TMN3703
SUPP EXAM
ANSWERS 2025
QUESTION 1
1.1 Evaluate the effectiveness of different teaching styles in the context of Life Skills
education. Discuss at least three (3) distinct teaching styles, highlighting their
strengths and weaknesses. Provide examples of how each style can be applied to
teach specific Life Skills topics and suggest strategies for teachers to balance these
styles to meet diverse learner needs. (15)
PAGE 23-25 STUDY GUIDE
Assessment of Different Teaching Styles on the Learning Outcomes of
Students in Life Skills Education
It is highly imperative in the Life Skills education that a variation of teaching styles be
embraced in order to deal with the diverse learning needs of the students. Next are
three specific styles of teaching and how the teaching of Life Skills can be done within
the Intermediate Phase using them:
Page 1 of 21
, TMN3703
January/February 2025
1. Direct Instruction (Teacher-Centered Approach)
Strengths:
• Direct instruction is orderly and time-efficient, which enables smooth delivery
regarding basic ideas and skills.
• It ensures clear communication and consistent delivery of content, especially
when teaching core knowledge like human rights or ubuntu.
• Immediate feedback and guided practice allow reinforcement to take place and
misconceptions to be put right.
Disadvantages
• This could reduce student activity and independence, particularly the more
active or reflective learners.
• Not suitable to activate critical thinking in the students or deeper processing
since most of the time, they miss the interaction required by some learners.
Application in Life Skills:
• This is where direct instruction can be particularly helpful, for example, in the
case of new and complex themes, such as human rights or any other ethical
concern in society. For example, the concept of human rights could be
explained quite efficiently through a lecture or a discussion that then leads into
activities applying these concepts in life situations.
Strategy for Balance:
• The teacher can balance direct instruction with the engagement of learners by
incorporating interactive questioning, group discussions, and role-playing that
will allow learners to take an active part in their learning.
2. Indirect Instruction (Learner-Centered Approach)
Page 2 of 21
, TMN3703
January/February 2025
Strengths:
• It encourages student independence and critical thinking because the learners
get to explore concepts for themselves and draw their own conclusion.
• The students achieve deeper learning when engaging in inquiry, discovery, and
solving problems together.
• Allows learners to relate more personally to the learning and find its connection
to their everyday life.
Weaknesses:
• The process is time-consuming, which may not allow the teacher to complete
the curriculum. Unstructured learning environments are a problem for some
learners who are accustomed to structured environments. Application in Life
Skills:
The indirect instruction can be very effective on topics like decision-making, problem-
solving, and conflict resolution. The students can be assigned group projects through
which they will engage in practical aspects of life that challenge negotiation and co-
operation, for instance organizing an event within their community based on the
values portrayed through ubuntu.
Balancing Strategy:
• Scaffolding by the teacher may guide learners through an approach whereby
the teacher gives an initial lead but then allows learners to explore for
themselves. Inquiry-based tasks coupled with reflective discussions ensure
that students not only learn but also understand how the knowledge will be
useful in real life.
3. Cooperative Learning (Collaborative Approach)
Page 3 of 21
SUPP EXAM
ANSWERS 2025
QUESTION 1
1.1 Evaluate the effectiveness of different teaching styles in the context of Life Skills
education. Discuss at least three (3) distinct teaching styles, highlighting their
strengths and weaknesses. Provide examples of how each style can be applied to
teach specific Life Skills topics and suggest strategies for teachers to balance these
styles to meet diverse learner needs. (15)
PAGE 23-25 STUDY GUIDE
Assessment of Different Teaching Styles on the Learning Outcomes of
Students in Life Skills Education
It is highly imperative in the Life Skills education that a variation of teaching styles be
embraced in order to deal with the diverse learning needs of the students. Next are
three specific styles of teaching and how the teaching of Life Skills can be done within
the Intermediate Phase using them:
Page 1 of 21
, TMN3703
January/February 2025
1. Direct Instruction (Teacher-Centered Approach)
Strengths:
• Direct instruction is orderly and time-efficient, which enables smooth delivery
regarding basic ideas and skills.
• It ensures clear communication and consistent delivery of content, especially
when teaching core knowledge like human rights or ubuntu.
• Immediate feedback and guided practice allow reinforcement to take place and
misconceptions to be put right.
Disadvantages
• This could reduce student activity and independence, particularly the more
active or reflective learners.
• Not suitable to activate critical thinking in the students or deeper processing
since most of the time, they miss the interaction required by some learners.
Application in Life Skills:
• This is where direct instruction can be particularly helpful, for example, in the
case of new and complex themes, such as human rights or any other ethical
concern in society. For example, the concept of human rights could be
explained quite efficiently through a lecture or a discussion that then leads into
activities applying these concepts in life situations.
Strategy for Balance:
• The teacher can balance direct instruction with the engagement of learners by
incorporating interactive questioning, group discussions, and role-playing that
will allow learners to take an active part in their learning.
2. Indirect Instruction (Learner-Centered Approach)
Page 2 of 21
, TMN3703
January/February 2025
Strengths:
• It encourages student independence and critical thinking because the learners
get to explore concepts for themselves and draw their own conclusion.
• The students achieve deeper learning when engaging in inquiry, discovery, and
solving problems together.
• Allows learners to relate more personally to the learning and find its connection
to their everyday life.
Weaknesses:
• The process is time-consuming, which may not allow the teacher to complete
the curriculum. Unstructured learning environments are a problem for some
learners who are accustomed to structured environments. Application in Life
Skills:
The indirect instruction can be very effective on topics like decision-making, problem-
solving, and conflict resolution. The students can be assigned group projects through
which they will engage in practical aspects of life that challenge negotiation and co-
operation, for instance organizing an event within their community based on the
values portrayed through ubuntu.
Balancing Strategy:
• Scaffolding by the teacher may guide learners through an approach whereby
the teacher gives an initial lead but then allows learners to explore for
themselves. Inquiry-based tasks coupled with reflective discussions ensure
that students not only learn but also understand how the knowledge will be
useful in real life.
3. Cooperative Learning (Collaborative Approach)
Page 3 of 21
