,QUESTION 1: MATCHING
Match the explanation in column B with the concept in column A. Write down only the
correct number next to the letter, for example: (a) 21.
Column A Column B
(a) Curriculum as plan 1. Includes all opportunities for learning in a historical perspective
and socio-political context.
(b) Teaching approach 2. Refers to ‘teaching not spelt out - to develop
attitude and skills.
(c) Stenhouse’s model 3. 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.
(d) The ‘broader ‘definition of 4. Shapes the boundaries of teaching and provides the
curriculum is a more inclusive minimum knowledge, skills, and values important
for concept learners and society.
(e) ‘Covert’ curriculum 5. Seven roles of the educator.
6. A thorough or dramatic change.
(f) Enhancing critical thinking 7. Learner modifies adjectives and adverbs.
8. It can either be teacher-centred or learner- centred.
(g) Transformation 9. Obtain knowledge and develop cooperative skills.
, (h) Africanisation 10. Direct and specific regulations regarding practical and
workintegrated learning structures, liaison, supervision, and mentoring.
11. Provides a structure in which to categorise instructional
(teaching) outcomes and assessment
(i) Learning mediator 12. Reflects our common legacy, history, and
postcolonial experience.
13. Understanding and criteria are central to the process.
(j) Policy on Minimum 14. Implementing language and listening in teaching.
Requirements for Teacher
Education Qualification 15. Setting up a dialogue between
the learner and carious sources of information, including the
teacher.
(10)
QUESTION 2: 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 ... 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 …
“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.”
, 2.3 … is characterised by the following:
• 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 … sessions, educators should maintain a fine balance; this is because they
must 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 to
acquire new knowledge.
2.5 … is a theory of instructional design that that suggests that people learn more
effectively if information is delivered in small units that are easy to understand and apply.
2.6 … 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, 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 contend and instruction via digital and online media, is called …
2.8 Environmental and social structurers 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 ...
2.9 … is a means to knowledge building and encompasses foundational learning,
subskills, and socio-cognitive dynamics.
2.10 ... 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.
(10)
QUESTION 3: TABULATION
Match the explanation in column B with the concept in column A. Write down only the
correct number next to the letter, for example: (a) 21.
Column A Column B
(a) Curriculum as plan 1. Includes all opportunities for learning in a historical perspective
and socio-political context.
(b) Teaching approach 2. Refers to ‘teaching not spelt out - to develop
attitude and skills.
(c) Stenhouse’s model 3. 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.
(d) The ‘broader ‘definition of 4. Shapes the boundaries of teaching and provides the
curriculum is a more inclusive minimum knowledge, skills, and values important
for concept learners and society.
(e) ‘Covert’ curriculum 5. Seven roles of the educator.
6. A thorough or dramatic change.
(f) Enhancing critical thinking 7. Learner modifies adjectives and adverbs.
8. It can either be teacher-centred or learner- centred.
(g) Transformation 9. Obtain knowledge and develop cooperative skills.
, (h) Africanisation 10. Direct and specific regulations regarding practical and
workintegrated learning structures, liaison, supervision, and mentoring.
11. Provides a structure in which to categorise instructional
(teaching) outcomes and assessment
(i) Learning mediator 12. Reflects our common legacy, history, and
postcolonial experience.
13. Understanding and criteria are central to the process.
(j) Policy on Minimum 14. Implementing language and listening in teaching.
Requirements for Teacher
Education Qualification 15. Setting up a dialogue between
the learner and carious sources of information, including the
teacher.
(10)
QUESTION 2: 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 ... 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 …
“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.”
, 2.3 … is characterised by the following:
• 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 … sessions, educators should maintain a fine balance; this is because they
must 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 to
acquire new knowledge.
2.5 … is a theory of instructional design that that suggests that people learn more
effectively if information is delivered in small units that are easy to understand and apply.
2.6 … 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, 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 contend and instruction via digital and online media, is called …
2.8 Environmental and social structurers 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 ...
2.9 … is a means to knowledge building and encompasses foundational learning,
subskills, and socio-cognitive dynamics.
2.10 ... 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.
(10)
QUESTION 3: TABULATION
