INC3701 – EXAM NOTES
https://tinyurl.com/CEDUOCTNOV21
Define the following concepts
Role play
Role playing is a learning method that permits learners to instantly apply
substance as they are put within the role of a choice maker who have to make
a choice about an arrangement, asset allocation, or different results. Role play
activities provide learners with the chance to accept the role of an individual or
act out a given circumstance. These parts can be demonstrated by a single
learner, in sets, or in groups which can act out a more difficult situation.
Ubuntu
Ubuntu is considered as crucial to all African standards. It is essential to the
African values of humanism or human self-respect. A human being discovers
proper expression through his or her connections with other human beings.
This joins the individual to the group.
Segregation
This method of inclusion means students who have related educational or
social necessities are positioned together in a classroom that is dispersed
from the consistent classrooms but within the same school. The special
education educator takes accountability for teaching all the subjects. The
challenge is that it bounds chances for: learning from others with an extensive
variety of capabilities and skills; social relations; and everyone being capable
to experience usual diversity.
Integration
Integration is a model of inclusion that strives to make students with major
learning barriers part of the consistent classroom; they learn together with
their peers without major learning barriers. Separate special teaching
programmes are put in place for these students.
Mainstream
Mainstreaming consist of placing students with major learning barriers in a
special teaching class for some of the time, and collaborate them with their
peers without major education barriers for some of the time.
Full inclusion
The significant model of full inclusion is that normal schools should provide for
all students, nonetheless of their dissimilarities: social; traditional; emotional;
physical; bodily; intellectual; language; sexual category; sexuality or else. Full
inclusion is about generating chances for all students to benefit from this
mixture and learn from each other.
,Name FOUR advantages of multiple intelligences.
• Makes the curriculum more comprehensible to students.
• Encourages students to learn more efficiently.
• Improves students’ connection with what they are learning.
• Inspires students and educators to enjoy a more dynamic learning
method.
Name EIGHT learning strengths
• Healthy
• Practical
• Organised
• Imaginative
• Considerate
• Cautious
• Friendly
• Skilled
Differentiate between human rights education and a rights-based approach to
education.
Human rights policies in education aim to:
• Promote, respect and protect the universal right of all children to inclusive,
quality education
• Recognise that every learner and teacher is free to explore, discover,
develop and express their potential, with dignity, with equal opportunity
and without discrimination.
• Human rights education: teaching learners about human rights
• A rights-based approach to education: placing human rights at the centre
of all teaching.
Select any three of Gardener’s intelligences and design a lesson that
demonstrates how you would accommodate learners with different strengths
in your classroom
• Logical-mathematical: How can I include the use of numbers,
classification, critical thinking and calculations?
• Spatial: How can I include pictures and diagrams, colours, art or graphs?
• Intrapersonal: How can I include private learning time and choice?
, • Interpersonal: How can I include group work, peer sharing and
discussions?
• Bodily-kinaesthetic: How can I include movement, practical apparatus,
drama or arts and crafts?
• Musical: How can I include music, sounds, rhyme, rhythms and dance?
• Verbal-linguistic: How can I include reading, writing and speaking?
Lesson planning
General information
School: Hoërskool Oos-Moot Subject: Business Studies
Duration of lesson:37 minutes.
Grade: 9
Topic: Economic Systems
Date: 6 February 2020
Resources available at school (very good, sufficient, limited) Very good
Number of learners in class: 26
Other important information:
There is more than enough seating available for all learners.
Lesson aim (as a teacher, you want to teach):
The different sector.
The difference between each system.
The examples of the different economic systems.
Objectives/Outcomes
Learners will know the different sectors;
Learners will be able to identify the differences between the systems;
Learners will be able to know what each economic system is responsible for.
Learners will be able to identify the different problems which these systems need to solve.
What are your teaching strategies/methods/approaches?
Teacher-centred/teacher-learner approach
I will explain the work to the learners and they must provide feedback and ask questions.
Discussions and question and answers.
Group work.
, The introduction phase:
I will show the presentation on a slideshow and ask the learners to open their textbook on the
specific page and provide them with an overview on the topic.
How long will this take? 5 minutes.
Questions you will ask:
Who can tell me something about the economic systems?
What different sectors do we get?
The main part of the lesson Learner activity (What will the learners do
Activity 1 How long will this take? 5-7 and say?)
minutes
The learners will provide examples of the
Teacher activity (What will you do and say?) different sectors. In this way I can see
whether they understand this concept or not.
I will explain the different sectors to them and
what each sector entails.
Questions you will ask
Is the planned economy managed by the
government or by private people?
Who manages the market economy?
The main part of the lesson Learner activity (What will the learners do
Activity 2 How long will this take? 10 and say?)
minutes
The learners will have to listen and ask
Teacher activity (What will you do and say?) questions about the topic which I will answer.
I will give everyone an opportunity to ask
questions.
I will explain how economic systems try to
solve the problems.
Questions you will ask:
Learners explain to me what they think the
I will ask the learners to tell me what the problems are and tell me how we can solve it.
economic problems are.
The main part of the lesson Learner activity (What will the learners do
Activity 3 How long will this take? 8 and say?)
minutes
https://tinyurl.com/CEDUOCTNOV21
Define the following concepts
Role play
Role playing is a learning method that permits learners to instantly apply
substance as they are put within the role of a choice maker who have to make
a choice about an arrangement, asset allocation, or different results. Role play
activities provide learners with the chance to accept the role of an individual or
act out a given circumstance. These parts can be demonstrated by a single
learner, in sets, or in groups which can act out a more difficult situation.
Ubuntu
Ubuntu is considered as crucial to all African standards. It is essential to the
African values of humanism or human self-respect. A human being discovers
proper expression through his or her connections with other human beings.
This joins the individual to the group.
Segregation
This method of inclusion means students who have related educational or
social necessities are positioned together in a classroom that is dispersed
from the consistent classrooms but within the same school. The special
education educator takes accountability for teaching all the subjects. The
challenge is that it bounds chances for: learning from others with an extensive
variety of capabilities and skills; social relations; and everyone being capable
to experience usual diversity.
Integration
Integration is a model of inclusion that strives to make students with major
learning barriers part of the consistent classroom; they learn together with
their peers without major learning barriers. Separate special teaching
programmes are put in place for these students.
Mainstream
Mainstreaming consist of placing students with major learning barriers in a
special teaching class for some of the time, and collaborate them with their
peers without major education barriers for some of the time.
Full inclusion
The significant model of full inclusion is that normal schools should provide for
all students, nonetheless of their dissimilarities: social; traditional; emotional;
physical; bodily; intellectual; language; sexual category; sexuality or else. Full
inclusion is about generating chances for all students to benefit from this
mixture and learn from each other.
,Name FOUR advantages of multiple intelligences.
• Makes the curriculum more comprehensible to students.
• Encourages students to learn more efficiently.
• Improves students’ connection with what they are learning.
• Inspires students and educators to enjoy a more dynamic learning
method.
Name EIGHT learning strengths
• Healthy
• Practical
• Organised
• Imaginative
• Considerate
• Cautious
• Friendly
• Skilled
Differentiate between human rights education and a rights-based approach to
education.
Human rights policies in education aim to:
• Promote, respect and protect the universal right of all children to inclusive,
quality education
• Recognise that every learner and teacher is free to explore, discover,
develop and express their potential, with dignity, with equal opportunity
and without discrimination.
• Human rights education: teaching learners about human rights
• A rights-based approach to education: placing human rights at the centre
of all teaching.
Select any three of Gardener’s intelligences and design a lesson that
demonstrates how you would accommodate learners with different strengths
in your classroom
• Logical-mathematical: How can I include the use of numbers,
classification, critical thinking and calculations?
• Spatial: How can I include pictures and diagrams, colours, art or graphs?
• Intrapersonal: How can I include private learning time and choice?
, • Interpersonal: How can I include group work, peer sharing and
discussions?
• Bodily-kinaesthetic: How can I include movement, practical apparatus,
drama or arts and crafts?
• Musical: How can I include music, sounds, rhyme, rhythms and dance?
• Verbal-linguistic: How can I include reading, writing and speaking?
Lesson planning
General information
School: Hoërskool Oos-Moot Subject: Business Studies
Duration of lesson:37 minutes.
Grade: 9
Topic: Economic Systems
Date: 6 February 2020
Resources available at school (very good, sufficient, limited) Very good
Number of learners in class: 26
Other important information:
There is more than enough seating available for all learners.
Lesson aim (as a teacher, you want to teach):
The different sector.
The difference between each system.
The examples of the different economic systems.
Objectives/Outcomes
Learners will know the different sectors;
Learners will be able to identify the differences between the systems;
Learners will be able to know what each economic system is responsible for.
Learners will be able to identify the different problems which these systems need to solve.
What are your teaching strategies/methods/approaches?
Teacher-centred/teacher-learner approach
I will explain the work to the learners and they must provide feedback and ask questions.
Discussions and question and answers.
Group work.
, The introduction phase:
I will show the presentation on a slideshow and ask the learners to open their textbook on the
specific page and provide them with an overview on the topic.
How long will this take? 5 minutes.
Questions you will ask:
Who can tell me something about the economic systems?
What different sectors do we get?
The main part of the lesson Learner activity (What will the learners do
Activity 1 How long will this take? 5-7 and say?)
minutes
The learners will provide examples of the
Teacher activity (What will you do and say?) different sectors. In this way I can see
whether they understand this concept or not.
I will explain the different sectors to them and
what each sector entails.
Questions you will ask
Is the planned economy managed by the
government or by private people?
Who manages the market economy?
The main part of the lesson Learner activity (What will the learners do
Activity 2 How long will this take? 10 and say?)
minutes
The learners will have to listen and ask
Teacher activity (What will you do and say?) questions about the topic which I will answer.
I will give everyone an opportunity to ask
questions.
I will explain how economic systems try to
solve the problems.
Questions you will ask:
Learners explain to me what they think the
I will ask the learners to tell me what the problems are and tell me how we can solve it.
economic problems are.
The main part of the lesson Learner activity (What will the learners do
Activity 3 How long will this take? 8 and say?)
minutes
