Application of First Principles of Instruction to Design Integrated Learning Activities: The Case of Handshakes to Promote Multicultural Sensitivity (72982)

Session Information: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Tone Marie Galteland

Friday, 22 September 2023 16:00
Session: Session 4
Room: Sant Sebastia
Presentation Type:Oral Presentation

All presentation times are UTC + 2 (Europe/Madrid)

The view that culture, context and the interaction of individuals with each other are important for construction of knowledge and meaningful learning, has gained popularity over the years. Given the cultural diversity that characterises many classrooms, the challenge is to design meaningful learning experiences to address the diverse needs of learners, without promoting domination or subordination. This qualitative study used Merrill’s First Principles of Instruction, as the overarching conceptual framework, to design contextualised, authentic learning experiences for primary school pre-service teachers. The learning tasks were developed from a sociocultural orientation in order to answer the question: How can we design learning activities that will stimulate pre-service teachers’ existing knowledge and integrate new knowledge into their world while promoting sensitivity towards diverse cultures? Handshakes, a non-verbal form of communication that is commonly practised by different cultures, were used as a starting point to design a series of integrated tasks for the enactment of the South African primary school curriculum. Merrill’s five instructional design principles, namely, problem-centred learning, activation, demonstration, application and integration were used to create teaching points and learning opportunities, covering various topics in the three subject areas of the primary school curriculum. The tasks provided opportunities for promoting the transformation approach to multicultural curriculum: instructions required students to address issues such as power dynamics, assumptions about gender, race, social class, languages, and to view problems from different cultural perspectives. As recommendation, educators are encouraged to design authentic instructional material that addresses issues of whose knowledge should count in a particular teaching and learning context.

Nokwanda Mbusi, University of the Western Cape, South Africa

About the Presenter(s)
Dr Nokwanda Mbusi is a Lecturer in Education Studies at the University of the Western Cape , South Africa. Her research interests are in Mathematics and Language, and Indigenous Knowledge Systems.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00