DIPLOMA IN GRADE R TEACHING

ASSIGNMENT 2: SEMESTER 1
DUE DATE: 02 APRIL 2024
MODULE NAME EDUCATION STUDIES 2: THEORIES OF
TEACHING AND LEARNING IN CONTEXT
MODULE CODE R-EDS 122
NQF LEVEL 5
EXAMINER MRS. P.M. MOJA
INTERNAL MODERATOR MRS. R. RIKHAMBA
ACADEMIC HEAD DR M. BRUWER
TOTAL MARKS 100

PURPOSE: The purpose of this PDF is to do preliminary work on your assessment in

preparation for online submission.

INSTRUCTIONS:
a) Read each question carefully and look at the mark allocation to guide your response.
b) Answer all questions in English, except for the language modules. The language to use
when answering the questions for the language modules will be stated in the front matter,
e.g., answer in Afrikaans/isiXhosa/isiZulu/Sepedi/Setswana.
ASSESSMENT PAPER

c) Attempt to complete all questions. Do not leave questions unanswered.

d) All submitted answers must be written in your own words. Evidence of plagiarism and
improper paraphrasing will be further investigated.
e) Using artificial intelligence (such as ChatGPT) to produce content and images and
then represent these as your own work is considered a severe irregularity that will
be penalised accordingly.
f) Include in-text references where applicable (including referring to the CLG), as you
will have to declare your sources at the end of the paper. The list must be made in
accordance with the Harvard-style Referencing Guide employed by SANTS.
g) Refer to the Student Orientation Booklet on MySANTS regarding the information on
referencing and plagiarism.
a) Use a separate document to draft your rough answers.
b) Hereafter, copy your answers to the platform using Google Chrome or Firefox as your
SUBMISSION

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complete each question.
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 QUESTION ONE 31

Question One consists of three (3) questions.

 Read Unit 2 Section 2 in your Education Studies 2 (R-EDS 122) Curriculum and
Learning Guide (CLG), Hardman & Blom, 2020, before completing questions 1.1
to 1.3

1.1 Read the scenario below and answer the questions that follow:

Thando is 5 years old and she is in Mrs. Dube's class. She enters the class, packs
her bag away in her allotted space and goes to select some work to do. Today
she has selected to pour water from a jug into a glass. This is a difficult task for
her little fingers but Thabo, who is 6 years old, has pulled up a chair next to her
and is showing her how to pour the water without messing. Mrs. Dube watches
as the two children work together to pour the water. Thando spilled some water
on the table before she finally mastered the task. She is very pleased with herself.

1.1.1 From a Montessori theoretical perspective, identify and describe three (3)
roles that Mrs. Dube plays in the class. (6)

1.1 2. How does Thabo's involvement in assisting Thando during the water-
pouring activity align with the Montessori philosophy, particularly in terms
of fostering social learning and collaboration within the classroom
environment? Motivate your answer by providing three (3) examples from
the scenario. (5)

1.2 Read the scenario below and answer the questions that follow:

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 You are going to teach a Grade R class how to copy and extend simple patterns.
Use any objects from the environment such as small round stones or leaves.

1.2.1 Drawing on Bruner's work: Indicate 3 steps on how you would introduce the
idea of patterns to your Grade R learners. (3)

1.2.2 In 5-6 lines, design an activity for a Grade R class that includes scaffolding
to help learners understand how to copy and extend a simple pattern. (5)

1.3 There are FOUR (4) central features of a child in the pre-operational stage of
development.

- IDENTIFY the four features. (4)

- DEFINE each feature. (4)
- DESCRIBE an instance whereby you have observed a child showing
characteristics of each feature. (4)

Remember to indicate the feature before defining it and giving your description of
your observation of a child showing characteristics of each feature. EXAMPLES
FROM THE CLG MUST NOT BE USED. [12]

QUESTION TWO 17

Question two consists of two (2) questions.

 Read Unit 2 Section 2 in your Education Studies 2 (R-EDS 122) Curriculum and
Learning Guide (CLG), Hardman & Blom, 2020, before completing questions 2.1 to 2.2

2.1 DEFINE Vygotsky’s concept of the Zone of Proximal Development (ZPD) and
DISCUSS how you can apply it in your Grade R classroom. (5)

2.2 Miss Rachel plans Life Skills lessons for Grade R. Her topic is ‘Books’. Her first
lesson will be on “Using books for information”
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 She wants to achieve the following objectives:
 Learners must identify the cover of the book.
 Learners must differentiate between the front and the back cover.
 Learners must be able to hold a book and page from front to back.
 Learners must be able to interpret pictures in simple books.
 Learners must indicate how to take care of books.

With reference to Gallimore and Tharp’s extension of the theories of Vygotsky, apply
the six means of teaching to provoke learning in the ZPD. Describe how Miss Rachel
could use EACH of the steps while mediating the information about books to her
Grade R class. (12)

QUESTION THREE 20

Question three consists of two (2) questions.

 Read Unit 3 Section 1 in your R-EDS 122 CLG, Hardman & Blom, 2020, before
completing questions 3.1 and 3.2.

3.1 Your study group members have asked you to help them understand what
information processing is all about as they are getting very confused with all the
different jargon (terminology) related to computers and how this has to do with
teaching and how learners learn.

In three (3) paragraphs SUMMARISE what information processing is for your study
group. EXPLAIN the following in your summary:

- The information-processing model. (5)

- What the term ‘schema’ means. (2)
- How short-term, long-term and working memory process information within the
human brain. (3)

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 Take note that NO MARKS will be awarded for the use of examples in this summary,
however, an additional 2 marks will be awarded if your summary has been written as
if you were addressing your study group. [12]

Information-processing (-), schema (-), memory (-) and summary format (-).

3.2 You are planning a lesson related to the topic ‘My Body’ for your Grade R learners.
At the end of the lesson learners should be able to ‘identify and recognise basic
body parts (head, eyes, legs, hands, fingers, toes, tummy, back and arms) and
other body parts such as elbow, hips, chin, neck, shoulder, nostrils, belly
button, wrists and ankles.’ [8]

Do the following activities to help you organise the information and facilitate the
process of learning amongst your learners.

3.2.1 ILLUSTRATE (explain) how you would activate learners’ existing schemas
during the INTRODUCTION phase of this lesson. (2)

3.2.2 ILLUSTRATE (explain) how you would capture and sustain the attention of
your learners as a transition between the INTRODUCTION and
DEVELOPMENT phases of this lesson. (2)
3.2.3 ILLUSTRATE (explain) how you would facilitate the process of incorporating
new information in the DEVELOPMENT phase of this lesson. (2)

3.2.4 ILLUSTRATE (explain) how you would get the working memory going for your
learners during the CONSOLDIATION phase of this lesson. (2)

QUESTION FOUR 21

Question four consists of four (4) questions.

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  Read Unit 3 Section 2 in your Education Studies 2 (R-EDS 122) Curriculum and
Learning Guide (CLG), Hardman & Blom, 2020, before completing questions 4.1
and 4.4.

4.1 Choose the appropriate heading to match the description in the table provided.
Write only the number of the question with the matching alphabet.
Example: 1.3.6 – F (5)

Description Heading
4.1.1 Using Visual and auditory channels to A. Mastery
interpret information.
4.1.2 Being Self-motivated and Driven from B. Pedagogical content knowledge
Within.
4.1.3 Having competent knowledge or skill. C. Dual coding
4.1.4 Someone who does not yet have the D. Intrinsically motivated
skills or knowledge in an area.
4.1.5 Using your knowledge and applying it to E. Novice
subject-specific content in a school context.

4.2 Howard Gardner ascribed specific forms or types of intelligence to learners with
aptitudes in specific areas.

Study the following statements and identify the area of intelligence according to
Gardner for each of the learners. Type only the answer. Example 4.1.7 Naturalistic.
[5]

4.2.1 Thabo is always the first to memorise rhymes. (1)

4.2.2 Sbusiso has a huge interest in dinosaurs. He can name most dinosaurs
in the book of prehistoric animals. (1)

4.2.3 Shona tells Miss Sarah she is sad because her cat died. She tells
everybody that she cried herself to sleep the previous night. (1)

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 4.2.4 Baldwin is an expert puzzle-builder. He can build 50 pieces while others
are still struggling with 24-piece puzzles. (1)

4.2.5 Ricardo is the most popular girl in the class. She has many friends. (1)

4.3 Critically evaluate the usefulness of Gardner’s pedagogy for the class where you
did your Work Integrated Learning (WIL).

In a paragraph, remark if you think the pedagogy is good and suitable OR bad
and not suitable for your context. Provide at least two reasons for your viewpoint.
Please use your OWN words.

Full marks can only be earned if you use your own words (1) and write in a
paragraph (1). (5)

4.4 Study the following info graphic before answering questions 4.4.1 to 4.4.3. (6)

Source of Extrinsic image: https://www.verywellmind.com/what-is-extrinsic-motivation-

2795164
Source of Intrinsic image: https://www.verywellmind.com/what-is-intrinsic-
motivation-2795385
4.4.1 Which of the two kinds of motivation indicated above promotes authentic
learning. Provide ONE reason for your answer (2)

4.4.2 Motivation of learners is not a major challenge for a Grade R teacher. Do

you agree or disagree? Provide ONE reason for your answer. (2)

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 4.4.3 Are you in favour of marks-based assessment in the Grade R classroom?
Provide a reason for your answer. (2)

QUESTION FIVE 11

Question Five consists of three (3) questions.

Read Unit 3, Section 3 in your CLG (Hardman & Blom, 2020), before answering the
questions 5.1 to 5.3

 Select NEXT to begin this section.

Read the statement below and answer the question that follows:

As a teacher, it is crucial to understand the reasons behind individual learner

behavior, so that you can develop suitable corrective measures. Along with
that, it is equally important to have effective strategies in place to manage
disruptive behavior and to appreciate and reward positive and appropriate
behavior.

5.1 Identify and discuss two (2) strategies to manage learner behaviour in Grade R.
(4)

5.2 Read the statement below and answer the question that follows:

Authentic assessment improves teaching and learning. Authentic

assessment contributes to improved teaching and learning by fostering
relevance, motivation, critical thinking, and a holistic understanding of
students' capabilities. It aligns assessment practices with the skills and
knowledge needed in the real world, preparing students for success
beyond the classroom.

Indicate whether you agree or disagree with the statement.

MOTIVATE your answer with an example. (3)
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5.3 Briefly DESCRIBE what active learning is. Provide three (3) EXAMPLES of where you
have observed it in action in a Grade R classroom. (4)

5.4 Reference list

Please provide a reference list for your assignment submission.
[TOTAL: 100]

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