INSTRUCTIONAL STUDIES

ISC 3701 ASSIGNMENT 2

NAME AND SURNAME: NOMBULELO

MADONSELA STUDENT NO: 65785762
UNIQUE NO: 789820

NOMBULELO MAPULE MADONSELA

4/30/2023
DECLARATION FORM

I (full names): NOMBULELO MAPULE MADONSELA

Student number: 65785762, MODULE CODE: ISC 3701 assignment
Declare that...
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assignment is my own, original work. Where I used someone
else’s work, whether a printed source, the internet or any other source, I give the
proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.

Signature: MN MADONSELA

Date: 2023/05/30
SECTION 1:

The three basic theoretical approaches are based on behaviourism, cognitivism, and
constructivism:

The three learning theories differ in how they view knowledge, learning, and
motivation. These factors also have different implications for teaching.

 Behaviourism sees the learner as a tabula rasa – a blank slate. This means
that the learner passively absorbs knowledge from the teacher via responses
to different stimuli.
 Cognitivism believes that knowledge and behavior are learned by comparing
the learner’s previous experiences to new information.
 Constructivism sees learning as a collaborative effort that relies heavily on
social interaction. Thus, learning is a product of your surroundings and your
own mental processing.

1.2 Differentiate between the ADDIE Model and the ID4T Instructional Model. Give
practical examples for each.

The ADDIE model

The basic instructional design model is called the ADDIE model, and numerous
instructional design models are based on it. The name of this model is in fact an
acronym:

 Analyse needs. In this phase you will do a needs analysis of both the
curriculum and the learners, a task analysis and an instructional analysis).
This may lead you to write a goal or aim for your instruction.
 Design instruction. In this phase you will write up objectives, plan instruction
and develop tests.
 Develop materials. This is where you will write the materials that are needed.
Implement the instruction.
 In this phase, the actual teaching takes place.
 Evaluate and revise the instruction. Review the instruction, reflect on learning
and propose or develop improvements. This will lead you to a new phase of
analysing needs.

The ID4T model proposes the ID4T model, which excludes the analysis of needs and
reformulates the remaining four steps in the following way
 Write instructional goals – this is where you write the aim of the lesson in the
form of a fairly short sentence.
 Write learning objectives – this is where you state what the learners will do or
say demonstrate to show you that they are achieving the goal. There may be
several learning objectives in a single lesson.
 Write aligned assessment/test items – set the assessment tasks so that they
match the instructional goals and objectives you have just set out. You do this
to ensure alignment from beginning to end.
  Analyse learner characteristics or prerequisites – what learners already know
about the concept, how they prefer to learn, how they have responded in the
past to different teaching approaches and content.
 Select materials – these are the learner-teacher-support materials (LTSM) that
you will incorporate during the lesson (pictures, books, flashcards, counters
etc.)
 Select and design activities – here you will design the actual activities that the
learners will be involved in. These activities will enable the learners to meet
the aims and objectives of the instruction.
 Select (and develop) media or technology – find or create media that will
support the activities in the previous step.
 Implement the plan – this is when the lesson or instruction episode actually
takes place, and includes learner assessment.
 Evaluate and revise the instruction – this is where you assess and reflect on
the lesson and make improvements.

1.3 What is African-based teaching? Why is it important that we as teachers in Africa

must have a good understanding of African teaching perspectives?

An African teaching perspective is a way of asking questions about education in

Africa. It offers insights into dimensions of human experience made uniquely
available through African metaphysical beliefs and normative commitments.
Teachers should have understanding of African perspective as it offers a discourse to
address the continent's many problems. It improves interrelationships and eliminates
communication barriers set by social classes. This equips the learners with not only
academic-based knowledge but also social knowledge (Kola, 2021). It is easier to
apply academic knowledge when one understands the societal requirements and
expectations as they are the foundations of relating with others.

Teachers in Africa should have a good understanding of African teaching

perspectives as it offers discourse to address the continent's various problems. It
also allows learners to search for meanings that relate to their chosen field. It also
offers insights into dimensions of human experience made uniquely available
through African metaphysical beliefs.

It also allows learners to search for meanings that relate to their chosen field. It also
offers insights into dimensions of human experience made uniquely available
through African metaphysical beliefs. It allows education students to search for
meanings that relate to their chosen field. An African philosophy of education offers a
discourse to address the continent's many problems. These include famine, hunger,
poverty, abuse, violence and exclusion of the other.

1.4 What aspects of African-based teaching can you integrate into your own teaching
philosophy? Explain why you would integrate these aspects.

Ubuntu principle which is the capacity in an African culture to express compassion,

reciprocity, dignity, humanity and mutuality in the interests of building and
maintaining communities with justice and mutual caring, is one aspect of African-
based teaching that I can integrate in my own teaching philosophy. The other aspect
is rationality which is culture dependent.

This can help my students to search for meanings that can relate to their chosen
field. I would also integrate the concept of non-discrimination into my teaching
philosophy and encourage the concept of inclusivity that welcomes all learners.
African-based learning is centered on working as a group and accepting collective
responsibility rather than working as individuals. It strengthens interrelationships and
removes communication obstacles imposed by social classes. This provides learners
with not only academic but also social information (Kola, 2021). When one knows the
societal standards and expectations, it is simpler to apply academic knowledge
because they are the basis of connecting with others.

SECTION 2: LESSON PLANNING

2.1 Design a lesson plan using the basic lesson plan format on page 27 of your
prescribed book. Your lesson plan should be based on one of the subjects you teach
or will teach once you have completed your degree. Your lesson plan should be a
comprehensive guide with concise steps. It should be so clear that any other person
could teach from it if you were absent.

GRADE: 9 SUBJECT: ENGLISH HOME LANGUAGE

LESSON TITTLE: Summary writing DATE: 25/05/2023

Outcomes:
At the end of lesson learners will be able
to:
 Understand the basic principles
required for summary writing
 Compile an analysis of the given
text
 Write a well constructed summary.

Lesson content:
o Skim and scan for main
ideas and theme
o Separate main ideas from
supporting details
o Paraphrase the main idea in
own words
o Sequence the sentences
and use conjunctions and
logical connectives to link
them together into a text

Introduction: Give learners a reading

comprehension text to read.
Teacher activities:
Write unknown words in the block, use a
dictionary to find synonyms.
Hand out the guidelines’ sheet to learners,
keep the Teacher’s copy for yourself to
assist and guide you in approach.
Discuss the instructions and required
steps in summary writing.
Explain how to find main and supporting
ideas in the paragraphs and sentences.
Use reading strategies to find information
from the text.
Show learners how to go about this, using
a pencil to find main ideas by circling the
noun or verb.
Make a list of the 7 or more key words,
edit to find the most important ones.
Guide learners to formulate sentences in
point form.
Complete the draft copy for homework.
Oral revision of lesson 1.
Quick oral check and walking through
class to see if all learners have produced
the draft copy.
 Instruct learners to read through
the text again, this time using a
different coloured pencil to indicate
the key words.
 Number the main ideas on the text.
 Refer to the draft copy, discuss the
key words and ask for suggestions
how they formulated the sentence.
Get a few ideas from the class.
 Point out that their own words were
used and supporting facts were not
included.
 If learners have written it, then they
must edit their draft copy.
Make sure information and facts were not
repeated.
 HL - Show learners how to use the
sentences in point form and adjust
Learner activities:
Learners read the text and write unknown
words in the block, use a dictionary to find
synonyms.
Each learner receives a copy of the
‘guidelines’ sheet. Learners make
additional notes as the teacher discusses
the instructions and required steps in
summary writing.
Find main and supporting ideas in the
paragraphs and sentences.
Use reading strategies to find information
from the text.
Learners uses a pencil to find main ideas
by circling the noun or verb.
Make a list of the 7 or more key words,
edit to find the most important ones.
Formulate sentences in point form.
Complete the draft copy for homework.
Lesson 2:
Learners produce draft copy of the
summary and ask teacher for additional
help and indicate what they struggled
with.
 Learners read through the text
again, this time using a different
coloured pencil to indicate the key
words.
 Number the main ideas on the text.
 Learners refer to the draft written in
the previous lesson and indicate
the key words then look at the
formulation of their sentences.
 Make sure that they used their own
words.
 Check to see if supporting facts
were not included. No figurative
language or descriptions were
included.
 Learners revise and correct on the
draft copy.
 Make sure facts were not repeated.
HL learners change the sentences
 them to use in paragraph form.
 Make sure that full sentences were
used and show learners how to do
meaningful editing.
 Correct any spelling, punctuation
and grammar errors.
 Guide them to count their words
and where to write it on
completion.
 Encourage learners to re-read their
summaries to ensure it is well
formulated flowing paragraph.
o Guide learners to the use of
conjunctions to link the sentences.
(although, however, because,
while, since, unless, until,
furthermore, as a result of,
meanwhile, etc.)
o Use Pronouns to prevent
unnecessary repetition. (him, they,
herself, they, them)
Closure:
• Encourage learners to re-read
the instructions and tick the
checklist, by doing so it will
ensure that they have followed
all the required steps.
• Once they are sure their
summaries are correct they can
write the final copy.
• Remind them to count and write
the number of words.
from point form to formulate a
paragraph.
 Understand and apply basic editing
steps.
 Proof of editing must be seen in
the draft copy.
 Correct any spelling, punctuation
and grammar errors
 Count their words and write at the
end of the text.
 Re-read summaries to ensure it is
well formulated flowing paragraph.
o Make sure you understand the use
of conjunctions to help with the
linking of sentences. (although,
however, because, while, since,
unless, until, furthermore, as a
result of, meanwhile, etc.)
o Use Pronouns to prevent
unnecessary repetition. (him, they,
herself, they, them)
 Learner assessment: HL learners
change the sentences from point
form to formulate a paragraph.
 Understand and apply basic editing
steps.
 Proof of editing must be seen in
the draft copy.
 Correct any spelling, punctuation
and grammar errors
 Count their words and write at the
end of the text.
 Re-read summaries to ensure it is
well formulated flowing paragraph.
o Make sure you understand the use
of conjunctions to help with the
linking of sentences. (although,
however, because, while, since,
unless, until, furthermore, as a
result of, meanwhile, etc.)
o Use Pronouns to prevent
unnecessary repetition. (him, they,
herself, they, them)
 Homework
• Learners must re-read the
instructions and tick the
checklist, by doing so you will
ensure that you have followed
all the required steps.
• Once you are sure their
summaries are correct they can
write the final copy.
• Count and write the number of
words.

Lesson evaluation: GOOD

2.2 In your view, what problems are likely to occur during teaching and learning if a
lesson has been poorly planned?

 Poor or reduced learning takes place.

 Frustration for both the teacher and students because of poor delivery method
and limited learning taking place.
 Poor connection between the teacher and the students with preceding or
subsequent lessons.
 Failure of the teacher to achieve objectives of the course.
 A waste of time, effort and money for all parties involved because no
substantial learning takes place.
 The Information flow will be lacking between teacher and students may not
learn as the teacher wan to teach.
 Students will have very hard time learning from teacher however teachers will
not have easy time teaching same problems several times to make the
students understand.

2.3 Why is it important to reflect after a lesson presentation?

Reflecting on your teaching will help you to understand how your learners best learn
and will allow you to be accountable for their progress. By assessing the strengths
and weaknesses in your own teaching, you will develop an awareness of the factors
that control and prevent learning. The reflection process will also help you to
understand yourself and the way you teach. By asking yourself questions and self-
assessing, you will understand what your strengths are and any areas where
development might be needed. Reflecting allows you to understand how you have
helped others to achieve and what this looks like in a practical learning environment.
By asking your students for their thoughts and feelings on the learning, they play an
active part in the learning cycle. This allows them to take ownership of their learning
and also work with you and give feedback, which creates self-aware and responsible
students.
Once the student starts to play an active part in the learning cycle, they become
more aware of different learning styles and tasks. They become more aware of how
they learn and they develop key skills and strategies to become lifelong learners.
Reflective practice encourages innovation Reflective practice allows you to adapt
lessons to suit your classes. You can create and experiment with new ideas and
approaches to your teaching to gain maximum success.
By varying learning and experimenting with new approaches, students have a richer
learning experience. They will think more creatively, imaginatively and resourcefully,
and be ready to adapt to new ways and methods of thinking.

Reflective practice encourages engagement

Being reflective helps you challenge your own practice as you will justify decisions
and rationalise choices you have made.
It encourages you to develop an understanding of different perspectives and
viewpoints. These viewpoints might be those of students, focusing on their strengths,
preferences and developments, or those of other colleagues, sharing best practice
and different strategies. When you become more aware of your students’
preferences and strengths, learning becomes more tailored to their needs and so
they are more curious and are equipped to explore more deeply.

SECTION 3: INSTRUCTION

Different instructional formats have evolved to accommodate different needs.

Instruction should be tailored to the needs of the students and the envisaged
outcomes.

3.1 Identify forms of instruction and explain how you can apply them in the
classroom.

Training – to help a person master a specific skill in a direct (or “hands on”)
interaction, use Training. Trainer is one who gives training.

Coaching – for a specific skill, but now in an indirect (or “hands off”) interaction, use
Coaching. A coach will support an individual to achieve a specific goal, often it will be
immediate and over a defined time period. The coach does not need to have any
personal experience in that particular field, but instead challenges that person to
grow and find answers for themselves. This work is mostly done one-on-one but can
be done in groups too.

Teaching – increase capability in a general suite of skills through direct interactions

with Teaching. Teacher is a person who is appointed by the management of a school
or any other educational institution to teach a given subject to the students. A teacher
imparts knowledge and understanding, usually following some form of curriculum or
lesson plan.

Mentoring – the most abstract development method, mentoring builds capability in

general skills through indirect interactions. A mentor usually works one-on- one, and
their approach is usually less structured and more organic than the other two. They
share their own specific experience to help guide an individual who is setting out, or
struggling, on a path that they themselves undertook in the past. A mentor is
generally more long-term in their approach, and they will usually take a broader view
of a person.

3.2 List and define three main styles of instruction.

 A permissive teaching style is one where the learners can do just about
anything they please in a classroom, as the teacher sets few or no rules. In
other cases, the teacher may have set rules, but is inconsistent in imposing
them, and expects the learners to organise and monitor themselves.

 Authoritative stance. The teacher who adopts this stance does not allow
learners much input into the lesson: they are there to receive knowledge and
to follow instructions.
 The democratic teacher is one who is flexible within the learning arrangement.
Democratic teachers include their learners in decision-making in the
classroom regarding classroom norms and rules.