ASSIGNMENT 3
OUT-OF-TIMETABLED EXAMINATION (E-PORTFOLIO)
UNIQUE NUMBER:
MARKS: 200
CLOSING DATE: 30 OCTOBER 2022
Question 1
Use you’re Study Guide, Learning Unit 4 (pages 55-189). Read these pages to answer the below
Questions 1.1- 1.4. Read also page pages 240 -242 to answer Question 1.5. You may also use
other resources, but you must cite them correctly.
1. List the different learner-centred teaching approaches a teacher can use in his or her classroom.
(001_2020_TPS3709, 70) (2)
a) Cooperative learning strategies.
b) Flipped Class Pedagogy.
c) Economic cartoon method.
d) Problem solving method.
e) Research method.
f) Case study method.
g) Project method.
2. Explain, with an applicable example, the steps and educational values of STAD as a co-operative
learning strategy. (001_2020_TPS3709, 70) (10)
You can take the following steps to implement STAD in your subject:
1) Group learners: Each STAD learner group consists of five members.
2) Provide task or assignment to be completed: Assigned specific assignment or task to complete
by each team.
3) Provide content or learning material to be studied: Use EMS CAPS policy to find content as
activities to be studied by each team.
4) Provide learners with assessment criteria to assess each STAD team. Plan assignments or
tasks to be completed by teams by using assessment rubrics or worksheets.
5) Allow sufficient time to complete task: Allow each STAD learner group to complete the tasks.
Enough time allocate to study and complete each assignment.
6) Assess whether objectives being achieved: Teams presented their tasks or assignment to rest of
the STAD groups. Teacher grade or scoring marks as groups or teams present their project.
Teacher evaluate each team whether teams demonstrate objectives as set out before STAD
groups set off to complete each task.
7) Allocate marks or grades: Teams score grades or marks as per complete tasks or project in
each of the STAD divisions or sections completed overtime. All scores are recorded on STAD
team scoring sheets. For example STAD teams study a topic or learning unit and complete
overtime in an economic quiz.
8) Show change in progress: Provide constructive feedback to STAD team on how each individual
team member scores as well the overall progress of teams (Killen, 2007).
3. In your opinion, what are the advantages of the flipped classroom method in teaching EMS?
(001_2020_TPS3709, 79) or https://acerforeducation.acer.com/education-trends/education-
technology/6-benefits-of-the-flipped-classroom-model/?gclid=EAIaIQobChMItvjSzICV-
gIV2IBQBh22MwmDEAAYASAAEgIuWfD_BwE (8)
a) Learners in the filliping classroom are compelling to take a bigger responsibility for their learning.
They are taking a more active role in their learning.
b) Teachers are able to design teaching environments from small groups to large classes for more
participative and active learning. It also increase peer learning. This method permits several
technologies such as DVDs, pre-video recordings, podcasting, and online instructions.
c) Teachers can design online sources such as YouTube (van Wyk 2018; Roehl, 2013).More class
time for learner involvement and enhancing collaboration and cooperation. In the flipped
classroom, learners are more engage in their own learning process and transform learners into
self-directed learners.
1|Page
, d) Learners increase more out-of class time for reflection on lesson and other activities. This
method permits teachers to understanding into learners ‘grasp of content in increased learner
collaboration.
e) More time between teacher and learners make possible to increase class time for one-toone
discussions. If the teacher or learners is absent from classes, the ability to reflect on recorded
material is easy to move forward by catching up lost time.
f) Another benefit is where learners can easily catch up because miss a contact sessions due to
illness by reviewing lesson materials and watching learning content. If the teacher is absent from
normal class due to illness or attending in-service training, learners can retrieve and move
forward with lessons and other learning materials
4. You have been selected to make a class presentation to your colleagues on the use of Jigsaw
method as one of the co- operative learning (CL) strategies for teaching EMS.
4.1 What is the objective of this CL strategy? (2)
Cooperative learning can help learners practice skills like communicating and defending ideas,
resolving conflicts or disagreeing politely. Increased motivation: Cooperative learning can increase
motivation in learners. Understanding their role in a group and others' dependence on them might
encourage them to perform well.
4.2 What will be your main points of departure? (001_2020_TPS3709, 71) (4)
In Jigsaw, learners are assigned to five- or six-member heterogeneous study teams (sex, race, age
level). Academic materials are presented to learners in text form, and each learner has to learn a
portion of the material. For example, if the textual material is on cooperative learning for the topic,
one learner on the team will be responsible for Jigsaw group 1, another for Jigsaw group 2, another
for Jigsaw 3, and perhaps the other two will become experts in the research base and history of
cooperative learning. Members from different teams with the same topic (sometimes called the
expert group) meet to study and help each other learn their topic. Then learners return to their home
team and teach other members what they have learned. Following home team meetings and
discussions, learners take quizzes individually on the content. In the Slavin version of Jigsaw, team
scores are formed using the same scoring procedures as in STAD. High-scoring teams and
individuals are recognised in the weekly class newsletter or by some other means (Arends
1991:325).
4.3 Use an applied example form CAPS Economics policy to describe the steps to illustrate your
answer? (001_2020_TPS3709, 71, 72)
Select any topic from CAPS (16)
Divide the class into teams.
The material to be the object of the study should be divided into as many parts as there are
members in the Jigsaw group.
Each expert member of the team meets with the other expert members of teams who have the
same knowledge area (or Jigsaw piece) and carry out activities to become experts in that topic.
Once these activities are completed, the expert learners work out how they will explain what they
have learned to their team members.
The experts return to the base teams. Each expert is responsible for explaining the part she or
he has prepared to the rest of the team; at the same time the expert has to learn what the other
members of the team can teach him or her.
The assessment may be done in teams or in the most extreme case it can be done individually
(even focusing on the other team members), but with a team mark.
Step I: Teach a unit of learning. The first step in the use of Jigsaw is to select a chapter or
learning unit in the textbook/study guide that contains material for two or three days. Divide the
content in the chapter into chunks based on the number of team members. For example, if you have
four members in a team, then a topic in a chapter would be divided into four chunks as shown in the
CAPS on dynamics of markets for grade 11. Each member of the team is assigned one of the
topics and must read the chapter from the textbook, or any source provided, to find information
about his or her assigned “chunk”. In the next phase, each team member will meet with experts from
other groups in the class.
Step II: Expert Group Discussion. Expert groups should meet for about half of a class period to
discuss their assigned topic. Each expert group should receive an expert sheet. The expert sheets
2|Page
OUT-OF-TIMETABLED EXAMINATION (E-PORTFOLIO)
UNIQUE NUMBER:
MARKS: 200
CLOSING DATE: 30 OCTOBER 2022
Question 1
Use you’re Study Guide, Learning Unit 4 (pages 55-189). Read these pages to answer the below
Questions 1.1- 1.4. Read also page pages 240 -242 to answer Question 1.5. You may also use
other resources, but you must cite them correctly.
1. List the different learner-centred teaching approaches a teacher can use in his or her classroom.
(001_2020_TPS3709, 70) (2)
a) Cooperative learning strategies.
b) Flipped Class Pedagogy.
c) Economic cartoon method.
d) Problem solving method.
e) Research method.
f) Case study method.
g) Project method.
2. Explain, with an applicable example, the steps and educational values of STAD as a co-operative
learning strategy. (001_2020_TPS3709, 70) (10)
You can take the following steps to implement STAD in your subject:
1) Group learners: Each STAD learner group consists of five members.
2) Provide task or assignment to be completed: Assigned specific assignment or task to complete
by each team.
3) Provide content or learning material to be studied: Use EMS CAPS policy to find content as
activities to be studied by each team.
4) Provide learners with assessment criteria to assess each STAD team. Plan assignments or
tasks to be completed by teams by using assessment rubrics or worksheets.
5) Allow sufficient time to complete task: Allow each STAD learner group to complete the tasks.
Enough time allocate to study and complete each assignment.
6) Assess whether objectives being achieved: Teams presented their tasks or assignment to rest of
the STAD groups. Teacher grade or scoring marks as groups or teams present their project.
Teacher evaluate each team whether teams demonstrate objectives as set out before STAD
groups set off to complete each task.
7) Allocate marks or grades: Teams score grades or marks as per complete tasks or project in
each of the STAD divisions or sections completed overtime. All scores are recorded on STAD
team scoring sheets. For example STAD teams study a topic or learning unit and complete
overtime in an economic quiz.
8) Show change in progress: Provide constructive feedback to STAD team on how each individual
team member scores as well the overall progress of teams (Killen, 2007).
3. In your opinion, what are the advantages of the flipped classroom method in teaching EMS?
(001_2020_TPS3709, 79) or https://acerforeducation.acer.com/education-trends/education-
technology/6-benefits-of-the-flipped-classroom-model/?gclid=EAIaIQobChMItvjSzICV-
gIV2IBQBh22MwmDEAAYASAAEgIuWfD_BwE (8)
a) Learners in the filliping classroom are compelling to take a bigger responsibility for their learning.
They are taking a more active role in their learning.
b) Teachers are able to design teaching environments from small groups to large classes for more
participative and active learning. It also increase peer learning. This method permits several
technologies such as DVDs, pre-video recordings, podcasting, and online instructions.
c) Teachers can design online sources such as YouTube (van Wyk 2018; Roehl, 2013).More class
time for learner involvement and enhancing collaboration and cooperation. In the flipped
classroom, learners are more engage in their own learning process and transform learners into
self-directed learners.
1|Page
, d) Learners increase more out-of class time for reflection on lesson and other activities. This
method permits teachers to understanding into learners ‘grasp of content in increased learner
collaboration.
e) More time between teacher and learners make possible to increase class time for one-toone
discussions. If the teacher or learners is absent from classes, the ability to reflect on recorded
material is easy to move forward by catching up lost time.
f) Another benefit is where learners can easily catch up because miss a contact sessions due to
illness by reviewing lesson materials and watching learning content. If the teacher is absent from
normal class due to illness or attending in-service training, learners can retrieve and move
forward with lessons and other learning materials
4. You have been selected to make a class presentation to your colleagues on the use of Jigsaw
method as one of the co- operative learning (CL) strategies for teaching EMS.
4.1 What is the objective of this CL strategy? (2)
Cooperative learning can help learners practice skills like communicating and defending ideas,
resolving conflicts or disagreeing politely. Increased motivation: Cooperative learning can increase
motivation in learners. Understanding their role in a group and others' dependence on them might
encourage them to perform well.
4.2 What will be your main points of departure? (001_2020_TPS3709, 71) (4)
In Jigsaw, learners are assigned to five- or six-member heterogeneous study teams (sex, race, age
level). Academic materials are presented to learners in text form, and each learner has to learn a
portion of the material. For example, if the textual material is on cooperative learning for the topic,
one learner on the team will be responsible for Jigsaw group 1, another for Jigsaw group 2, another
for Jigsaw 3, and perhaps the other two will become experts in the research base and history of
cooperative learning. Members from different teams with the same topic (sometimes called the
expert group) meet to study and help each other learn their topic. Then learners return to their home
team and teach other members what they have learned. Following home team meetings and
discussions, learners take quizzes individually on the content. In the Slavin version of Jigsaw, team
scores are formed using the same scoring procedures as in STAD. High-scoring teams and
individuals are recognised in the weekly class newsletter or by some other means (Arends
1991:325).
4.3 Use an applied example form CAPS Economics policy to describe the steps to illustrate your
answer? (001_2020_TPS3709, 71, 72)
Select any topic from CAPS (16)
Divide the class into teams.
The material to be the object of the study should be divided into as many parts as there are
members in the Jigsaw group.
Each expert member of the team meets with the other expert members of teams who have the
same knowledge area (or Jigsaw piece) and carry out activities to become experts in that topic.
Once these activities are completed, the expert learners work out how they will explain what they
have learned to their team members.
The experts return to the base teams. Each expert is responsible for explaining the part she or
he has prepared to the rest of the team; at the same time the expert has to learn what the other
members of the team can teach him or her.
The assessment may be done in teams or in the most extreme case it can be done individually
(even focusing on the other team members), but with a team mark.
Step I: Teach a unit of learning. The first step in the use of Jigsaw is to select a chapter or
learning unit in the textbook/study guide that contains material for two or three days. Divide the
content in the chapter into chunks based on the number of team members. For example, if you have
four members in a team, then a topic in a chapter would be divided into four chunks as shown in the
CAPS on dynamics of markets for grade 11. Each member of the team is assigned one of the
topics and must read the chapter from the textbook, or any source provided, to find information
about his or her assigned “chunk”. In the next phase, each team member will meet with experts from
other groups in the class.
Step II: Expert Group Discussion. Expert groups should meet for about half of a class period to
discuss their assigned topic. Each expert group should receive an expert sheet. The expert sheets
2|Page
