NAME AND SURNAME: CECILIA T.

CHAWONZA

STUDENT NUMBER: 49400436

MODULE NAME: ISC3701

ASSIGNMENT NUMBER: 02

UNIQUE NUMBER: 792517

QUESTION 1

Both teaching and instruction go hand in hand together, but are at times confusing
since they are almost similar in meaning. Teaching is explaining how something is
done while instruction is telling how something is done. Teaching is more complex as
it involves different techniques, strategies, and approaches that will facilitate
learning. Instruction is not as complex as teaching. Instruction is simply giving
direction. You instruct someone on what to do and how to do it. For example, a
teacher giving instruction on how to do a science experiment.

QUESTION 2

Good teaching is as much about passion as it is about reason. It’s about

motivating students not only to learn, but teaching them how to learn, and doing
so in a manner that is relevant, meaningful and memorable. It’s about caring for
your skill, having a passion for it and conveying that passion to your students.

QUESTION 3

Effective teaching involves making good decisions to help students learn. Decision
making involves giving consideration to a matter, identifying the desired end result,
determining the options to get to the end result, and then selecting the most suitable
option to achieve the desired purpose. One of the examples is behaviour
management - how will we address unwanted behaviour and reinforce positive
behaviour in a classroom.

QUESTION 4

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.

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Teachers should have understanding of African perspective as it offers a discourse
to address the continent's many problems.

QUESTION 5

Applying the philosophy of ubuntu - Practising ubuntu will demand that the students
articulate their willingness to engage with one another in an atmosphere of openness
without insulting or discrediting another’s point of view. This will encourage them to
remain dignified and respectful towards one another in any
educational encounter.

QUESTION 6

Teaching Example of a subject Reason for using the Reasons for NOT
Strategy and topic where this strategy using this
works well strategy
Role play Subject: Life Skills Role play teaching strategy Some learners
(Foundation Phase) motivate and engages are embarrassed
learners. and shy to act out
Topic: Why you It provides real-world a part in a
should not talk to scenarios to help learners dramatic fashion.
strangers learn. They learn skills This will cause
used in real world the role-playing
situations eg. What to do situation to be
when a stranger calls you awkward and
to show him where he can somewhat
buy bread. uninteresting
because one
or more student
will not be able to
participate.
Small group work Subject: English Small group work teaching When working in
strategy encourages a group it is
Topic: Debate: student to vocalise and common for
Should mobile discuss their views and students to go
devices be banned understanding off-topic
at schools? especially in a
task that involves
discussions.
Some students
might feel that
one member is
not active in the
group and hence
failing the whole
group.

Case Study Subject: English It simplifies complex Inaccurate or

concepts and allows incomplete

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 Topic: Newspaper students to engage actively answers may be
Article; The green in figuring out the principles given as a result
Fund: Zimele to by abstracting from of enormous
manage R100m examples. amount of
Green Fund. information at
hand.

7. Direct instruction is where a teacher uses explicit teaching techniques to teach a

specific skill to students.

Experience as: Positive Negative

Learner Allows a learner to learn in his The students are not divided into
or her own pace. It keeps groups therefore cannot learn
students engaged in the lesson. from each other. There are no
Lastly, it helps a learner to experiments done during a
improve academically. lesson so that learners can
observe and record their
findings. Lastly, there is very little
student participation involved
during the lesson.

Teacher The positive experiences of The negative experiences

direct instruction include; the include; it limits the teacher's
teacher can be able to cover the ability to improvise while
curriculum and finish it in time. teaching because it follows a
Also, the teacher controls what step by step procedure. It is also
is learnt in class, the timing of disastrous if a teacher does not
the lesson and its easier to prepare well for the lesson.
monitor the students.

8.1 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 (Seels & Glasgow
1998:13). 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 (Seels & Glasgow 1998:13).
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.

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 Analyse
needs
Evaluate
and revise
Design
instruction

Implement
instruction Develop
materials

8.2 The ID4T model

Carr-Chellman (2016:3) proposes the ID4T model, excludes the analysis of needs
and reformulates the remaining four steps in the following way (Carr-Chellman
2016:10):

1. Write instructional goals – this is where you write the aim of the lesson in the form
of a fairly short sentence.

2. Write learning objectives – this is where you state what the learners will do/say/
demonstrate to show you that they are achieving the goal. There may be several
learning objectives in a single lesson.

3. 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.

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.)

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

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place, and includes learner assessment.

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

8.3 Learning outcomes are user-friendly statements that tell students what they will
be able to do at the end of a period of time.

8.4 Learning outcomes are the cornerstones of lesson design and assessment, and
help students focus on what is important.

QUESTION 9

If I were the principal of a school/college I would choose Gagne’s nine learning

events model to prescribe for teachers to use in their lesson planning.

The advantages of Gagne’s nine learning events are:

I plan to teach at a TVET College when I finish my degree. Teaching large numbers
of students can be a challenge for both teachers and students. Applying Gagne's
nine-step model is an excellent way to ensure an effective and a step-by-step
learning program as it gives structure to the lesson plans and a full view to the
teaching. Each step addresses a form of communication that supports the learning
process. When each step is completed, learners are more likely to be engaged and
to retain the information on skills they are being taught. The steps give teachers an
outline to use before performing training or teaching activities.

REFRENCE

Bak, N, Behardien, E, Morrow, W & Pendleberry, S. 2010 Working classrooms:

teaching,timeandspace.Braamfontein:SAIDE.https://www.oerafrica.org/sites/default/fi
les/Working%20in%20Classrooms_section%205.pdf.

Carr-Chellman, AA. 2016. Instructional design for teachers: improving classroom

practice.2nd edition. New York: Routledge.

Seels, B. & Glasgow, Z. 1998. Making instructional design decisions. 2nd edition.
New Jersey: Prentice-Hall.