Authentic Learning Task in Hamlet using Syndicate Learning Teaching methods

1. Authentic Learning Task on
HAMLET
using a Syndicate Learning teaching
method
Grade 11 as per Curriculum and
Assessment Policy Statement English
Home Language of 2011
Dedré Engelbrecht

2. Syndicate Learning Approach
• A syndicate learning approach was chosen parallel
to the CAPS document designed according to a
constructivist teaching approach that accommodates
diversity and discourse. (Armstrong, 2013).
Learners are actively involved in the knowledge
construction and production process. Moreover, the
teacher distances themselves from the content and
provides learners with the opportunity to actively
participate with one another, managing one another
and reflect on conflict resolution and peer
management.

3. Why a Syndicate Learning Approach?
• The syndicate learning approach is based on Lev
Vygotsky’s theory of Self-Regulation in which
the learner undergoes a number of internal
transformations and acquires a variety sets of
skills in a process of emotional and cognitive
development of realisation and responsibility.
The learner formulates his or her own cognitive
apprenticeship with the content and themselves
(responsibility towards the self and others).
(Ageyev, Gindis, Kozulin and Miller, 2003).

4. Requirements:
• Learners are divided into groups by the teacher.
This approach differs from the conventional
prescriptions of the constructivist approach wherein
learners have choice of groups members. This
approach is chosen as to avoid biasness and specific
learners teaming up. This would also accommodate
diversity.
• The syndicate learning approach relies on peer
management in which the group members regulate
one another’s process and contributions.

5. • Should a specific member’s contribution be any
less than satisfactory to the others, the group
should decide on how this conflict should be
dealt with.
• Weekly notes on each member’s behalf will form
part of their progress report and final portfolio.
• Not only will learners have to keep weekly notes
on their contribution and progress but the notes
should include a few points made by three other
group members as to indicate that members did
communicate on this matter.

6. The Authentic Assessment Activity
1. Provided are five themes indentified in the story of
Hamlet, the Prince of Denmark
a. Nature of Theatre
b. Disease and Corruption
c. Role of Women
d. The ghost, religion, heaven, hell and Purgatory
e. Role of Language and Words
2. These themes were discussed in detail with the learners
and the learners were given the opportunity to decide
what themes they agreed with and what themes they
disagreed with. At no point was a specific theme
discredited or a learner’s opinion disregarded.
3. After the themes were discussed with the learners, the
learners were divided into groups as aforementioned.

7. 3. The groups are to decide on two themes provided.
4. Each theme selected must be researched within the
context of the Hamlet text and the relevant/efficient
textual evidence therefore must be found.
5. After the themes and sufficient evidence therefore
was researched, the chosen themes must be related
to modern texts. These text may include novels,
short stories, movie scripts or articles.
6. The group members must continue to collaborate
over a period of three weeks in which they formulate
a debate. The debate will focus on why some themes
are more relevant than others and what themes
purely function on stereotypes.

8. 7. All group members must contribute to each
argument of each theme but it must be decided
within each group who will argue a specific
argument.
8. Weekly notes are to be included in each learner’s
Hamlet Portfolio of Evidence.
9. Weekly notes and evidence of progress is to be
assessed through peer assessment. This will be done
by learners commenting on one another’s progress
and satisfaction regarding contribution. This will
contribute to the formative assessment mark. The
weekly notes will be completed at
https://docs.google.com/forms/d/1FLUzUX9vU-
b1navwXEy2JUnBifmfOuCWNYSFM3yNM64/viewf
orm

9. 10. Each group are allowed to use any media in their
debate presentation. The ‘art of debating’ is a type of
Learning Conversation identified by Dr Gert van
der Westhuizen wherein he argues that conversation
is the most primal way of learning. Verbal
communication is an innate human ability that is
used for formal and informal objectives. (Magano,
Mostert and van der Westhuizen, 2011).
By using an uncomplicated pedagogy, learners will
be able to focus on the content rather than the
method of completion. In the same pedagogy, new
knowledge would be presented to the learners and
they are able to interact with the knowledge parallel
with the development of verbal communicative
skills.

10. Authentic Learning Task
Characteristics
• Real-world relevance – Learners are required to research
and present the themes identified in Hamlet from a
current perspective. The interpretation thereof would be
that of a modern-world thinker. Lohe argues that
syndicate learning is self-motivated. In order to self
motivate, one first need to be aware of one’s position
within reality. The link between the identified themes
and reality can only be identified once the themes are
understood within a worldly, current context.
• Ill-Defined (students need to make more sense) – The
task is provided to the learners but no direct
instructions, regarding specific selection of themes, is
provided. Learners are given the choice of themes in
which they choose their perspective and argument.

11. • Complex task done over time – The task is to be
completed over five weeks. Weekly progress
reports are to be compiled for formative
assessment.
• Examining the task from different perspectives –
An unstructured syndicate approach was chosen
in which learners work together in completing
the task, from different perspectives. Small,
weekly tasks are to be completed to contribute to
the final task but each group member will
research each topic in a different manner and
present their finding from a personal
perspective. Moreover, each learner will have
their own opinion and regards to each theme.

12. • Integration or application over areas – Lohe states
that syndicate learning is “peer learning” (Lohe,
2015) wherein students “learn by actively listening
to alternative arguments of their peers and by
becoming open minded to assimilate others’ ideas
within what they already understand.[…] This
approach ensures that, in addition to gaining
subject-based knowledge, students are also able to
apply the obtained knowledge to solve problems.
(Lohe, 2015). It is argued that students will gain
from the intellectual benefits.
• Collaboration – Syndicate learning requires
collaboration in order to be successful. The “semi-
independent” (Lohe, 2015) method requires the
learners to engage and manage one another on
order fro the task to be successfully completed.

13. • Integration with assessment – The provided task is
integrated with assessment. Learners are to
complete weekly progress notes that will form part
of their portfolio of evidence. This will contribute to
a formative assessment mark. A final mark will
consist of the assessment of a range of language
abilities including presentation, oral skills,
organisational skills and writing ability.
• Diversity of outcome – Language is highly
influenced by cultural elements and this would be
evident in a South African classroom that consists of
a variety of cultures. Therefore, the interpretations
of themes will differ greatly, all interpretation within
their own right. This multicultural educational
situation is also facilitated through the pedagogies
used.

14. References:
• Ageyev, V. Gindis, B. Kozulin, B. Miller, S. (2003). Vygotsky in
Cultural Theory Context. Cambridge University Press. New York.
• Christensen, L. (2000). Reading, Writing and Rising Up.
Milwaukee: Rethinking Schools.
• Conley, L. De Beer, J. Dunbar-Krige, H. Du Plessis, E. Gravett, S.
Lomofsky, L. Mercel, V. November, I. Osman, R. Petersen, N.
Robinson, M. Van Der Merwe, M. (2011). Becoming a Teacher.
Heinemann. South Africa.
• Department of Basic Education. (2011). Curriculum and
Assessment Policy Statement English Home Language Grades 10-
12. Government Printers. South Africa.
• Kruger, D. Swart, E. (2013). Addressing Barriers to Learning: A
South African Perspective. Van Schaik. South Africa.
• Lohe, V. (2015). Syndicate Group Learning: a tutor less and
student centred learning method. JSE. India.
• Magano, M. Mostert, P. van der Westhuizen G. (2011). Learning
Conversations: The Value of Interactive Learning. Heinemann.
South Africa.