BPT1501-21-S1-74T UNIQUE NUMBER: 340418 13381377
QUESTION 1
1. I would teach a grade 3 class, the subject being Life Skills and the topic being
cultures in South Africa. I would use 2 lessons of 30 minutes each.
Using a discussion-based strategy to teach this lesson would benefit diversity
in the classroom because students get to hear the points of view of other
students who may come from different cultures or backgrounds to themselves.
It also allows for students to have their opinions heard; they find it easier to
speak about their feelings than to try write them down (impersonal).
Students are more engaged. They are more likely to engage in the lesson and
listen to others actively when there is a discussion-based lesson.
It allows for teacher feedback. Teachers will get feedback from their students
about the content of the lesson, and this can be used to gauge how well
students understood the topic and if the lesson was presented effectively.
It promotes and improves speech. Students, without realising, are engaging in
public speaking during class discussions, this prepares students for the world
outside of school.
A discussion strategy may also pose a challenge in this lesson because
students who are shy miss out. This is because they will not want to engage in
this teaching strategy, meaning they will not take in any of the information.
Students may not want to voice their opinions out of fear of being judged by
their peers.
Discussion in the classroom is time consuming. The teacher may not realise
the time that has passed while deep in discussion which can lead to the teacher
and students falling behind in the curriculum slightly.
It is easy to get off topic. When the class gets off the intended topic, they fall
behind with their discussion and then must rush to finish and they waste
valuable class time.
Students can only have discussion if they have some basic knowledge about
the topic of the lesson. The students in the class must have basic knowledge
about the topic otherwise they will not be able to have a discussion, it will just
be the educator teaching.
Some students may dominate the discussion. Those students who are
comfortable with public speaking or have dominant personalities may start to
take over the discussion or interrupt others.
2. I could minimize the challenges mentioned above by encouraging the shy
students to at least give one of their opinions at the start of the lesson so that it
is over, and they have no anxiety throughout the rest of the lesson, and they
can focus.
Page 1|5
, BPT1501-21-S1-74T UNIQUE NUMBER: 340418 13381377
I would give each student one minute at the most for each student to give their
opinion on any question posed, this gives better time management and possibly
allows for more time at the end of the lesson for more in-depth discussion
without a time limit.
To avoid getting off topic I would instantly shut down answers that have nothing
to do with the topic, instead of waiting for the student to first finish their story
and then tell the other students not to talk off topic. This ensures that time is
used effectively, and classroom management is effective.
To avoid students having little to no basic understanding of the topic, I would
ask the students a while in advice if they knew about the topic and if they do
not, I would ensure that I drop hints and encourage students to do research so
that when the time come for the lesson, they will have a basic understanding.
To minimize or completely avoid certain students dominating the discussion, I
would ask each student a different question and then only let one or two other
students comment after that to give everyone a chance.
QUESTION 2
1. To cater for the diverse needs of the learners in the class while presenting the
above-mentioned lesson, I would use the following elements during my
discussion:
Visual learning. I would use visuals from books, newspaper articles and from
the internet as part of the teaching process. This will ensure that students who
learn better through using visuals will find this lesson easier to understand. This
encourages students to look for images, patterns or words which may be helpful
with other subjects such as Science or Biology.
Learning mediation. This means that the teacher encourages thinking rather
than asking questions. This teaches the students about thinking for themselves
and deeper thinking, which will help in this lesson and in other parts of the
curriculum.
Support all academic levels. I would ask questions at different thinking levels to
ensure that all students have a chance to answer confidently, without fear of
getting every question wrong. This gives students confidence to participate in
class activities such as group work and discussions.
Kinaesthetic learning. I will ask children to stand up if they have questions and
those who have the answers to those questions will stand up and one by one
as the discussion continues everyone will be seated again. This allows for
Page 2|5
QUESTION 1
1. I would teach a grade 3 class, the subject being Life Skills and the topic being
cultures in South Africa. I would use 2 lessons of 30 minutes each.
Using a discussion-based strategy to teach this lesson would benefit diversity
in the classroom because students get to hear the points of view of other
students who may come from different cultures or backgrounds to themselves.
It also allows for students to have their opinions heard; they find it easier to
speak about their feelings than to try write them down (impersonal).
Students are more engaged. They are more likely to engage in the lesson and
listen to others actively when there is a discussion-based lesson.
It allows for teacher feedback. Teachers will get feedback from their students
about the content of the lesson, and this can be used to gauge how well
students understood the topic and if the lesson was presented effectively.
It promotes and improves speech. Students, without realising, are engaging in
public speaking during class discussions, this prepares students for the world
outside of school.
A discussion strategy may also pose a challenge in this lesson because
students who are shy miss out. This is because they will not want to engage in
this teaching strategy, meaning they will not take in any of the information.
Students may not want to voice their opinions out of fear of being judged by
their peers.
Discussion in the classroom is time consuming. The teacher may not realise
the time that has passed while deep in discussion which can lead to the teacher
and students falling behind in the curriculum slightly.
It is easy to get off topic. When the class gets off the intended topic, they fall
behind with their discussion and then must rush to finish and they waste
valuable class time.
Students can only have discussion if they have some basic knowledge about
the topic of the lesson. The students in the class must have basic knowledge
about the topic otherwise they will not be able to have a discussion, it will just
be the educator teaching.
Some students may dominate the discussion. Those students who are
comfortable with public speaking or have dominant personalities may start to
take over the discussion or interrupt others.
2. I could minimize the challenges mentioned above by encouraging the shy
students to at least give one of their opinions at the start of the lesson so that it
is over, and they have no anxiety throughout the rest of the lesson, and they
can focus.
Page 1|5
, BPT1501-21-S1-74T UNIQUE NUMBER: 340418 13381377
I would give each student one minute at the most for each student to give their
opinion on any question posed, this gives better time management and possibly
allows for more time at the end of the lesson for more in-depth discussion
without a time limit.
To avoid getting off topic I would instantly shut down answers that have nothing
to do with the topic, instead of waiting for the student to first finish their story
and then tell the other students not to talk off topic. This ensures that time is
used effectively, and classroom management is effective.
To avoid students having little to no basic understanding of the topic, I would
ask the students a while in advice if they knew about the topic and if they do
not, I would ensure that I drop hints and encourage students to do research so
that when the time come for the lesson, they will have a basic understanding.
To minimize or completely avoid certain students dominating the discussion, I
would ask each student a different question and then only let one or two other
students comment after that to give everyone a chance.
QUESTION 2
1. To cater for the diverse needs of the learners in the class while presenting the
above-mentioned lesson, I would use the following elements during my
discussion:
Visual learning. I would use visuals from books, newspaper articles and from
the internet as part of the teaching process. This will ensure that students who
learn better through using visuals will find this lesson easier to understand. This
encourages students to look for images, patterns or words which may be helpful
with other subjects such as Science or Biology.
Learning mediation. This means that the teacher encourages thinking rather
than asking questions. This teaches the students about thinking for themselves
and deeper thinking, which will help in this lesson and in other parts of the
curriculum.
Support all academic levels. I would ask questions at different thinking levels to
ensure that all students have a chance to answer confidently, without fear of
getting every question wrong. This gives students confidence to participate in
class activities such as group work and discussions.
Kinaesthetic learning. I will ask children to stand up if they have questions and
those who have the answers to those questions will stand up and one by one
as the discussion continues everyone will be seated again. This allows for
Page 2|5
