STUDENT NUMBER: 57098409

ISC3701 ASSIGNMNET 02

MASWANGANYE MILLICENT
UNIQUE NUMBER: 789820
DUE DATE: 03 MAY 2023
SECTION 1: THE LEARNING THEORY

1.1 three learning theories and three key characteristics of each.

1. Cognitivism
❖ Cognitivism does not view people as automated animals that only react to
environmental stimuli but perceives them as intelligent beings who need to
participate actively so that they learn and whose actions are a consequence of
their thinking.
❖ Also, cognitivism is concerned with the observations of behavioral changes,
nevertheless only as a warning of what is happening in the head of the learner.
❖ A cognitive viewpoint contests the limitations of behaviorism in its focus on
observable behaviour
2. Behaviourism
Focusing on observable behaviour
Behaviorism emphasizes observable behaviour rather than internal behaviour
which suggests that what is happening in the mind and consciousness is thinking
and feeling.
Nature of the learner
Children are born with a blank state, meaning that they have no free will and that
the environment that they are in determines their behaviour, even though there is
no role in shaping the nature of the learner.
The environment is everything.
The behaviour of the learner is solely the result of his interaction with the
environment; hence, the environment plays a vital role in shaping the behaviour
of an individual and also bestowing direction and dimension to any development
of the personality.
It is constructed on classical conditioning.
learning happens unconsciously and through classical conditioning, an automatic
conditioned response is paired with a specific stimulus. This creates a behavior

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 3. Constructivism
❖ Learner’s construct understanding
In constructivist theories, learners are not viewed as vessels that are empty just
waiting to be filled up but as thinkers who are active and who can interpret new
information according to their prior knowledge. Learners are able to construct
knowledge depending on how it makes sense to them.
❖ New learning depends on current understanding.
Prior experience is very essential because, through the present perspectives and
scheme that the student has, new knowledge will be interpreted.
❖ Learning is facilitated by social interaction.
Constructivism contends with producing a community of students within the
classroom. Communities of learning enable students to take responsibility for
their own learning.
❖ Carr-Chellman (2016:97) explains that constructivist classrooms should be
characterised by:
• Authentic activities
• Social contexts
• Multiple perspectives
• Knowledge construction (rather than knowledge transmission)
• Metacognition (reflections on own constructions)
.

1.2 The ADDIE Model and the ID4T Instructional Model and practical examples

The ADDIE model is the basic instructional design model, and numerous instructional
design models are based on it. The model is frequently utilized to design training and
learning and development programs in establishments. This model has a five-step
method that is comprehensive in its subdivision and is completed step by step in
hierarchical order. The model puts efforts regularly into learners while also serving as a
resource for teachers. They are Analyze, Design, Develop, Implement, and Evaluate
hence the term ADDIE.

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And ID4T is also a model for instructional designs for teacher Unlike the ADDIE, the
model is fragmented into nine processes, which can be done either in hierarchical order
or by repeating the steps to complete the process. The ID4Tmodel help educators to be
creative with their activities, test their teaching, rescript, and do instructional design all
the time. The model is much flexible style to be utilized in a variety of settings. The
primary focus of this model is on the learners

ADDIE is an acronym which stands for the 5 steps in the outline, including:

Example: lesson planning on using Direct and Reported Speech

Analyse needs. This is the stage where a needs analysis is done of both the curriculum
and the learners; this is the step where materials that exist are reviewed, probing for
knowledge openings, and deciding on the factors that were unsuccessful or worked
well.

Students will introduce themselves through memory game

Questions to be asked in order for the teacher to know where to start and where to
make reinforcement

❖ The teacher asking learners if they have studied direct and reported speech
❖ What learners do they understand about the direct and reported speech
❖ Give example by changing the sentence from direct to reported speech vice
versa

Design instruction.

Throughout this stage of learning, lessons and exams are also created. as well as the
objectives are written.

Teacher designs a lesson plan and the period that will take to cover the topic

Week 1: memory game – creating mind map on using direct and reported speech

Activity 1 changing sentence to direct speech from reported speech

Activity 2 changing sentence from reported speech to direct speech

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Week 2

activity 1 assignment on using direct and reported speech

activity 2 writing a paragraph in a reported speech

activity 3 writing a class-test on direct and reported speech

Develop materials. the place where one put together the necessary materials. teacher
provide aiding materials such as video on the using direct and reported speech

Implement the instruction. In this stage, the real teaching occurs. teaching method
such as teacher-centered and question and answer.

Evaluate and revise the instruction. Evaluation the instruction, reflect on learning and
propose or develop improvements. This will lead to a new phase of analysing needs.

Teacher gives learners homework as remedial alternative especial learners with

learning barriers. Provide learners with few articles to read and point out the type of
sentences they are weather they are reported or direct speech

and the ID4T Instructional Model steps:

1. Write instructional goals – writing short sentence of the aim of the lesson.

2. Write learning objectives – what learners must know at the end of the lesson to
achieve the outcome of the lesson aim

3. Write aligned assessment/test items – setting tasks of assessment that goes with the
goals of instruction.

4. 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.

5. Select materials – these are the learner-teacher-support materials (LTSM) that you
will incorporate during the lesson (pictures, books, flashcards, counters etc.)

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6. 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.

7. Select (and develop) media or technology – find or create media that will support the
activities in the previous step.

8. Implement the plan – this is when the lesson or instruction episode actually takes
place, and includes learner assessment.

9. Evaluate and revise the instruction – this is where you assess and reflect on the
lesson and make improvements.

Example: Using a case study is a perfect example of instructional design that can be
utilized to develop and advance the skills of learners in problem solving. The model
uses situations that have no programmed limit or boundary or scenario-type cases with
a variety of outcomes, and learners are able to work as a group or individually to answer
the questions.

1.3 What is African-based teaching?

African perspectives on teaching incorporate an approach that is open and a high
level of social contact. African perspectives also accept the connectedness of
people (e.g., through ubuntu)

Why is it important that we as teachers in Africa must have a good understanding of

African teaching perspectives?

❖ To understand, appreciate and promote the cultural heritage of the community at

large.
❖ To develop the child’s latent physical skills.
❖ To develop intellectual skills.
❖ To develop a sense of belonging and to participate actively in family and
community affairs

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1.4 What aspects of African-based teaching can you integrate into your own teaching
philosophy? Explain why you would integrate these aspects. (10)

The notion of Ubuntu: practicing Ubuntu requires that learners articulate their desire to
interact with one another in an environment of openness without disapproving of or
discounting the perspectives of another person. This will inspire people to be forever
honorable and respectful towards each other, given any encounter with education.
The notion of Ubuntu summarizes moral norms and features such as kindness,
generosity, compassion, benevolence, respect and concern for others.

I will integrate African-based teaching since it is based on developing the latent child's
physical skills, character development, teaching respect for adults and those in places
of power, developing a sense of belonging, partaking energetically in family and
community concerns, and comprehending, gaining, and helping the community's
cultural heritage.

I will also embrace the idea of Ubuntu, an African philosophy that is an important
quantity of human thriving in traditional African culture. Ubuntu is a very important
feature in the nation of Africa that emphasizes learning to gain knowledge that will apply
in all areas of life. In this regard, Ubuntu is a way of thinking about what it means to be
human and how we should act amongst each other in communities. Ubuntu is about
being human through others, and a child is raised by the village; this implies that a child
is the child of every adult in the community. Therefore, an elderly person can teach
children in the community ways of life such as survival and welfare. Learners will be
more respectful to one another if they are disciplined.

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SECTION 2: LESSON PLANNING

2.1 Design a lesson plan (25)

School: Russell Bungeni Secondary Date: 19 April 2023

Subject: Mathematics Grade:10
Lesson tittle: Simultaneous equations Duration: 60 minutes

Context: Simultaneous equations

Lesson aim:
The aim if for students to comprehend how arithmetic may be applied to real-world
issues. And to emphasise to students that a problem can have several equally valid
solutions.

Outcomes:
• Learners will be able to showcase different methods for solving many problems
at the same time.
• Learners will be able to comprehend the meaning "simultaneous equations"
• Learners will be able to establish the logical justification for adopting one
approach to a problem over another.
Learning aids:
• Textbook, chalks and duster
• Copies of how to Solve Simultaneous Equations
• Hard copies of the lesson quiz
• Compiled a list of simultaneous equations both with and without solutions.

Lesson content:
Knowledge (K): simultaneous equations
Skills (S): solving simultaneous equations and illustrating solutions on a number line
Values (V): appreciation

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Introduction: (5 minutes)
Greetings…

The teacher will examine the notion of solving an equation by writing it on the board.
The teacher will question the learners’ students to graph linear equation on the board
which is straightforward (x, y) by applying:
The slope/intercept analysis
Replacement of values chart
Learners will come forward to display their solution on the chalkboard. Afterward the
teacher will give learner a specific x-value and learners will have to find the y-value.
The teacher will discuss with the learners if the above activity is difficult or not, and will
they be able to find solutions of two problem at once. The teacher will ask learners if
solving two problems at once would be more challenging than focusing on just one. The
teacher will the announce that the scenario will be the topic of today called
“simultaneously equation.”

Teacher activities: Learner activities:

Phase 1: (20 minutes)

The teacher will write down and explain the steps Learner pays attention to the
to follow when solving simultaneously equations in teacher and takes notes.
various methods
Method 1 Solving by substitution
Step 1: Make y the subject of the first equation
Step 2: Substitute into the second equation and
simplify
Step 3: Factorise the equation
Step 4: Substitute the X-values back into the first
equation to determine the corresponding y-values

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Step 5: Check that the two points satisfy both
original equations
Step 6: Write the final answer

Method 2 Solving by elimination

Step 1: Make y the subject of the second equation.

Step 2: Equate the two equations and solve for x

Step 3: Substitute the x-values back into the

second equation to calculate the corresponding y-
values.

Step 4: Check that the two points satisfy both

original equations

Step 5: Write the final answer

Method 3: Solving graphically

Step 1: Make y the subject of both equations

Step 2: Draw the straight-line graph and parabola

on the same system of axes

Step 3: Determine where the two graphs intersect

Step 4: Check that the two points satisfy both

original equations

Step 5: Write the final answer

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Phase 2: (15 minutes)

The teacher will ask the learners to recall all

Leaners will respond to probing
methods that can be used to solve the
questions asked by the teacher
simultaneous equations.
during presentation.
• Solving by substitution
• Solving by elimination
• Solving graphically

The teacher will write equations on the board and

learners will pair to discuss the
ask the learners to discuss the solutions in pairs.
problems and find solutions with
the guide from the teacher
• 𝑦 − 2𝑥 = −4 𝑎𝑛𝑑 𝑥 2 + 𝑦 = 4
• 𝑥 2 + 𝑦 = 10 𝑎𝑛𝑑 3𝑥 − 𝑦 + 6
• 𝐴 + 𝐵 = 4 𝑎𝑛𝑑 𝐵 + 𝐶 = 5
• 2𝑥 − 𝑦 = 4 𝑎𝑛𝑑 3𝑥 + 𝑦 = 11

The teacher will pick up randomly a learner to put

Students will put up their hands to
the solutions on the board.
be picked up and picked up to
write the solution on the board. `

Closure: (5 minutes)
The teacher will ask students if they have any questions on the subject being covered
and recall what they have learned again. Students will be asked to summarize the
procedures and complete an additional example in order to apply the knowledge in a
new context or generate deductions.

After the teacher will hand out the lesson quiz pertaining 5 questions which the learners
will have to answer.

Method of teaching: teacher-centered, class discussion, questions and answers.

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Assessment of the learner: (10 minutes)
The teacher will assign exercise to the students and grade their workbooks.

Exercise

1. 2x + 4y = 14 and 4x − 4y = 4
2. 6a + b = 18 and 4a + b = 14
3. 3h + 2i = 8 and 2h + 5i = −2

Feedback: (5 minutes)

The teacher will mark the activities with learners explaining the steps involved in solving
each question and also allow learners to explain how they accomplished the problems
on the given activity

Learners will also be given homework to complete at home to determine their strengths
and areas in which they need more practice.
Homework

1. 2x +3y = 13 and 2x + y= 7
2. 3x + 3y = 18 and 5x + 5y = 28
3. 4x – y = 8 and 6x + y = 22

Lesson evaluation: the teacher will complete the evaluation after the lesson has been
taught. It is a time for the teacher to reflect on the lesson. What were the strengths of
the lesson. What worked well? What were problem areas? How could the teacher
improve the lesson? What could the teacher do differently if they were to teach it again?
What is an alternate way to present the same material?

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2.2 In your view, what problems are likely to occur during teaching and learning if a
lesson has been poorly planned? (10)

• the lesson might take longer to be concluded or shorter leaving the teachers
learners with nothing to do within that duration of the lessons
• learners are likely to lose concentration when they are struggling to keep pace
with the content. This will lead to learners start making noise and cause
disruption during the lessons
• objectives at the end of the lesson might not be met
• learners will struggle to connect with the teacher.
• The teacher might lose control of the class since they might not know what the
next phase or activity is following. This may lead to teacher and learners time
being wasted.
• Both teaching and learning will be of low standard. Learners may not recall what
they have learnt in the following day.

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

It is vital to reflect, as it enables the teacher to think about the lesson presentation from
different perspectives. The teacher gets to reflect on how the learners felt about the
lesson, whether they found it interesting and stimulating, and foremost, whether they
have learned anything. Teachers also get to consider what went wrong and what went
well, and by doing so, they are able to improve their teaching skills. Reflection after a
lesson presentation permits the teacher to make changes and react to the topics.
Reflection becomes more beneficial to the teacher as they become more mindful of their
underlying expectations and beliefs regarding teaching and learning. Also, enable the
teacher to foster a supportive learning environment. Through reflection, teachers get to
ask themselves what they could improve if they were to teach the lesson again.

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SECTION 3: INSTRUCTION

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

1. Training
Teach job-related skills to the learners based on their capabilities. Often the skills
will be used almost immediately.

2. Teaching
Form small groups of similar interests, learning styles, or even mixed groupings
of abilities.

3. Facilitating
Provide learners with the required resources, information, and guidance to
complete the tasks. Provide learners with a variety of resources to cater to their
needs while delivering the same instruction.

4. Tutoring
Group learners based on their level of understanding and assist them
individually. Allow peer tutoring to occur to enable those who understand
instructions clearly to help others who are still struggling.

5. Mentoring
The teacher offers adjustments to all the learners in the classroom, considering
that the changes that the students often need are made available to them rather
than just those with an Individualized Education Plan (IEP) or a 504 plan.

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

• Permissive style.
In a permissive style, there is very little control and little student involvement. In a
permissive teaching style, learners basically do what they want in the classroom
because the teacher has few or no rules. They only consider what the learners are
capable of, their requirements, and their personalities when choosing the subject
matter and its strategies.

• Democratic style

In democratic instruction, the teacher is the specialist and makes use of teaching
approaches that reflect equality, understanding, and respect for the students. The
democratic teacher is one who is flexible with classroom arrangement. They allow
learners to make decisions concerning classrooms norms and rules. Such teachers
acknowledge that learners are distinctive individuals and that they can add valuable
input to their learning. In a democratic classroom, instead of embarrassing and
criticizing learners, teachers attempt to set an ideal example for their learners.

• Authoritative style

This style enables the teacher to not allow learners much input into the lesson; they
are there to receive knowledge and to follow instructions. Teachers have a high level
of control over their classrooms and a high level of student involvement. Even
though authoritative teachers are firm, they provide fairness. They established rules
and steadily implemented them, but they also valued their students’ input. If a
student has feedback concerning class rules or ideas to improve the learning
environment, the teacher will kindly take the suggestions and make changes as they
see fit.

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DECLARATION

Student number: 57840984

Declaration:

I MASWANGANYE MILLICENT (student number 57849084) declare that the work

provided in this assignment is solely my own work. Any information taken from
external sources has been referenced in my bibliography. I declare that no
plagiarism has taken place in the compiling of my assignment.

Module name: ISC3701

Assignment 02

Date: 03 May 2023

Signed: M Maswanganye

REFERENCE

Only study guide for ISC3701 Instructional studies in context

https://hbr.org/2017/03/6-things-every-mentor-should-do . Accessed 05 may 2023

Rriceño V., Gabriela. (2019). Behaviorism. Accessed on 27 April, 2023, de

Euston96: https://www.euston96.com/en/behaviorism/

https://www.wgu.edu/blog/what-constructivism2005.html. Accessed 01 May 2023

https://www.findresources.co.uk/the-syndromes/rubinstein-taybi-syndrome/cognitive-
characteristics, accessed 30 April 2023

https://www.simplypsychology.org/behaviorism Accessed 24 April 2023

https://study.com/academy/lesson/permissive-approach-to-classroom-management.html. 02
March 2023

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