Bte2601 Exam Pack For Year 2023 Questions and Answers

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According to Education White Paper 6: Special Needs Education: Building an Inclusive

Education and Training System (Department of Education 2001), Inclusive education (IE)
regards education is for all children. Youth and also adults have the potential to learn,
given the necessary support. The education system’s inability to recognise and
accommodate the diverse range of learning needs results in a breakdown of learning. All
learners can learn irrespective of gender, race and language or their sexual orientation.

1. Describe inclusive education in your own words?
Inclusive Education recognises the right of ALL children to feel welcomed into a supportive
educational environment in their own community.
It refers to the capacity of ordinary local schools and ECD Centres to respond to the needs of
ALL learners, including those requiring extra support because of learning or physical
disability, social disadvantage, cultural difference or other barriers to learning.
In South Africa we now have a strong legislative and policy framework promoting an
Inclusive Education system. The South African Constitution, The South African Schools Act,
White Paper 6, The UN Convention on the Rights of Persons with Disabilities, UN Convention
on the Rights of the Child all place obligations on the state to ensure ALL children are given
access to meaningful participation in learning in the general education system.
Furthermore, In Section 29 (the Bill of Rights) it is stated that everyone has the right to ’a
basic education, including basic adult education; and to further education, which the state
through reasonable measures must make progressively available and accessible‘. It further
states that the state may not discriminate directly or indirectly against anyone on one or
more grounds, including disability.
Inclusive Ethos:
 Inclusive schools celebrate diversity through recognising potential, increasing

participation, overcoming and reducing barriers, and removing stigmatisation.
 The abilities, talents and aspirations of all learners are equally valued.
 The school reflects respect for all people in the school and the community
 The school seeks to adopt a holistic, flexible and accommodative approach to
development and upholds a spirit of collaboration among all members of the school
community and the community.
 Educators and parents recognise that all learners have the potential to learn.
 Learners with disabilities and other learners who experience barriers to learning are
valued in the classroom and treated like all others.
 Prejudice and all forms of discrimination are actively addressed by the school.
Generally, Inclusion is based on the following notions:
 Human Rights;
 Equity, Equality and social justice; and
 Transformation.


2. Outline and analyse the limitations of the traditional medical approach to inclusive
education.

3. Discuss the following extrinsic barriers to learning:
a) Parent involvement:
A teacher has to realise that contact with parents or caregivers is very important, as
parental involvement has a positive impact on a child’s success at school.
A teacher getting to know the learners ‘parents as well as their level of involvement should
form part of the situation analysis of each register teacher.
Moreover, teachers need to reach out to parents, especially to understand the family
background, community and resources available, to help the teachers understand what
level of support the learners in their register class need.
b) Disruptive behaviour by the teacher:
A teacher may assess his teaching skills & consider his struggle to maintain discipline in the
classroom & wonder whether or not his teaching style presents a barrier to learning for
some learners.
The teacher may consider revising his university notes on classroom management to see
what he could do differently, and also ask advice from some of his school colleagues.
As a result, he revisits his lesson planning and decides to change his classroom management
style by doing the following:
 Lesson planning to avoid or lessen disruptive behaviour in the classroom;

 Plan for the first-day activities in advance;
 Develop a list of classroom behaviours;
 Plan whole-group activities for the class;
 Give clear direction and constructive feedback; and
 Show learners that they are important.

4. Discuss how White Paper 6 showed commitment to providing equal educational

opportunities for learners who had been excluded because the education and training
system did not accommodate their needs.
Accordingly, the White Paper outlines the following as key strategies and levers for
establishing our inclusive education and training system:
 The qualitative improvement of special schools for the learners that they serve and
their phased conversion to resource centres that provide professional support to
neighbourhood schools and are integrated into district-based support teams.
 The overhauling of the process of identifying, assessing and enrolling learners in
special schools, and its replacement by one that acknowledges the central role
played by educators, lecturers and parents.
 The mobilisation of out-of-school disabled children and youth of school-going age.
 Within mainstream schooling, the designation and phased conversion of
approximately 500 out of 20,000 primary schools to full-service schools, beginning
with the 30 school districts that are part of the national district development
programme. Similarly, within adult basic, further and higher education, the
designation and establishment of full-service educational institutions. These full-
service education institutions will enable us to develop models for later system-wide
application.
 Within mainstream education, the general orientation and introduction of
management, governing bodies and professional staff to the inclusion model, and
the targeting of early identification of the range of diverse learning needs and
intervention in the Foundation Phase.
 The establishment of district-based support teams to provide a co-ordinated
professional support service that draws on expertise in further and higher education
and local communities, targeting special schools and specialised settings, designated
full-service and other primary schools and educational institutions, beginning with
the 30 districts that are part of the national district development programme.

 The launch of a national advocacy and information programme in support of the

inclusion model focusing on the roles, responsibilities and rights of all learning
institutions, parents and local communities; highlighting the focal programmes; and
reporting on their progress.

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Summary

UNIT 1
Teaching as a Challenging professional
➢ Content knowledge
➢ General knowledge about teaching and learning process pedagogical knowledge
➢ Curriculum knowledge
➢ Pedagogical content knowledge
➢ Knowledge of learning and their characteristic, including background and needs
➢ Knowledge of education contexts, ranging from the work of the group or classroom
and facilitating.
➢ Knowledge of education end, purpose and value
The teacher as a reflective practitioner

➢ Being a good teacher
Life long learning
Implies that you need to take charge of your own personal and professional
development
➢ Reflective
Identifying one assumption and feelings associated with practice, theorizing how there
assumption are function /disfunction and acting on the basis of the theory of thinking
that is focused intention and purpose which aim to define understanding and to inform
further and action
➢ Meta thinking : thinking about thinking

Implying that a teacher is a reflector practitioner implies that teaching is a practice
➢ Reflective in action
Refers to reflection while one engaged in practice. A good teacher is continuously
engaged in this type of silent self-talk while teaching.
➢ Reflection on action
Teachers who reflect practitioner will usually review and assess their teaching
experience afterward trying to make sense of it and from it.
➢ Formal Knowledge theory

Plays a critical role as it gives us access to a world of knowledge beyond our
immediate environment , broadening our horizons.
Teachers should build their personal theory of teaching by intrerogeting their formal
knowledge into practice
➢ Code of Ethics
Set of professional values and responsibilities
➢ Pedagogy Method
Practice of teaching

Tools to guide Reflection
➢ Description (Step1)
what happened
➢ Analysis (Step2)
Why is happened
➢ Theorizing (Step3)
Improve practice
➢ Action (Step4)
Test theory of practice
Reflective practitioner
➢ Reflection- can be define way and from different theoretical perspective depending on
the educationist belief and what is important in education
➢ Mean thinking that is focused, intentional and purposeful and aim to deepen the
understanding and inform further thought and action
Promote reflection in the teaching and learning context.
➢ Continuously thinking about how they will assess for learning and teach to deepen
learning
➢ Continuously thinking about and adjusting the way they teach, based on the feedback
from learners about their teaching styles and result of classroom assessment
➢ Engage learners in regular self-assessment explicitly link to the learning outcomes
and assessment criteria, so that learners can watch themselves develop and improve
over time and feel a sense of ownership over their own learning and success
➢ Actively involve learners in communicating with their teaching and others about their
achievement or improvement as they become the ultimate user of classroom
assessment information to improve and transform their learning experience.
Reflective Journal
➢ A record of assumption, preoccupations, success and common problems

Theory and practice
➢ All profession are informed by a body of formal knowledge and generally accept and
expect professionals to have engage with the scholarly knowledge or established
wisdom of their field during preparation of their profession. Our sense is that teachers
should not doubt the need to explore the formal knowledge of the field.
Profession and values and ethics
www.sace.org/code-and-ethics
A teaching philosophy
➢ The process of identifying and developing a personal philosophy of teaching helps you
to clarify your approach to teaching. It may also help you identify inconsistencies and
contraindications in your approach.
Pedagogical content knowledge
➢ Subject knowledge or syllabus

➢ Teaching and assessment strategies knowledge

UNIT 2
Critical theory
➢ Is not one theory but a set of assumption and believe that informs your action. Your
beliefs makes you act in a particular way and do certain things
Critical educational theory
➢ A set of assumption and believe to critical analyses the various elements of an

education system
Marginalized Group
Those are regarded as less important or less useful in society
Critical educational theory in South African context
Your understanding of critical theory
➢ Philosophical approach to culture, and especially that considers the social, historical
and ideological forces and structure which produce and constrain it.
➢ Reflective assessment and critique of society and culture by applying knowledge from
social sciences and the humanities.
Importance of critical theory to teachers
➢ Integration and consideration of existing knowledge when planning the lesson.

➢ Use of existing knowledge to solve different problems of the different fields.
Advantages of critical theory
➢ Exposure to different field

➢ Learn critical analysis skills

Creating a pedagogy of care in the classroom
➢ Pedagogy of care
Teachers commit to being accountable and responsible and to create a learning
environment in which care can be expressed in a responsible way.
➢ Nature of caring Relationship
Engrossment: the teacher attends to all the issues the child display
Displacement: the teacher response by directing attention to the learners in need
➢ 3 values of a learner-centered curriculum

Participation
Feelings
Problem posing the classroom
The value of participation: enable and maintains condition in which learners can
enter a caring educational relationship with themselves and others
The value of feeling: recognizing the link between learner’s emotion and thinking
should student that they care or them by becoming familiar with their diversity
The value of problem posing: a class where all learners feel safe to express their
feelings and ideas where learners can begin to critically study themselves and their
society

Unite 3
Behaviorism theory
➢ Environmental personal and behavioral characteristic as a major factor in behavioral

determination
➢ These theories cite environmental, personal, and behavioral characteristics as the
major factors in behavioral determination. In recent years, there has been increased
interest in the application of these theories in the areas of health, education,
criminology, energy and international development with the hope that understanding
Assumptions
➢ Learning is seen as a change in learning behavior

➢ Learners behavior
➢ Reinforced behavior
➢ Learners response to the stimuli
Cognitive theory
➢ Deals with the mental process involved in learning

➢ Explain why the brain is the most incredible network of information processing
interpretation in the body as well we learn things. This theory can be divided into two
specific theories the cognitive theory and behavioral theory.
Assumptions
➢ Mental process understating

➢ Studied the cognitive process of children agreed that a child is not a mini figure adult
and their minds are the same
Nature of structure : young children order thoughts or actions into structure called
scheme (ordering thoughts / action into structure
*Becomes more complex structure that obey certain logical rules
Assimilation : when a person tries to understand something by fitting into schemes
Constructivism theory
➢ Education is an epistemological perspective of learning focused on how students

actively create (or “construct”) knowledge out of their experiences. Emphasis is placed
on agency and prior "knowing" and experience of the learner, which is often
determined by their social and cultural contexts environment

Social thoery
➢ It is used to study and interpret social factors

➢ Impact of the social environment in teaching but more especial in learning.
➢ Interactions
➢ Learn through interaction with other people
Multiple intelligent
➢ Linguistic
➢ Visual – spatial
➢ Bodily - kinaesthetic
➢ Logical – Mathematical
➢ Musical
➢ Intrapersonal
➢ Naturalist
➢ Existential
➢ Interpersonal
Role of a teacher
➢ Specialist in phase, discipline or practice

➢ Learner mediator
➢ Interpreter
➢ Leader
➢ Scholar
➢ assessor
CAPS document
http: www.depatment-of-basic-education/cap-document.org

This document contains questions and answers from previous exams and assignments
Answers were researched using the prescribed book and memos
Please note that human errors are possible in this document
TABLE OF CONTENT
Assignments 2019 Page 3
Assignments 2020 Page 15
October/November 2019 Page 26
May/June 2020 Page 34
October/November 2020 Page 41
Assignment 1 - 2021 Page 49

ASSIGNMENTS 2019
 Assignment 01
1. Behaviourism theory suggests that behaviour observed is a result of :

A) Teaching
B) Internal factors
C) External factors
D) Practice
2. It is the approach that focuses on teaching that provides a stimulating environment where learners can find
challenging experiences to learn.
A) Teacher-directed approach
B) Lecture approach
C) Self-directed approach
D) Child-centred teaching approach
3. It is the strategy that has been used long ago by teachers to change learners’ behaviours in the classroom.
A) Question and answer method
B) Reinforcement
C) Discussion method
D) Lecture method
4. The theory that describes how learners understand the information they encounter in the classroom and
emphasise that learners are unique.
A) Behaviourist theory
B) Cognitive theory
C) Social theory
D) Both A and C
5. The role of the teacher in the teaching-learning experience is to :

A) Support learning
B) Mediate learning
C) Both A and B
D) None of the above
6. The following are the phases of information processing, except one :

A) Positive interdependence
B) Input phase
C) Processing phase
D) Output phase
7. Describes how learners think, learn and take responsibility for their own learning.
A) Metacognition
B) Intelligence
C) Communication
8. The focus on the learner’s making and constructing knowledge is known as :

A) Constructivist perspective
B) Cognitive perspective
C) Behaviourist perspective
D) Personal perspective
9. Dialogue between the learner and the teacher should be :

A) Interesting
B) Interactive
C) Short
10. The plan that guides all teaching is referred
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A) Syllabus
B) Curriculum
C) Both A and B
D) Tutorial Letter 501
11. Curriculum change is inevitable. This mean curriculum change _______________________ .

A) Is sure to happen
B) Happens by chance
C) Does not happen
D) Depends on the mood
12. The benefits of using blogs in education are that :

A) Blogs enable learners to argue and explain ideas with fellow learners on a particular topic
B) Blogs help with critical thinking and reflection on work done
C) Blogs enhance learners’ communicative, collaboration, cooperative problem solving, and creative, innovative
thinking skills
D) All of the above
13. In the CAPS document learners are grouped according to :

A) Age
B) Phases
C) Stages
D) Levels
14. The teacher is expected to align his or her planning to the ______________ to ensure that the needs of all
learners are catered for.
A) Content
B) Context
C) Syllabus
D) Curriculum
15. A __________________ tends to make a difference in learners’ learning by adapting and implementing
teaching and learning practices to support transformation.
A) Transformative teacher
B) Self-directed teacher
C) Sequential teacher
D) Global teacher
16. Knowing learners well and understanding their different learning needs talks to :
A) Information gathering skills
B) Management skills
C) Pedagogy of care
D) Interpersonal skills
17. A good teacher should be familiar with the school, classroom and learners that he or she teaches. This
suggests that the teacher needs to _____________________ .
A) Do situation analysis
B) Proceed from the simple to the complex
C) Proceed from analysis to synthesis
D) All of the above
18. The determination of what led to the success or failure of the lesson by the teacher showed that the teacher
___________________ .
A) Recognises existing knowledge or learning to that point
B) Summarises the lesson experience
C) Engages in reflective teaching
D) Uses it to serve as a means to focuses activity
19. The knowledge about teachingStuvia.com
and learning is referred
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andas
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A) Pedagogical content knowledge

B) Reflective knowledge
C) Scaffolding knowledge
D) Lecture knowledge
20. It is one of the processes that could enhance reflective teaching

A) Observing your colleagues
B) Maintaining conflict among student
C) Self-reporting
D) Both A and C
 Assignment 02
QUESTION 1
1.1 Discuss critical theory in the South African context. Your discussion should include the following :
 Your understanding of critical theory
 Importance of critical theory to teachers
 Advantages of critical theory

To my understanding, critical theory is how the educational system can best offer education to all people. All
learners must be equally treated well and fairly, learners coming from different background families, different
cultures and beliefs. Different learning styles will be considered because no all learners learn the same and teachers
will need to bring different learning styles to the classroom.

Critical theory is important because it provides resources to both critique and unequal practice related to schooling
and society. Teachers who work to bring about change in educational context and communities that aim to improve
equity and justice in democratic society

 It could signal a move for learners from being mainly users of knowledge in a conjunction with others.
 It could prompt you to become active agents in constructing new kinds of knowledge relationships
 It should enable all those who participate in education to define and produce knowledge accordingly to the
social, historical and culture contexts in which they find themselves.
1.2 Mention five types of curriculum.
 Core curriculum
 Subject based curriculum
 Hidden curriculum
 Official curriculum
 Covert curriculum
1.3 Discuss the following theories and the assumptions they hold with regard to teaching and learning :
 Behaviourism
 Social theory
Behaviourism
Believes that all new human behaviour is learnt rather than innate, and their emphasise was therefore in the role of
learning. They recognise only outward behaviour rather than the inner psychological processes. Their view of
learning was based on a stimuli to which the individuals
The assumptions of behaviourism can either encourage or suppress behaviours. This can occur through reward or
positive reinforcements. Negative reinforcements occurs when a person’s avoidance of doing something is enforced,
such as when a learner gets a headache before a test and is rewarded by being allowed to say at home and not write
the test. Reinforcement can alsoStuvia.com
be withheld, as whichtothe
- The Marketplace Buyteacher ignore
and Sell your Studythe disruptive behaviour of learners until
Material
the behaviour disappears
Social theory
Also known as the cognitive approach to psychology influenced the development of child-centred teaching where
teachers seek to develop varied and stimulating learning environments from which children can derive challenging
experienced (Pollard, 2002:139). The work of the cognitive psychologists contrast with behaviourism, which was
interested in stimulus and response rather than the mental processes in between.
The assumptions of social theory,response approach cannot satisfactorily explain more complex forms of human
learning. However, there is no single cognitive model or theory of learning that represents the whole field.
1.4 List the different intelligences as suggested by Howard Gardner (1943).
 Harmonic/musical - rhythmic
 Visual - spatial
 Verbal - linguistic
 Logical - mathematical
 Bodily - kinesthetic
 Interpersonal - interaction
 Intrapersonal - introspection or swot analysis
 Naturalistic
QUESTION 2
2.1 In your own words describe the following concepts :

 Pedagogical content knowledge
 Caring professional
 Inclusive education
 Reflective practice
 Assessment
Pedagogical content knowledge

Is when a teacher puts together the knowledge that he or she already know, puts it together with the knowledge of
teaching and along with the subject matter (knowledge).
Caring profession
Is a teacher who is concerned about his or her learner’s performance in the classroom. When a learner is not doing
well, a caring teacher will ensure that he or she will help the learner to level up their performance and that the
learner understand the content of the subject.
Inclusive education
Is ensuring quality education to all learners by meeting their diverse needs in a way that is respectful and supportive
and by removing obstacles that may lead to excursion. Programming classroom and activities that are suitable to all
learners to learn together.
Reflective practice
Is when teachers think or question their way of teaching. They analyse how something was, if the learners did
understand the lesson or not and how did the learners respond to it. A teacher asses their own practise and how they
can consider new ways of teaching and which can improve the teaching and learning.
Assessment
Is a continuous process, an information about a learner’s performance. By gathering information, evaluating and
recording findings and using the information to understand and assist the learners performance to improve teaching
and learning.

QUESTION 3 Stuvia.com - The Marketplace to Buy and Sell your Study Material
The Grade 4 teachers of an urban school in Limpopo, South Africa, have received a significant amount of money
to buy books for teaching English reading. The most cost-effective books can be found in Canada. The stories are
written by well-known authors and the illustrations are beautiful. The stories are about cold winters with snow
and ice, dressing warmly and staying indoors.
3.1 When you think of context, what problems do you identify ?

It is not the same : Limpopo is hot while stories are about cold Canada, even the country South Africa in winter is
not as cold as Canada so learners cannot relate.
3.2 When you think of the CAPS, what kind of problems do you foresee ?
The main focus is on assessment, therefore teachers will teach to assess not to understand and apply the knowledge
learnt because it is not relevant to the stories are in the context of Limpopo learners.
3.3 When you think of Africanisation, what would happen when you use these books ?
Our knowledge will be lost, and have no value to learners.Local writers will be discouraged because they cannot
benefit from their creative work.
3.4 What would you suggest the teachers do ?

Research different (alternative) and affordable book suppliers.Research and purchase books related to their context
and written by South African authors.
QUESTION 4
4.1 The choice of what knowledge and skills to include in the curriculum must be aligned with the rationale and
purpose of the curriculum. Mention five aspects that could be included in the curriculum.
 Lesson aims
 Assessment (informal and formal)
 Content
 Teaching aids
 Teaching method and strategy
4.2 Assessment is an integral part of teaching and learning. Mention five purposes of assessment.
 Provide feedback to both the teacher and learners

 Identify the gap between what is taught and achieved
 Evaluate the course and instruction
 Diagnose problems with regard to learning
 Grading
4.3 In your own words explain the difference between assessment and evaluation.
Assessment
Is the ongoing process, an information about a learners performance in the classroom. By gathering information and
and learning
Evaluating
Uses the method to measure to judge a learner learning and understanding of the material for grading and reporting.
A feedback from the teacher to the learner about the learners learning.
4.4 List three important aspects of summative assessment and give practical examples to explain your answer.
Summative assessment is most commonly associated with evaluation and is used to certify the achievement of a
certain level of education and to make judgemental educational decisions.
Assessment of learning (AoL) is associated with high stakes, often with standardised testing that informs national or
other important decisions about accountability and standard.
About how much learners have Stuvia.com
learned, -whether the criteria
The Marketplace forSell
to Buy and standards
your Study have been met and whether teachers have
Material
done their job says (Stiggings, 2002:3).
Examples :
A project can judge a learners performance
Examination and the end of the term or year
Marks for record keeping
4.5 Mention five principles of assessment and demonstrate how you will apply them in your classroom. Practical
examples should be provided.
 Fair : an assessment will be fair to all learners, irrespective to their age, background, gender.
 Valid : the assessment will meet all assessment criteria and all learning outcomes.
 Authentic : all the learners work is their own work
 Reliable : assessment is consistent and outcomes would be replicated were the assessment is repeated.
 Efficient : all assessment process reasonable to all learners
QUESTION 5
5.1 Mention the most common intrinsic and extrinsic barrier to learning in the South African context (use a
diagram to illustrate this).

5.2 List and explain with practicalStuvia.com
examples the
- The key elements
Marketplace to Buy andthat should
Sell your be included in the learning programme.
Study Material
Demonstrate your answer with practical examples from the CAPS document.
 Principle of CAPS : social transformation is ensuring that the educational imbalances of the past are
readdressed and that equal educational opportunities are provided for all sections of the population.
 Time frames : instructional time for grade R-2 is 23 hours and for grade 3 is 25 hours. 12 hours are located for
languages in grade R-2 and 11 hours in grade 3. A maximum of 8 hours and a minimum of 7 hours are located
for home language.
 Aims and assessment criteria : assessment of learning aims to continuously collecting information of a
learners achievement that can be used to improve their learning.
 Core knowledge and concepts : identify and solve problems and making decisions using critical and creative
thinking.
 Context/themes : a test could cover the context dealt with in a term. A daily assessment is important to
monitor teaching and learning.
 Assignment 03
QUESTION 1
1.1 Shulman (2005:504) described classroom teaching as “perhaps the most complex, most challenging ad most
demanding and frightening activity our species has ever invented”. Do you agree or disagree with this statement?
List five reasons and give practical examples to illustrate your answer on each statement.
I agree with this statement

 Disruptive learners - Some learners might not be interested in schooling and start disturbing other learners
and the school as a whole.
 Shortage of resources - Shortage of books and other resources materials.This will keep some of the learners
unoccupied.
 Poor school management - This will have a negative impact of the behaviour of the learners which makes it
difficult to control the school and classrooms if there is chaos.
 Difficult subject - Teaching a difficult subject can be both mentally and physically exhausting for a teacher,if
a teacher finds a subject difficult to teach then the learners will find it difficult to understand the lesson.
 Ill-disciplined learners - Learners that talk and make noise in the classroom take up classroom time and stops
the learning process of other learners.
1.2 Describe in your own words the value of learning theories for your teaching practice in the classroom.
Indicate how the learning theories discussed can be linked to the practice of teaching and learning in your class.
Applying learning theories in the classroom benefits the students in terms of how they learn. As the educator I need
to be able to adapt to the needs of my learners.Understanding learning theories and the different ways students
acquire knowledge will allow to adapt my teaching style accordingly. This gives each child a fair opportunity to
succeed at school. Understanding these theories also allows me to implement the curriculum in the most effective
way. Taking into account that the curriculum is outcome based, one can assume that teaching in a way that benefits
each learner’s style will yield the best result.
Behaviourist
 Behavior that can be learned
 A teacher is expected to unpack content and shape the behaviour of the learners through positive reinforcement.
When the learner has done right applaud and acknowledge good work.
 A teacher does not have to always one look-out for culprit and reprimand bad behaviour. Sometimes u can look
and ignore.

Social Constructivism Stuvia.com - The Marketplace to Buy and Sell your Study Material
 Focus on learner knowledge

 Teacher and learners interact daily to unpack the knowledge content provided by the curriculum
 Interactions impact cognitive growth : learner can learn from other learners
 A teacher can work together with a learner or give group task with a scenario posing a problem to be solved by
learners.
 Groups can be asked to show their view on the issue. Peer assessment prevail and in practice.
1.3 Read the information on the competencies required from beginner teachers. (You can access the document
on myUnisa under Additional Resources.)
Online reading question
1.4 What practical skills from this list would be very important for a teacher to have ? Motivate your answer
and provide examples.
Perform pedagogical duties - An educator needs to be able to care for their learners in all their needs in school.
This includes dealing with complex situations that could occur outside of the school environment, yet symptoms of
that present itself in the class.
Personal development - One needs to continuously develop yourself as a person as in your profession to ensure
the learners get the most out of their learning experience. It will help you to teach more effectively and in turn aid
the learning process.
Collaboration - Teachers need to be able to work effectively with other teachers, HOD’s, their principle as well as
their students. They need to be open to change and suggestion to improve the quality of their teaching.
Communication - Effective communication is key. We communicate daily with learners and need to be able to do
so in a manner that they fully comprehend. We also work with other teachers and parents and thus need to cultivate
communication skills to establish working relationships.
Planning - Lessons are dependent on the planning. You need to be able to organise and coherently plan your
thoughts for each lesson to ensure that the content is being taught to its utmost. The educator must be fully prepared
for every incident in the class and plan for incidental learning experiences as well.
UNISA Memo Answer :
Knowledge,kills and values

Teaching skills and life-long learning competency
Professional growth :
 Pedagogical ability
 Pedagogical skill
 Pedagogical creativity
 Pedagogical innovative
Leadership :
 Classroom management
 School management
 Lead teaching profession
 Advocate for schools and students
Know the content :

 Develop and design lesson plans
 Honor content appropriate
 Integrate and recognise integration
 Identify relevant instruction to students
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 Teaching methods
 Teaching strategies
 Teaching technique
 Use current technology
 Encourage and use collaborative learning
 Use students at their best ability
 Assess students
Reflect their practice :

 Analyse student learning
 Link professional growth to their professional goal
 Function effectively in a complex,dynamic environment
1.5 Use your knowledge about learning theories and name at least three aspects that a teacher should be
knowledgeable about to teach effectively and monitor his learners’ progress in the class.
 Group work technique/method

 Lesson plan design and instruction to follow in order to deliver the content
 Have interesting instruction that engage learners carefully
 Classroom discussion process
QUESTION 2
2.1 Use the words you described to do the following : Formulate your own philosophy. (Write two paragraphs.)
My philosophy on teaching is to apply the Multiple Intelligences Theory into the teaching and learning process. I
believe an educator needs to adapt to each learners unique needs to ensure that learning takes place in the most
effective manner. Each child needs to be treated with fairness and given individual attention to sculpt their learning.
Teaching needs to happen respectfully of all cultures, races and beliefs.
My aim is to create an inclusive environment that encourages diversity and where all learners have the opportunity
to obtain their full potential inside and outside the classroom. I will make use of various teaching strategies to
accommodate all learners and their teaching styles. I will use the curriculum to adapt to each individual to ensure
the content is relatable, attainable and relevant. The classroom also needs to be an environment filled with care and
openmindedness where each learner can explore and express themselves freely.
2.2 Go to myUnisa and post your teaching philosophy to join the blog on “Teachers teaching philosophies and
how that influences their teaching”.
This question has to be done online on the UNISA website.
2.3 What did you learn from this discussion ?
I learned that many teachers have a similar outlook on teaching and with a universal goal of inclusivity in mind.
Many teachers want to create an environment that promotes optimal learning for each learner and helps utilise their
strengths. A running theme was also diversity and the acceptance thereof.
2.4 How did your teaching philosophy change or was it influenced by the discussion online ?
My philosophy was not changed through the discussion, however I did see value in the many different points that
were mentioned. Seeing that a lot of what was discussed ran a similar theme, I am confident in my philosophy and
that it is shared by many like-minded teachers.

3.1 List the requirements for inclusive education as discussed in the textbook.
 Transformation approach
 Caring pedagogy
 Awareness of intrinsic and extrinsic barriers to learning
 A broader approach to support
 Situational analysis
3.2 Suggest ways that can be used to promote reflection in the teaching and learning context.
 Reflective journal
 Ask other teacher to observe you and give you feedback
 DATA process
 Guided reflection protocol
 Evaluation form by learners
3.3 Read the paragraph in your textbook about a reflective journal. Use the guidelines and design a page for
your own reflective journal.
I believe that my student teaching experience has been most informative and inspirational.
Positive aspect :
 The professional staff members were very co-operative and willing to assist where I needed progression.
 My students were very understanding in terms of what I brought to the classroom.
Negative aspect :
 It would take several minutes before students were properly seated and prepared for the lesson.
What worked :
 Time management was also imperative when it come down to planning and grading.
What didn’t work :

 What didn’t seem to work for me and the students were lengthy lessons that were planned out to which the learners
did not have time to complete.
How can I improve :

 I would simplify my lesson and would give better instructions for the students to understand.
Explaining to plan :
 During my lessons.I followed and explained everything according to plan.
 There were times that I needed to innovate in order to better my lessons.
Unexpected behaviour :
 Students would frequently speak with friends close by,pass notes and often leave their seats at times.
Next approach :
 I would definitely adopt the use of the transformative approach next.It would help my students learn about cultural
difference and awareness through the curriculum.
Most prideful moment :

 I’ve had many prideful moments during my lessons.
 The most momentous occasion for me was when my students would ask for more activities and educational stones.

4.1 Plan and prepare a lesson for “The grade and topic of your choice” topic. (The topic should be the one
prescribed in the CAPS document).
Lesson Plan
Teacher’s Name : Subject : Grade : Time : Theme :
Aimar Khan Mathematics Grade 1 60 Minutes Time
Topic : Telling time by the hour
Resources Used : Learning Objectives :
 Analog clock  Learners will be able to tell time by the hour.
 Large open space outside  Learners will be able to complete basic time
 Cones with numbers on them worksheets.
 Worksheets
Teaching Methods,Learning Activities and Assessment :
Teaching Method :
 Game-based learning
 Direct instruction-based learning
Learning Activities :
 Tick-Tock game
 Worksheets (2)
Assessment :
 Monitoring students
Lesson Opening (10 Minutes) :
 Show the learners an Analog clock,ask the students if they what it is,what it is called and what it does.
 After the students had a chance to respond,correct them where and if needed.
 Point to the short hand (hour hand) and ask the students to name it and explain its purpose.
 Repeat this line of questioning with the long hand (minute hand).
 Tell the class that today they will learn to tell time to the hour and Human Analog clocks.
Introduction to New Content (30 Minutes) :
15 Minutes :
 On the tennis court outside,draw a big circle to represent an analog clock.
 Using cones that are numbered or chalk,number the Analog clock starting with number 12 at the top. Make
sure the spacing is equal when doing this.
 Tell the class that they will be playing a game called Tick-Tock.
 Ask one of the learners to draw in the land hand pointing to the 12th hour.Explain to the learners that the hand
will remain pointing to the 12 for the rest of the game.
 Separate the learners in two equal groups,they will play the game one group at a time.
 Let each learner of the first group go and set next to a number on the outside of the circle.
 Explain to the whole class that the numbers are representing the hours of an Analog cock and that they will be
taking turns to be the short hand.
15 Minutes :
 Students should be seated behind a number facing the clock,select a student to be the short hand
 Explain to the class that the student who is the hour hand will walk around the clock and tap everyone gently
on the head.
 The students will say “tick” every time they touch someone’s head,when the student says “tock” while taping
someone on the head,that student will run after the short hand.
 When the short hand makes it the empty space,the whole group sounds the alarm (they yell out the time). For
example,if student 11 is picked and the student that was busy picking makes it to spot 11,the alarm yells 11.
 If the short and is caught,they are out and a new students fills their spot.
 Student’s that are out still must yell out the tome with the rest of the class.
 Rotate the groups after 7 minutes.
 Return to class when everyone Downloaded
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 Before lesson - Get together all the resources you will need during the lesson together,as well as printing all the
worksheets needed for the lesson.
 During lesson - During the lesson monitor at the students while they are busy with the outdoor activity and their
worksheets to be able to form an assessment of their work.
 After lesson - After the lesson,mark the worksheets and reflect on how the lesson went.
Learning Activities (10 Minutes) : Closing (10 Minutes) :
 Pass out both worksheets Tick-Tock and Showtime.  For any problems found on the worksheets,
 Explain to the students what they should do. demonstrate how to solve the problem on the board
 Ask them to complete each worksheet. for the students.
 Monitor the students and offer support where needed.  Ask the students what they enjoyed most about the
lesson and what they remembered most.
Assessment Activities :
 Students who have mastered this work will have full marks on both worksheets.Students who have made progress
regarding this lesson would be able to get at least 50% on each worksheet.
 The assessment will take place individually and the teacher will assess them.
 The 1st worksheet is called Tick-Tock and the students have to look at the time shown on the clock and write the
time clock shows below the clock.
 The 2nd worksheet is called Showtime and the students must look at the time given below the clocks and then draw
in the hands on the clocks above the time.
 The memoranda of the worksheets will be used as an indicator as to whether successful learning took place.
Expanded Opportunities :
 Enrichment - For students who need an additional challenge,provide them with Elapsed time - one hour later
worksheet.In this worksheet the students has too look at the first clock time given,then at the second clock given
and then write the time that is shown on the second clock,which is one hour later.
 Support - For students who need support,provide them with Tick-Tock and Showtime worksheets and work with
them in small groups to help them through the worksheets.

ASSIGNMENTS 2020
 Assignment 01
1. Shulman (2004:227) claims that, at a minimum, good teaching combines the following knowledge bases
______ .
A) Content knowledge
B) Pedagogical knowledge
C) Curriculum knowledge
D) All of the above
2. Thinking that is focused, intentional and purposeful and aims to deepen understanding and to inform further
thought and action.
A) Contextualism
B) Cognitive construction
C) Reflection
D) Lateral thinking
3. A strategy that has been used long ago by teachers to change the behaviour of learners in the classroom.
A) Question and answer method
B) Reinforcement
D) Lecture method
emphasise that learners are unique.
B) Cognitive theory
C) Social theory
D) Both A and C

A) Support learning
B) Mediate learning
C) Both A and B
6. The following are the phases of information processing, except one :

B) Input phase
C) Processing phase
D) Output phase
A) Metacognition
B) Intelligence
C) Communication
8. The focus on the learner’s making and constructing knowledge is known as __________________ .
C) Behaviourist perspective
D) Personal perspective

9. Dialogue between the learner and the teacher
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A) Interesting
B) Interactive
C) Short
10. The plan that guides all teaching is referred to as _______________________ .

A) Syllabus
B) Curriculum
C) Both A and B
D) Tutorial Letter 501
11. It is evident that the definition of curriculum is more than the stated aims and syllabus documentation. It
also involves consideration of the following :
A) Actual classroom practices and experiences
B) The perspective of teachers’ work
C) Implementation of the curriculum policy
D) All of the above
12. The benefits of using blogs in education are that _________________ .

A) Blogs help with assessment of learners with learning difficulties
B) Blogs enable learners to argue and explain ideas with fellow learners on a specific topic
C) Blogs help learners find and analyse each other’s strengths and weaknesses
D) All of the above
13. CAPS is organised into _________________ .

A) Topics
B) Phases
C) Stages
D) Levels
14. The teacher is expected to align his or her planning to the _______________ to ensure that the needs of all
A) Content
B) Context
C) Syllabus
D) Curriculum
15. A _________________ tends to make a difference in learners’ learning by adapting and implementing
teaching and learning practices to support transformation.
A) Transformative teacher
B) Self-directed teacher
C) Sequential teacher
D) Global teacher
16. Knowing learners well and understanding their different learning needs speaks of ________________ .
A) Information gathering skills
B) Management skills
C) Pedagogy of care
D) Interpersonal skills
17. A good teacher should be familiar with the school, classroom and learners that he or she teaches. This
suggests that the teacher needs to __________________________ .
A) Do situation analysis
B) Proceed from the simple to the complex
D) All of the above
18. The determination of what ledStuvia.com
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Selllesson byMaterial
your Study the teacher showed that the teacher
_____________________________ .
D) Uses it to serve as a means to focuses activity
19. The knowledge about teaching and learning is referred to as _______________________ .

A) Pedagogical content knowledge
B) Reflective knowledge
C) Scaffolding knowledge
D) Lecture knowledge
20. One of the processes that could enhance reflective teaching.

C) Self-reporting
D) Both A and C
 Assignment 02
QUESTION 1
1.1 Discuss critical theory in the South African context. Your discussion should include the following :
 Your understanding of critical theory
 Importance of critical theory to teachers
 Advantages of critical theory

To my understanding, critical theory is how the educational system can best offer education to all people. All
learners must be equally treated well and fairly, learners coming from different background families, different
cultures and beliefs. Different learning styles will be considered because no all learners learn the same and teachers
will need to bring different learning styles to the classroom.

Critical theory is important because it provides resources to both critique and unequal practice related to schooling
and society. Teachers who work to bring about change in educational context and communities that aim to improve
equity and justice in democratic society

 It could signal a move for learners from being mainly users of knowledge in a conjunction with others.
 It could prompt you to become active agents in constructing new kinds of knowledge relationships
 It should enable all those who participate in education to define and produce knowledge accordingly to the
social, historical and culture contexts in which they find themselves.
1.2 Describe five types of curricula.
Official,explicit intended curriculum

It can be described as a set of formal documents which specify what the relevant national education authorities and
society expect that students will learn at school in terms of knowledge,understanding,skills,values and attitudes to
be acquired and developed and how the outcomes of the teaching and learning process will be assessed. It is usually
embodied in curriculum guides,syllabus,textbooks,teachers guides,content,tests and
examinations,regulations,policies and other official documents.It is also referred to as official curriculum or the
planned curriculum.

Enacted curriculum as practice Stuvia.com - The Marketplace to Buy and Sell your Study Material
The enacted curriculum refers to the actual curriculum content that students engage in the classroom.Most learning
occurs within the enacted curriculum.It is what is actually taught and learned.It is also referred to as non-official
implicit curriculum implemented by teachers.
Convert curriculum
This is teaching that is not spelt out but deliberate on the part of the teacher or the school.It is important in early
schooling where there is consideration for others, order,obedience,teamwork and co-operation are vital and
important.Play in early childhood school is a deliberate curriculum strategy to develop important attitudes and skills
such as spatial differentiation and various numerous skills.
Hidden curriculum
Learning that is hidden from the educators as well as hidden from learners.It is very different to intended
curriculum.It is a form of implicit learning teachers did not intend or did not even know about.
Assessed curriculum
The curriculum is reflected by the assessment or evaluation of learners. It includes both formative and summative
evaluation of learners conducted by teachers,school and external organisation.It involves all the tests whether
teacher made district made or standardised in all formats such as portfolio,performance,production and
demonstration.The assessed curriculum is important as it enables the stakeholders to evaluate the impact of written
and taught curriculum upon the learners.It determines the level of learned curriculum.
1.3 Discuss the social theory and assumption that it holds with regard to teaching and learning.
Social theory
Also known as the cognitive approach to psychology influenced the development of child-centred teaching where
teachers seek to develop varied and stimulating learning environments from which children can derive challenging
experienced (Pollard, 2002:139). The work of the cognitive psychologists contrast with behaviourism, which was
interested in stimulus and response rather than the mental processes in between.
The assumptions of social theory,response approach cannot satisfactorily explain more complex forms of human
learning. However, there is no single cognitive model or theory of learning that represents the whole field.
1.4 List the different intelligences as suggested by Howard Gardner (1943).
 Naturalistic
QUESTION 2
2.1 In your own words describe the following concepts :

 Pedagogical
 Transformative teacher
 Assessment rubric
Pedagogical
Is when a teacher puts together the knowledge that he or she already know, puts it together with the knowledge of
teaching and along with the subject matter (knowledge).

Transformative teacher Stuvia.com - The Marketplace to Buy and Sell your Study Material
Is someone whose purpose is greater than delivery of information. Rather than being content-focused,
transformative teachers help students become meta-critical participants in the learning process and well-practiced at
critical thinking, goal setting and reflection
Inclusive education
Is ensuring quality education to all learners by meeting their diverse needs in a way that is respectful and supportive
and by removing obstacles that may lead to excursion. Programming classroom and activities that are suitable to all
learners to learn together.
Reflective practice
understand the lesson or not and how did the learners respond to it. A teacher asses their own practise and how they
can consider new ways of teaching and which can improve the teaching and learning.
Assessment rubric
and learning.
QUESTION 3
The Grade 4 teachers of an urban school in Limpopo, South Africa, have received a significant amount of money
to buy books for teaching English reading. The most cost-effective books can be found in Canada. The stories are
written by well-known authors and the illustrations are beautiful. The stories are about cold winters with snow
and ice, dressing warmly and staying indoors.
3.1 When you think of context, what problems do you identify ?

It is not the same : Limpopo is hot while stories are about cold Canada, even the country South Africa in winter is
not as cold as Canada so learners cannot relate.
3.2 When you think of the CAPS, what kind of problems do you foresee ?
The main focus is on assessment, therefore teachers will teach to assess not to understand and apply the knowledge
learnt because it is not relevant to the stories are in the context of Limpopo learners.
3.3 When you think of Africanisation, what would happen when you use these books ?
Our knowledge will be lost, and have no value to learners.Local writers will be discouraged because they cannot
benefit from their creative work.
3.4 What would you suggest the teachers do ?

Research different (alternative) and affordable book suppliers.Research and purchase books related to their context
and written by South African authors.
QUESTION 4
4.1 Assessment is an integral part of teaching and learning. Outline five purposes of assessment.

 Diagnose problems with regard to learning
 Grading
4.2 Explain the difference between assessment and evaluation in your own words.
Assessment
Is the ongoing process, an information about a learners performance in the classroom. By gathering information and
and learning
Evaluating Stuvia.com - The Marketplace to Buy and Sell your Study Material
Uses the method to measure to judge a learner learning and understanding of the material for grading and reporting.
A feedback from the teacher to the learner about the learners learning.
4.3 Differentiate between assessment of learning and assessment for learning.
Assessment of learning (AOL) is associated with high stakes,often with standardised testing that informs national or
other important decisions about accountability and standards about how much the learners have learned,whether the
criteria for standards have been met and whether teachers have done their jobs.
Assessment for learning (AFL) helps learners to learn through the tasks they perform in relation to the module
outcomes and the feedback we provide about their performance on these task.The focus is this on continuous
improvement and fosters self-development.
At a very basic level,we could regard formative assessment as assessment for learning (AFL) and summative
assessment as assessment of learning (AOL).
4.4 Analyse the use of formative assessment for the teacher and the learner.
Formative assessment is most often conceptualised as feedback given to learners during the daily classroom
engagement or teaching event which serves to improve and deepen student learning by given them feedback on
their progress.It also helps teachers to make decisions about the next learning milestone students could achieve.
4.5 Mention five principles of assessment and demonstrate how you will apply them in your classroom. Practical
examples should be provided.
 Fair : an assessment will be fair to all learners, irrespective to their age, background, gender
 Valid : the assessment will meet all assessment criteria and all learning outcomes
 Authentic : all the learners work is their own work
 Reliable : assessment is consistent and outcomes would be replicated were the assessment is repeated.
 Efficient : all assessment process reasonable to all learners
QUESTION 5
5.1 Tabulate the most common intrinsic and extrinsic barriers to learning in the South African context.
Intrinsic Barriers Extrinsic Barriers

 Short Memory  Inadequate support service
 Blindness  Poor teacher education
 Cerebral palsy  Physical barriers
 Deafness  Crime
 Low level of intelligence  Insufficient support for learners with disabilities
5.2 List and explain with practical examples the key elements that should be included in the learning programme.
Demonstrate your answer with practical examples from the CAPS document.
 Principle of CAPS : social transformation is ensuring that the educational imbalances of the past are
 Time frames : instructional time for grade R-2 is 23 hours and for grade 3 is 25 hours. 12 hours are located for
for home language.
 Aims and assessment criteria : assessment of learning aims to continuously collecting information of a
 Core knowledge and concepts : identify and solve problems and making decisions using critical and creative
thinking.
 Context/themes : a test could cover- The
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monitor teaching and learning.
 ASSIGNMENT 03
QUESTION 1
1.1 Shulman (2005:504) described classroom teaching as “perhaps the most complex, most challenging and most
demanding and frightening activity our species has ever invented”. Do you agree or disagree with this statement?
I disagree with this statement

 Lesson planning - If you are well prepared for the lesson it will be easy to control and manage activities and
the class.
 Researching - Do your research in order to fascinate learners and keep them interested on the new and
uncommon knowledge.
 Clear goals - Be clear about what you want to achieve in each and every lesson.
 Engage learners - Adopt learner-centered approach through discussion and group work.
 Assessment - Occupy learners by simple and fun assessment activities to strengthen the bond between teacher
and learners.
Behaviourist
and ignore.
Social Constructivism
learners.
1.3 Read the information on the competencies required from beginner teachers. (You can access the document
on myUnisa under Additional Resources.)
Online reading question
1.3.1 What practical skills from this list would be very important for a teacher to have ? Motivate your answer
and provide examples.
Perform pedagogical duties - An educator needs to be able to care for their learners in all their needs in school.
This includes dealing with complex situations that could occur outside of the school environment, yet symptoms of
that present itself in the class.
Personal development - One needs to continuously
Stuvia.com develop
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Sell your Study person as in your profession to ensure
the learners get the most out of their learning experience. It will help you to teach more effectively and in turn aid
the learning process.
Collaboration - Teachers need to be able to work effectively with other teachers, HOD’s, their principle as well as
their students. They need to be open to change and suggestion to improve the quality of their teaching.
Communication - Effective communication is key. We communicate daily with learners and need to be able to do
so in a manner that they fully comprehend. We also work with other teachers and parents and thus need to cultivate
communication skills to establish working relationships.
Planning - Lessons are dependent on the planning. You need to be able to organise and coherently plan your
thoughts for each lesson to ensure that the content is being taught to its utmost. The educator must be fully prepared
for every incident in the class and plan for incidental learning experiences as well.
UNISA Memo Answer :
Knowledge,kills and values

Teaching skills and life-long learning competency
Professional growth :
 Pedagogical ability
 Pedagogical skill
 Pedagogical creativity
 Pedagogical innovative
Leadership :
 Classroom management
 School management
 Lead teaching profession
 Advocate for schools and students
Know the content :

 Develop and design lesson plans
 Honor content appropriate
 Integrate and recognise integration
 Identify relevant instruction to students
Facilitate learning :
 Teaching methods
 Teaching strategies
 Teaching technique
 Use current technology
 Encourage and use collaborative learning
 Use students at their best ability
 Assess students
Reflect their practice :

 Analyse student learning
 Link professional growth to their professional goal
 Function effectively in a complex,dynamic environment
knowledgeable about to teach effectively and monitor his learners’ progress in the class.
 Group work technique/method

 Lesson plan design and instruction to follow in order to deliver the content
 Have interesting instruction that engage learners carefully
 Classroom discussion process Downloaded by: LearnLibrary | haatmylater@gmail.com Want to earn $1.236
2.1 Use the words you described to do the following : Formulate your own philosophy. (Write two paragraphs.)
2.2 Go to myUnisa and post your teaching philosophy to join the blog on “Teachers teaching philosophies and
how that influences their teaching”.
This question has to be done online on the UNISA website.
2.3 What did you learn from this discussion ?
I learned that many teachers have a similar outlook on teaching and with a universal goal of inclusivity in mind.
Many teachers want to create an environment that promotes optimal learning for each learner and helps utilise their
strengths. A running theme was also diversity and the acceptance thereof.
2.4 How did your teaching philosophy change or was it influenced by the discussion online ?
My philosophy was not changed through the discussion, however I did see value in the many different points that
were mentioned. Seeing that a lot of what was discussed ran a similar theme, I am confident in my philosophy and
that it is shared by many like-minded teachers.
QUESTION 3
3.1 Use your own words to describe benefits of applying a caring pedagogy.
Caring pedagogy
Having a well thought-out pedagogy can improve the quality of your teaching and the way students learn, helping
them gain a deeper grasp of fundamental material. Being mindful of the way you teach can help you better
understand how help students achieve deeper learning. And it can, in turn, impact student perception, resulting in
cooperative learning environments. The proper approach helps students move beyond simple forms of thinking as
defined in the Bloom’s taxonomy pyramid, like basic memorization and comprehension, to complex learning
processes like analysis, evaluation, and creation. Students can leverage their preferred learning styles with a
teaching process that supports them, and the way they like to learn.
Benefits of applying a caring pedagogy :

 It can help you to step outside your usual and practised ways of knowing and teaching and respond differently
to your learners.
 It can guide you to find to your own voice and different way of engaging your learners with the learning
material.We see this a transformative approach to teaching and learning that can challenge the routine of
automatic acceptance of the traditional roles of teachers and learners.
 It can break the routine of the traditionally accepted curriculum and offer you and your learners greater
autonomy by defining how learning is related to issues that affect lives,including the lives marginalised groups
in society
 As the conerstone of an education practice it forces you to consider the issue of social justice in teaching the
curriculum.

3.2 During the five weeks observation as a- first-year
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guideline from your book and design (write)
Study Material
a page for your own reflective journal.
Positive aspect :
Negative aspect :
What worked :

did not have time to complete.
How can I improve :

Next approach :


Lesson Plan
Teacher’s Name : Subject : Grade : Time :
Aimar Khan Music Grade R 15 Minutes
Content area : Life Skills
Topic : Our Country
Subject Integration :
 Counting the beats
 Listening to rhythm and repeating it
 African song to go with theme
Linking to prior knowledge : Lesson Objectives :
 Previous exposure to rhythm  Auditory perception and awareness.
 Counting of beats (clapping and indicating how many  Able to accurately hear and repeat rhythm.
claps they heard)  Able to correctly count the beats without looking.
 Recognition of South African symbols - animals,  Able to create own rhythm.
money, national flower, national anthem
Teacher activities : Learner activities :
 Play a simple rhythm.  Repeating the rhythm played.
 Facilitate activity for clapping of the beats.  Listening to the amount of beats and identifying the
 Assessment activity for music (rhythm and listening correct number.
skills)  Choreographed dance to a song.
Teaching method : Assessment activities :
 Game based learning.  Informal assessment - observation to see if objectives
 Kinaesthetic learning. were reached.
 Student centred approach.
Preparation and resources :
 Choosing a song/rhythm that is easy for the learners and that they recognise (Song : Special star).
 Radio and CD for the song. Instruments for the rhythm activity - making an easy to remember rhythm.

OCTOBER/NOVEMBER 2019
 QUESTION 1
1. The theory that described how learners understand the information they encounter in the classroom and
emphasise that learners are unique is __________________ .
B) Cognitive theory
C) Social theory
D) Both A and C
2. The following are the phases of information processing,except for one.Which one is not ?
B) Input phase
C) Processing phase
D) Output phase
3. Which of the following describe how learners think,learn and take responsibility for their own learning ?
A) Metacognition
B) Intelligence
C) Communication
4. Curriculum change is inevitable. This mean curriculum change ___________________ .

A) Is sure to happen
B) Happens by chance
C) Does not happen
D) Depends on the mood
5. The determination of what led to the success or failure of the lesson presented by the teacher showed that the
teacher _____________ .
D) Uses it to serve as a means to focus on an activity
6. It is one of the processes that could enhance reflective teaching.

B) Maintaining conflict among students
C) Self-report
D) Both A and C
7. In the CAPS document for learners are grouped according to :

A) Levels
B) Stages
C) Phases
D) Age
8. The teacher is expected to align his or her planning to the ______________ to ensure that the needs of all
A) Curriculum
B) Syllabus
C) Context
D) Content

9. Knowing learners well and understanding
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A) Interpersonal skills
B) Pedagogy of care
C) Management skills
D) Information gathering skills
10. A good teacher should be familiar with the school,classroom and learners that he or she teaches.This suggest
that the teacher needs to ____________________ .
A) Proceed from the simple to the complex
B) Do situation analysis
D) All of the above
 QUESTION 2
2.1 Outline the three elements of Behaviourism
 Stimulus
 Respect
 Reinforcement
2.2 Describe the constructivist perspective of learning and provide four ways to apply the constructivist
approach in the classroom.
The constructivist perspective is grounded in the research of Piaget,Vygotsky and Feuerstein,as well as Dewey and
Bruner.There is not a single constructivist theory of learning,rather an emphasis on the active role of the learner in
building understanding and making sense of information.The focus is on making meaning and constructing
knowledge,not merely on memorising information.Many also consider the social context a major factor in
determining what one comes to know about oneself and the world.
Here are some ways to apply the constructive approach in the organisation of the classroom :
 Select instructional materials that learners can manipulate or use to interact with their environment.
 Choose activities that encourages learner observing,data gathering,hypothesis testing and field trips.
 Use processes and methods such as cooperative learning,debating and discussing.
 Integrate curricula or subjects for example,developing long-term thematic projects in a primary classroom and
integrate maths,science,reading and writing (adapted from Bruning,Schraw and Ronning, 1995).An example
would be the context and context of sustainable tourism in South Africa to teach tourism,geography,history and
economics.
2.3 Describe in your own words the value of learning theories for your classroom teaching. Indicate how the
learning theories can be linked to the practice of teaching and learning.
Behaviourist
and ignore.

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learners.
2.4 Differentiate between convert curriculum and hidden curriculum.
Convert curriculum
This is teaching that is not spelt out but deliberate on the part of the teacher or the school.It is important in early
schooling where there is consideration for others, order,obedience,teamwork and co-operation are vital and
important.Play in early childhood school is a deliberate curriculum strategy to develop important attitudes and skills
such as spatial differentiation and various numerous skills.
Hidden curriculum
This is learning that is hidden from the educators as well as from the learners. It is another form of implicit
learning,which the educators did not intend and are probably not even aware of. We consciously learn many things
about the world,or learn to see the world in particular ways,simply by spending a lot of time in the sort of
environments that schools and classrooms present to us.
Convert curriculum is a curriculum that considers all other curriculum’s whereas hidden curriculum is the
curriculum that is hidden but needs to be followed.
2.5 With Du Plessis and Booyse’s. (2008-87) lesson plan design cycle in mind,describe teaching as mediation.
Enhances student achievement

Mediation strengthens teacher-student bonds, and students perform best when they feel their teacher cares about
them. In busy classrooms, however, teachers don’t always have the time or space to develop personal relationships
with each student particularly in a secondary school.
Boosts mutual understanding

One bad day, one mistake, or one misunderstanding can derail a teacher-student relationship and create obstacles to
student learning. A trained mediator structures mediation so that in one 50-minute meeting, a teacher and student
fully listen to one another,obtain greater insights, restore goodwill, and create a positive plan to move forward.
Breaks negative cycles

National data show that African American males and students with disabilities have the highest rates of disciplinary
consequences that remove them from the classroom. When students reenter the class, they may exhibit frustration,
withdrawal, or more disruptive behavior, which may result in more removal. Mediation offers a positive way to
break this cycle.
Promotes social-emotional learning

There is a national call to help teachers and students broaden their understanding of one another and for schools to
model restorative practices that teach social,communication, and problem-solving skills.
Provides an individualized intervention

Because there is no “one-size-fits-all” solution to improve relationships, mediation allows the teacher and student to
explore the unique features of how the classroom, the subject matter, and even the time of day may affect their
relationship.It also provides a safe way to identify deeper root causes for problematic behavior.
Is efficient and free of charge

Mediation can be embedded as a Tier II intervention within a multi-tiered system of supports or as a standalone
intervention.Existing school staff members may be trained as impartial mediators.
Fosters understanding, trust, and empathy

Mediation helps the teacher and student re-establish trust and rapport. The goal of teacher-student mediation is to
restore the respect so that teachers can teach and students can learn!
Benefits all members of a school community
Parents/guardians, teachers, students, and school administrators are grateful for positive, skill-building solutions.
Mediation can also be an effective intervention to stop student-student conflict/bullying, and to resolve adult
conflicts.
 QUESTION 3
3.1 Name and discuss the three tools that guide teachers to reflect on their practice.
D.A.T.A Process
The DATA process is a four-step reflection process,made up of :
 Step 1 : Describe what happened
 Step 2 : Analyse why it happened
 Step 3 : Theorise to improve your practice
 Step 4 : Act to test your theory in practice
Guided Reflection Protocol

The guided reflection protocol can be used in a similar way to the DATA process. This tool has 5 steps :
 Step 1 : What happened ?
 Step 2 : Why did it happen ?
 Step 3 : Reflection
 Step 4 : What might it mean ?
 Step 5 : What are the implications for my teaching practice ?
Reflective Journal
A reflective journal will help you gain a better understanding of yourself as a teacher.As you review what you have
written over a period of time,you will find that your writing forms a record of your assumptions, preoccupations,
success and common problems. It’s best to jot down responses to questions such as the following :
 In what moment(s) this week did I feel most disconnected,disengaged or bored as a teacher ?
 What didn’t work well ? Why did it not work well ? What could or should I change ?
 In what moment(s) this week did I feel most connected,positive,affirmed as a teacher ?
 What worked well ? Why do I think it worked well ?
 What situation caused me the greatest anxiety,distress or regret ? Why ? What have I learned from this ?
 What event took me by surprise - caught me off guard,knocked my stride or made me unexpectedly happy ?
 Of everything I did in my teaching,what would I do differently next time ? Why ?
 What do I feel proudest of in my teaching this week ? Why ?
3.2 Outline the three broad questions a teacher can use to formulate his/her teaching philosophy.
 What are my ultimate aspirations,goals and aims as a teacher ?

 How will I teaching my goals or aims ?
 Why do I teach this way ?
3.3 Distinguish between formative assessment and summative assessment and provide an example for each.
Formative Assessment
their progress.It also helps teachers to make decisions about the next learning milestone students could achieve.
Summative Assessment
certain level of education and to make judgemental educational decisions.At a very basic level,we could regard
formative assessment as assessment for learning (AFL) and summative assessment as assessment of learning
(AOL).
While formative assessment serves the intrinsic needs of the educational process,summative assessment serves the
extrinsic needs of the educational process.
3.4 How can you ensure learning diversity
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South African education has advocated an inclusive approach to teaching,learning and assessment and has required
teachers to assess less for achievement and more for constructive support for learning.Inclusiveness is particularly
important when we encounter learners with diverse abilities and needs.The concept of learning support implies that
all learners are unique and have their own unique potential that is realised at their own pace and level of learning
independence,using their own strategies and learning styles to reach their own unique levels of
achievement.Learning support relies on the collaboration of all members of the different systems that influence the
learning of each learner.
These systems are the ecosystems of the learners’ world and are interdependent and interactive.Therefore,whatever
happens in one system will have a ‘ripple-effect’ on all the other systems.Teachers should realise that this
inter-connectedness of systems will invariably affect the assessment activities they intend to plan.
3.5 Outline three purposes of assessment.

 QUESTION 4
4.1 Outline the different roles that teachers collectively should display to meet the minimum requirements for
teacher education qualifications.
 Specialist in a phase, discipline or practice

 Learning mediator
 Interpreter and designer of learning programmes and materials
 Leader, administrator and manager
 Scholar, researcher and lifelong learner
 Assessor
 Community, citizenship and pastoral role
4.2 Describe the three values in a learner-centered curriculum that a teacher can use to create a pedagogy of care
in the classroom.
The value of participation

Participation enables teachers to establish and maintain conditions in which learners can enter into a caring
educational relationship with them and with the other learners in the class.If teachers start with participatory
strategies to communicate and engage instead of with teacher-talk-they set the tone from the beginning for creating
a caring community of learners in the classroom.
The value of effectiveness

This means recognising the link between learners’ emotions and thinking,or cognition.Dewey stressed that learning
is a social interaction,involving both thought and feeling.This suggest that teachers show students that they care for
them by becoming familiar with ‘their languages,their themes,their conditions and their diverse cultures’.In South
Africa this does not mean that a teacher should know all 11 official languages,but that she or he will at least know
who speaks which as their primary language.
The value of problem posing

A participative,problem-solving classroom is one in which all learners feel safe to express their feelings and
ideas.According to Shor,it is in this safe space of sharing that learners can begin a critical study of themselves and
their society.Under these conditions,a pedagogy of caring is set in motion,in which learners are encourages to be
curious, open,hopeful and responsible and to enjoy learning in a co-operative and critical classroom environment.

4.3 Suggest four benefits of applying a caring
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 It can help you to step outside your usual and practised ways of knowing and teaching and respond differently
to your learners.
autonomy by defining how learning is related to issues that affect lives,including the lives marginalised groups
in society
 As the conerstone of an education practice it forces you to consider the issue of social justice in teaching the
curriculum.
4.4 Discuss the three principles of the curriculum policy
Active and critical learning

This principle encourages an active and critical approach to learning, rather than rote and uncritical learning of
given truths.
High knowledge and high skills

The minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable
standards in all subjects.
Progression
The content and context of each grade shows progression from simple to complex.
 QUESTION 5
5.1 Name the Multiple Intelligences as identified by Howard Gardner (1943)
 Naturalistic
5.2 White Paper 6 showed a commitment to providing equal education opportunities for learners who had been
excluded because the education and training system did not to accommodate their special needs.The teacher can
use the following to ensure an inclusive learning environment, namely a transformative approach,caring
pedogogy,awareness of intrinsic and extrinsic factors and a broader approach to support.With the above
statement in mind,do the following :
5.2.1 Explain the transformative approach.
The transformation approach seeks to change the attitudes about cultural differences by using a different curriculum,
one that encourages students to view problems and concepts from the perspective of different cultures.A
transformative teacher is one who brings about different teaching practices,fosters critical citizens and implements
equity,redress,non-discrimination,access,justice and democracy in the school and classroom.You are a
transformative teacher when you develop an inclusive learning environment.
5.2.2 Why do we have a broader approach to support ? Provide three reasons.
 Support to all activities in a school

 Schools are better able to respond to diversity
 Schools will aid to make learning contexts and lessons accessible to all learners
5.2.3 Mention the most intrinsic and extrinsic
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Intrinsic Barriers
 Short Memory
 Blindness
 Cerebral palsy
 Deafness
 Low level of intelligence
Extrinsic Barriers
 Inadequate support service
 Poor teacher education
 Physical barriers
 Crime
 Insufficient support for learners with disabilities
5.3 How can the teacher develop a classroom system that supports learners so that all learners can learn ?
Provide examples to illustrate your answer.
The teacher should implement inclusive education which means that all students have access to good quality
education.This implies an environment in which children are able to learn.The basic attitude of the teacher in the
classroom should be one of non-discrimination,acceptance and involvement of all,specifically to accommodate
those learners who experience barriers to learning.This type of classroom focuses on overcoming barriers in the
system that prevent it from meeting the full range of learning needs.
Examples of things teachers should look out for to develop a classroom that support all learners :
 A transformative approach
 A caring pedagogy
 Awareness of intrinsic and extrinsic factors
 Situation analysis
 Visual barriers
 Disruptive behaviour
 Socio-economic barriers
 Learning difficulties
 Parental involvement
5.4 Differentiate between disruptive behaviour and learning difficulties.
Disruptive Behavior
Disruptive behaviour is when a child is uncooperative and prevents themselves and other children in class from
working. A disruptive child also manages to grab a teacher's attention and prevent the teacher from giving the other
children attention.
Lesson plan to avoid or lessen disruptive behaviour in the classroom :

 Plan for the first-day activities in advance
 Develop a list of classroom behaviours
 Plan whole-group activities for the class
 Give clear direction and constructive feedback
 Show learners that they are important
Learning Difficulties
Learning difficulties in acquiring knowledge and skills to the normal level expected of those of the same
age,especially because of mental disability or cognitive disorder. A learning impairment will require intensive
learning support and should be identified as soon as possible in order to help learners manage these difficulties.
These learners often don’t understand why they having difficulty with their academic work.A systematic
intervention is then required in which the classroom teacher,school counsellor and other professionals work
together to address the issue.A learning
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 QUESTION 1
1.1 Name and describe, by using a practical example, the seven roles of the teacher.
The first role of the teacher is that of learning mediator

This requires the teacher to be sensitive to the diverse needs of learners, construct appropriate learning
environments, demonstrate sound knowledge of the learning area or subject and - yes - be an inspiration to learners.
This critical role involves setting up a dialogue between the learner and various sources of information, including
the teacher, and ensuring that meaningful communication continues to take place between the two.
Second is that of interpreter and designer of learning programmes and materials

Teachers are expected to understand and interpret existing learning programmes, design their own learning
programmes and select and prepare suitable textual and visual resources for learning. They also need to sequence
and pace learning in a way that shows sensitivity to the needs of the learning area or subject and those of the
learners. This role is perhaps the one that has been most misunderstood and abused.It has become clear that most
teachers and schools do not yet have the skills, resources or inclination to develop a customised curriculum, hence
the reluctance to involve schools in the setting of curriculum standards. The role of the teacher is still that of
interpreter, but with particular emphasis on lesson planning and effective implementation.
Another role to be fulfilled by teachers is that of leader

Leadership skills that the teacher should display include managing learning in the classroom, carrying out
classroom administrative duties efficiently and participating in school decision-making structures. All these
functions require flexibility and should be carried out in a democratic way. Implicit in this role is the need to
develop key habits of mind, which include perseverance, originality, strong self-esteem and the ability to manage
frustration.
The fourth role is that of scholar, researcher and lifelong learner

Teachers are expected to pursue their own ongoing personal, academic, occupational and professional growth.
The fifth is the community, citizenship and pastoral role

This involves developing a sense of respect and responsibility towards others, upholding the Constitution and
promoting democratic values and practices in schools. Learners must be provided with a supportive and
empowering environment, including full information about HIV and AIDS. Essential to this role is the development
of supportive relationships with parents and other key people and organisations in the community.
A sixth important role for a teacher is that of assessor

Assessment is an essential feature of the teaching and learning process and should be integrated into learning on a
continuous basis. Teachers must understand the various purposes of assessment, including identifying the needs of
their learners, planning learning programmes, tracking learner progress, diagnosing problems and helping learners
to improve their work, judging the effectiveness of the learning programme and assessing their own teaching.
Teachers are expected to design and manage both formative and summative assessment and to keep detailed and
diagnostic records of learner performance.
Finally, there is the role of learning area/subject specialist

To be considered a specialist in a field requires being well grounded in the knowledge, skills, values, principles,
methods and procedures relevant to that field. It means knowing about different approaches to teaching and learning
and how these may be used in ways that are appropriate to the learners and their context.
1.2 Define the two characteristics of a teacher; reflective practitioner and caring professional.
Reflective practitioner
Referring to a teacher as a reflective practitioner implies that teaching is a practice. Teaching activities need to take
account of all these dimensions.Teaching as a reflective practice also implies an active, persistent and careful
examination of teaching actions and the beliefs that underpin them with the aim of continuously improving one’s
practice as a teacher. Teachers who are reflective practitioners will usually review and assess their teaching
experience afterwards, trying to make sense of it and learn from it. This type of reflection is reflection on action.
Ideally, reflection in action and reflection on action should interconnect.
The following questions are useful to help
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 What exactly has happened ?

 What could be the reasons for this happening ?
 How did I respond ? Why did I respond in this way ?
 What are the key issues I need to be aware of ?
 Do I have the information available to help me act differently or improve my actions in future ? If not, what do
I need to find out, and how ?
 Who else could/should I involve to assist me ?
 How would I deal with a similar situation in future ?
Caring professional
A teacher as a caring professional who thinks seriously and deeply about care will have to learn to design and
practise a pedagogy of care. Such a teacher will have to learn how to ‘do’ care in his or her ideas, expectations and
practice in the teaching profession.In a teaching situation, the teacher takes the role of the ‘one caring’ who is
responsible for crafting a caring relationship with the learner, who is the ‘cared-for’ (Noddings, 1998:4).
According to Noddings, the nature of this caring relationship is characterised by two elements (1998: 218). The first
element is engrossment, in which there is “non-selective attention to the cared-for for the duration of the caring
interval.” Noddings’ second element is displacement of motivation, in which the “motive energy of the ‘one caring’
flows in the direction of the other’s needs and projects” (1998: 218-219). This means that I must be aware of the
learner’s needs and respond by directing my attention and teaching (my intentional or ‘motive energy’) to what the
learner and I have identified as the problem area in the child’s learning and communication with others.A caring
teacher should be able to give the reasoning for this action or inaction, to show that it is on behalf of the ‘cared-for’
(Noddings, 1988:23).
The caring teacher is thus cautious of shifting too soon to a rational-objective five mode of thinking and acting, and
instead concentrates on the necessary “engrossment in those to be cared for” (Noddings, 1984:26). Teachers as
caring professionals are clearly distinct from all other professionals, because they are committed to the young
people they work with, and to the ideals of the common good.
1.3 Describe the three basic principles of the curriculum policy.
Active and critical learning

This principle encourages an active and critical approach to learning, rather than rote and uncritical learning of
given truths.
High knowledge and high skills

The minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable
standards in all subjects.
Progression
The content and context of each grade shows progression from simple to complex.
1.4 Design your own Teaching Philosophy Statement.

1.5 Describe the importance of Pedagogical Content
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A good teacher has a strong base of subject knowledge. However, content knowledge alone is not enough. We all
know very knowledgeable people who cannot communicate their understanding to others. In fact, their explanations
often leave us more confused than we were before. So, thorough content knowledge is necessary, but not enough
for teaching. Equally important is knowledge about teaching and learning, which is called pedagogical knowledge.
Teaching requires a special mixture of both content knowledge and pedagogical knowledge, a blend which
Shulman refers to as pedagogical content knowledge. Pedagogical content knowledge merges content knowledge
with pedagogical knowledge so that they are not treated separately when planning and executing teaching.Good
teachers are generally strong on pedagogical content knowledge. They have a good understanding of which
methods are most appropriate for teaching specific content. They also have a thorough understanding of the
misconceptions learners typically hold on specific topics, and address these in their teaching.
Expert teachers often do not directly express their pedagogical content knowledge. However, it helps both novice
and experienced teachers to consciously develop their pedagogical content knowledge. This requires them to reflect
on, reflect in and reflect for practice.
The following questions can be helpful in developing pedagogical content knowledge :

 What is the most appropriate way to arrange the content to make it accessible to learners, considering their
diverse int crests and abilities ?
 What prior knowledge do learners have of the content or concepts to be taught ?
 How can I use this knowledge as a base to build on ? What understanding and/or misconceptions do they
probably hold about this topic ? How can I use and address these views to ensure that they do not interfere with
new learning ?
 What is the best method to teach this content to make it meaningful to learners, considering their current
knowledge and background ?
 QUESTION 2
2.1 Design a VEN Diagram to illustrate the perspectives of educational theories on teaching and learning.
Behaviorism
Cognitivism
Constructivism
Educational theories on teaching and learning
Experiential learning
Pedagogy and andragogy
Sensory theory

2.2 Tabulate the differences between behaviourism
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Behaviourism Constructivism
 Behavior that can be learned  Focus on learner knowledge
 A teacher is expected to unpack content and shape the  Teacher and learners interact daily to unpack the
behaviour of the learners through positive knowledge content provided by the curriculum
reinforcement. When the learner has done right  Interactions impact cognitive growth : learner can
applaud and acknowledge good work. learn from other learners
 A teacher does not have to always one look-out for  A teacher can work together with a learner or give
culprit and reprimand bad behaviour. Sometimes u group task with a scenario posing a problem to be
can look and ignore. solved by learners.
 Groups can be asked to show their view on the issue.
Peer assessment prevail and in practice.
2.3 Briefly discuss transformational approach to teaching and learning, and then explain how the teacher can
implement it in the classroom.
Everyone learns differently, and understanding the different ways that humans learn is crucial to educational
success. Teachers and students alike can greatly benefit from understanding how learning works for different
students. By understanding how learning happens, educators can maximize their efforts and create classrooms
where learners can thrive. Transformative learning is one theory of learning, and particularly focuses on adult
education and young adult learning. Transformative learning is sometimes called transformation learning, and
focuses on the idea that learners can adjust their thinking based on new information.Current and aspiring educators
can greatly benefit from understanding learning theories and learning models, and implementing strategies in their
classrooms that help them appeal to more learners.
How to implement it in the classroom :
 Give students chances to learn about new perspectives - Teachers can provide an action even or disorienting
dilemma inside their classroom. A picture, story, demonstration, or guest that doesn’t quite meet what they’ve
understood can help do this. For example, students can learn about different political parties by actually
meeting political candidates. They may have certain beliefs about government, but meeting a candidate who is
kind and passionate about different viewpoints could be an action event for them. Similarly, teachers can
introduce diverse authors and literature into the classroom, helping students see things from a perspective that
isn’t like their own.
 Help students identify and question their assumptions - In the classroom it’s important for students to
critically analyze their assumptions. Teachers can model this behavior by sharing stories of how their own
understanding and perspectives have shifted, how they have been able to analyze their own beliefs, and more.
Teachers can give journal questions that help students by giving questions that they can ask about their own
assumptions, give opportunities for students to share, and provide writing and reflective time for students to
analyze.
 Create opportunities for critical discourse - In a classroom that is focused on transformative learning, there
must be opportunity for critical discussions. Teachers can help students have these critical discussions by
providing space for conversation, helping students create pro and con lists of literature or articles, giving
students opportunity for debate, or requiring students to prepare both sides of a debate to understand how there
are multiple perspectives always at play. Additionally, small group discussions and activities can help students
with this critical understanding. This kind of classroom work can help students really embrace other thoughts
and experiences different from their own.
 Transformative learning examples - There are many ways that educators can use transformative learning in
their classroom. For example, when students are learning about world religions, teachers can introduce
literature and articles that discuss different religions, helping them gain new perspectives and understanding.
Additionally, teachers can give students an assignment to go and interview different people about their
perspectives on a historical event. This helps students get many points of view and perspectives. Another way
teachers can use transformative learning in the classroom is to give students contrasting articles on a topic, and
ask them their thoughts and insights on the different elements of each article. This helps them
to question their
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the process of learning.
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2.4 Describe how the teacher can ensure diversity
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South African education has advocated an inclusive approach to teaching,learning and assessment and has required
teachers to assess less for achievement and more for constructive support for learning.Inclusiveness is particularly
important when we encounter learners with diverse abilities and needs.The concept of learning support implies that
all learners are unique and have their own unique potential that is realised at their own pace and level of learning
independence,using their own strategies and learning styles to reach their own unique levels of
achievement.Learning support relies on the collaboration of all members of the different systems that influence the
learning of each learner.
These systems are the ecosystems of the learners’ world and are interdependent and interactive.Therefore,whatever
happens in one system will have a ‘ripple-effect’ on all the other systems.Teachers should realise that this
inter-connectedness of systems will invariably affect the assessment activities they intend to plan.
 QUESTION 3
3.1 Design a lesson plan using a lesson template for any subject and topic of your choice. Use or follow the
attached rubric on your tutorial letter 101 for the year 2020.
Lesson Plan
Teacher’s Name : Subject : Grade : Time : Theme :
Topic : Telling time by the hour
Resources Used : Learning Objectives :
 Worksheets
Teaching Methods,Learning Activities and Assessment :
Teaching Method :
Learning Activities :
 Tick-Tock game
 Worksheets (2)
Assessment :
Lesson Opening (10 Minutes) :
Introduction to New Content (30 Minutes) :
15 Minutes :
 Using cones that are numbered or chalk,number the Analog clock starting with number 12 at the top. Make
sure the spacing is equal when doing this.
 Ask one of the learners to draw in the land hand pointing to the 12th hour.Explain to the learners that the hand
will remain pointing to the 12 for the rest of the game.
 Explain to the whole class that Downloaded
the numbers are representing
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 Explain to the class that the student who is the hour hand will walk around the clock and tap everyone gently
on the head.
 Return to class when everyone has had a chance and the game has ended.
Teacher Activities :
Learning Activities (10 Minutes) : Closing (10 Minutes) :
Assessment Activities :
Expanded Opportunities :
3.2 Design your own reflective journal following guidelines and then reflect on one of the lessons taught during
your previous teaching practice experience.
Positive aspect :
Negative aspect :
What worked :

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Next approach :


OCTOBER/NOVEMBER 2020
1. Sees the curriculum as a product and follows an objectives approach.

A) Stenhouse
B) Tyler
C) Freire
2. Fit the following idea to the educationist: The role of the teacher is to be a facilitator rather than an authority.
A) Stenhouse
B) Tyler
C) Vygotsky
D) Freire
3. Teaching that is implicit but deliberate on the part of the teacher or school.
A) Covert curriculum
B) Explicit intended curriculum
C) Traditional curriculum
D) Enacted curriculum
4. Teaching involves active, persistent and careful examination of teaching actions and the beliefs that underpin
teachers with the aim of continuously improving practice. How does the teacher do this ?
A) Reflection for action
B) Reflection in action
C) Caring
D) Reflective practice
5. For the teacher to approach learning as a process, might include variations of constructivist thinking such as
active learning (Piaget and Vygotsky), discovery learning (Bruner), and _______________ .
A) Knowledge building
B) Skills building
C) Competency building
D) Value building
6. A _________ tends to make a difference in learners’ learning by adapting and implementing teaching and
learning practices to support transformation.
A) Sequential teacher
B) Global teacher
C) Transformative teacher
D) Self-directed teacher
7. Fit the following idea to one of the educationists: See the curriculum as a process objectives are not set from
the start, but change as you go :
A) Stenhouse
B) Tyler
C) Freire
8. The term “reliability” indicates that a test ________________ .

A) Would yield the same results if the test was to be repeated.
B) Measures a specific trait or characteristic consistently.
C) Can predict future performance in specific field of study.
D) Should be compiled to measure the existence of constructs.
9. __________ philosophical theories of knowledge. Which term defined by this statement?

A) Pedagogy
B) Learning
C) Epistemologies
D) Empirical
10. Which one of the following is the best -way
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to Buy a learner answers
Sell your Study a question incorrectly ?
Material
A) Say Yes to invite further discussion.

B) Keep quiet and expect of the rest of the learners to answer the question.
C) Politely explain to the learner that the answer is incorrect; and provide the correct answer.
D) Build on the learner’s answer by including the key points of her or his answer in the followup discussion.
11. Analyse this statement and specify if it is deep learning approach or surface learning approach: Active
interaction with content, new ideas, knowledge and experience.
A) Surface learning approach
B) Deep learning approach
12. A narrow description of the “curriculum” as a concept entails a ________________ .

A) List of contents to be learnt.
B) Learning and teaching situation.
C) Teacher interpretation.
D) Organisation of facts.
13. Reflection on lesson plans and the delivery thereof will help the teacher to ________________ .
A) Work on new approaches to learning.
B) Understand detail in the content.
C) Identify material and sources that are acceptable.
D) Determine whether the implementation was successful.
14. During an instructional unit focusing on alcohol, tobacco, and other drugs, learners ask several questions the
teacher is not comfortable to answer. Which of the following is the most appropriate way to handle the learner
inquiries ?
A) Inviting a presenter from the local drug and alcohol outreach programme to speak and respond to the learners’
questions.
B) Asking the principal or assistant principal to speak to the class about drugs and alcohol and respond to the
learners’ questions.
C) Explaining to the learners that the questions about drugs and alcohol are not appropriate for school.
D) Providing learners with internet access to research their questions about drugs and alcohol on their own or with
a classmate.
15. Critical theory provides us with means to _______________ .

A) Teach and assess learners better and improve the results
B) Implement the curriculum
C) Criticize, judge and reflect on teaching practices
D) Discern, analyse and critique underlying power relations
16. Which of the following assessments would be best for comparing a learner's knowledge with that of other
learners in the same grade level ?
A) Content referenced.
B) Performance-based
C) Teacher-made
D) Norm-referenced
17. What is the primary aim of every educational institution and educational effort according to Nodding ?
A) Maintain and enhance caring.
B) Ensure that teachers are accountable and responsible.
C) Create a peaceful classroom atmosphere.
D) Promote equal education.

A) Mediate learning.
B) Both A and B.
C) None of the above.
D) Support learning.
*Both A & D are correct here
19. A narrow description of the “curriculum” as a concept
Stuvia.com - The Marketplace to Buy entails a _____________
and Sell your Study Material .
A) Learning and teaching situation.
B) Organisation of facts.
C) List of contents to be learnt.
D) Teacher interpretation.
20. Inclusive education is for children with _______________ .

A) Barriers to learning.
B) Rich parents.
C) No parents.
D) HIV/Aids.
21. All learners feel safe to express their feelings and ideas; are encouraged to be curious and enjoy learning in a
cooperative and critical classroom environment.
A) The value of participation
B) The value of the affective
C) The value of problem-posing
22. The difference between a deep learning approach and a surface learning approach.
A) Deep learning approach – rote learning Surface learning approach – link ideas.
B) Principles.
C) Deep learning approach – develops understanding; Surface learning approach – reproduce content.
D) Intention
23. In which of the following situations is a teacher most clearly using reflection and self-assessment to improve
professional practice ?
A) A teacher reviews videotapes of his or her instruction with a more experienced teacher to identify teaching
strengths and challenges.
B) A teacher asks another teacher to review his or her lesson plans prior to instruction and provide feedback on
planned activities and materials.
C) A teacher engages in co-teaching with a more experienced teacher when introducing particularly challenging
content to learners.
D) A teacher creates a comprehensive description of activities used during each grading period to submit to the
Head of Department.
24. A principle that discourages rote learning of given truths.

A) High knowledge and skills
B) Active and critical learning
C) Progression
25. Factors that will influence the validity of a test are ____________ .
A) Administration of the test; time allowed to write the test; learners’ emotional state.
B) Heterogeneity of the group tested; representatives of the curriculum; objectivity of the marking methods.
C) Administration of the test; nature of the test items; representatives of the curriculum.
D) Difficulty level of the test; objectivity of the marking methods; time allowed to write the test.
26. It is the strategy that has been used long ago by teachers to change learners’ behaviours in the classroom.
A) Lecture method
B) Question and answer method
D) Reinforcement
27. Kemmis (1985) describes reflection as is a kind of thinking we use in situations that are important and
requires of us to consider the relationship between our thoughts and actions before going ahead and act.
A) Reflective thinking
B) Convergent thinking
C) Divergent thinking
D) Meta-thinking
28. Identify the broad question a Stuvia.com
teacher can
- The ask to formulate
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to Buy and Sell or her
Studyteaching
Material philosophy.
A) What do I feel the proudest of in my teaching for this week?
B) What values underpin my practice?
C) Who else could/should I involve to assist me?
D) What are the key issues I need to be aware of?
29. Analyse this statement and specify if it is deep learning approach or surface learning approach: Passive
acceptance of ideas and information.
30. Intelligent learners in the class but unable to read and write.
A) Disabled learners
B) Learning difficulty
C) Owing to the lack of parental involvement
D) Disruptive behaviour
31. Teacher assessment at the end of the year to determine whether the learners have achieved the expected
learning results.
A) Formative assessment
B) Norm-referenced evaluation
C) Criterion-referenced evaluation
D) Summative assessment
32. A teacher can establish and maintain contact with the parents of the learners through __________ .
A) Both A and B.
B) Invites to the parents of learners with learning difficulties or behavioural problems.
C) Use library cards to identify learners with difficulties.
D) Invites to parent-teacher evening meetings.
33. A learner has recently started struggling to stay focused on class material and frequently forgets to submit
completed tasks. The learner's grades are below ability level. Which of the following interventions would be most
appropriate?
A) Enrichment and demonstration
B) Verbal encouragement and visual cues
C) Parent contact and consequences
D) Remediation and retention
34. Which one of the following is the best way to respond if a learner answers a question incorrectly ?
A) Say Yes to invite further discussion.
B) Politely explain to the learner that the answer is incorrect; and provide the correct answer.
C) Build on the learner’s answer by including the key points of her or his answer in the followup discussions.
D) Keep quiet and expect of the rest of the learners to answer the question.
35. Knowing learners well and understanding their different learning needs speaks of ___________ .
A) Management skills
B) Interpersonal skills
C) Information gathering skills
D) Pedagogy of care
36. The following statements describe the value of learning theories. Which one is more practical for discovery
learning ?
A) Learners bring their external environment into the learning environment. Therefore, let them use outside
knowledge to deal with school information.
B) The learner is an active role player in making meaning and constructing knowledge.
C) Organise groups within the class, this will ensure information sharing and the generation of new ideas.
D) A teacher is expected to unpack content and shape the behaviour of the learners through positive reinforcement.
37. Kemmis (1985) describes reflection as-is
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The kind of thinking weyour
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in situations
Material that are important and
requires of us to consider the relationship between our thoughts and actions before going ahead and act.
A) Meta-thinking
B) Divergent thinking
C) Convergent thinking
D) Reflective thinking
38. How do we know whether the curriculum is successful?

A) Reflection
B) Analysis
C) Both A and B.
D) Assessment/evaluation
39. With inclusive education the teacher :

A) Makes the lesson meaningful and memorable to the learners.
B) Ensures that learning is properly evaluated and monitored
C) Vary the components and methodologies of a lesson so that there is something for everyone.
40. Assessment that promotes reflection is conceptualized at two different levels.

A) Reflecting on a fit for the purpose
B) Level A and C.
C) Reflecting on assessment
D) Assessing a learner’s reflection
E) Level B and C
*Both C and D are correct here
41. A high school maths teacher has a few learners in her classes who have learning disabilities that affect
various aspects of their maths performance. The teacher has planned a new instructional unit on probability and
wants to make sure that all of the learners with learning disabilities will be able to fully participate in unit
activities. The teacher can best help ensure this outcome by :
A) Having learners with learning disabilities work on unit activities with a peer partner who has strong maths
skills.
B) Asking the special education teacher to review the planned activities and using adaptations suggested for each
learner who has learning disabilities.
C) Trying a few sample activities with learners who have learning disabilities before beginning the unit and
adjusting as needed.
D) Preparing a selection of alternative activities that require less advanced maths skills for the learners with
learning disabilities.
42. If a teacher assesses at the end of the year to determine whether the learners have achieved the expected
learning results, he or she is using _______________ .
A) Criterion-referenced evaluation
B) Norm-referenced evaluation. .
C) Summative assessment.
D) Formative assessment.
43. Knowing learners well and understanding their different learning needs speaks of _____________ .
A) Interpersonal skills
B) Information gathering skills
C) Pedagogy of care
D) Management skills
44. The purpose of assessment is to ________________ .

A) Develop program for redressing previously disadvantaged languages.
B) Acknowledge the fact that all children and youth can learn and that all children need support.
C) Certify achievement .
D) Introduce strategies and interventions that will help teachers cope with learners’ needs.
45. What do we include in the curriculum
Stuvia.com - ?
The Marketplace to Buy and Sell your Study Material
A) Content and subjects

B) Assessment and evaluation.
C) Outcomes
D) Knowledge and skills
46. Inclusive education is for children with ___________ .

A) HIV/Aids.
B) Barriers to learning.
C) Rich parents.
D) No parents.
47. A Grade 1 learner needs encouragement and a reward system for completing tasks. Which of the following
would be the most appropriate action?
A) Modeled behaviour
B) Positive reinforcement
C) Intrinsic motivation
D) Successive approximations
48. Assessment designed to provide feedback and improve instruction is regarded as _________________ .
A) Authentic assessment
B) Assessment for learning
C) Assessment of learning
D) Criterion-referenced assessment
49. The focus on the learner’s making and constructing knowledge is known as:
C) Personal perspective
D) Behaviourist perspective
50. A stage of Piaget’s developmental stages of cognitive growth where children can organise information in
many ways and engage in hypothetical ‘if then’ thinking?
A) Pre-operational stage (2-7 years)
B) Formal operational stage (12-15 years)
C) Concrete operational stage (7-12 years)
D) Sensory-motor stage (0-7 years)
51. Reflection while one is engaged in practice is known as ______________ .

A) A reflective journal
B) Reflection for action
C) Reflection in action
D) Reflection on action
52. Lev Vygotsky, an educationist who argued for a ___________ perspective in education, lived during the
Russian Revolution, a time of great change in his culture and society.
A) Post-modernist
B) Naturalist
C) Behaviorist
D) Social constructionist
53. What we want learners to demonstrate at the end of a significant learning experience is also called :
A) Objectives
B) Aims
C) Outcomes
D) Learning

54. Which of the following describes how -learners
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Study Material for their own learning?
A) Intelligence
B) None of the above.
C) Communication
D) Metacognition
55. Reflection while one is engaged in practice is known as __________ .

A) A reflective journal
B) Reflection on action
C) Reflection for action
D) Reflection in action
56. Fit the following idea to one of the educationists: Knowledge must be speculative and not an unchangeable
entity.
A) Stenhouse
B) Freire
C) Tyler
57. Dialogue between the learner and the teacher should be :

A) Short
B) None of the above
C) Interactive
D) Interesting
58. Which of the following describes how learners think, learn and take responsibility for their own learning?
A) Communication
B) Intelligence
C) None of the above
D) Metacognition
59. The following are the benefits of using blogs in education. Which one is not beneficiary to students ?
A) Blogs help with the assessment of learners with learning difficulties.
B) Blogs enable learners to argue and explain ideas with the dean of the college.
C) Blogs help learners to find and analyse one another’s strengths and weaknesses.
D) Students can discuss political issues of affecting education in South Africa.
60. Time allocation as an element in the learning programme means that __________ .
A) The number of hours the teachers or students must spend in school for their teaching practice.
B) The number of hours allocated for each subject in school per week.
C) A student must spend seven hours a day on his or her studies reading and doing assignments.
emphasize that learners are unique.
A) Cognitive theory
B) Social theory
C) Behaviourist theory .
D) Both A and C
62. The Behaviourism theory suggests that behaviour observed is a result of :

A) Internal factors
B) Practice
C) External factors
D) Teaching

63. A teacher has taken note of several learners
Stuvia.com who are
- The Marketplace performing
to Buy and Sell your below grade level in reading comprehension;
Study Material
and a learner with a hearing impairment. Which of the following would be an appropriate practice to introduce
in the classroom?
A) Using closed-caption videos.
B) Having learners read out loud
C) Speaking loudly at a normal pace
D) Teaching the class sign language
64. The purpose of assessment is to ____________ .

A) Determine whether the learning required for achieving the specific outcomes is taking place.
B) Introduce strategies and interventions that will help teachers cope with the learners’ needs.
C) Develop programme for redressing previously disadvantaged languages.
D) Acknowledge the fact that all children and youth can learn and that all children need support.
65. The purpose of assessment is to ___________ .

A) Recognize prior learning to decide whether learners should be placed in a particular course or exempted from a
course.
B) Introduce strategies and interventions that will help teachers cope with learners’ needs.
C) Pass and fail learners.
D) Develop programmes for redressing previously disadvantaged languages.
emphasize that learners are unique.
A) Both A and C
B) Social theory
C) Behaviorist theory
D) Cognitive theory
67. The practice of comparing a learner’s performance to that of his or her peers in the same class.
A) Criterion-referenced model
B) The norm-referenced model
C) Traditional model
68. Which of the following examples expresses how a cognitive theorist views learning ?
A) Learning involves forming mental structures through information processing and the associations between
stimuli and responses.
B) Learning involves reinforcing the history of the learner.
C) Learning involves the developmental status of the learner.
D) Learning involves acquisitioning knowledge and skills; forming mental structures and processing information
and beliefs.
69. Determining what led to the success or failure of the lesson presented by the teacher showed that the teacher
_____________ .
A) Uses it to serve in order to focus on an activity
B) Recognises existing knowledge or learning to that point.
C) Summarises the lesson experience.
D) Engages in reflective teaching.
70. Frameworks that influence the relationship between how the teacher teaches and how the learners learn are
called _____________ .
A) Theorists’ perspectives
B) Critical theory
C) Theories of learning
D) Behaviourism
Please note that this exam contains a number of errors and repeated question. It was set likeWant
thattoby the lecturer
earn $1.236
ASSIGNMENT 1 - 2021
1. Behaviourism theory suggests that behaviour observed is a result of:

A) Teaching
B) Internal factors
C) External factors
D) Practice
2. The role of the teacher in the teaching-learning experience is to:

A) Support learning
B) Mediate learning
C) Both A and B.
D) None of the above.
A) Metacognition
B) Intelligence
C) Communication
D) None of the above.
4. The teacher is expected to align his or her planning to the ____________ to ensure that the needs of all
A) Content
B) Context
C) Syllabus
D) Curriculum
5. It is one of the processes that could enhance reflective teaching.

C) Self-reporting
D) Both A and C
6. The determination of what led to the success or failure of the lesson presented by the teacher showed that the
teacher:
A) Recognises existing knowledge or learning to that point.
B) Summarises the lesson experience.
C) Engages in reflective teaching.
D) Uses it to serve to focus on an activity
7. The knowledge about teaching and learning is referred to as:

A) Lecture knowledge.
B) Scaffolding knowledge.
C) Reflective knowledge.
D) Pedagogical content knowledge.
8. Assessment designed to provide feedback and improve instruction is regarded as:

A) Assessment of Learning.
B) Assessment for Learning.
C) Authentic Assessment.
D) Criterion- referenced assessment
9. A teacher can establish and maintain contact with the parents of the learners through:
A) Invite parents -teacher evenings meeting.
B) Invite the parent of the learner with learning difficulties or behaviour problems.
C) Use Library cards to identify learners with difficulties.
D) Both A and B.
10. A good teacher should be familiar with
Stuvia.com theMarketplace
- The school, classroom
to Buy and Selland learners
your Study Materialthat he or she teaches. This
suggest that the teacher needs to:

A) Proceed from the simple to the complex.
B) Do situation analysis.
C) Proceed from analysis to synthesis.
D) All of the above
11. It is evident that the definition of curriculum is more than the stated aims and syllabus documentation. It
also involves consideration of the following:
A) Actual classroom practices and experiences.
B) The perspective of teachers’ work.
C) Implementation of the curriculum policy.
D) All of the above
12. The benefits of using blogs in education are that:

A) Blogs help with assessment of learners with learning difficulties.
B) Blogs enable learners to argue and explain ideas with fellow learners on a specific topic.
C) Blogs help learners find and analyse each other’s strengths and weaknesses.
D) All of the above.
13. CAPS is organised into:

A) Topics.
B) Phases.
C) Stages.
D) Levels.
14. This theory emphasizes the active role of the learner in building understanding and making sense of
information.
A) Critical Theory.
B) Cognitive Theory.
C) Constructivist Theory.
D) All of the above
15. A tends to make a difference in learners’ learning by adapting and implementing teaching and learning
practices to support transformation.
A) Transformative teacher.
B) Self-directed teacher.
C) Sequential teacher.
D) Global teacher.
16. Knowing learners well and understanding their different learning needs speaks of:
A) Information gathering skills.
B) Management skills.
C) Pedagogy of care.
D) Interpersonal skills.
17. Hidden from the teacher and learners but consciously learnt by spending time in an environment such as
schools and classrooms.
A) Covert curriculum.
B) Enacted curricula.
C) Hidden curricula.
D) Official curricula.
18. Reflection while one is engaged in practice is known as:

A) Reflection for action.
B) Reflection on action.
C) Reflection in action.
D) Reflective journal
19. Intelligent learners in the classStuvia.com
but unable to read and
- The Marketplace to Buywrite.
A) Disruptive behaviour.
B) Disable learners.
C) Learning difficult.
D) Due to the lack of parental involvement.
20. It is the approach that focuses on teaching that provides a stimulating environment where learners can find
challenging experiences to learn.
A) Teacher-centred approach.
B) Collaborative approach.
C) Discovering learning.
D) Child-centred teaching approach.
21. Identify the four key stages at which planning should take place:
A) Phase, work schedule, lesson plan, availability of resources
B) Phase, whole school development, work schedule; lesson plan
C) Phase, grades, lesson plans, work schedule, availability of resources
D) Phase, work schedule, lesson plan, whole school development.
22. The questions about assessment that should be asked from the outset to help the teacher and curriculum
developer decide on the following:
A) Techniques, tools, methods
B) Materials, opportunities, challenges
C) Policy, activities, duration
D) Reporting, recording, integration
23. Which of the following is the best example of a teacher applying a constructivist approach to learning in the
classroom?
A) A math teacher makes the learners use hands-on materials and real-world problems to acquire new concepts and
practice skills.
B) A language arts teacher provides learners with a concrete reward each time they submit a written task that is
free of errors.
C) A social studies teacher uses visual aids and a logical progression of ideas when presenting lectures about new
or unfamiliar topics.
D) A science teacher models the correct procedures for performing complex experiments before having learners
perform the experiments.
24. When planning a lesson, a teacher can best help to ensure that instruction will be effective and appropriate
for learners from a wide range of socio-economic backgrounds by asking himself or herself which of the
following questions?
A) Will the lesson include opportunities for interaction among learners from different backgrounds?
B) Will learners have opportunities to ask questions and seek clarification at various points in the lesson?
C) Will the lesson be structured in a way that allows learners to spend time working with self-selected peers to
help process new learning?
D) Will the examples used to illustrate and explore lesson content be familiar and relevant to learners with varied
life experience
25. A teacher regularly gives learners brief quizzes of three to five questions covering material taught in the
current or preceding lesson. Which of the following is likely to be the primary benefit of this practice?
A) Helping to improve instruction through ongoing feedback on teaching effectiveness.
B) Minimising the amount of re-teaching required for learners to master curricular content.
C) Ensuring that the teacher has adequate performance data to assign learners a fair grade for the class.
D) Enhancing learners' engagement in the learning process and recognition of key learning goals.

26. A learner breaks a classroom Stuvia.com
behaviour- Therule, disrupting
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to Buy and Sellclass andMaterial
your Study interrupting the day's lesson. Which
of the following is the most important guideline for the teacher to follow when disciplining the learner?
A) Involve the class in determining an appropriate consequence for the learner's actions.
B) Document in writing the steps taken to deal with the learner's actions and his or her response to those steps.
C) Determine consequences for the learner's actions based on his or her previous behaviour and achievement.
D) Deal with the learner's actions in a manner that allows him or her to preserve his or her sense of dignity.
27. A high school maths teacher has a few learners in her classes who have learning disabilities that affect
various aspects of their maths performance. The teacher has planned a new instructional unit on probability and
wants to make sure that all the learners with learning disabilities will be able to fully participate in unit activities.
The teacher can best help ensure this outcome by:
A) Preparing a selection of alternative activities that require less advanced maths skills for the learners with
learning disabilities.
B) Asking the special education teacher to review the planned activities and using adaptations suggested for each
learner who has learning disabilities.
C) Having learners with learning disabilities work on unit activities with a peer partner who has strong maths
skills.
D) Trying a few sample activities with learners who have learning disabilities before beginning the unit and
adjusting as needed.
28. In which of the following situations is a teacher most clearly using reflection and self-assessment to improve
professional practice?
A) A teacher asks another teacher to review his or her lesson plans prior to instruction and provide feedback on
planned activities and materials.
B) A teacher engages in co-teaching with a more experienced teacher when introducing particularly challenging
content to learners.
C) A teacher reviews videotapes of his or her instruction with a more experienced teacher to identify teaching
strengths and challenges.
D) A teacher creates a comprehensive description of activities used during each grading period to submit to the
Head of Department.
29. A learner has recently started struggling to stay focused on class material and frequently forgets to submit
completed tasks. The learner's grades are below ability level. Which of the following interventions would be most
appropriate?
A) Remediation and retention
B) Parent contact and consequences
C) Verbal encouragement and visual cues
D) Enrichment and demonstration
30. What initial action should a teacher take prior to requesting that a learner be evaluated for special education
services?
A) Consulting with the principal concerning the suspected reasons for the learner's poor performance.
B) Informing the special education teachers that another learner will be placed with them.
C) Meeting with the parents to discuss alternatives for meeting a learner's needs.
D) Scheduling a meeting with the school guidance counsellor and the parents to design a plan of action
31. During an instructional unit focusing on alcohol, tobacco, and other drugs, learners ask several questions the
teacher is not comfortable to answer. Which of the following is the most appropriate way to handle the learner
inquiries?
A) Asking the principal or assistant principal to speak to the class about drugs and alcohol and respond to the
learners’ questions.
B) Providing learners with internet access to research their questions about drugs and alcohol on their own or with
a classmate.
C) Inviting a presenter from the local drug and alcohol outreach programme to speak and respond to the learners’
questions.
D) Explaining to the learners that the questions about drugs and alcohol are not appropriate for school.

32. Which of the following examples expresses
Stuvia.com how a cognitive
- The Marketplace theorist
to Buy and Sell views
your Study learning?
Material
A) Learning involves reinforcing the history of the learner.

B) Learning involves the developmental status of the learner.
C) Learning involves forming mental structures through information processing and the associations between
stimuli and responses.
D) Learning involves acquisitioning knowledge and skills; forming mental structures and processing information
and beliefs.
33. Cognitive development depends on biological maturation; experience with the physical environment;
experience with the social environment and equilibration. By which of the following theorists was this theory
first introduced?
A) Tyler
B) Jean Piaget
C) BF Skinner
D) Vygotsky
34. To ensure that a new learner feels welcome, the teacher should:
A) Ask the new learner to introduce himself or herself and tell the class about himself or herself.
B) Assign a responsible peer buddy to assist the new learner.
C) Briefly introduce the new learner to the class and move on.
D) Send home a class newsletter in which the new learner is introduced.
35. A teacher has taken note of several learners who are performing below grade level in reading comprehension;
and a learner with a hearing impairment. Which of the following would be an appropriate practice to introduce
in the classroom?
A) Teaching the class sign language
B) Having learners read out loud
C) Speaking loudly at a normal pace
D) Using closed-caption videos.
36. A visually impaired learner is unable to read printed material of any size. The teacher has asked the class to
write a one-paragraph summary of their last social studies chapter. Which piece of equipment should this
learner use to write the paragraph?
A) A braille typewriter
B) A sensor technology
C) A screen reader
D) Computer screen magnification.
37. A Grade 1 learner needs encouragement and a reward system for completing tasks. Which of the following
would be the most appropriate action?
A) Intrinsic motivation
B) Positive reinforcement
C) Modelled behaviour
D) Successive approximations
38. Which of the following assessments would be best for comparing a learner's knowledge with that of other
learners in the same grade level?
A) Teacher-made
B) Norm-referenced
C) Performance-based
D) Content referenced.
39. The primary function of a summative assessment is to:

A) Check prior knowledge.
B) Determine mastery of content.
C) Guide ongoing instruction.
D) Measure acquisition of content
40. The primary purpose of a formative
Stuvia.comassessment is to:
- The Marketplace to Buy and Sell your Study Material
A) Establish the grading criteria for the class.

B) Guide the pace of future course instruction.
C) Determine learner mastery of standards.
D) Identify individual strengths and weaknesses.
41. After a lesson about division a Grade 10 Mathematics teacher observes that most learners are having
difficulty to solve practice problems. That evening, the teacher ponders on what could have been done to teach
division more effectively. The teacher is using the strategy of:
A) Assessment
B) Evaluation
C) Reflection
D) Clustering
42. Fit the following idea to one of the educationists: Knowledge must be speculative and not an unchangeable
entity.
A) Tyler
B) Stenhouse
C) Freire
43. Fit the following idea to one of the educationists: See the curriculum as a process – objectives are not set
from the start, but change as you go:
A) Stenhouse
B) Tyler
C) Freire
44. A type of assessment that should be found throughout an entire unit of study.
A) Summative
B) Formative
C) Diagnostic
D) Evaluative
45. An assessment is generally also associated with indications of:

A) Authenticity
B) Achievement
C) Alignment
D) Accountability
46. The difference between a deep learning approach and a surface learning approach.
A) Deep learning approach – develops understanding; surface learning approach – reproduce content.
B) Deep learning approach – rote learning; surface learning approach – link ideas.
C) Intention
D) Principles.
47. Analyse this statement and specify if it is a deep learning approach or surface learning approach: Focus
learning on assessment criteria.
A) Deep learning approach
B) Surface learning approach
48. Analyse this statement and specify if it is deep learning approach or surface learning approach: An Intention
to develop personal understanding.
49. Analyse this statement and specify if it is deep learning approach or surface learning approach: Passive
acceptance of ideas and information.
50. Analyse this statement and specify if it- The
Stuvia.com is aMarketplace
deep learning approach
to Buy and or Material
Sell your Study a surface learning approach: Relating
evidence to conclusions.
B) Deep learning approach.

ASSIGNMENT 2 - 2021
 QUESTION 1
1.1 Analyse the views on theory and practice of reflection.
The Critical Education Theory is not just one idea, It consists of a culmination of views which motivates a
person’s actions in the classroom. My teaching method in the classroom will be affected by my own personal
views and convictions on education.
Critical Education Theory allows me as a teacher to have the ability to use different approaches in the classroom
as a type of “trial-and-error”, in order to discern which would be the optimal approach for the teachers, as well
as the learners.
According to Gravett advantages of the Critical Education Theory are:

 It enables educators to create knowledge according to the needs of the environment and the particular
contexts.
 It encourages educators to be active in the development and forming of new knowledge and the forming of
new relationships.
 It provides an opportunity for a different way of thinking as well as a different way of teaching. This
enables optimal teaching that all learners can benefit from
 It puts an emphasis on the educators as a caring professional and this leads to changing practices of
inequity.
 Transforming teachers into a person who co-creates knowledge, instead of being someone who only
implements knowledge.
1.2 Evaluate Noddings’ thinking on care in education.
Noddings stresses the importance of connections and relationships.he stresses that we as teachers need to have a
relational ethic that focuses on thinking & decisions on the individuals involved & experiences. (Natural caring)
Caring relationship is characterized by two elements:
 Engrossment - I need to focus my attention on all the aspects & issues the child is displaying, I cant ignore
other learners issues or be distracted by my own issues. Care is a focus on and attention to someone's needs for
that time.
 Displacement of motivation - I need to be aware of the learners needs and respond by directing my attention
& teaching. I need to focus professionally on the learner in need and care.
 A caring teacher will begin with the sharing of feelings with both parties.
 A caring teacher enters the as one caring and takes care to establish and maintain relationships.
 We as teachers need to protect and enhance the care for
 A caring will have to be able to give reasons for actions or inactions
1.3 Discuss constructivist perspective on learning.
The constructivist perspective is grounded in the research of Piaget, Vygotsky and Feuerstein, as well as Dewey
and Bruner. There is not a single constructivist theory of learning, rather an emphasis on the active role of the
learner in building understanding and making sense of information. The focus is on making meaning and
constructing knowledge, not merely on memorising information. Many also consider the social context a major
factor in determining what one comes to know about oneself and the world.
Here are some ways to apply the constructive approach in the organisation of the classroom:
 Select instructional materials that learners can manipulate or use to interact with their environment.
 Choose activities that encourages learner observing, data gathering, hypothesis testing and field trips.
 Use processes and methods such as cooperative learning, debating and discussing.
 Integrate curricula or subjects for example, developing long-term thematic projects in a primary classroom
and integrate maths, science, reading and writing (adapted from Bruning,Schraw and Ronning, 1995). An
example would be the context and context of sustainable tourism in South Africa to teach tourism,
geography, history and economics.
1.4 Describe the three values in a Stuvia.com
learner-centred curriculum
- The Marketplace to Buy andthat a teacher
Sell your can use to create a pedagogy of care
Study Material
in the classroom.
 The value of participation - Participation enables teachers to establish and maintain conditions in which
learners can enter into a caring educational relationship with them and with the other learners in the class.If
teachers start with participatory strategies to communicate and engage instead of with teacher-talk-they set the
tone from the beginning for creating a caring community of learners in the classroom.
 The value of effectiveness - This means recognising the link between learners’ emotions and thinking, or
cognition. Dewey stressed that learning is a social interaction, involving both thought and feeling. This suggest
that teachers show students that they care for them by becoming familiar with ‘their languages, their themes,
their conditions and their diverse cultures'. In South Africa this does not mean that a teacher should know all 11
official languages, but that she or he will at least know who speaks which as their primary language.
 The value of problem posting - A participative,problem-solving classroom is one in which all learners feel
safe to express their feelings and ideas.According to Shor, it is in this safe space of sharing that learners can
begin a critical study of themselves and their society.Under these conditions, a pedagogy of caring is set in
motion,in which learners are encourages to be curious, open, hopeful and responsible and to enjoy learning in a
co-operative and critical classroom environment.
 QUESTION 2
2.1 Outline the elements to be included when planning the curriculum according to Tyler, mentioned by Posner
(1998).
 Decide on the schools educational purposes

 Determine which educational experiences are most likely to attain these purposes
 Find ways to organize and manage the educational experiences effectively
 Determine whether the educational purposes are being attained. Tyler belived that evaluation is needed to
assess whether learning experiences have produced the intended results.
2.2 Describe five types of curricula.
 Core curriculum is a set of educational goals, explicitly taught (and not taught), focused on making sure that all
students involved learn certain material tied to a specific age or grade level.
 Subject based curriculum is one that is divided into different subjects like maths or history. Each subject is
distinct and there is little focus on making cross-curricular links
 Hidden curriculum is a set of lessons "which are learned but not openly intended" to be taught in school such
as the norms, values, and beliefs conveyed in both the classroom and social environment.
 Official curriculum can be simply defined by the way curriculum itself has been traditionally understood
 Centred curriculum is divided into subject areas, and there is little flexibility for cross-curricular activity.
2.3 Interpret and analyse how the three principles of the curriculum policy could be applied in the classroom.
 It can be active and critical learning - This principle encourages an active and critical approach to learning
 High knowledge and high skills - Minimum standards of Knowledge and skills to be achieved at each grade
are specified and set high achievable standards in all subjects.
 Progression - The content and context of each grade shows progression from simple to complex.

 QUESTION 3 Stuvia.com - The Marketplace to Buy and Sell your Study Material
3.1 Assessment is an integral part of teaching and learning. Outline the use of formative assessment.
their progress. It also helps teachers to make decisions about the next learning milestone students could achieve.
3.2 Differentiate between assessment of learning and assessment for learning.
Assessment of learning involves looking at assessment information at the end of the teaching period or learning
process in order to grade a student’s achievement level against a specific standard. And are often used to rate the
teacher- or the school’s ability to influence student achievement, based on the results of assessment programmes,
for example class tests or projects presentations.
Assessment for learning embeds assessment processes throughout the teaching and learning process in order to
be able to constantly adjust the strategy being used to educate the students. Using the data gathered through
assessment (student understanding and the observations made of student engagement, for example) can be used
to alter the instructional strategy to optimally fit with the learners’ learning comprehension.
3.3 Provide practical examples to demonstrate how you will apply the following principles of assessment in the
classroom:
 Validity
 Reliability
 Efficient
 Authentic
 Accountable
 Validity - The assessment needs to be geared to a specific area to ensure the outcome is what is desired.
Assessing if a learner can solve a specific set of problems, requires a task specifically calibrated for solving the
specific set of problems.
 Reliability - All learners need to receive the same assessment task, which will entail the exact same problems
as well as the amount of problems that need to be solved.
 Efficient - Must be easily implemented and easily executed by the learners. All learners can do the same
assessment at the same time in order to assure that it goes off quick and that all the resources are ready
simultaneously.
 Authentic - The assessment must allow learners to experience learning in the closest reality to the learning
outcome.
 Accountable - Must provide multiple levels of education.

ASSIGNMENT 3 - 2021
 QUESTION 1
1.1. White Paper 6 showed a commitment to providing equal education opportunities for learners who had been
excluded because the education and training system did not accommodate their special needs. The teacher can
use the following to ensure an inclusive learning environment:
 Awareness of Intrinsic and Extrinsic factors
1.1.1. What is inclusive learning environment?
“Inclusive education means that all students (learners) have access to good quality education. This implies an
environment in which children are able to learn” (Stofile and Green, 2007:61).
In this environment the basic attitude in education should be one of non-discrimination, acceptance and
involvement of all, specifically to accommodate those learners who experience barriers to learning (Donald,
Lazarus and Lolwana, 2007).
An inclusive learning environment supports “all learners and the education system as a whole so that a range of
learning needs can be met ... [It] focuses on overcoming barriers in the system that prevent it from meeting the
full range of learning needs” (DoE, 2001: 20).
1.1.2. Explain the transformative approach.
The transformation approach seeks to change the attitudes about cultural differences by using a different
curriculum, one that encourages students to view problems and concepts from the perspective of different
cultures.A transformative teacher is one who brings about different teaching practices,fosters critical citizens
and implements equity,redress,non discrimination,access,justice and democracy in the school and
classroom.You are a transformative teacher when you develop an inclusive learning environment.
1.1.3. Why do we have broader approach to support? Provide three reasons for broader approach to support.
 Support to all activities in a school

 Schools are better able to respond to diversity
 Schools will aid to make learning contexts and lessons accessible to all learners
1.1.4. Differentiate between disruptive behaviour and learning difficult. Provide one example for each.
Disruptive Behavior
Disruptive behaviour is when a child is uncooperative and prevents themselves and other children in class from
working. A disruptive child also manages to grab a teacher's attention and prevent the teacher from giving the
other children attention.
Lesson plan to avoid or lessen disruptive behaviour in the classroom:

 Plan for the first-day activities in advance
 Develop a list of classroom behaviours
 Plan whole-group activities for the class
 Give clear direction and constructive feedback
 Show learners that they are important

Learning Difficulties Stuvia.com - The Marketplace to Buy and Sell your Study Material
Learning difficulties in acquiring knowledge and skills to the normal level expected of those of the same
age,especially because of mental disability or cognitive disorder. A learning impairment will require intensive
learning support and should be identified as soon as possible in order to help learners manage these difficulties.
These learners often don’t understand why they having difficulty with their academic work.A systematic
intervention is then required in which the classroom teacher,school counsellor and other professionals work
together to address the issue.A learning support specialist will usually work with the teacher to provide the
learner additional support with reading and writing.
1.1.5. How can the teacher develop a classroom system that supports learners so that all learners can learn?
Provide examples to illustrate your answer.
The teacher should implement inclusive education which means that all students have access to good quality
education.This implies an environment in which children are able to learn.The basic attitude of the teacher in the
classroom should be one of non discrimination, acceptance and involvement of all,specifically to accommodate
those learners who experience barriers to learning.This type of classroom focuses on overcoming barriers in the
system that prevent it from meeting the full range of learning needs.
Examples of things teachers should look out for to develop a classroom that support all learners:
 Awareness of intrinsic and extrinsic factors
 Situation analysis
 Visual barriers
 Disruptive behaviour
 Socio-economic barriers
 Learning difficulties
 Parental involvement
 QUESTION 2
2.1 Describe how the teacher can ensure diversity through assessment?
South African education has advocated an inclusive approach to teaching,learning and assessment and has
required teachers to assess less for achievement and more for constructive support for learning.Inclusiveness is
particularly important when we encounter learners with diverse abilities and needs.The concept of learning
support implies that all learners are unique and have their own unique potential that is realised at their own pace
and level of learning independence,using their own strategies and learning styles to reach their own unique
levels of achievement.Learning support relies on the collaboration of all members of the different systems that
influence the learning of each learner.
These systems are the ecosystems of the learners’ world and are interdependent and
interactive.Therefore,whatever happens in one system will have a ‘ripple-effect’ on all the other
systems.Teachers should realise that this inter-connectedness of systems will invariably affect the assessment
activities they intend to plan.
2.2 Identify from the list of the roles of the teacher a role that promotes diversity and explain how the teacher
apply this role.
Community, citizenship and pastoral role

This role is to practice and promote a critical, committed and ethical attitude by developing a sense ofrespect for
and responsibility towards others. To uphold the Constitution and to promote democratic values and practices in
schools and society. To demonstrate an ability to develop a supportive and empowering environment for
learners within the school. To develop a supportive relations with the parents and other key organisations based
on a critical understanding of community and environmental development issues.
2.3 Describe the levels and types ofStuvia.com
educational supporttofor
- The Marketplace Buy inclusivity.
LEVELS AND TYPES OF EDUCATIONAL SUPPORT

Levels Types of support Support strategy and degree of inclusion
1 General education classroom with specialist The learner functions academically and socially in general
consultation education classroom. Full-time specialists provide
consultation
2 General education classroom with The special education teacher and classroom teacher
cooperative teaching or co-teaching co-plan and co-teach for part of the school day. The learner
is included in a general classroom (or the entire school
day, where support is provided
3 Part-time placement in special education The learner spends pan of the school day in the general
classroom education classroom and part in the special education
classroom (usually the resource room)
4 Full-time placement in special education The learner is educated in a special education
classroom in a general education school classroom in a general education school, which allows for
contact with general education peers during non-academic
periods, such as physical education and lunch
5 Special school The learner receives special education services in a special
education school
6 Residential school, treatment centre, or The learner receives special education services at
homebound instruction home, or resides in the school or treatment centre
2.4 Discuss the key strategies for implementing White Paper 6 Policy.
White Paper 6 showed a commitment to providing equal educational opportunities for learners who had been
excluded because the education and training system did not accommodate their needs. Inclusion in the South
African context was seen as a “shared value of accommodating all learners in a unified education system; in
order to empower learners to become caring, competent and contributing citizens in an inclusive, changing and
diverse society” (DoE, 2001; Swart et al., 2002). This view includes the principles of social justice, equitable
education and school responsiveness to diversity.
Key strategies for implementing this policy were :

 Improvement and conversion of special schools and settings into resource centres integrated into
district-based support teams
 Mobilisation of out-of-school children and youth of school age with disabilities to attend school
 Conversion of around 500 general-education primary schools to full-service schools (ordinary schools
equipped for a full range of special educational needs) and the provision of additional schools depending
on need and available resources
 Orientation and introduction of school staff, management and governing bodies to the inclusive education
model, and to the idea of identifying disabilities and intervening during the Foundation Phase
 Establishment of district-based support teams to provide a coordinated support service
 Establishment of a national advocacy and information programme to support the inclusive model, focusing
on the roles, responsibilities and rights of all learning institutions, parents and local communities, and
highlighting important programmes and progress reporting (DoE, 2001: 7-8; DoE, 2009).

ASSIGNMENT 4 - 2021
 QUESTION 1
1.1 Do your own research about the history of curriculum development in South Africa since 1994. Identify and
compare major changes that took place.
Since 1994, South Africa has undergone great educational changes. These were necessary because of the
apartheid-style education situation inherited by the first democratic government. In 1995, the government
carried out a national audit on teaching that revealed many disparities and problems. In 1997, the DBE launched
its new curriculum policy, Curriculum 2005. In its ideology, content and pedagogical approach, this curriculum
was in strong contrast to what had previously been in operation. It was an outcomes-based model linked to the
objectives approach in education. It drew from models operating in some highly developed countries, and it
sought to place the South African curriculum among the most progressive internationally. This curricular policy
became a highly contested issue within South Africa (DoE, 2000). In 2000, the Minister of Education set up a
Curriculum Review Committee. This led to a modification of the curriculum, the National Curriculum Statement
(NCS), with a more ‘streamlined’ approach. The policy and the ensuing debate caused much confusion and
uncertainty. The ‘cascade model’ of in-service education proved to be inadequate and reached the schools in a
much diluted form.
Official policy documents

The revised policy framework pertains to educators in schools and equips teaching professionals to meet the
needs of a democratic South Africa in the 21st century. However, it is the responsibility of teachers themselves,
guided by their own professional body, the South African Council for Educators (SACE), to take charge of their
own development by identifying the areas in which they need to grow professionally, and to use all
opportunities made available to them for this purpose, including those provided for in the Integrated Quality
Management System (IQMS). The Norms and Standards for Educators, as well as the Criteria for the Evaluation
and Recognition of Qualifications for Employment in Education (2000), which are based on the norms and
standards, have been amended and aligned with the new HEQF (DBE, 2011).
From NCS to CAPS

The Curriculum and Assessment Policy Statement (CAPS) is not a new curriculum, but an amendment to the
National Curriculum Statement INCS) Grades R-12. It therefore still follows the same process and procedure as
the NCS Grades R-12 (Pinnock, 2011). The CAPS is an adjustment to what we teach (curriculum) and not how
we teach (teaching methods). There is much debate and discussion about outcomes-based education (OBE)
being removed. However, OBE is a method of teaching, not a curriculum. It is the curriculum that has changed
and not the teaching method. The way the curriculum is written in the CAPS is based on content knowledge
areas and specific aims, rather than on outcomes. This means that content is more of a central focus than OBE
methods. Further, there is one single comprehensive National Curriculum and Assessment Policy for each
subject (Maskew Miller Longman, 2012: 8).
1.2 Design a formative assessment activity to be done in class.

 Name learning outcomes for the identified topic.
 Link your questions to the identified learning outcomes.
 Provide the solutions.
Checklists - Class checklists are a great tool for collecting data about students during a unit of study. Before
beginning a new unit, make a list of all the skills students will need to demonstrate mastery of the unit’s
outcome(s). On a chart, list the students names down the left hand side and the skills across the top. Clip the
chart to a clipboard and position it in an easily accessible place. As students are participating in various learning
opportunities, observe the students and check off the skills you see students demonstrating with proficiency.
Here is an example of a class checklist for speaking skills:

Topic is clear Ideas
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Marketplace to Buy and Sellpace Strong
your Study Material Connects
organized of speaking opening with
logically and tone audience
of voice
Student A
Student A
Student A
ETC
Individual checklists can also be used to gather data about student learning. Students and/or teachers complete
the checklists. A checklist for writing provides students and teachers with assessment information. Students use
the checklist to analyze their piece of writing and determine if they need to make any changes before handing in
a copy to you. You use the checklist to identify areas that the student needs more instruction or practice.
A sample writing checklist may look as follows:
Name:
Student Teacher
Contains complete thoughts
Well organized
Spelling is correct
Uses correct punctuation
ETC
In the above example, students check off each area they completed in their writing. They attach the checklist to
their writing when they hand it in to you. You use the checklist as you read and assess their written work. If
there are discrepancies, provide feedback to the student by meeting with them individually and discussing ways
to make their writing stronger or by providing written suggestions at the bottom of the checklist.
[OTHER EXAMPLES OF FORMATIVE ASSESSMENT ACTIVITY]
Discussions
Having a class discussion part way through a unit of study can provide you with valuable information regarding
what your students know about the subject. Focus the discussions on higher level thinking skills and give
students a few minutes to reflect on their learning before beginning the discussion. Encourage students to share
what they have learned and how that knowledge may have an impact on their daily lives. Brainstorm ways that
the knowledge could be transferred to other subject areas or situations the students may come across. Listening
carefully to the responses given by students will provide useful information for planning future instruction.
Drawings
Some of your students may be able to show you what they know by creating a drawing or a series of drawings to
demonstrate their understanding. Encourage students to share their thinking about what they are drawing to gain
insight into what they have learned up to a given point in a unit of study.
List 10 Things
About midway through a unit of study, instruct students to list ten things they have learned during the unit.
Gather these lists and read through them to get an idea of where students are in regard to understanding. Look
for gaps in learning or misunderstandings. These gaps and misunderstandings can be addressed in future lessons.
One Minute Fluency

Being able to read fluently is an important skill. Assess the fluency of your students on a regular basis to ensure
they are reading at an appropriate rate for understanding at their grade level.

2.1 During the five weeks observation as a first-year student. Use a guideline from your book and design (write)
a page for your own reflective journal.
Positive aspect:
Negative aspect:
What worked:
What didn’t work:

 What didn’t seem to work for me and the students were lengthy lessons that were planned out to which the
learners did not have time to complete.
How can I improve:

Explaining to plan:
Unexpected behaviour:
Next approach:
 I would definitely adopt the use of the transformative approach next.It would help my students learn about
cultural difference and awareness through the curriculum.
Most prideful moment:

 The most momentous occasion for me was when my students would ask for more activities and
educational stones.
2.2. Write a one page of your teaching philosophy statement using the guidelines from the book.
My philosophy on teaching is to apply the Multiple Intelligences Theory into the teaching and learning process.
I believe an educator needs to adapt to each learners unique needs to ensure that learning takes place in the most
effective manner. Each child needs to be treated with fairness and given individual attention to sculpt their
learning. Teaching needs to happen respectfully of all cultures, races and beliefs.
My aim is to create an inclusive environment that encourages diversity and where all learners have the
opportunity to obtain their full potential inside and outside the classroom. I will make use of various teaching
strategies to accommodate all learners and their teaching styles. I will use the curriculum to adapt to each
individual to ensure the content is relatable, attainable and relevant. The classroom also needs to be an
environment filled with care and open-mindedness where each learner can explore and express themselves
freely.

Lesson Plan
Teacher’s Name: Subject: Grade: Time: Theme:
Topic: Telling time by the hour
Resources Used: Learning Objectives:
 Worksheets
Teaching Methods,Learning Activities and Assessment:
Teaching Method:
Learning Activities:
 Tick-Tock game
 Worksheets (2)
Assessment:
Lesson Opening (10 Minutes):
Introduction to New Content (30 Minutes):
15 Minutes:
 Using cones that are numbered or chalk,number the Analog clock starting with number 12 at the top. Make sure the
spacing is equal when doing this.
 Ask one of the learners to draw in the land hand pointing to the 12th hour.Explain to the learners that the hand will
remain pointing to the 12 for the rest of the game.
 Explain to the whole class that the numbers are representing the hours of an Analog cock and that they will be
taking turns to be the short hand.
15 Minutes:
 Explain to the class that the student who is the hour hand will walk around the clock and tap everyone gently on the
head.
 Return to class when everyone has had a chance
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Teacher Activities: Stuvia.com - The Marketplace to Buy and Sell your Study Material
Learning Activities (10 Minutes): Closing (10 Minutes):
Assessment Activities:
Expanded Opportunities:

ASSIGNMENT 5 - 2021
 QUESTION 1
1.1 Shulman (2005:504) described classroom teaching as “perhaps the most complex, most challenging and most
demanding and frightening activity our species has ever invented” Do you agree or disagree with this statement?
I agree with this statement.
 Disruptive learners - Some learners might not be interested in schooling and start disturbing other
learners and the school as a whole.
 Shortage of resources - Shortage of books and other resources materials.This will keep some of the
learners unoccupied.
 Poor school management - This will have a negative impact of the behaviour of the learners which makes
it difficult to control the school and classrooms if there is chaos.
 Difficult subject - Teaching a difficult subject can be both mentally and physically exhausting for a
teacher, if a teacher finds a subject difficult to teach then the learners will find it difficult to understand the
lesson.
 Ill-disciplined learners - Learners that talk and make noise in the classroom take up classroom time and
stops the learning process of other learners.
Applying learning theories in the classroom benefits the students in terms of how they learn. As the educator I
need to be able to adapt to the needs of my learners. Understanding learning theories and the different ways
students acquire knowledge will allow to adapt my teaching style accordingly. This gives each child a fair
opportunity to succeed at school. Understanding these theories also allows me to implement the curriculum in
the most effective way. Taking into account that the curriculum is outcome based, one can assume that teaching
in a way that benefits each learner’s style will yield the best result.
Behaviourist
 Behavior that can be learned.
 A teacher is expected to unpack content and shape the behaviour of the learners through positive
reinforcement.
 When the learner has done right applaud and acknowledge good work.
 A teacher does not have to always one look-out for culprit and reprimand bad behaviour. Sometimes u can
look and ignore.
Social Constructivism
 Focus on learner knowledge.
 Teacher and learners interact daily to unpack the knowledge content provided by the curriculum.
 Interactions impact cognitive growth : learner can learn from other learners.
 A teacher can work together with a learner or give group task with a scenario posing a problem to be
solved by learners.
knowledgeable about in order to teach effectively and monitor learners’ progress in the class.
 Group work technique/method.

 Lesson plan design and instruction to follow in order to deliver the content.
 Have interesting instruction that engage learners carefully.
 Classroom discussion process.

2.1 Describe the following concepts in your own words:

 Epistemologies
 Transformative teacher
 Assessment rubric
Epistemologies
The theory of knowledge, especially with regard to its methods, validity, and scope. Epistemology is the
investigation of what distinguishes justified belief from opinion.
Transformative teacher
A transformative teacher is one who brings about different teaching practices, fosters critical citizens and
implements equity, redress, non-discrimination, access, justice and democracy in the school and classroom. You
are a transformative teacher when you develop an inclusive learning environment.
Inclusive education
Is ensuring quality education to all learners by meeting their diverse needs in a way that is respectful and
supportive and by removing obstacles that may lead to excursion. Programming classroom and activities that are
suitable to all learners to learn together.
Reflective practice
understand the lesson or not and how did the learners respond to it. A teacher asses their own practise and how
they can consider new ways of teaching and which can improve the teaching and learning.
Assessment rubric
recording findings and using the information to understand and assist the learners performance to improve
teaching and learning.
 QUESTION 3
3.1 Use your own words to describe benefits of applying a caring pedagogy.
Caring pedagogy
Having a well thought-out pedagogy can improve the quality of your teaching and the way students learn,
helping them gain a deeper grasp of fundamental material. Being mindful of the way you teach can help you
better understand how help students achieve deeper learning. And it can, in turn, impact student perception,
resulting in cooperative learning environments. The proper approach helps students move beyond simple forms
of thinking as defined in the Bloom’s taxonomy pyramid, like basic memorization and comprehension, to
complex learning processes like analysis, evaluation, and creation. Students can leverage their preferred learning
styles with a teaching process that supports them, and the way they like to learn.
Benefits of applying a caring pedagogy:

 It can help you to step outside your usual and practised ways of knowing and teaching and respond
differently to your learners.
autonomy by defining how learning is related to issues that affect lives,including the lives marginalised
groups in society
 As the conerstone of an education practice it forces you to consider the issue of social justice in teaching
the curriculum.
3.2. List and explain with practicalStuvia.com
examples - Thethe key elements
Marketplace to Buy andthat should
Sell your be included in the learning
Study Material
programme. Demonstrate your answer with practical examples from the CAPS document.
 Principle of CAPS: social transformation is ensuring that the educational imbalances of the past are
 Time frames: instructional time for grade R-2 is 23 hours and for grade 3 is 25 hours. 12 hours are located for
for home language.
 Aims and assessment criteria: assessment of learning aims to continuously collecting information of a
 Core knowledge and concepts: identify and solve problems and making decisions using critical and creative
thinking.
 Context/themes: a test could cover the context dealt with in a term. A daily assessment is important to monitor
teaching and learning.
3.3. Tabulate the most common intrinsic and extrinsic barriers to learning in the South African context.
Intrinsic Barriers Extrinsic Barriers

 Short Memory  Inadequate support service
 Blindness  Poor teacher education
 Cerebral palsy  Physical barriers
 Deafness  Crime
 Low level of intelligence  Insufficient support for learners with disabilities
3.4. Explain the difference between formative assessment and summative assessment in your own words.
Formative Assessment
their progress. It also helps teachers to make decisions about the next learning milestone students could achieve.
Summative Assessment
certain level of education and to make judgemental educational decisions.At a very basic level,we could regard
formative assessment as assessment for learning (AFL) and summative assessment as assessment of learning
(AOL).
While formative assessment serves the intrinsic needs of the educational process,summative assessment serves
the extrinsic needs of the educational process.

LESSON PLAN
Teacher’s Name: Subject: Grade: Time:
Aimar Khan Music Grade R 15 Minutes
Content area: Life Skills
Topic: Our Country
Subject Integration:
 Counting the beats
 Listening to rhythm and repeating it
 African song to go with theme
Linking to prior knowledge: Lesson Objectives:
 Previous exposure to rhythm  Auditory perception and awareness.
 Counting of beats (clapping and indicating how many  Able to accurately hear and repeat rhythm.
claps they heard)  Able to correctly count the beats without looking.
 Recognition of South African symbols - animals,  Able to create own rhythm.
money, national flower, national anthem
Teacher activities: Learner activities:
 Play a simple rhythm.  Repeating the rhythm played.
 Facilitate activity for clapping of the beats.  Listening to the amount of beats and identifying the
 Assessment activity for music (rhythm and listening correct number.
skills)  Choreographed dance to a song.
Teaching method: Assessment activities:
 Game based learning.  Informal assessment - observation to see if objectives
 Kinaesthetic learning. were reached.
 Student centred approach.
Preparation and resources:
 Choosing a song/rhythm that is easy for the learners and that they recognise (Song : Special star).
 Radio and CD for the song. Instruments for the rhythm activity - making an easy to remember rhythm.

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According to Education White Paper 6: Special Needs Education: Building an Inclusive

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1. Describe inclusive education in your own words?

 Inclusive schools celebrate diversity through recognising potential, increasing

Generally, Inclusion is based on the following notions:

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3. Discuss the following extrinsic barriers to learning:

b) Disruptive behaviour by the teacher:

 Lesson planning to avoid or lessen disruptive behaviour in the classroom;

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4. Discuss how White Paper 6 showed commitment to providing equal educational

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 The launch of a national advocacy and information programme in support of the

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PLEASE DO NOT PLAGIARISE!!

USE FOR COMPARISON

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The teacher as a reflective practitioner

➢ Meta thinking : thinking about thinking

➢ Formal Knowledge theory

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Tools to guide Reflection

Promote reflection in the teaching and learning context.

➢ A record of assumption, preoccupations, success and common problems

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Theory and practice

Profession and values and ethics

Pedagogical content knowledge

➢ Subject knowledge or syllabus

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Critical educational theory

➢ A set of assumption and believe to critical analyses the various elements of an

Critical educational theory in South African context

Your understanding of critical theory

Importance of critical theory to teachers

➢ Integration and consideration of existing knowledge when planning the lesson.

Advantages of critical theory

➢ Exposure to different field

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Creating a pedagogy of care in the classroom

➢ Nature of caring Relationship

➢ 3 values of a learner-centered curriculum

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➢ Environmental personal and behavioral characteristic as a major factor in behavioral

➢ Learning is seen as a change in learning behavior

➢ Deals with the mental process involved in learning

➢ Mental process understating

*Becomes more complex structure that obey certain logical rules

Assimilation : when a person tries to understand something by fitting into schemes

➢ Education is an epistemological perspective of learning focused on how students

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➢ It is used to study and interpret social factors

➢ Specialist in phase, discipline or practice

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