How to prepare for your examination paper
QUESTION 1 (10) match the explanation in column B with the concept in column A.
Overview of textbook (The exam might have questions similar to theses)
Column A Column B
(a) Grades 4, 5, 6 Intermediate Phase
(b) Manifesto on Values Ten fundamental values of the Constitution
(c) FET Policy CAPS principles from Grade 1012
(d) Learning programme developer Seven roles of the educator
(e) Social transformation Equal educational opportunities
(f) Phase planning Three grades planned simultaneously
(g) Subjects This has replaced learning areas
(h) Inclusive education Audio aids for the visually impaired
(i) Lesson planning Individual educator plan for a period
(j) SWOT analysis Strategic planning in a school
QUESTION 2 (10) Fill in the missing word.
Teaching strategies are important for successful teaching and learning.
Only write the missing word next to the number.
2.1 Problem-solving can be very successfully combined with discussion as a teaching strategy. In
order to benefit from this combination, learners should be encouraged to explain to each other how
they see the problem, how they feel about it, and how they will solve it.
2.2 The following extracts are characteristics of exchange knowledge discussion as a teaching
strategy “Encourage group members to answer their classmate’s questions or comment on them.”
“This also ensures that you are not regarded as the only source of information and some sort of
authoritarian figure: Members exchange knowledge and understanding.” (Page 41)
2.3Simulation is characterised by the following: (Page 39)
It must have genuineness of function.
Participants must not pretend or invent.
Participants must step inside the role they have accepted and act accordingly.
2.4 During discovery sessions, educators should maintain a fine balance; this is because they have
to keep the learners on the right path while at the same time allowing them to decipher the matter on
their own. Existing knowledge is applied to a new or unknown situation in order to acquire new
knowledge.
2.5 Micro learning is a theory of instructional design that suggests that people learn more
effectively if information is delivered in small units that are easy to understand and apply. (Page 42)
2.6 Henson (2004:15) Scaffolding refers to the ability of learners to question their own
understanding, and compare their version of the truth with that of the teacher and fellow learners, in
order to arrive at a new level of understanding.
2.7 A formal education programme in which a student learns at least in part through the delivery of
content and instruction via digital and online media is called M-learning teaching strategy. (Page
41)
2.8 Environmental and social structures have a great influence on the interpretation of content and
construction of meaning – especially where learners have limited experience and existing
knowledge. This strategy is called Scaffolding.
2.9 This Interaction is a means to knowledge building and encompasses foundational learning, sub
skills and socio-cognitive dynamics. (Page 39)
2.10 The interaction (Scaffolding) involves making a collective inquiry into a specific topic, and
coming to a deeper understanding through interactive questioning, dialogue and the continuous
improvement of ideas. (Page 39)
[10]
Possible topics :( The exam might have questions exacted from these discussions)
1|Page
, Teaching strategies
Cognitive Guided Instruction (CGI)
1. CGI is a strategy for implementing language and listening and language in teaching as a social
construct.
2. Learners are able to solve problems without direct instruction
3. Learners rather draw on informal knowledge of everyday situations and through dialogue
4. Good approach for teaching Mathematics, whereby teacher and learners explore maths problems
and then share their different problem solving strategies in an open dialogue
5. Teachers must take care not to let their knowledge and beliefs influence their instructional
practice
Best Time to Use
It is best to use cognitively guided instruction when critical thinking is required. Learners need to
have experience and knowledge of the subject matter and be confident enough to take part actively.
Advantages
This strategy helps to develop learners' insight into the problem. It allows learners to recognize
different approaches towards solving problems and the value of sharing experiences and different
perspectives.
Disadvantages
Quiet learners can "hide" by not taking part. We cannot use this strategy when learners are not well
prepared or do not have adequate prior knowledge. It can also be a real problem when a few
learners dominate the cognitively guided instruction, while the majority of the learners are excluded
and do not gain from it.
Scaffolding
Scaffolding is the process of creating a framework around prior experience to assist learners to build
new knowledge.
Best Time to Use
It is best to use scaffolding when learners have personal, social or academic obstacles to learning.
Advantages
The educator can gradually guide the learners and build confidence and motivation. Scaffolding uses
teacher guidance and peer support and encourage interaction and collaboration.
Disadvantages
In the case of the over simplification of tasks, learners will not reach the educational objectives. The
differing opinions of learners could require teacher intervention. Language and socio-economic
problems, attitudes and low levels of motivation might be problematic.
Examples
Questioning, collective enquiry into a topic and dialogue
Simulation
Simulation is the controlled re-enactment or imitation of situations using technology and includes real-life
Best Time to Use
It is best to use simulation to demonstrate real-life situations to learners
Advantages
The method helps learners to experience real-life situations without the possibility of serious
repercussions. Learners can experiment and find solutions in a safe manner – true to life. The educator
can get learners emotionally involved in a situation in an interactive and enjoyable way.
Disadvantages
The method takes a lot of time, and learners can get over emotional and involved in imaginary situations.
Examples
Computer-aided simulation and role-play
Problem solving
Problem solving allows learners to build skills such as self-management and teaches them to approach
problems in a balanced way.
Best Time to Use
It is best to use problem solving when learners have a clear understanding of the subject related to the
problem, are motivated to learn and have acquired a measure of problem-solving ability.
Advantages
2|Page
QUESTION 1 (10) match the explanation in column B with the concept in column A.
Overview of textbook (The exam might have questions similar to theses)
Column A Column B
(a) Grades 4, 5, 6 Intermediate Phase
(b) Manifesto on Values Ten fundamental values of the Constitution
(c) FET Policy CAPS principles from Grade 1012
(d) Learning programme developer Seven roles of the educator
(e) Social transformation Equal educational opportunities
(f) Phase planning Three grades planned simultaneously
(g) Subjects This has replaced learning areas
(h) Inclusive education Audio aids for the visually impaired
(i) Lesson planning Individual educator plan for a period
(j) SWOT analysis Strategic planning in a school
QUESTION 2 (10) Fill in the missing word.
Teaching strategies are important for successful teaching and learning.
Only write the missing word next to the number.
2.1 Problem-solving can be very successfully combined with discussion as a teaching strategy. In
order to benefit from this combination, learners should be encouraged to explain to each other how
they see the problem, how they feel about it, and how they will solve it.
2.2 The following extracts are characteristics of exchange knowledge discussion as a teaching
strategy “Encourage group members to answer their classmate’s questions or comment on them.”
“This also ensures that you are not regarded as the only source of information and some sort of
authoritarian figure: Members exchange knowledge and understanding.” (Page 41)
2.3Simulation is characterised by the following: (Page 39)
It must have genuineness of function.
Participants must not pretend or invent.
Participants must step inside the role they have accepted and act accordingly.
2.4 During discovery sessions, educators should maintain a fine balance; this is because they have
to keep the learners on the right path while at the same time allowing them to decipher the matter on
their own. Existing knowledge is applied to a new or unknown situation in order to acquire new
knowledge.
2.5 Micro learning is a theory of instructional design that suggests that people learn more
effectively if information is delivered in small units that are easy to understand and apply. (Page 42)
2.6 Henson (2004:15) Scaffolding refers to the ability of learners to question their own
understanding, and compare their version of the truth with that of the teacher and fellow learners, in
order to arrive at a new level of understanding.
2.7 A formal education programme in which a student learns at least in part through the delivery of
content and instruction via digital and online media is called M-learning teaching strategy. (Page
41)
2.8 Environmental and social structures have a great influence on the interpretation of content and
construction of meaning – especially where learners have limited experience and existing
knowledge. This strategy is called Scaffolding.
2.9 This Interaction is a means to knowledge building and encompasses foundational learning, sub
skills and socio-cognitive dynamics. (Page 39)
2.10 The interaction (Scaffolding) involves making a collective inquiry into a specific topic, and
coming to a deeper understanding through interactive questioning, dialogue and the continuous
improvement of ideas. (Page 39)
[10]
Possible topics :( The exam might have questions exacted from these discussions)
1|Page
, Teaching strategies
Cognitive Guided Instruction (CGI)
1. CGI is a strategy for implementing language and listening and language in teaching as a social
construct.
2. Learners are able to solve problems without direct instruction
3. Learners rather draw on informal knowledge of everyday situations and through dialogue
4. Good approach for teaching Mathematics, whereby teacher and learners explore maths problems
and then share their different problem solving strategies in an open dialogue
5. Teachers must take care not to let their knowledge and beliefs influence their instructional
practice
Best Time to Use
It is best to use cognitively guided instruction when critical thinking is required. Learners need to
have experience and knowledge of the subject matter and be confident enough to take part actively.
Advantages
This strategy helps to develop learners' insight into the problem. It allows learners to recognize
different approaches towards solving problems and the value of sharing experiences and different
perspectives.
Disadvantages
Quiet learners can "hide" by not taking part. We cannot use this strategy when learners are not well
prepared or do not have adequate prior knowledge. It can also be a real problem when a few
learners dominate the cognitively guided instruction, while the majority of the learners are excluded
and do not gain from it.
Scaffolding
Scaffolding is the process of creating a framework around prior experience to assist learners to build
new knowledge.
Best Time to Use
It is best to use scaffolding when learners have personal, social or academic obstacles to learning.
Advantages
The educator can gradually guide the learners and build confidence and motivation. Scaffolding uses
teacher guidance and peer support and encourage interaction and collaboration.
Disadvantages
In the case of the over simplification of tasks, learners will not reach the educational objectives. The
differing opinions of learners could require teacher intervention. Language and socio-economic
problems, attitudes and low levels of motivation might be problematic.
Examples
Questioning, collective enquiry into a topic and dialogue
Simulation
Simulation is the controlled re-enactment or imitation of situations using technology and includes real-life
Best Time to Use
It is best to use simulation to demonstrate real-life situations to learners
Advantages
The method helps learners to experience real-life situations without the possibility of serious
repercussions. Learners can experiment and find solutions in a safe manner – true to life. The educator
can get learners emotionally involved in a situation in an interactive and enjoyable way.
Disadvantages
The method takes a lot of time, and learners can get over emotional and involved in imaginary situations.
Examples
Computer-aided simulation and role-play
Problem solving
Problem solving allows learners to build skills such as self-management and teaches them to approach
problems in a balanced way.
Best Time to Use
It is best to use problem solving when learners have a clear understanding of the subject related to the
problem, are motivated to learn and have acquired a measure of problem-solving ability.
Advantages
2|Page
