ISC3701
Assignment 2
Due 1 August 2025
,ISC3701
Assignment 2
Due 1 August 2025
Instructional Strategies and Theories in Diverse Classroom Settings
1.0 Section A: Short Answer Questions
1.1 Three Main Styles of Instruction
The three primary instructional styles—permissive, democratic, and authoritative—
derive from Baumrind’s (1971) parenting framework, adapted to educational contexts.
The permissive style prioritizes high responsiveness with minimal control, granting
learners significant autonomy. The democratic style balances responsiveness and
control, fostering collaborative decision-making.
The authoritative style combines high control with supportive guidance, directing
learners toward defined objectives (Baumrind, 1971; Walker, 2008). Critically, these
styles assume a universal applicability across diverse classrooms, yet their
effectiveness varies with cultural and contextual factors, such as collectivist versus
individualist norms, potentially limiting their transferability (Hofstede, 1986).
1.2 Three Basic Instructional Approaches Derived from Learning Theories
Instructional approaches rooted in learning theories encompass behaviorist, cognitivist,
and constructivist paradigms. Behaviorist approaches, grounded in Skinner’s (1953)
operant conditioning, emphasize observable behaviors shaped by external stimuli.
Cognitivist approaches, informed by Piaget’s (1970) cognitive development theory,
focus on mental processes like memory and problem-solving. Constructivist
approaches, inspired by Vygotsky’s (1978) social learning theory, prioritize active
knowledge construction through social interaction. A critical tension lies in their
1
, philosophical underpinnings: behaviorism assumes learning as a passive response,
while constructivism posits learners as active agents, raising questions about
reconciling these in mixed-ability settings.
1.3 Primary Focus of Behaviorist Instructional Approaches
Behaviorist instructional approaches center on shaping observable behaviors through
stimulus-response mechanisms, as articulated by Skinner (1953). By employing
reinforcement and punishment, these approaches prioritize measurable outcomes over
internal cognitive processes. This focus assumes behavior as the primary indicator of
learning, potentially marginalizing unobservable cognitive or emotional growth. In
diverse classrooms, this narrow lens may neglect cultural nuances in learning
expression, limiting its efficacy (Ogbu, 1992).
1.4 Two Characteristics of a Flipped Classroom
1.4.1 Pre-Class Content Delivery: Students engage with instructional materials, such
as videos or readings, before class, freeing in-class time for interactive tasks
(Bergmann & Sams, 2012).
1.4.2 Active In-Class Learning: Classroom sessions emphasize collaborative
activities, like discussions or problem-solving, to deepen understanding (Hamdan et al.,
2013).
Critically, the flipped model assumes access to technology and self-regulated learning
skills, which may disadvantage students in resource-scarce contexts, such as rural
South Africa, highlighting equity concerns.
1.5 Three Phases of the UbD Model
The Understanding by Design (UbD) model, developed by Wiggins and McTighe
(2005), comprises three phases:
1.5.1 Identify Desired Results: Establish learning goals and enduring understandings.
1.5.2 Determine Acceptable Evidence: Create assessments to evaluate student
understanding.
2
Assignment 2
Due 1 August 2025
,ISC3701
Assignment 2
Due 1 August 2025
Instructional Strategies and Theories in Diverse Classroom Settings
1.0 Section A: Short Answer Questions
1.1 Three Main Styles of Instruction
The three primary instructional styles—permissive, democratic, and authoritative—
derive from Baumrind’s (1971) parenting framework, adapted to educational contexts.
The permissive style prioritizes high responsiveness with minimal control, granting
learners significant autonomy. The democratic style balances responsiveness and
control, fostering collaborative decision-making.
The authoritative style combines high control with supportive guidance, directing
learners toward defined objectives (Baumrind, 1971; Walker, 2008). Critically, these
styles assume a universal applicability across diverse classrooms, yet their
effectiveness varies with cultural and contextual factors, such as collectivist versus
individualist norms, potentially limiting their transferability (Hofstede, 1986).
1.2 Three Basic Instructional Approaches Derived from Learning Theories
Instructional approaches rooted in learning theories encompass behaviorist, cognitivist,
and constructivist paradigms. Behaviorist approaches, grounded in Skinner’s (1953)
operant conditioning, emphasize observable behaviors shaped by external stimuli.
Cognitivist approaches, informed by Piaget’s (1970) cognitive development theory,
focus on mental processes like memory and problem-solving. Constructivist
approaches, inspired by Vygotsky’s (1978) social learning theory, prioritize active
knowledge construction through social interaction. A critical tension lies in their
1
, philosophical underpinnings: behaviorism assumes learning as a passive response,
while constructivism posits learners as active agents, raising questions about
reconciling these in mixed-ability settings.
1.3 Primary Focus of Behaviorist Instructional Approaches
Behaviorist instructional approaches center on shaping observable behaviors through
stimulus-response mechanisms, as articulated by Skinner (1953). By employing
reinforcement and punishment, these approaches prioritize measurable outcomes over
internal cognitive processes. This focus assumes behavior as the primary indicator of
learning, potentially marginalizing unobservable cognitive or emotional growth. In
diverse classrooms, this narrow lens may neglect cultural nuances in learning
expression, limiting its efficacy (Ogbu, 1992).
1.4 Two Characteristics of a Flipped Classroom
1.4.1 Pre-Class Content Delivery: Students engage with instructional materials, such
as videos or readings, before class, freeing in-class time for interactive tasks
(Bergmann & Sams, 2012).
1.4.2 Active In-Class Learning: Classroom sessions emphasize collaborative
activities, like discussions or problem-solving, to deepen understanding (Hamdan et al.,
2013).
Critically, the flipped model assumes access to technology and self-regulated learning
skills, which may disadvantage students in resource-scarce contexts, such as rural
South Africa, highlighting equity concerns.
1.5 Three Phases of the UbD Model
The Understanding by Design (UbD) model, developed by Wiggins and McTighe
(2005), comprises three phases:
1.5.1 Identify Desired Results: Establish learning goals and enduring understandings.
1.5.2 Determine Acceptable Evidence: Create assessments to evaluate student
understanding.
2
