In the introduction to the lesson the four educators

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In the introduction to the lesson the four educators engaged learners as follows: Mary frequently asked questions and learners responded. The learners were however quite reluctant and very quiet. When Mary could not elicit anymore answers from the learners, she supplied the answers. Although the learners responded by saying “Yes Ma’am” all the time they were only partially interacting. Learners did ask questions but it was organisational questions and had nothing to do with knowledge construction. Jo gave the learners five minutes to think about possible answers. The extension of the response time seemed to lead to better answers than those received in lesson one. Jo was very energetic and motivated learners to give answers while he supplied prompts and clues. Jo engaged with learners and handled the questioning very well. Sibu continually gave prompts and clues and demonstrated with his body, e.g. he imitated an impala, when learners had to come up with a word starting with the letter i. Learners enjoyed this tremendously and participated actively. In learning activity three, Sibu gave the learners much more time to think than in any of the educators did in the other learning activities. The response to questions was good and learners conferred with each other before answering. The lengthy response time allowed learners to confer with each other. Learners in this class also read the answers aloud from the board. Sibu was the only educator to do this and this seemed to reinforce the new concepts for learners. During lesson one, learners responded well to questioning while visiting the perma garden. Learners used their senses to observe and identify flowers. The learners worked quietly on the worksheet and there was no interaction between the educator and learners for a considerable length of time. Although Mary generated the knowledge, learners were actively involved through questioning. Spontaneous dialogue was limited but Mary frequently posed questions and learners responded well. Conversation between learners with regard to the worksheet was, however, very limited.
120While playing the pollination game the learners contributed significantly to the answering of questions and they enjoyed the game. They were exuberant and encouraged each other to participate. After break the learners played the tin game. There was a remarkable difference in the learners’ attitude. They were much more exuberant while playing the game than they were while doing the worksheets. Learners helped and encouraged each other and clapped hands when the pyramid was completed. Mary required that learners motivate the way in which they built their pyramids. Learning was interactive and learners were getting involved in a discussion with Mary and offering their opinions. In preparation of the carnivore game Mary handed each learner a card. While Mary was handing out the cards the learners informally conversed with each other about the cards. They compared cards with their

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