandelayo.
Mayelana-
Mnu Keyser

LP Level 4: Creative Problem solving

Creative problem solving is basically the ability to look at a problem from different and new angles and to apply “out of the box” thinking to solve the problem at hand in new ways. This implies that the individual’s mind is free to make or recognize patterns in situation which enables them to make such connections as to resolve problems in new ways.

The characteristics of a creative problem solver:

1.       Curious

Curious people have a need to know what things are and how they work, this usually means that over time they gain a wide range of knowledge.

2.       Address challenges

Creative problem solver view problems as challenges, not obstacles. This also means that they challenge given assumptions, principles and beliefs, things that most people take for granted as being set or stable.

3.       Optimism

They believe that a problem can be resolved, at least in part. There is always something that can be done.

4.       Suspend judgment and criticism

One should never assume that to know the right answer as life is contingent and things may always change. Therefore one should suspend your judgment until it has been proven to be right unequivocally.

5.       View problems as challenges

This simply means that creative problem solvers do not view problems as obstacles, but rather as opportunities for growth, personally or intellectually. As such problems are challenges to achieving greater understanding.

6.       Perseverance

This means that one keeps going even when things seem too difficult. To never give up or surrender, but to keep at it till the problem is no longer.

7.       Originality

This is out of the box thinking, in other words to look at a problem form a new perspective.

8.       Flexibility

Life is changeable and things may change at any time, so too the problems that one try to resolve might also change with time. A creative problem solver is able to be flexible to changes and to new ideas or solutions.

9.       Divergent thinking

This means many directions, i.e. a creative problems solver is able to see more than one solution to a problem.

10.   Hardworking

It is not enough to just be able to think of new solutions, you need to also implement them and this usually requires a fair amount of hard work.  It takes hard work to find new solutions and even harder work to make them function.

11.   In tune with the environment

Creative problem solvers are usually more in tune with others emotions and have a feel for the arts and other creative activities.

Context needed for creativity:

·         Freedom- to think, explore, discover.

·         Belief in own abilities- you must be able to trust you own abilities and thinking otherwise it will be difficult to present them  to others who  might argue against them.

·         Encouragement, support and belief- when you are encouraged by others, even when you have failed attempts it gives a person the energy to persevere.

·         Collaboration and communication with others – One is usually able to get or sharpen ideas by interacting with other people. It helps with divergent thinking.

Enhancing and improving creativity:

Stimulating creativity

As a teacher you should always keep the following in mind:

·         Allow student to partake in open tasks with no set answers.

·         Encourage a culture of asking questions.

·         Let the students have a task which allows them to build something for a specific task.

·         Encourage exploration, discovery, experimentation, observation, testing and communicating on their own.

·         Expose them to as many sensory inputs as possible

·         Encourage learners to find more than one answer.

·         Develop tasks that require students to do it outside the class room in the environment.

Techniques for improving creativity

A.      Brainstorming

B.      Humor

C.      Puzzles

D.      Mind maps

E.       Dream journal

F.       Music

G.     Writing with your non-dominant hand

H.      Thinking randomly 

Rough Zulu translation:
Creative ukuxazulula inkinga ngokuyisisekelo ikhono ukubheka inkinga kusuka ema-engele ezahlukene kanye ezintsha futhi sisebenzise 'siphuma ebhokisini' ecabanga ukuxazulula inkinga enibhekene ngezindlela ezintsha. Lokhu kusho ukuthi ingqondo yomuntu ukhululekile ukuba enze noma aqaphele amaphetheni in isimo esenza ukuba enze lenethiwekhi njengokuthi ukuxazulula izinkinga ngezindlela ezintsha.
Izimfanelo a wokudala inkinga solver:
1. Ukwazi
Abantu Eziyinqaba babe isidingo ukwazi ukuthi izinto nendlela lezi zinto ezisebenza, lokhu kuvame kusho ukuthi phezu kwesikhathi bazuze ezahlukahlukene kolwazi.
2. Ikheli izinselele
Creative inkinga solver view izinkinga njengoba izinselele, hhayi izithiyo. Lokhu kusho ukuthi inselelo ezizathwini ezinikezwe, izimiso kanye nezinkolelo, izinto abantu abaningi balithatha kalula njengoba kokuba isethwe noma uzinze.
3. Ukuqiniseka
Bakholelwa ukuthi inkinga zingaxazululeka, okungenani ngokwengxenye. Kukhona njalo into okungenziwa.
4. Alime ukwahlulela nokugxeka
Omunye Akufanele sicabange ukuthi ukwazi impendulo enembile njengoba kuphila itshelekwe nezinto zingase zishintshe njalo. Ngakho-ke umuntu kufanele ukumisa okwesikhashana ukwahlulela kwakho kuze siye kungase kutholakale ukuthi ilungile ngokungananazi.
5. Babheke njengabantu izinkinga izinselele
Lokhu kumane nje kusho ukuthi zokudala inkinga solvers musa ukubuka izinkinga njengoba izithiyo, kodwa kunalokho njengoba amathuba okukhula, noma engqondweni. Njengoba izinkinga enjalo izinselele sokuthola ukuqonda xaxa.
6. Ukuphikelela
Lokhu kusho ukuthi ngelinye oqhubeka ehamba nalapho izinto kubonakale kunzima kakhulu. Ukuze ungalokothi give up noma nginikela, kodwa ukugcina kulo kuze kube inkinga ayisekho.
7. Okwakhe
Lokhu evela ebhokisini ukucabanga, ngamanye amazwi ukubheka inkinga yakha ngelinye iso.
8. Ukuvumelana nezimo
Ukuphila kuba shintshekayo nezinto ingase ishintshe noma nini, ngakho kakhulu izinkinga eyodwa zama ukuxazulula bangase bashintshe nge kwesikhathi. A wokudala Inkinga solver uyakwazi nezimo ukuze ushintsho futhi imibono emisha noma amakhambi.
9. Ukucabanga Divergent
Lokhu kusho tinkhombandlela eziningi, okungukuthi yokudala izinkinga solver uyakwazi ukubona isixazululo ezingaphezu kwesisodwa ukuze inkinga.
10. Ozikhandlayo
Akwanele ukuba kube nje akwazi ukucabanga izixazululo ezintsha, kudingeka wabuye eyisebenzisa futhi lokhu ngokuvamile kudinga imali kahle umsebenzi onzima. Kuwumsebenzi onzima ukuthola izixazululo ezintsha kanye nomsebenzi ngisho nzima ukuze abenze umsebenzi.
11. Uvumelane nge imvelo
Creative inkinga solvers ngokuvamile more uvumelane nabanye imizwelo futhi babe bazizwa for kwezobuciko nezinye imisebenzi zokudala.
Umongo adingekayo ngobuciko:
· Inkululeko-ukucabanga, ukuhlola, thola.
· Ukukholelwa siqu emakhonweni-wena kufanele ukwazi ukwethemba ungumnikazi amakhono nokucabanga ngaphandle kwalokho kuzoba nzima ukwethula ukuba abanye abangase baphikise ngokumelene nabo.
· Isikhuthazo, ukwesekwa kanye inkolelo-lapho bakhuthazwa ngabanye, ngisho nalapho uhlulekile imizamo it kunikeza umuntu amandla ukuze siphikelele.
· Ukubambisana nokuxhumana nabanye - One ngokuvamile uyakwazi uthole noma uthuthukise imibono nge usebenzelana nabanye abantu. Kuyasiza ne nokucabanga divergent.
Ngcono futhi ngcono nobuciko:
inkanuko lokusungula
Njengoba uthisha kufanele njalo ugcine okulandelayo engqondweni:
· Vumela umfundi ukuba badle in imisebenzi lutho akukho set izimpendulo.
· Khuthaza isiko imibuzo.
· Vumela abafundi babe umsebenzi ebavumela ukuba bakhe okuthile umsebenzi othize.
· Khuthaza ukuhlola izwe ukutholakala, zokucwaninga, akubona, ukuvivinya kanye ukukhuluma bodwa.
· Bachayeke imibono abaningi sezinzwa ngangokunokwenzeka
· Khuthaza abafundi ukuthola kuka eyodwa impendulo.
· Ukuthuthukisa imisebenzi edinga abafundi ukukwenza ngaphandle ikamelo ikilasi in imvelo.
Amasu zokuthuthukisa lokusungula
A. kuhlanganisa umcondvo
B. Nginamancoko
C. puzzle
D. emabalavengcondvo
E. Dream iphephabhuku
F. Music
G. Ukubhala ngesandla sakho non-ephezulu
H. Ecabanga ngezikhathi

LP Level 4: 8 Steps of problem solving

The 8 steps to problem solving is basically a way of prioritizing your problems by amnswering the following questions:

1.       Identify the problem:

·         What do you think is the problem?

·         Where is it happening?

·         How is this happening?

·         When is it happening?

·         With whom is it happening?

·         Why is this happening?

2.       Identify possible causes of the problem:

·         This step helps one to focus and filter the problem.

·         The best way to do this is to get input form as many people who are involved as possible.

·         Using this as a tool and getting as many people’s opinions on the problem as possible, review the questions of step 1.

3.       Eliminate likely causes:

·         Ones you have found a few possible causes, you should try an eliminate some according to the likelihood that they are actual causes and not just pseudo problems.  

·         Keep others involved in this step as this provides perspective and will assure you do no eliminate a possible cause unnecessarily.

·         Discuss each possible cause in detail to help the elimination process.

4.       Identify possible options to solve the problem:

·         Now that you have found what you think are the main causes you are able to start thinking of possible solutions.

·         The more ideas you generate to solve the different causes the more likely you will be to come up with a good solution.

·         Keeping others involved a method one could apply during this step is brain storming.

·         At the end of your brain storming session filter through the possible solutions and select those which seem most likely to solve the causes identified.

5.       Choose the best option:

·         Having come up with a few possible solutions one needs to review each alternative intensely, making a list of each options advantages and disadvantages.

·         Things that should be considered during the above mentioned process are:

¨       Time, money resources and peoples required

¨       The lily result of implementing chosen solution.

¨       Which option would possibly give best result given pros and cons.

·         Chose the solution with the least amount of disadvantages.

6.       Implementation of chosen option:

·         In this step you put your plan into actions.

·         You can divide your solution into manageable steps which will give you better control and easier to monitor the process.

·         Doing so would also help you if you need to back track during this step, rather than redoing the whole process.

·         Before starting the implementation process answer the following:

¨       Who will be responsible for the implementation?

¨       How much time will implementation take?

¨       What will the result be after implementation?

¨       What are the resources needed for implementation?

¨       How will you monitor the process?

7.       Evaluate the results of the problem-solving process:

·         After implementing you solution you need to evaluate its success. Evaluation means assessing the value of something.

·         The following answers need to be answered:

¨       What went the way it was planned?

¨       What obstacles did you meet?

¨       Did you have enough resources?

¨       Was the time was allocated for the process realistic?

¨       What changes did you make to the plan or solution during the process?

¨       Did the solution have expected results?

¨        Was the solution successful in solving the problem?

8.       If not successful: Go Back:

·         Continues evaluation of the problems solving process is key so that one may be able to stop and change your plan at any moment if you realize that your current solution or problem was wrong.

·         If there is a problem, go back step by step and see where it went wrong.

Barriers to problem solving:

·         Time available

·         Money available

·         Other resources that should have been available (e.g. equipment or transport).

·         Human resources available.

·         Fear of being wrong with your suggestions.

·         Fear of incompetence

·         Inability to be creative in problem solving.

·         Inability to be objective about the problem.

·         Emotional problems that obfuscate (confuses or hides away) possible problems or solutions.

·         Stress and anxiety.

·         Denial of problem.

·         Poor process monitoring.

·         Disagreements about solutions and implementation.

(See if you can find the other two not mentioned)

Rough Zulu translation:

Izinyathelo 8 ekuxazululeni inkinga ngokuyisisekelo kuyindlela eziza kuqala izinkinga zakho nge amnswering le mibuzo elandelayo:
. 1 Thola inkinga:
· Ucabanga ukuthi ikuphi inkinga?
· Kuphi okwakwenzeka?
· Lena kanjani kungenzeki?
· Uma Kwenzeka okwakwenzeka?
· Ngubani is it okwakwenzeka?
· Kungani kunjalo?
. 2 Thola izimbangela inkinga:
· Lesi sinyathelo kusiza umuntu ukuba bagxile futhi ukuhlunga inkinga.
· Indlela engcono kakhulu yokwenza lokhu iwukuba athole ifomu yokufakwayo njengabantu abantu abaningi abathintekayo ngangokunokwenzeka.
· Ukusebenzisa lokhu njengendlela thuluzi bese imibono abantu abaningi mayelana inkinga ngangokunokwenzeka, ubuyekeze imibuzo of isinyathelo 1.
. 3 Susa cishe izimbangela:
· Asebekhulile usuthole ezimbalwa izimbangela kungenzeka, kufanele azame i uhlukane njengakho amathuba ukuthi bangabantu izimbangela zangempela hhayi izinkinga mbumbulu nje.
· Gcina abanye abathintekayo kuleli isinyathelo njengoba lokhu kunikeza ofanele futhi luyokuqinisekisa do akukho uqede yimbangela kunokwenzeka ngokungadingekile.
· Xoxa imbangela ngamunye engenzeka ngokuningiliziwe ukusiza inqubo ukususwa.
. 4 Thola ongakhetha kungenteka ukuxazulula inkinga:
· Njengoba manje uthole ukuthi ucabanga ukuthi yiziphi izimbangela main okwazi ukuqala ukucabanga of amakhambi angasetshenziswa.
· I imibono uqhubeka enza ukuxazulula izimbangela ezahlukahlukene yilapho uyoba kuyoba ukuza necebo omuhle.
· Ukugcina abanye abathintekayo indlela eyodwa engase isebenze phakathi nalesi sinyathelo ubuchopho lenkhulu tindlu kumanyata.
· Ekupheleni ubuchopho bakho lenkhulu tindlu kumanyata kumhlangano lemifanekiso enqamula amakhambi angasetshenziswa bese ukhethe lezo ezibonakala kungenzeka ukuxazulula izimbangela ezihlonziwe.
. 5 Khetha ukhetho best:
· Njengoba ukubhala umuntu udinga ukubukeza okunye ngamunye ngokujulile, okwenza uhlu izinzuzo ngamunye okukhethwa nebubi ezimbalwa amakhambi angasetshenziswa.
· Izinto okufanele kucatshangelwe ngesikhathi senqubo angenhla:
¨ Time, imali imithombo nabantu edingekayo
¨ Umphumela lily kwezinhlelo solution esikhethiwe.
¨ Iyiphi indlela bekungaba siphelelwe best Chile buhle ezinikezwe kanye nebubi.
· Wakhetha isixazululo nge semali Okungenani yokuntula.
. 6 Ukwenziwa option abakhethwe:
· Kulesi sinyathelo owawenza plan zakho nezenzo.
· Ungakwazi bahlukanise isixazululo sakho zibe izinyathelo esilawulekayo yiziphi uzokunika control kangcono futhi kulula ukutjheja inqubo.
· Ukwenza kanjalo kwakuyobonisa godu ukusize uma kudingeka emuva ithrekhi kulesi sinyathelo, kunokuba redoing lonke inqubo.
· Ngaphambi kokuqala ukuphendula lendlela yokwenza okulandelayo:
¨ Ubani kube nguye obangela ukuqaliswa?
¨ kuyobe Singakanani isikhathi ukuqaliswa thatha?
¨ Siyoba umphumela emva ukuqaliswa?
¨ Yiziphi izinsiza ezidingekayo ukuze ukuqaliswa?
¨ kube nini kanjani ukuqapha inqubo?
. 7 Linganisa imiphumela inqubo okuxazulula izinkinga:
· Ngemuva kwetfula isixazululo wena udinga ukuhlola impumelelo yayo. Nokuhlola kusho ekuhloleni ukubaluleka ngokuthile.
· Izimpendulo ezilandelayo zidinga ukuba iphendulwe:
¨ Okwenzeka okwenzeka ngayo kuhlelwe?
¨ Imiphi izithiyo u ohlangana?
¨ Ingabe unayo imithombo eyanele?
¨ Ingabe isikhathi kwaba abelwe inqubo namaqiniso?
¨ Iluphi ushintsho ozenzayo kuma-plan noma isixazululo ngesikhathi senqubo?
¨ Ingabe ikhambi ziye kulindelwe imiphumela?
¨ Was ikhambi eliphumelelayo ekuxazululeni le nkinga?
8 Uma kungenjalo baphumelele:. Go Back:
· Kuyaqhubeka kokuhlaziywa yezinkinga inqubo ukuxazulula kuyinto esemqoka kangangokuthi ukuze umuntu akwazi ukuyeka futhi ushintshe uhlelo lwakho noma nini uma uqaphela ukuthi isixazululo sakho wamanje noma inkinga azilungile.
· Uma kunenkinga, kudala isinyathelo ngesinyathelo, sibone lapho konakala.
Izithiyo ekuxazululeni inkinga:
· Isikhathi etholakalayo
· Imali iyatholakala
· Ezinye izinsiza ukuthi kwakufanele atholakalayo (isib. izinto zokusebenza noma izithuthi).
· Abasebenzi olutholakalayo.
· Ukwesaba yokuba okungalungile iziphakamiso zakho.
· Ukwesaba ukuhluleka
· Ukungakwazi nokusungula ekuxazululeni inkinga.
· Ukungakwazi kube inhloso ngale nkinga.
· Izinkinga ezingokomzwelo obfuscate (ephambanisa noma efihla away) izinkinga engenzeka noma izixazululo.
· Ukucindezeleka nokukhathazeka.
· Ukungakwamukeli of inkinga.
· Inqubo Kubi ukuqapha.
· Izingxabano mayelana nezixazululo kanye nokuqaliswa.
(Bheka ukuthi ungakwazi ukuthola ababili hhayi okukhulunywa)

LP Level 2 Example of Sept. Exam (2011)

QUESTION 1

1.1       Matching items

Choose a description from COLUMN B that matches an item in COLUMN A. Write only the letter (A - J) next to the question number (1.1.1 – 1.1.10).

COLUMN A

COLUMN B

1.1.1   Neurons 1.1.2   Corpus callosum 1.1.3   Sanguine 1.1.4   Malnutrition 1.1.5   Choleric 1.1.6   Rote-learning 1.1.7   Melancholy 1.1.8   Download 1.1.9   Stereotyping 1.1.10 Phlegmatic 1.1.11 Synapse 1.1.12 ADD 1.1.13 Sensory register 1.1.14 Three major parts of the brain 1.1.15 Preference

A.   Independent, confident, restless,       impulsive, aggressive, active personality B.   A set of characteristics or fixed ideas to represent a particular kind of person C.   Passive, carefree, peaceful, controlled, calm and non-confrontational personality D.   The condition that develops when the body does not get enough vitamins, protein  to maintain healthy living E.   Moody, anxious, sensitive, rigid, creative, pessimistic, depressive and quiet personality F.    To transfer or copy data from one computer to another or to a disk G.   Band of nerve fibers connecting and passing information between two cerebral hemispheres H.   Building blocks of the nerves system I.      Learning that involves memorization through repetition J.    A cheerful, loud, carefree easygoing personality. K.   The point of connection between two nerve cells L.    Attention deficit disorder or hyper activity M.   The brains method of filtering out N.   Important information O.   A greater liking for one thing rather than another. P.   forebrain, midbrain, hindbrain

                                                                       (15  x 1)           (15)

1.2       Complete sentences:

Use one of the following words to complete the following sentences. Write only the missing word.

Self-efficacy; culture; preferences; traits; consistency.

1.2.1     Personality is the combination of qualities or ________ that form people’s unique

character or who they are.

1.2.2   Personality also drives a person’s _______ for example to like swimming rather thantennis.

1.2.3  Traditions handed down from generation to generation are called _____. 

1.2.4  Acting the same way or in a similar ways in a variety of situations is called ____.

1.2.5   Ability to become an expert in a certain field is called _____.    

                                                                                         (5 x 1)             (5)

 1.3     One word items

        Write down one word for the following explanations:                                

1.3.1. Acting on the spur of the moment on a stimulus from the environment.                                   1.3.2. The type of learning that is also referred to as modeling.                                             

 1.3.3. To scold a child harshly in order to reduce or weaken bad behavior.

1.3.4. When you trust in your own abilities when facing challenges.   (1 x 4)      (4)

1.4       State FOUR different forms of learning.                                                     (4)

1.5       List the levels of cognition of Blooms Taxonomy in order from the lowest to the    highest level.                                                                                                                           (6)

                                                                                                                                                [34]                                                                                                                

QUESTION 2

 2.2    Briefly explain the difference between short-term memory and long-term memory.                                                                                                                                             (4)

  2.3       Describe the term “whole brain learning” and give an example of an activity that

           encourage whole brain learning.                                                                          (4)

                                                                                                                                                [16]

Total section A: 50 MARKS

SECTION B

QUESTION 3

3.1.      Read the case Study below and answer the questions that follow:

Phillip is a very stubborn boy. He is only eleven years old. He is in grade 6. He is always picking a fight with other learners. Some of the parents have already lodged complaints to the headmaster about his nasty behavior towards other learners. He seems to enjoy the attention when his educator tries to stop him. Most learners do not enjoy his presence in the class. When he is absent from class, everybody seems to be free and enjoy every moment of that day. Some learners call it 'freedom day'. Phillip does not seem to be bothered by the hostile feelings he generates.

3.1.1   What do you understand by the word personality?                                           (2)

 3.1.2   What possible factors in his environment that is at home, school or among his

           peers, might have contributed to his behaviour?                                                (3)      

 3.1.3   How can the educator help Phillip develop more appropriate and                 (2)

            productive behaviour and also nurture the learner's sense of dignity?

 3.2       Name and define FIVE broad factors of personality and indicate an appropriate

            occupation with each factor.                                                                      (5 x 3) (15)

                                                                                                                                                [22]

 QUESTION 4

 4.1 Describe FIVE factors that contribute to self-motivation.                            (5 x 2)       (10)

 4.2Differentiate between extrinsic motivation and intrinsic motivation                               (4)

 4.3   Name any FIVE factors that can lead to poor a self-concept.                                     (5)

 4.4Discuss the difference between self-concept, self-awareness, self-esteem, self-respect

     and self-efficacy.                                                                                                                 (10)

 4.5   Educators should not tell the learner that he has failed, but rather that he needs to

        attempt the task again. How can an educator enhance the learner’s self-esteem?

                                                                                                                                                          (4)

                                                                                                                                               [33]

QUESTION 5

 5.1   Name and explain the TWO major types of conditioning.                                        (4)

 5.2 Define shaping.                                                                                                             (2)

 5.3 Define e-learning and give an example of electronic media that can be

      used.                                                                                                                                (2)

 5.4 Tabulate FIVE advantages and FIVE disadvantages of e-learning.             (5 x 2)    (10)

 5.5 Briefly explain the effect of modeling on learning.                                                      (3)

 5.6 Bandura views modeling as a process involving four steps. Discuss these FOUR

      steps.                                                                                                                                (8)

 5.7 Discuss positive and negative reinforcements.                                                           (2)

 5.8   Define informal learning and give two examples of informal learning.                     (4)

 5.9   Describe FIVE skills needed for e-learning.                                                                (10)