CMG3701
Assignment 2 2025
Unique number: 831964
Due Date: 28 May 2025
This document includes:
Helpful answers and guidelines
Detailed explanations and/ or calculations
References
Connect with the tutor on
+27 68 812 0934
,© Study Shack 2025. All rights Reserved +27 68 812 0934
, QUESTION 1
1.1. (2 ANSWERS PROVIDED)
Ms. Peterson’s approach provides a strong foundation for addressing low motivation
in real-life classroom situations. In a real-life scenario where learners show low
motivation—perhaps due to socio-economic challenges, a lack of parental support,
or language barriers—her strategies can be applied with necessary adjustments.
In a rural classroom with limited resources, for example, learners may feel
disconnected from formal education because they don’t see its relevance to their
lives. In this case, Ms. Peterson’s strategy of integrating real-world applications
would be extremely useful. Lessons could be designed around local contexts, such
as agriculture or small business, helping learners see how education connects to
their everyday environment. This would make learning more meaningful and
increase motivation.
Ms. Peterson’s use of goal setting and self-regulation would also be valuable, but
learners in disadvantaged environments may need more scaffolding. The educator
might use visual goal trackers or weekly progress charts to help learners monitor
their growth. Regular check-ins could replace independent self-regulation in the
beginning until learners develop the skill.
In terms of co-creating classroom rules, this could be modified to include community
norms and values to make them more culturally relevant. In multilingual classrooms,
for instance, these rules could be discussed in the learners’ home language to
ensure understanding and inclusivity.
Her use of differentiated instruction and project-based learning can be adjusted
based on available resources. Instead of using technology, group tasks could involve
drawing, storytelling, or using recyclable materials for projects. This would still cater
to different intelligences and learning styles, while remaining practical.
Finally, while parental involvement may be limited due to work commitments or
literacy levels, the school can organise monthly community meetings or home visits
to keep parents informed and involved in simple but meaningful ways.
© Study Shack 2025. All rights Reserved +27 68 812 0934
Assignment 2 2025
Unique number: 831964
Due Date: 28 May 2025
This document includes:
Helpful answers and guidelines
Detailed explanations and/ or calculations
References
Connect with the tutor on
+27 68 812 0934
,© Study Shack 2025. All rights Reserved +27 68 812 0934
, QUESTION 1
1.1. (2 ANSWERS PROVIDED)
Ms. Peterson’s approach provides a strong foundation for addressing low motivation
in real-life classroom situations. In a real-life scenario where learners show low
motivation—perhaps due to socio-economic challenges, a lack of parental support,
or language barriers—her strategies can be applied with necessary adjustments.
In a rural classroom with limited resources, for example, learners may feel
disconnected from formal education because they don’t see its relevance to their
lives. In this case, Ms. Peterson’s strategy of integrating real-world applications
would be extremely useful. Lessons could be designed around local contexts, such
as agriculture or small business, helping learners see how education connects to
their everyday environment. This would make learning more meaningful and
increase motivation.
Ms. Peterson’s use of goal setting and self-regulation would also be valuable, but
learners in disadvantaged environments may need more scaffolding. The educator
might use visual goal trackers or weekly progress charts to help learners monitor
their growth. Regular check-ins could replace independent self-regulation in the
beginning until learners develop the skill.
In terms of co-creating classroom rules, this could be modified to include community
norms and values to make them more culturally relevant. In multilingual classrooms,
for instance, these rules could be discussed in the learners’ home language to
ensure understanding and inclusivity.
Her use of differentiated instruction and project-based learning can be adjusted
based on available resources. Instead of using technology, group tasks could involve
drawing, storytelling, or using recyclable materials for projects. This would still cater
to different intelligences and learning styles, while remaining practical.
Finally, while parental involvement may be limited due to work commitments or
literacy levels, the school can organise monthly community meetings or home visits
to keep parents informed and involved in simple but meaningful ways.
© Study Shack 2025. All rights Reserved +27 68 812 0934
