STUDENT NUMBER: 41820797 SUBJECT: LADEMSJ ASSIGNMENT: 1 UNIQUE CODE: 820247 QUESTION 1 Firstly, I would ensure that the methods that I implement achieve the two primary objectives of cooperative learning, namely: • • To improve the learners’ skills and understanding of the subject being taught To develop the groups’ cooperative skills and an appreciation of the diversity amongst the learners in the classroom. The cooperative learning approach will help me cope with large classes and it enables learners to learn in a meaningful way. In my classroom I plan on implementing cooperative learning in the following ways: 1 • • • • • • • • Forming of learner groups Reminding learners of my expectation and how they are required to help one another to learn. Reminding learners of what they are going to learn and the rewarding learners - cooperative goal structure. Providing the learners with resources they might require. Making sure that I circulate around the classroom to observe and assist learners when needed. Monitoring the activities and learning. Taking notes of matters that will need to be dealt with once the group sessions are completed. Evaluating their achievements and helping them assess how well they have collaborated with one another. QUESTION 2 2.1 Thorough planning must be done when using problem-solving as a teaching strategy. Before deciding to use this type of teaching strategy the educator needs to be sure that it is the most appropriate method of achieving the learning outcomes. Problem Solving as a teaching strategy is used to challenge learners and give them a deeper understanding of the subject at hand, as well as a sense of responsibility for their own learning. As such one must be properly prepared to teach by using this strategy. Planning properly is necessary and Killen (1996:104) advises we do so as follows: • • State the outcomes of the learning– what you want the students to learn. Without the students understanding the result, they will struggle to approach the problem or solve it, as they won’t really understand what is expected of them. Develop a suitable problem which allows students to assess and use to achieve the learning outcomes. Usually these problems should be built around a key concept or principle. Finding a problem that enables meaningful learning is key to the learners’ development. 1 STUDENT NUMBER: 41820797 SUBJECT: LADEMSJ ASSIGNMENT: 1 UNIQUE CODE: 820247 • • • • Ensure that students have the necessary prior knowledge to solve the problem. If the learners do not have the necessary knowledge or skills to solve the problem, the teacher is setting them up for failure. Decide on the best way to motivate the students to solve the problem. If they are not sympathetic and have no desire to solve the problem, no learning will take place. The students should be eager to solve the problem. Teachers can ensure this by. Making the problem relatable and relevant to their lives and/or environment which may peak their interest and motivation. Identify the areas that may cause difficulty for students to solve the problem. Be aware that certain students may struggle more than others. Prepare strategies to help the students who don’t find the exercise as easy as others. Identify various strategies for problem solving before the learners embark on the exercise, so that during the task you can identify students using these strategies and encourage them for their diverse approach. 2.2 If we want to develop deeper insight and varying perspectives in our learners on certain subject matter, problem solving enables us to do so. Killen (1996:100) identifies the following most appropriate times to use problem solving as a teaching strategy: ✓ When you would rather have students gain a deep understanding of the subject matter, than simply remembering bits of the subject. ✓ To develop the students’ reasoning and thinking skills, encouraging them to analyse problems and apply their existing knowledge to solving those problems. ✓ To challenge students intellectually. ✓ To help them assess and respond appropriately to new situations. ✓ When students need to be encouraged to take greater responsibility for their own learning. ✓ To understand the relation between the subject matter and the real world. ✓ When the learning experience needs to be made interesting and varied. QUESTION 3 Assessment in the classroom should be both informal and formal. It is important that learners know what knowledge and skills are being assessed. To maximise the learning experience, feedback should be given to learners after assessment. Informal assessments (assessment for learning) is done on a daily basis as a means of monitoring of learners’ progress and ultimately enhancing their learning. Informal assessments are done through teacher observation and the teacher and learner interacting with one another - initiated by either teachers or learners. Informal or daily assessment may be as simple as observing learners during a lesson and/or discussing their progress with the learners. It should be used to provide feedback to the learners and teachers, as well as close the gaps in learners’ knowledge and skills. It is also a means of improving teaching. Informal assessment builds the foundation for formal assessment and teachers should not only focus on the formal assessment. 2 STUDENT NUMBER: 41820797 SUBJECT: LADEMSJ ASSIGNMENT: 1 UNIQUE CODE: 820247 2 Formal assessment (assessment of learning) provides teachers with a systematic way of evaluating how well learners are progressing in a particular subject and in a grade. Assessment criteria must be made very clear to the learners before the assessment process. This requires the teacher to properly explaining to the learners which knowledge and skills are going to be assessed and the required length of responses. Feedback must be given to the learners after assessment. E.G. A class discussion or teacher-learner interaction. Formal assessments are usually in the form of projects, oral presentations, demonstrations, performances, tests, examinations, practical demonstrations, etc. The types of assessment used should be age appropriate and take into consideration the developmental level of the learners in the phase. The assessment tasks should cover the content of the subject. The tasks must ensure that a variety of skills are assessed. The tasks that are used for formal assessment are recorded and used to decide whether a learner should progress or be promoted to the next grade. It is the responsibility of the teacher to record learner performance in all formal assessment tasks, but they are not required to record performance in informal or daily assessment tasks. However, if the teacher chooses to record performance in informal or daily assessment tasks, in order support the teaching and learning process, this is completely acceptable. The National Protocol for formal Assessment is made up of School-Based Assessment and Protocol Assessment tasks, including a final end-of-year exam in the FET and Training phase. School-Based Assessment and Practical Assessment Tasks consist of a number of methods which allow for learners to be assessed regularly during the school year. They also enable teachers to assess the learner’s skills that cannot be assessed in a written format, e.g. test or examination. Exams at year end provide reliable, valid and fair measures of the achievements of learners in the subjects offered from Grade 4 onwards. School-Based Assessment is a compulsory component for progression and promotion in all the different school phases. A Practical Assessment Task mark is a compulsory component of the final promotion mark for all candidates registered for certain National Senior Certificate subjects. 3 STUDENT NUMBER: 41820797 SUBJECT: LADEMSJ ASSIGNMENT: 1 UNIQUE CODE: 820247 QUESTION 4 GRADE 8 GRADE 9 FORMS Of ASSESSMENT TERM 1 TERM 2 TERM 3 TERM 4 Forms of TOTAL Forms of TOTAL Forms of TOTAL Forms of TOTAL Assessment MARKS Assessment MARKS Assessment MARKS Assessment MARKS Data 30 Project 50 Case Study 30 Final Exam 150 Response Controlled Test 50 Mid – Year Exam 75 Controlled Test 100 Assignment 50 10 Project 50 Controlled Test 100 Class Test / Data Response Mid-year Exam 100 Controlled Test 100 Final Exam 200 REFERENCES: 1. Rossouw, D. 2015 Learning Area Didactics 501 Tutorial Letter for LADEMSJ. Pretoria: University of South Africa. 2. South Africa. Department of Education. 2002. Overview. Revised national curriculum statement grades R9 (schools): policy: Economic and Management Sciences. Pretoria: Government Printer. 3. https://www.education.gov.za/Curriculum/NationalCurriculumStatementsGradesR12.aspx . (Accessed: 21 April 2019) 4. https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements(CAPS )/CAPS Senior.aspx (Accessed: 21 April 2019) 4 STUDENT NUMBER: 41820797 SUBJECT: LADEMSJ ASSIGNMENT: 1 UNIQUE CODE: 820247 Declaration: I, the undersigned, hereby declare that this is my own and personal work, except where the work(s) or publications of others have been acknowledged by means of reference techniques. Kerina Harikrishna Student Number: 41820797 Date: 23/04/2019 5 RESULTS Q1 = 8 3 Q2 = 20 Q3 = 12 Q4 = 20 -----------------------------Total = 60 / 60 (100%) COMMENTS 1 GOOD. 2 WELL DONE. 3 OUTSTANDING PERFORMANCE, WELL DONE.