INDEX
EDDHODJ
SEMESTER 1: ASSIGNMENT 2 (2015)
SEMESTER 2: ASSIGNMENT 2 (2015)
MAY/JUNE MEMO (2015)
OCT/NOV MEMO (2015)
MAY/JUNE MEMO (2016)
ASSIGNMENT 1 (2017)
SEMESTER 2: ASSIGNMENT 2 (2018)
ASSIGNMENT 2 (2019)
, EDDHODJ 2015
SEMESTER 2
ASSIGNMENT 2 FEEDBACK
QUESTIONS & ANSWERS
2
, EDDHODJ/201/2/2015
QUESTION 1
"Behaviourism is an example of a theory on teaching and learning that originated from the
natural sciences." In your own words, describe what the behaviourist perspective is all
about.
(5)
MEMORANDUM
The belief about learning as achieving objectives (outcomes) and therefore "behavioural change" is
aligned with the behaviourist approach; in other words, the focus is gaining knowledge or an ability
through the use of experience, with equity, access, flexibility and quality, aimed at changing the
way in which learners behave. Therefore, learning is approached as an objective (outcome) or
product of processes that can be recognised or seen.
An emphasis on setting objectives might be because teachers want their learners to display
particular behaviour and/or skills, which should be measurable and therefore visible. By setting
objectives, teachers can organise learning to take place in a particular way and be able to predict
and control what happens in the classroom.
Cajkler and Addelman (2000:2-3) explain that teachers can motivate learners to learn by setting
them attractive, interesting and achievable objectives (outcomes), by encouraging and praising
them (positive reinforcement) and by identifying the learning problems of underachievers rather
than merely reprimanding them.
Gagné (1985:28-35) argues that learners will be motivated to repeat a behaviour when they feel
they can manage a task. So when the teacher sets particular learning objectives, the approach in
planning teaching and learning includes dividing learning assignments into smaller units to give
learners enough time to complete the tasks successfully. The learner can be further motivated by
practising and repeating the newly mastered knowledge and skills regularly.
THIS IS GENERAL INFORMATION FROM THE TEXTBOOK. WE GAVE CREDIT FOR OWN
INTERPRETATION AND EXAMPLES.
3
, QUESTION 2
Write an essay to discuss how and in which instances you would use the following in a
teaching-learning environment. Also refer to advantages, disadvantages and practical
examples to further elaborate on your answer.
• cognitively guided instruction
• scaffolding
• simulation
• problem solving
• discussion
(15)
MEMORANDUM
Start with an introduction and end with a conclusion. Make sure you refer to any sources that you
used.
2.1 COGNITIVELY GUIDED INSTRUCTION
Cognitively guided instruction is a strategy for using both listening and language as part of the
learning process. The strategy uses learners' prior knowledge and builds on that through
discussion and dialogue. By listening to learners' thinking about the subject and topic, the
educator can direct or guide their thinking and thereby emphasize knowledge acquisition.
2.1.1 BEST TIME TO USE
It is best to use cognitively guided instruction when critical thinking is required. Learners need to
have experience and knowledge of the subject matter and be confident enough to take part
actively.
2.1.2 ADVANTAGES
This strategy helps to develop learners' insight into the problem. It allows learners to recognize
different approaches towards solving problems and the value of sharing experiences and different
perspectives.
2.1.3 DISADVANTAGES
Quiet learners can "hide" by not taking part. We cannot use this strategy when learners are not
well prepared or do not have adequate prior knowledge. It can also be a real problem when a few
learners dominate the cognitively guided instruction, while the majority of the learners are
excluded and do not gain from it.
2.1.4 EXAMPLES
Class discussion and dialogue (Booyse & Du Plessis, 2014:37).
4
EDDHODJ
SEMESTER 1: ASSIGNMENT 2 (2015)
SEMESTER 2: ASSIGNMENT 2 (2015)
MAY/JUNE MEMO (2015)
OCT/NOV MEMO (2015)
MAY/JUNE MEMO (2016)
ASSIGNMENT 1 (2017)
SEMESTER 2: ASSIGNMENT 2 (2018)
ASSIGNMENT 2 (2019)
, EDDHODJ 2015
SEMESTER 2
ASSIGNMENT 2 FEEDBACK
QUESTIONS & ANSWERS
2
, EDDHODJ/201/2/2015
QUESTION 1
"Behaviourism is an example of a theory on teaching and learning that originated from the
natural sciences." In your own words, describe what the behaviourist perspective is all
about.
(5)
MEMORANDUM
The belief about learning as achieving objectives (outcomes) and therefore "behavioural change" is
aligned with the behaviourist approach; in other words, the focus is gaining knowledge or an ability
through the use of experience, with equity, access, flexibility and quality, aimed at changing the
way in which learners behave. Therefore, learning is approached as an objective (outcome) or
product of processes that can be recognised or seen.
An emphasis on setting objectives might be because teachers want their learners to display
particular behaviour and/or skills, which should be measurable and therefore visible. By setting
objectives, teachers can organise learning to take place in a particular way and be able to predict
and control what happens in the classroom.
Cajkler and Addelman (2000:2-3) explain that teachers can motivate learners to learn by setting
them attractive, interesting and achievable objectives (outcomes), by encouraging and praising
them (positive reinforcement) and by identifying the learning problems of underachievers rather
than merely reprimanding them.
Gagné (1985:28-35) argues that learners will be motivated to repeat a behaviour when they feel
they can manage a task. So when the teacher sets particular learning objectives, the approach in
planning teaching and learning includes dividing learning assignments into smaller units to give
learners enough time to complete the tasks successfully. The learner can be further motivated by
practising and repeating the newly mastered knowledge and skills regularly.
THIS IS GENERAL INFORMATION FROM THE TEXTBOOK. WE GAVE CREDIT FOR OWN
INTERPRETATION AND EXAMPLES.
3
, QUESTION 2
Write an essay to discuss how and in which instances you would use the following in a
teaching-learning environment. Also refer to advantages, disadvantages and practical
examples to further elaborate on your answer.
• cognitively guided instruction
• scaffolding
• simulation
• problem solving
• discussion
(15)
MEMORANDUM
Start with an introduction and end with a conclusion. Make sure you refer to any sources that you
used.
2.1 COGNITIVELY GUIDED INSTRUCTION
Cognitively guided instruction is a strategy for using both listening and language as part of the
learning process. The strategy uses learners' prior knowledge and builds on that through
discussion and dialogue. By listening to learners' thinking about the subject and topic, the
educator can direct or guide their thinking and thereby emphasize knowledge acquisition.
2.1.1 BEST TIME TO USE
It is best to use cognitively guided instruction when critical thinking is required. Learners need to
have experience and knowledge of the subject matter and be confident enough to take part
actively.
2.1.2 ADVANTAGES
This strategy helps to develop learners' insight into the problem. It allows learners to recognize
different approaches towards solving problems and the value of sharing experiences and different
perspectives.
2.1.3 DISADVANTAGES
Quiet learners can "hide" by not taking part. We cannot use this strategy when learners are not
well prepared or do not have adequate prior knowledge. It can also be a real problem when a few
learners dominate the cognitively guided instruction, while the majority of the learners are
excluded and do not gain from it.
2.1.4 EXAMPLES
Class discussion and dialogue (Booyse & Du Plessis, 2014:37).
4
