1.1. 1.

Develop interdisciplinary collaborations: Encourage researchers from different social science

disciplines (such as sociology, psychology, anthropology, and economics) to collaborate on projects.
This interdisciplinary approach can lead to a more comprehensive understanding of social issues
and yield innovative solutions.
2. Promote rigorous research methods and methodologies: Emphasize the importance of using
sound research practices, including rigorous data collection and analysis techniques. This will
enhance the credibility and reliability of social science research, increasing its impact and influence.
3. Encourage ethical considerations: Encourage researchers to adhere to ethical principles and
guidelines, ensuring the well-being and privacy of participants in their studies. This will lead to more
responsible social science research and enhance the trustworthiness of findings.
4. Foster engagement with policymakers and stakeholders: Encourage social scientists to actively
engage with policymakers, community organizations, and other stakeholders throughout the
research process. This will help ensure that research findings are relevant, actionable, and used to
drive positive changes in society.
5. Support open access publishing: Advocate for open access publishing, where research findings
are freely available to the public. This will increase the accessibility and visibility of social science
research, allowing a broader audience to engage with and benefit from the findings.
6. Invest in social science education and training: Provide resources and support for social science
education and training at all levels, from undergraduate to doctoral programs. This will help develop
a skilled and diverse workforce of social science researchers, practitioners, and educators.
7. Encourage critical thinking and reflexivity: Promote critical thinking skills and reflexivity among
social scientists, encouraging them to critically reflect on their own biases, assumptions, and
positions. This will help ensure more nuanced and unbiased interpretations of social phenomena.
8. Foster collaboration between academia and the public: Facilitate partnerships between academic
institutions and the public, including community-based organizations and non-profit groups. This
will allow for the co-creation of knowledge and the integration of community perspectives in social
science research.
9. Encourage research that addresses pressing societal challenges: Foster a research agenda that
prioritizes issues of social justice, inequality, sustainability, and well-being. This will ensure that
social science research is aligned with the needs and concerns of society.
10. Promote international collaboration and exchange: Encourage social scientists to collaborate
with researchers from different countries and cultural backgrounds. This will facilitate the exchange
of ideas, perspectives, and experiences, leading to a more inclusive and global understanding of
social issues.

1.2. Introduction:

1. Bridge student’s prior knowledge and interest to the lesson

2. Explain the purpose and relevance of the lesson within the curriculum

Content Knowledge:

- Present new concepts, terms or skills

- Demonstrate how these relate to the real world

- Use various media for visualization of content

- Encourage student participation and discussion

Examples:

- Provide clear examples appropriate for the grade level

- Use relatable topics or scenarios to foster understanding

- Discuss common misconceptions connected to the content to promote critical thinking skills

Activities:

- Incorporate learner-centered activities such as group work or problem-solving tasks

- Plan activities that build on previous knowledge

- Challenge learners to apply the new knowledge on their own

Assessment:

- Plan formative assessments throughout the lesson to check for understanding

- Assess learners progress regularly through observation and other forms

- Use feedback to adjust instruction for better learners outcomes

Conclusion:

- Summarize what learners have learned

- Clarify any remaining questions or misunderstandings

- Connect the content to future learning opportunities.

1.2. 1. Collaborative Learning

– Teachers can divide the students into small groups, and provide them with a task to complete
together. The teacher can provide clear instructions and a rubric for success. For example: in a social
studies lesson about Ancient Greece, students can work together to create a poster that highlights
the contributions of a famous Greek philosopher.
– The teacher can facilitate by monitoring the groups to ensure everyone is participating, answering
questions, and providing guidance when needed.

2. Problem-Based Learning
– Teachers can present a challenging real-world problem to the students, and let them work
collaboratively to solve it. For example: in a science lesson about forces, students can work in
groups to design and build a model car that can travel the furthest distance using only one push.
 – The teacher can provide the materials needed and monitor the groups to ensure everyone is on
task and discussing their ideas.

3. Inquiry-Based Learning
– Teachers can pose a question to the class, and give the students time to research and discover the
answer on their own. For example: in a language arts lesson about persuasive writing, the teacher
may ask the class, “How can we convince our school to install a recycling program?” The students
can then research and develop their own persuasive arguments.
– The teacher can provide resources such as books, articles, and websites to help the students with
their research and answer questions that may arise during the process.

4. Experiential Learning
– Teachers can provide hands-on experiences for the students that connect to the lesson content.
For example: in a math lesson about measurement, the teacher can give the students a task to
measure and draw a scale model of the classroom.
– The teacher can provide tools like rulers, measuring tapes, and graph paper, and act as a
facilitator, monitoring the students’ work and answering questions.

5. Project-Based Learning
– Teachers can present a project-based assignment to the class with clear objectives and
expectations. For example: in a health lesson about healthy living, students could be given a task to
plan and create a healthy cookbook for their families.
– The teacher can guide the students by monitoring the project timeline, checking in on group
progress, and offering feedback and support.

1.4. The philosophy of ubuntu helps support teachers. It has three basic principles: intrapersonal,
interpersonal, and environmental value. These pillars are based on the principle that we need to respect
and care for ourselves, others, and the environment. It is used in classroom management which works
on creating a safe and helpful learning environment. Ubuntu practice in the classroom offers teachers
and students a variety of opportunities. It teaches them specific values such as reciprocity, compassion,
dignity, and mutual respect.

It is an African perspective that aspires to build a learning community and adapt its needs to the
multicultural needs of students. Ubuntu supports the launch of a society where the teacher’s role is to
empower, treat and encourage students to do well. Teachers need to provide students with a caring
environment and treat their children fairly and equitably. The student’s needs and the need to address
difficult areas are the student’s primary responsibilities.

1.4. (Ubuntu is an African philosophy that emphasizes the importance of community, compassion,
and interconnectedness. It promotes the idea of living in harmony with others and recognizing
the inherent worth and dignity of each individual. Integrating ubuntu into your lesson can be
done in several ways:
 2. Incorporating group work: Encourage students to work together in teams or small groups to
complete tasks or assignments. This fosters collaboration, cooperation, and the understanding
that everyone’s input is valuable.

3. Promoting empathy and understanding: Create opportunities for students to learn about and
appreciate different cultures, perspectives, and life experiences. This can be done through
multicultural literature, discussions, or guest speakers.

4. Encouraging active listening and respect for diverse opinions: Teach students the importance of
listening to others, considering different viewpoints, and engaging in respectful dialogue. This
can be achieved through classroom discussions, debates, or structured conversations.

5. Engaging in community service projects: Help students understand the value of giving back to
their communities by organizing service-learning projects. This allows them to experience
ubuntu firsthand and develop a sense of social responsibility.

6. Creating a safe and inclusive classroom environment: Set clear expectations for respectful
behavior and create a classroom culture where everyone feels valued and accepted. Address
instances of bullying, discrimination, or exclusion promptly and use them as teachable
moments.

7. Modeling ubuntu as a teacher: Be a role model for ubuntu by demonstrating compassion,

kindness, and empathy towards your students and colleagues. This can influence them to adopt
similar attitudes and behaviors.

By integrating ubuntu into your lessons, you are not only teaching academic content but also promoting
important values and skills that are essential for creating a compassionate and inclusive society.

1.5. The development of both teachers’ and students’ motivation in schools settings is a crux issue that
we must cope with in our educational practice. In doing so, we cannot skip to using Information and
Communication Technologies (ICT’s) in the learning process in the context of Second Language
Acquisition as cross-curricular content. Hence, although the approach, which arouses a keen interest in
the didactic areas regarding second language acquisition, is clearly of communicative nature, it should
be pointed out that these kinds of tasks will be adjusted to the various elements that affect our
educational practice. In that way, this serves the following purposes:

Integrate ICT’s in the learning process, as a key competence and contributing to the acquisition of the
target foreign language;
Use ICT’s in the classroom to work on information processing, authentic communication, and on the
learner autonomy, as the builder of his or her own learning process;

Give ICT’s a role to help young people be able to arrange, evaluate, and decide on the information that
comes to them;

Challenge students with different types of supports and formats and, therefore, a great variety of
activities in which they pass from receivers to makers;

Bring students to the real contact with the target foreign language and users (whether natives or not),
by means of the electronic mail, “chats”, “blogs”, or spaces wiki;

Bring students to the cultural elements through authentic and real-time documents;

Attend the diversity of students, using the copious offer of interactive exercises available on the web.

For example, a classroom situation in which the teacher puts forward this learning principle, “we must
promote functional learning; consequently, we will promote the use of Information and Communication
Technologies (ICTs), thereby Including linguistic components, skills and communicative and learning
strategies in an integrated way”.

The methodology, the how, what, and why, is where teachers’ good educational practice is actually
shown. In this way, they should integrate the following methodological aspects directly related to
students’ learning:

Learning guidelines;

Methodological guidelines;

Learning principles;

Teaching methods;

Teaching activities;

Collaborative work;

Resources (use of ICT, integrated internet-based materials)

Every school center should have their special educational measures, which focus on awareness to
diversity, both organizational and curricular, allowing them, in the exercise of their autonomy, a flexible
teaching organization, as well as a personalized attention to students according to their needs. Thus, we,
as teachers, must take into account certain indicators that students usually present with certain
alterations at cultural and socio-cultural levels, such as students’ country of origin, the curricular gap
between them, their lingua franca, interests, how they behave. Briefly, the indicators are as follows:

Students’ country of origin

Lingua franca

Previous schooling
Presence or absence of behavioral alterations

Mismatch between more and less advanced students

Degree of motivation towards school

Appropriately, it may be necessary to set apart students at these interesting points and then to adjust
our educational response accordingly. For example, we could adopt certain methodological guidelines
such as their integration into a group where they feel more secure, thereby providing them with better
instruments in the basic areas in which there is evidence that progress is taking place.

Fittingly, McCombs (1988), presents an overview of the most important issues surrounding “the mental
processes that underlie motivation to learn and skill domains (metacognitive, cognitive, and affective)
that are represented by these processes. She points out, then, that a learning strategies training
program has, as one of its most important functions, the purpose of promoting self-control of learning
or self-directed learning.” In a similar way, Scovel, 1978, (cit. In Foss and Reitzel 1988: 442-443)
summarizes: “debilitating anxiety . . . motivates the learner to ‘flee’ the new learning task; it stimulates
the individual emotionally to adopt avoidance behavior” …it is the students’ perceptions of the context
of communication, including the culture within which the communication is to take place, that plays a
big role in students’ responses to communication activities.

Similarly, Chambers et al. (2004) take aim at providing “language teachers and trainers with a guide, in
both practical and pedagogical contexts, to the effective integration of Information and Communications
Technologies (ICT) into language teaching and learning, both inside and outside the classroom.” These
authors, then, highlight that experts and researchers in the field of ICT and language learning are
increasingly emphasizing that, once a new form of technology has become available, the starting point
of research projects should not be the innovation itself but rather its role in the language learning
process. They, therefore, aim to provide language teachers and trainers with a guide, in both practical
and pedagogical contexts, to the effective integration of Information and Communications Technologies
(ICT) into language teaching and learning, both inside and outside the classroom. Chambers et al. (2004)
also aim to introduce to key areas in ICT for postgraduate students in applied linguistics and related
disciplines, to introduce them to research and practice in new areas, and thus encourage further
research and development in these areas.

REFERENCE

Chambers, A., Conacher, J., and Littlemore, J. (Eds.) (2004). ICT and Language Learning: Integrating
Pedagogy and Practice. Birmingham: Birmingham University Press.

Foss, K. A., & Reitzel, A. C. (1988). A relational model for managing second language anxiety. TESOL
quarterly, 22(3), 437-454. Source of work cited:
(http://tesol.aua.am/tqd_2000/tqd_2000/TQ_D2000/VOL_22_3.PDF#page=70)

McCombs, B. L. (1988). Motivational Skills training: Combining metacognitive, cognitive, and affective
learning strategies. . In C. E. Weinstein, E. T. Goetz, and P. A. Alexander (Eds.), Learning and study
strategies (pp. 141-169). New York: Academic Press. Source of work cited:
(https://www.sciencedirect.com/science/article/pii/B9780127424606500153)