Arusha – Mitihani ya Darasa la Tatu | Terminal 2026 | Download All Subjects
Swahili Medium
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In relation to “reception learning” of a defined curriculum certain principles derived from a view of learning as “behaviour-modification” come into play. To the extent that, in practice, Scottish education continues to promote “reception learning”, the five clearly defined features of teaching methodology emerging from this view of learning may remain relevant. They are: (i) identification, definition and sharing with pupils of clear aims/goals; (ii) identification of sub-goals, steps towards the overall aim(s), the place of which in the logical structure of the topic is made explicit, (iii) provision of “stimuli” in reaction to which pupils’ behaviour (or learning)
changes – in practice this means information, instruction and tasks and it also implies an essential requirement for the learners to do the work, to interact with the teaching and the tasks; (iv) arrangements for practice (“time on task”, as Carroll (1963) termed it – the length of time spent on the work, the number of occasions when the learner is engaged in responding to the tasks – is a key factor in successful learning); (v) provision of reinforcement, usually constructive feedback from the teacher or, sometimes, through peer- or self-assessment of how the tasks have been dealt with.
