RDF2601 Assignment 2 (QUALITY ANSWERS) 2024

This document contains workings, explanations and solutions to the RDF2601 Assignment 2 (QUALITY ANSWERS) 2024. For assistance call or us on 0.6.8..8.1.2..0.9.3.4..... QUESTION 1: (38) Learning and teaching support materials / resources (LTSM) provide the structure for teaching within which learners explore, experiment, plan and make decisions for themselves, thus enabling them to learn, develop and make good progress. 1.1. Briefly provide the importance of resources and complete the following table to emphasise the structure LTSM provide for teaching and learning. (10) A brief explanation of the resources (1) Name three categories of resources you can use to enhance your teaching and learning in the Foundation Phase (3). Provide an example of each category (3). Explain how each identified resource can be used in the teaching of the following Foundation Phase subjects: - Mathematics - Home Language - First Additional Language - Life Skills (3) 1.2 Buéljeta (2013:56) describes the purpose of teaching and learning resources as being to “assist the teacher with the presentation and transmission of educational content and the achievement of educational objectives, whilst aiding the students in acquiring knowledge and profiling different abilities and values”. Discuss the common goals of using LTSM in your classroom. Illustrate each goal by giving an example from each of the subjects, Maths, Life Skills, Home Language and First Additional Language. (8) Scanned with AnyScanner 1.3 1.3.1 1.3.2 RDF2601/ASSESSMENT 2/0/2024 Resource development according to Howard Gardner's multiple intelligences: Howard Gardner, a developmental psychologist, believes that learning styles should rather be referred to as “intelligences” and focuses on the question “how are you smart?”, instead of “how smart are you?” His theory suggests EIGHT (8) multiple intelligences (MI!) that people engage in when processing information. List FIVE (5) of Gardner's multiple intelligences that you can apply to develop Foundation Phase resources. (5) In the corner of your Grade 2 classroom, design, make, paint and display the type of resources you can use to attract learners that show each of the five intelligences of your choice (for example Linguistic smart), taking into consideration that they learn better and freely when their types of smart are identified and taken care of. Justify each one of your choices. (15) NB: Please take photographs of each to include in the assessment. QUESTION 2: (18) 2.1 Fillin the pie chart below with Mathematics or Home Language or Life Skills resources you can think of which will appeal to each type of intelligence. (8) A yer Ing lg; coe hem, Mey di De, : eee yen! a Mic oh 5 y 0 Mus; eh, ge a, *etray se ea? Scanned with AnyScanner 2.2 Match the following scenarios by rewriting them in the table below, under the relevant stages of cognitive development as described by Jean Piaget: o A sister tricks her brother by pouring his juice from a tall cup into a smaller, wider one. ° A girl playing doctor with her teddy. ° A boy sets out his study timetable in his school diary. © A child is squishing mud through their fingers. ° A group of children are doing a volcano experiment with vinegar and bicarbonate of soda. ° A child sorts her blocks from biggest to smallest. ° A little boy running around in a Superman outfit. oO Two friends playing chess together. ° A boy finds a toy after his mom hides it while playing peek-a-boo. ° A little girl goes to her dad for a hug when he holds his arms out. (10) Concrete Formal operational Sensorimotor stage | Preoperational stage . operational stage stage QUESTION 3: (44) Read the scenario below and then answer the questions that follow: It is advisable that the design of a model/artefact should be done with Grade 3 learners. Two villages, Pax and Doornspruit, are divided by a big river. Children like to play in the river while they use enamel buckets to carry water home. The river, Mogwadi, serves as a recreation and socialisation spot as well, as most schoolboys and girls play indigenous games like dikgati, diketo, bhohle and others. Pax managed to build a Junior Primary School (J.P.S.) for Grades R to 4, whereas the Mogwadi villagers were wise to build a Senior Secondary School (S.S.S). The villages are situated in a rain belt and the forests and grass are evergreen. Livestock and mealie fields boost the economy and enable parents to make ends meet. 10 Scanned with AnyScanner RDF2601/ASSESSMENT 2/0/2024 3.1. What natural resources are available in the villages of Pax and Doornspruit Villages? List FIVE (5) natural sources. (5) 3.2. Explain in FIVE (5) ways how children can enjoy their leisure time in these villages. (5) 3.3 Identify the kind(s) of serious problem(s) these villages face. (2) 3.4 Suggest and formulate the strategies you as principals and teachers could devise to help all the children attend both high school and primary school, without barriers. In your strategies, consider the following available resources in the villages: ro} Human resources like parents, extended families, the chief, elderly men and women, headsmen, etc. Consider the natural resources that are available in the vicinity. Consider the rain, green trees and wetlands. 3.5 Investigate, design and make a miniature structure or a model that could change the problem of crossing (inability to cross): When developing the structure consider the following: Appropriateness Rigidity Aesthetic value Measurement Group contribution Individual contribution Learner compliance Materials Tools o0oo0Uc0omvmUcUCOUCOUCOUCNDUlUCO (16) 3.6 Write all your thoughts down, brainstorm them and discuss what could be done by whom, using the available resources in the villages. (10)