Integrated Teaching-Learning, Curricula Design, & Assessment Processes

The following are premises of the six phases of multi-sensory and multi-faculty integration in SOMOL:

1. The six phases for multi-sensory and multi-faculty integration are related to six Afrocentric teaching-learning processes; folktales (reception-perception), recitation and singing (description-expression), riddles (logical thought analyses), dancing (acting out or dramatizing), games (socializing, cooperative learning), and proverbs (self-actualization).
2. Folktales, singing, riddles, dancing, games, and proverbs are mediators and facilitators for enhancing information processing, consciousness building, mental processes, and behavior transformation
3. The six ‘Afrocentric prisms’ are vectors through which knowledge or understanding of information is translated into action for ‘problem solving, mental, and behavioral transformation’
4. Teaching-learning approaches based on the six ‘Afrocentric prisms’ can be applied in a long term perspective. The latter means separating learners into programmes which are conceived and structured according to learners’ discovered intelligences and learning styles (Can Do) and learners’ unique values, interests, and personalities (Like Doing). Secondly, there is application of the six phases to those programmes