TPN2601
Assignment 50
PORTFOLIO
DUE 2025
EXCEPTIONAL ANSWERS
,TPN2601: Exceptional Response
Assignment 50
Portfolio
3.2 MY TEACHING PERSPECTIVE
My teaching perspective is grounded in the belief that every learner has the potential to
succeed when provided with an inclusive, engaging, and culturally responsive
environment. Drawing from Vygotsky’s sociocultural theory (Vygotsky, 1978), I see
learning as a social process that thrives through collaboration and meaningful
interactions. I emphasize the importance of creating a safe space where learners feel
respected and valued, especially in diverse South African classrooms where linguistic
and cultural backgrounds vary widely.
I am committed to learner-centered approaches that cater to individual needs through
differentiation and scaffolding. I believe that building strong relationships based on trust
and empathy is essential for fostering motivation and resilience. My goal is to inspire
learners to develop not only academic skills but also confidence, independence, and a
love for learning. I aim to model professionalism, patience, and enthusiasm,
understanding that my attitude can influence classroom dynamics positively.
Reference:
Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
3.3 STAGES OF A LESSON
A typical lesson I plan to follow the 5E instructional model (Bybee, 1987), which includes
the following stages:
• Engage: Capture learners’ interest and assess prior knowledge. For example,
asking thought-provoking questions or showing an intriguing image related to the
lesson topic.
, • Explore: Facilitate hands-on activities or investigations. For instance, in a
science lesson, learners might observe a simple experiment or manipulate
materials.
• Explain: Guide learners to articulate their understanding and introduce new
concepts clearly, using visual aids or discussion.
• Elaborate: Extend learning through activities that apply concepts in new
contexts, encouraging critical thinking and problem-solving.
• Evaluate: Assess learner understanding through questioning, discussions, or
tasks, providing feedback for improvement.
This structure ensures that lessons are interactive, purposeful, and aligned with CAPS
requirements, fostering active engagement and meaningful learning.
Reference:
Bybee, R. W. (1987). The 5E Model. Biological Sciences Curriculum Study.
3.4 LESSON OBSERVATIONS
During my lesson observations, I focused on understanding effective teaching
strategies, classroom management, and learner engagement. I observed Mrs.
Mokoena’s Grade 5 Mathematics lesson on fractions, which highlighted several effective
practices:
• Use of Visual Aids: Fraction circles helped learners visualize equivalence,
increasing conceptual understanding.
• Questioning Techniques: Open-ended questions like “Why do we call these
fractions equivalent?” encouraged critical thinking.
• Classroom Management: Calm redirection of off-task learners and clear
routines maintained focus.
• Resourcefulness: Using recycled materials and simple tools demonstrated how
resource constraints could be turned into effective teaching strategies.
Assignment 50
PORTFOLIO
DUE 2025
EXCEPTIONAL ANSWERS
,TPN2601: Exceptional Response
Assignment 50
Portfolio
3.2 MY TEACHING PERSPECTIVE
My teaching perspective is grounded in the belief that every learner has the potential to
succeed when provided with an inclusive, engaging, and culturally responsive
environment. Drawing from Vygotsky’s sociocultural theory (Vygotsky, 1978), I see
learning as a social process that thrives through collaboration and meaningful
interactions. I emphasize the importance of creating a safe space where learners feel
respected and valued, especially in diverse South African classrooms where linguistic
and cultural backgrounds vary widely.
I am committed to learner-centered approaches that cater to individual needs through
differentiation and scaffolding. I believe that building strong relationships based on trust
and empathy is essential for fostering motivation and resilience. My goal is to inspire
learners to develop not only academic skills but also confidence, independence, and a
love for learning. I aim to model professionalism, patience, and enthusiasm,
understanding that my attitude can influence classroom dynamics positively.
Reference:
Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
3.3 STAGES OF A LESSON
A typical lesson I plan to follow the 5E instructional model (Bybee, 1987), which includes
the following stages:
• Engage: Capture learners’ interest and assess prior knowledge. For example,
asking thought-provoking questions or showing an intriguing image related to the
lesson topic.
, • Explore: Facilitate hands-on activities or investigations. For instance, in a
science lesson, learners might observe a simple experiment or manipulate
materials.
• Explain: Guide learners to articulate their understanding and introduce new
concepts clearly, using visual aids or discussion.
• Elaborate: Extend learning through activities that apply concepts in new
contexts, encouraging critical thinking and problem-solving.
• Evaluate: Assess learner understanding through questioning, discussions, or
tasks, providing feedback for improvement.
This structure ensures that lessons are interactive, purposeful, and aligned with CAPS
requirements, fostering active engagement and meaningful learning.
Reference:
Bybee, R. W. (1987). The 5E Model. Biological Sciences Curriculum Study.
3.4 LESSON OBSERVATIONS
During my lesson observations, I focused on understanding effective teaching
strategies, classroom management, and learner engagement. I observed Mrs.
Mokoena’s Grade 5 Mathematics lesson on fractions, which highlighted several effective
practices:
• Use of Visual Aids: Fraction circles helped learners visualize equivalence,
increasing conceptual understanding.
• Questioning Techniques: Open-ended questions like “Why do we call these
fractions equivalent?” encouraged critical thinking.
• Classroom Management: Calm redirection of off-task learners and clear
routines maintained focus.
• Resourcefulness: Using recycled materials and simple tools demonstrated how
resource constraints could be turned into effective teaching strategies.
