ISC3701 Assessment 2

Unique code: 789820

Lizamarie Thompson
13747215
3 May 2023
SECTION 1: OVERVIEW OF THE LEARNING THEORY
1.1 This module introduces you to various learning theories. Name any THREE learning
theories and explain at least three key characteristics of each.
Hint: There are differences between learning theories, learning techniques, and
instructional design models. (15)
The three basic theoretical approaches are based on behaviorisms, cognitivism, and
constructivism.
These three learning theories differ in how they view knowledge, learning, and
motivation. These factors also have different implications for teaching.
Constructivism believes that learning is a group activity that mainly depends on social
contact. Learning is therefore a result of both your environment and your own mental
processing.
Behaviorism believes that the student is a blank slate, or tabula rasa. By responding to
various stimuli, the student passively absorbs information from the teacher.
Cognitivism believes that learning occurs when an individual compares prior
experiences and new information

Learning Key constructs of the Key differences with the other

Theories theory theories

Constructivism Authentic activities Learning collaboratively

- Social contexts
- Multiple perspectives
- Knowledge
construction
(Rather than knowledge
transmission) Teacher mentors
- Metacognition
(reflections on
own constructions)
Behaviorism The focus of behaviorism is Surface education, the setting for
on observable behavior learning is created by the instructor.
(Seels & Glasgow 1998:180).
The focus of this strategy,
according to Seels and
Glasgow, is on outward acts
rather than opaque or
complicated internal
procedures. These authors
also look for a connection
between a stimulus and a
response. The renowned
behaviorist BF Skinner
recommended that learning
be divided into manageable
chunks or phases. Since
learning is viewed as
"programming," repetition or
filling in the blanks is crucial
to achieving the desired
outcome (behavior).
Cognitivism According to Seels and Deep processing
Glasgow (1998:181),
cognitive psychology focuses
on how memory and thought
are organized and sees the Instructor manages problems
mind as an information-
processing mechanism.
Understanding and problem-
solving techniques are
processes that these authors
find interesting.
1.2 Differentiate between the ADDIE Model and the ID4T Instructional Model. Give
practical examples for each. (10)
ADDIE Model
Analyse needs: You will conduct a task analysis, an instructional analysis, and a learner and
curriculum needs analysis at this phase. This might inspire you to come up with a goal or target
for your lesson.

Design instruction: You will write objectives, create lessons, and create exams
throughout this phase.
Develop materials: Here is where you will list the necessary materials.
Implement the instruction: The actual instruction happens during this stage.
Evaluate and revise the instruction: Review the lesson, consider what you
learned, and suggest or create improvements. You will then go on to a new stage
of need analysis.
ID4T Instructional Model
Write instructional goals: There, you should state the lesson's goal in the form
of a fairly short sentence.
Write learning objectives: Here, you should outline the actions or verbalizations
that the students will use to demonstrate their understanding of the objective. A
single lesson may have multiple learning objectives.
Write aligned assessment/test items: Set the assessment tasks such that they
are consistent with the just-stated instructional goals and objectives. This is done
to guarantee complete alignment.
Analyse learner characteristics or prerequisites: what students already know
about the subject, how they prefer to study, and how they have previously
reacted to various teaching methods and subject matter.
Select materials: You will use these as learner-teacher-support materials
(LTSM) during the lesson (examples include photos, booklets, flashcards,
counters, etc.).
Select and design activities: Here, you'll create the real exercises that the students
will take part in. The learners will be able to accomplish the goals and objectives of the
teaching thanks to these exercises.
Select (and develop) media or technology: To support the actions in the
previous phase, find or produce the appropriate media.
Implement the plan: This is when the actual lesson or instructional episode
happens, and learner assessment is included.
Evaluate and revise the instruction: This is where you evaluate, consider the
lesson, and suggest changes.

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? (4)
African ideas place more value on the community than the individual. There are African
origins in many of the more contemporary concepts like connectivism and inclusive
education. An approach to asking inquiries about education in Africa is through an
African teaching perspective. It provides perceptions into aspects of the human
experience that are only made possible by African metaphysical convictions and
normative commitments. Since the African perspective offers a discourse to address the
continent's numerous problems, educators should be familiar with it.
An approach to asking inquiries about education in Africa is through an African teaching
perspective. It provides perceptions into aspects of the human experience that are only
made possible by African metaphysical convictions and normative commitments. Since
the African perspective offers a discourse to address the many issues facing the
continent, educators should be familiar with it. It enhances interpersonal relationships
and removes socioeconomic class-based barriers to communication. This provides the
students with social information in addition to academic knowledge (Kola, 2021).
Understanding societal norms and needs, which are the cornerstones of interpersonal
relationships, makes it simpler to put academic knowledge to use.
As it offers discourse to address the various issues facing the continent, teachers in
Africa should have a solid understanding of African teaching perspectives. Additionally,
it enables students to look up definitions related to the subject they are studying. It also
provides perceptions into aspects of human experience made accessible only by
African metaphysical concepts.

Additionally, it enables students to look up definitions related to the subject they are
studying. It also provides perceptions into aspects of human experience made
accessible only by African metaphysical concepts. It enables students studying
education to look up definitions related to their area of study. African educational
philosophy offers a discourse to address the myriad issues facing the continent.
Famine, hunger, poverty, abuse, violence, and exclusion of the other are a few of these.
1.4 What aspects of African-based teaching can you integrate into your own
teaching philosophy? Explain why you would integrate these aspects. (10)
One element of African-based teaching that I can incorporate in my own teaching
philosophy is the 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. The other factor is rationality,
which varies by culture.
This can aid my students in their quest to find meanings that are relevant to the careers
they have chosen. In addition, I would promote inclusion, which embraces all students,
and include the idea of non-discrimination into my teaching philosophy.
African-based education emphasizes teamwork and taking on shared responsibility over
working independently. It improves ties between people and gets rid of barriers to
communication put up by social classes. This gives students access to social as well as
intellectual information (Kola, 2021). Understanding societal norms and expectations
makes it easier to put academic knowledge to work because they form the cornerstone
of interpersonal relationships.

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 that you
currently 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 would be able to teach from it if you were absent. (25)

Grade: Grade R Subject: Mathematics

Lesson title: Introduction to Numbers Date: 03/ 05 / 2023

Outcomes:
Performance Objective
Upon completion of this lesson, the student will develop an understanding of
Basic mathematics, the concept of numbers and identifying and counting numbers
from 1 to 10.

Specific Objectives
To introduce learners to the concept of numbers and help them identify and count
numbers from 1 to 10.

Ensuring each learner develop the ability to understand numbers as well as identifying
and counting from 1 to 10

Lesson content:
Understanding, identifying and counting numbers 1 to 10
Number cards (1-10)
Counting blocks
Whiteboard and markers
Introduction
Introduction (5 minutes)
- Begin the lesson by asking the learners if they know what numbers are and if they
can count from 1 to 10.
- Use the whiteboard to write the numbers 1 to 10 and ask the learners to identify
each number.

Teacher activities: Learner's activities:

Number Identification (10 minutes) Have the learners come up to the
- Distribute the number cards to the whiteboard and place their number cards
learners and ask them to identify the in order from 1 to 10.
numbers on their cards. Ask the learners to count the numbers on
the board as a group.
Counting (15 minutes)
- Distribute the counting blocks to the Learners will practice the ability to count a
learners and ask them to count out a specific number of blocks.
specific number of blocks.
- Ask the learners to count the blocks They will do this aloud and show the
out loud and show the blocks to the teacher to make sure they are correct.
 teacher once they have counted them.
- Repeat this activity with different This activity will be repeated with different
numbers. numbers.

Conclusion (5 minutes) Learners will ask questions if they

- Review the numbers and counting struggled with the activity.
activities covered in the lesson.
- Ask the learners if they have any
questions or if there is anything they
would like to review.

Closure
Learner assessment:

- Observe learners during the lesson to ensure they are able to identify and count numbers
from 1 to 10.
- Ask the learners to count out a specific number of blocks on their own to assess their
understanding of counting.

Lesson evaluation:

As the teacher I will review the lesson to make sure the objectives were met. Learners
are to be given feedback on their assessment. I would identify learners who
understand the content and are able to apply the knowledge and skills required to
successfully answer questions, then assist those who do not understand based on the
lesson curriculum.

2.2 In your view, what problems are likely to occur during teaching and learning if a
lesson has been poorly planned? (10)
If a lesson is poorly planned, the following problems are likely to occur:
 • Poor or minimal learning occurs.
• frustration on the part of the teacher and the pupils due to the poor delivery style
and the scant learning that is occurring.
• With previous or subsequent lessons, there was a poor connection between the
teacher and the students.
• Failure of the teacher to meet the course's objectives.
• For all parties concerned, it is a waste of time, money, and resources because no
real learning occurs.
• Students who don't receive adequate information from their teachers may not
learn what they are supposed to.
• Teachers will find it extremely difficult to teach the same problems to pupils again
so that they will comprehend them, just as students will find it extremely difficult
to learn from teachers.

2.3 Why is it important to reflect after a lesson presentation? (10)

You can better understand your students' learning styles and hold yourself accountable for their
development by reflecting on your own teaching. You will gain knowledge of the elements that
influence and obstruct learning by evaluating the positive and negative aspects of your own
teaching.
You will have a better understanding of who you are and how you teach through the reflection
process. You can identify your strengths and any places for improvement by asking yourself
questions and performing a self-evaluation. By reflecting, you can see how you have aided
others in reaching their goals and what this looks like in a real-world learning setting.
Your pupils participate actively in the learning process when you question them about their
opinions and feelings regarding the material. This enables them to take charge of their
education, collaborate with you, and provide feedback, developing self-aware and responsible
students.
The student becomes more conscious of various learning tasks and styles once they begin to
participate actively in the learning cycle. They develop vital abilities and methods to become
lifelong learners as well as a greater awareness of how they learn.
Reflective practice fosters creativity
By using reflective practice, you can modify teachings to fit your classes. To increase your
chances of success, you might develop and test out fresh concepts and methods in your
teaching.

Students get a greater learning experience by mixing up their study and trying out different
techniques. They will have more original, imaginative, and resourceful thought processes, and
they will be open to learning new ways of thinking.
Reflective practice promotes participation
By rationalizing your choices and decisions, reflective thinking enables you to challenge
your own practice.
It motivates you to get knowledge of various opinions and perspectives. These perspectives
may be from students who are concentrating on their abilities, preferences, and developments,
or from other colleagues who are exchanging best practices and various tactics.
Learning is better targeted to students' requirements when you are more aware of their
preferences and strengths, which makes them more inquisitive and prepared to engage in
further exploration.

SECTION 3
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.
(10) 3.2 List and define three main styles of instruction. (6)
Teaching gains proficiency in a broad range of abilities through face-to-face encounters with
Teaching. A teacher is a person chosen by the administration of a school or other educational
facility to instruct students in a certain subject. A teacher transmits information and
comprehension while typically adhering to a curriculum or lesson plan.
Training is used to assist someone in directly (or "hands-on") mastering a particular skill. One
who provides training is a trainer.
Mentoring is the most ethereal way of development is mentoring, which develops general skills
through covert encounters. A mentor typically works one-on-one, and unlike the other two, their
approach is typically less formal and more natural. They impart their personal expertise to assist
someone who is beginning a journey or having trouble on a path they have already traveled. A
mentor typically takes a longer view and adopts a more comprehensive perspective on a
person.
Coaching is used to develop a certain ability in a more indirect (or "hands off") interaction. A
coach will assist a person in achieving a certain objective, frequently, quickly and over a
predetermined amount of time. The coach might simply challenge the athlete to develop and
come up with solutions on their own without having any prior expertise in that discipline.
Although it can be done in groups as well, this work is typically done one-on-one.

3.2 List and define three main styles of instruction. (6)

With a permissive teaching approach, the teacher sets few or no rules in the classroom,
allowing the students to do pretty much whatever they want. In other instances, the
instructor may have established norms but be inconsistent in enforcing them, and
instead trust the students to plan and keep track of their own behavior.
An authoritative position. When a teacher takes this approach, the students are told
that their only roles are to listen to the teacher's directions and absorb information.
The democratic educator is adaptable to the design of the classroom. Democratic
educators include their students in establishing the rules and standards for the
classroom.