ISC3701 Assignment 2 (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED

ISC3701 Assignment 2 (DETAILED ANSWERS) 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ,... 1. What are the three main styles of instruction discussed in the learning unit? (1) 2. What are the three basic instructional approaches derived from learning theories? (1) 3. What is the primary focus of behaviourist instructional approaches? (1) 4. List two characteristics of a flipped classroom. (2) 5. Name the three phases of the UbD (Understanding by Design) model. (3) 6. How many learning styles are identified in Kolb’s experiential learning theory? (1) 7. How many steps are included in the ID4T model proposed by Carr-Chellman? (1) SECTION B: Application Questions TOTAL: 30 1. Given a large classroom with mixed-ability learners, which instructional style (permissive, democratic, or authoritative) would you adopt, and why? (8) 2. A learner in your class struggles with independent work. Which instructional style might be least effective for them, and why? (8) 3. Imagine you are teaching a diverse classroom. How would you use Gardner’s theory of multiple intelligences to differentiate your instruction? (8) 4. As a teacher, apply the ID4T model to plan a Grade 10 literature lesson on a short story. Specify one instructional goal, one learning objective, and one aligned assessment task. (6) This assignment will count towards your final mark. Ensure that you answer each question according to the mark allocation indicated. All work must be written in your own words. Save and submit your assignment as one PDF document. ISC3701/Assignment 2/2025 © Unisa 2025 5 SECTION C: Short Essay Questions TOTAL: 30 Choose any three of the following: 1.Critically discuss the advantages and limitations of the democratic teachingstyle in diverse South African classrooms. (10) 2.Discuss the relevance of constructivist instructional strategies in addressingAfrican perspectives on learning and teaching. (10) 3.Explore how African perspectives on teaching, such as those emphasisingsocial interaction and connectedness, align with constructivist andconnectivist approaches to instruction. (10) 4.How can a teacher use Gardner’s theory of multiple intelligences to designinclusive and differentiated classroom activities? (10) 5.Discuss the strengths and limitations of Gagné’s nine instruction events indesigning lessons for diverse classroom settings. (10) 6.Compare and contrast formal, informal, and non-formal instructionalcontexts, providing examples of each.