Word Clouds

The following word clouds were generated using software written by Jason Davies (2014).

4.4.2.1 Most helpful teacher/learner session

The first open ended question that was posed to the learners was: “Which teacher learner sessions helped you the most?”

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Figure 4.4: Word Cloud generated in response to the question: “Which teacher learner sessions helped you the most?”

From the word cloud in figure 4.4 the sessions that the learners enjoyed most were those in which practical experiments and investigations were carried out. Many different practical sessions were done but the ones which stood out were clearly the sessions that dealt with electrical circuits and chemical reactions. If one looks carefully at the word cloud in figure 4.4 one will notice the words “electricity”, “electric” and “electrical” are all highlighted. If one were to merge these words it would give a clear indication that the practical work done dealing with electricity was the session that the learners enjoyed the most.

Another word that stands out is “chemistry” and “chemical” which indicated that chemistry was also one of the favourite topics in these sessions. An example of what a learner wrote is: “The chemistry practical stuff and chemical reactions, balancing and formulas.”

“Helped”, “understand” and “practical” also gave very positive feedback regarding the teacher/learner sessions as these words came up frequently and indicated that the practical sessions helped the learners to understand the work more clearly.

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4.4.2.2 Positive aspects of teacher/learner sessions

The next question analysed was “What are all the positive aspects that you can think of regarding teacher learner sessions?”

Figure 4.5: Word Cloud generated in response to the question: “What are all the positive aspects that you can think of regarding teacher learner sessions?”

The words “understand“ and “understanding” could once again be grouped and then the positive aspect of the teacher learner sessions that the learners valued most was the understanding that they gained about their work. This in essence is what we were striving for and it is clear from this feedback that the learners felt that they were understanding the work better. This corresponds to Guskey’s (2000) level five of professional development evaluation.

4.4.2.3 Teacher/learner session improvements

“What can be done to improve the teacher learner sessions?” was the next question posed.

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Figure 4.6: Word Cloud generated in response to the question: “What can be done to

improve the teacher learner sessions?”

The main point that arose out of this question was that learners wanted longer sessions presented more often or every week. Because three different subjects were being offered in each school, the danger of overloading the learners was very real. It is very interesting to note that they wanted longer sessions and that these sessions should be more frequent. The attitude of the learners towards the subjects and the extra work in the afternoon tells one that they are eager, that they are hungry for knowledge and that they are willing to work for it.

Another point that was made, which is not that clear in the word cloud, was that some of the learners wanted tests and projects to be included in the programme. They had a need to be assessed. The following quotes testify to this:

“We need to write a test to see if we know our work.”

“Maybe make small project in a group called into what we have learnt.” “More class tests to see if we understand.”

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These classes were meant to help with the existing assessment strategy of the schools. Again we did not want to burden the learners with too much and we felt that there was enough assessment already being administered at the school. Again, the learners’ attitude to work within these subjects is very positive when one considers that these learners wanted more projects (or assignments) and tests. Formative assessment was however carried out during the sessions, but because of the way it was administered they may not have recognised that the facilitator was constantly assessing for understanding or learning. The assessment of learning was left up to the school.

4.4.2.4. General Comments

The last request was for them to write down any general comments that they would have liked to make regarding the teacher learner sessions or the SMILES project.

Figure 4.7: Word Cloud generated in response to the request: Write down any general comments that you may have.

The overriding response was that the SMILES project helped them understand their work.

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One of the learners had this to say: “It is a great way to ensure a better understanding of the work because hearing it from a different view helps you understand it better. It helps us ensure a pass at the end of each term and it is very important because not all learners can afford to pay for extra classes.” This ties in with one of the comments [SP2R3] made by principal 2 when he said that the learners in his school could not afford extra classes. Another point this learner made was that a new face presents the work differently which helps to enhance understanding. The learner was making an observation that is at a higher level than most when objectively looking at the project and offering a reason for its success. This requires critical thinking skills which was heartening to see. The learner was not making a judgement on his or her teacher’s pedagogical skills, but merely stating that if the same work is presented in a slightly different way they have greater chance of understanding it.

4.5 SCHOOL BY SCHOOL ANALYSIS OF GRADE 12 NATIONAL SENIOR