ISC3701
ASSIGNMENT 5
DUE DATE: 22 SEPT 2025
,ISC3701 ASSIGNMENT 5 2025
PORTFOLIO SEMESTER 2 2025
DUE 22-30 SEPEMBER 2025
Task 1 (20)
Critically analyse the teacher's question in the image: "Are my learners struggling
to learn or am I struggling to teach?" In your response, discuss the potential
factors contributing to learners' struggles and how teachers' practices and
attitudes might influence the learning process. Provide examples to support your
answer.
1. What the question exposes
The question is not either/or. Learners may indeed face barriers and at the same time,
teachers may be using plans or methods that are misaligned with learner needs. The
implication is a professional duty to diagnose and adapt to change goals, strategies,
materials, interactions and assessments until more learners succeed (Dick & Carey,
1996:5–7). The reflective tone of the cartoon (colleagues in a staffroom) also signals
that such diagnosis is a collaborative responsibility, not a private fault-finding exercise.
, 2. Factors that commonly contribute to learners’ struggles
2.1 Contextual and socio-economic barriers
Poverty and the digital divide reduce time-on-task and access to resources e.g. no
devices, data or quiet study spaces . Teachers who set internet-dependent homework
without providing alternatives can inadvertently widen gaps.
Language of learning and teaching (LoLT): In multilingual classes, learners often learn
through a second or third language; comprehension and assessment performance
suffer when instruction does not scaffold language (DBE, 2011).
Large classes/limited resources: Overcrowding, few readers or manipulatives, and
limited teaching time hinder active engagement if the pedagogy remains lecture-heavy.
2.2 Cognitive, affective and diversity-related factors
Different profiles of ability and preference: Gardner’s theory reminds us that learners
bring varied strengths across verbal-linguistic, logical-mathematical, visual-spatial,
bodily-kinaesthetic, musical, interpersonal, intrapersonal and naturalistic intelligences
(Gardner, 2009:77; Gardner, 2006:23). When teaching taps only one or two channels,
many learners are left behind.
Learning modes: Kolb’s experiential learning cycle (concrete experience, reflective
observation, abstract conceptualization, active experimentation) shows that learners
benefit from a full cycle of experiences; skipping stages disadvantages those whose
preferred entry point is different (Kolb & Kolb, 2012:1699).
Psycho-social issues: Anxiety, trauma and low self-efficacy depress engagement and
persistence; punitive climates and public shaming intensify these effects.
ASSIGNMENT 5
DUE DATE: 22 SEPT 2025
,ISC3701 ASSIGNMENT 5 2025
PORTFOLIO SEMESTER 2 2025
DUE 22-30 SEPEMBER 2025
Task 1 (20)
Critically analyse the teacher's question in the image: "Are my learners struggling
to learn or am I struggling to teach?" In your response, discuss the potential
factors contributing to learners' struggles and how teachers' practices and
attitudes might influence the learning process. Provide examples to support your
answer.
1. What the question exposes
The question is not either/or. Learners may indeed face barriers and at the same time,
teachers may be using plans or methods that are misaligned with learner needs. The
implication is a professional duty to diagnose and adapt to change goals, strategies,
materials, interactions and assessments until more learners succeed (Dick & Carey,
1996:5–7). The reflective tone of the cartoon (colleagues in a staffroom) also signals
that such diagnosis is a collaborative responsibility, not a private fault-finding exercise.
, 2. Factors that commonly contribute to learners’ struggles
2.1 Contextual and socio-economic barriers
Poverty and the digital divide reduce time-on-task and access to resources e.g. no
devices, data or quiet study spaces . Teachers who set internet-dependent homework
without providing alternatives can inadvertently widen gaps.
Language of learning and teaching (LoLT): In multilingual classes, learners often learn
through a second or third language; comprehension and assessment performance
suffer when instruction does not scaffold language (DBE, 2011).
Large classes/limited resources: Overcrowding, few readers or manipulatives, and
limited teaching time hinder active engagement if the pedagogy remains lecture-heavy.
2.2 Cognitive, affective and diversity-related factors
Different profiles of ability and preference: Gardner’s theory reminds us that learners
bring varied strengths across verbal-linguistic, logical-mathematical, visual-spatial,
bodily-kinaesthetic, musical, interpersonal, intrapersonal and naturalistic intelligences
(Gardner, 2009:77; Gardner, 2006:23). When teaching taps only one or two channels,
many learners are left behind.
Learning modes: Kolb’s experiential learning cycle (concrete experience, reflective
observation, abstract conceptualization, active experimentation) shows that learners
benefit from a full cycle of experiences; skipping stages disadvantages those whose
preferred entry point is different (Kolb & Kolb, 2012:1699).
Psycho-social issues: Anxiety, trauma and low self-efficacy depress engagement and
persistence; punitive climates and public shaming intensify these effects.
