, FPT3701
ASSIGNMENT 2 2026
DUE 31 JULY 2026
Question 1 (30 marks)
1.1 Using Marzano's theory of effective teaching, explain three specific strategies Ms Langa could
apply to improve learner engagement in her next lesson. (3)
According to Marzano (2012), effective teaching involves specific strategies that enhance learner
engagement. Ms Langa could apply the following three strategies:
Setting objectives and providing feedback: Marzano emphasises that teachers who set clear
goals and check for learner understanding are more effective. Ms Langa could establish specific
learning objectives at the beginning of her lessons and provide timely, corrective feedback
throughout activities. This would help learners understand expectations and track their
progress (Marzano, 2012).
Engaging learners through cooperative learning: Marzano found that cooperative learning is
effective when groups are kept small and roles are assigned. Ms Langa could structure her
groups more deliberately by assigning specific roles (e.g., recorder, presenter, materials
manager) to ensure all learners, including those with language barriers, participate
meaningfully (Marzano, 2001, 2017).
Questions, cues and advance organisers: Marzano suggests using cues and questions that focus
on what is important, with ample wait time. Ms Langa could use visual advance organisers
(pictures, real objects) to introduce new concepts, allowing learners from different language
backgrounds to access the content before engaging in verbal discussions.
, 1.2 Apply Kolb's experiential learning cycle to redesign one phase of Ms Langa's "Our
environment matters" lesson. (3)
Kolb's experiential learning cycle consists of four stages: concrete experience, reflective
observation, abstract conceptualisation, and active experimentation (Aubrey & Riley, 2016). For the
"Our environment matters" lesson, I would redesign the phase where learners collect recyclable
materials:
Concrete Experience: Instead of simply collecting materials, learners could take a guided walk
around the school grounds to observe environmental issues firsthand, touching, seeing, and
experiencing the environment.
Reflective Observation: After the walk, learners could draw pictures of what they saw and share
in small groups what surprised or concerned them about their environment.
Abstract Conceptualisation: Through discussion, learners could develop a shared understanding
of why a clean environment matters, linking their observations to the concept of "environment"
and "recycling."
Active Experimentation: Learners could then plan their model creation, deciding collaboratively
how to represent a clean community using their collected materials.
1.3 Analyse how language diversity in Ms Langa's classroom may have influenced learner
participation and group dynamics. (4)
Language diversity in Ms Langa's classroom significantly influenced participation and group
dynamics in several ways:
Participation barriers: Learners with limited English proficiency may have struggled to express
their ideas, ask questions, or follow instructions, resulting in lower participation rates. As
Doherty and Hughes (2014) note, children gather information from what they experience rather
than what they are told, but when instruction is primarily in a second language, comprehension
gaps emerge.
Group interaction challenges: In cooperative learning groups, learners with stronger English
skills may have dominated discussions, while those with weaker skills became passive observers.
This creates an unequal distribution of participation and learning opportunities (Killen, 2015).
Misunderstandings and miscommunications: Language barriers may have led to
misunderstandings about task requirements, group roles, and expectations, causing frustration
and reduced engagement.
Cultural and linguistic confidence: Learners may have felt hesitant to participate due to fear of
making mistakes or being ridiculed for their language abilities, affecting their self-esteem and
willingness to engage (De Witt, 2016).
ASSIGNMENT 2 2026
DUE 31 JULY 2026
Question 1 (30 marks)
1.1 Using Marzano's theory of effective teaching, explain three specific strategies Ms Langa could
apply to improve learner engagement in her next lesson. (3)
According to Marzano (2012), effective teaching involves specific strategies that enhance learner
engagement. Ms Langa could apply the following three strategies:
Setting objectives and providing feedback: Marzano emphasises that teachers who set clear
goals and check for learner understanding are more effective. Ms Langa could establish specific
learning objectives at the beginning of her lessons and provide timely, corrective feedback
throughout activities. This would help learners understand expectations and track their
progress (Marzano, 2012).
Engaging learners through cooperative learning: Marzano found that cooperative learning is
effective when groups are kept small and roles are assigned. Ms Langa could structure her
groups more deliberately by assigning specific roles (e.g., recorder, presenter, materials
manager) to ensure all learners, including those with language barriers, participate
meaningfully (Marzano, 2001, 2017).
Questions, cues and advance organisers: Marzano suggests using cues and questions that focus
on what is important, with ample wait time. Ms Langa could use visual advance organisers
(pictures, real objects) to introduce new concepts, allowing learners from different language
backgrounds to access the content before engaging in verbal discussions.
, 1.2 Apply Kolb's experiential learning cycle to redesign one phase of Ms Langa's "Our
environment matters" lesson. (3)
Kolb's experiential learning cycle consists of four stages: concrete experience, reflective
observation, abstract conceptualisation, and active experimentation (Aubrey & Riley, 2016). For the
"Our environment matters" lesson, I would redesign the phase where learners collect recyclable
materials:
Concrete Experience: Instead of simply collecting materials, learners could take a guided walk
around the school grounds to observe environmental issues firsthand, touching, seeing, and
experiencing the environment.
Reflective Observation: After the walk, learners could draw pictures of what they saw and share
in small groups what surprised or concerned them about their environment.
Abstract Conceptualisation: Through discussion, learners could develop a shared understanding
of why a clean environment matters, linking their observations to the concept of "environment"
and "recycling."
Active Experimentation: Learners could then plan their model creation, deciding collaboratively
how to represent a clean community using their collected materials.
1.3 Analyse how language diversity in Ms Langa's classroom may have influenced learner
participation and group dynamics. (4)
Language diversity in Ms Langa's classroom significantly influenced participation and group
dynamics in several ways:
Participation barriers: Learners with limited English proficiency may have struggled to express
their ideas, ask questions, or follow instructions, resulting in lower participation rates. As
Doherty and Hughes (2014) note, children gather information from what they experience rather
than what they are told, but when instruction is primarily in a second language, comprehension
gaps emerge.
Group interaction challenges: In cooperative learning groups, learners with stronger English
skills may have dominated discussions, while those with weaker skills became passive observers.
This creates an unequal distribution of participation and learning opportunities (Killen, 2015).
Misunderstandings and miscommunications: Language barriers may have led to
misunderstandings about task requirements, group roles, and expectations, causing frustration
and reduced engagement.
Cultural and linguistic confidence: Learners may have felt hesitant to participate due to fear of
making mistakes or being ridiculed for their language abilities, affecting their self-esteem and
willingness to engage (De Witt, 2016).
