TMS3708 Assignment 2 2024 - DUE 22 May 2024

TMS3708 Assignment 2 2024 - DUE 22 May 2024 ;100 % TRUSTED workings, explanations and solutions. For assistance call or W.h.a.t.s.a.p.p us on ...(.+.2.5.4.7.7.9.5.4.0.1.3.2)........... Teaching Economic and Management Sciences TMS3708 Assignment 2 Unique Number: Due Date: 22 May 2024 1. Thato is a newly qualified senior phase EMS teacher at a well-resourced school in South Africa. Thato has been very focused on classroom discipline and has adopted a teacher-centered autocratic teaching style in her classroom. She has noticed that the learners seem uninterested in the subject content and do not participate in the lessons eagerly. On the other hand, the headmaster has identified you as the most passionate and innovative EMS teacher at the school who has shown a great connection with the learners. He advises Thato to approach you for advice on how to improve learner interest and participation in her Grade 7 EMS classroom. Thato asks you to help her plan a lesson for her Grade 7 EMS class on the topic, “The Economy: Needs and wants”. Choose a learner-centred teaching method (excluding the flipped classroom) that you think will be suitable for this lesson. The lesson must be CAPS aligned. Hint: Discuss the learner-centred method you have chosen by answering the following questions (provide a relevant heading in each instance): 1.1. Give a detailed description (in your own words) of the learner-centred method you will advise Thato to use and justify why you have chosen this method in the context of the Grade 7 class given above. (5) 1.2. Evaluate (using practical examples) how Thato will use the method you have chosen to practically deliver the Grade 7 lesson on the topic, “The Economy: Needs and wants”, by implementing your pedagogical content knowledge (PCK). Your explanation should indicate a well-rounded PCK by referring to the teaching and learning strategy as well as the subject content. (10) 1.3. Defend any (FIVE) benefits/advantages of the learner-centred method you have chosen within the context of the classroom. (5) 1.4. Critique any (FIVE) possible limitations/disadvantages of the method and how you are going to advise Thato to alleviate/address these limitations/disadvantages. (10) 2. Debate the advantages as well as the challenges of the flipped classroom method in relation to teaching EMS in the senior phase? (10) 3. The case study method is an excellent way of presenting a particular problem or scenario to learners so that they can interact with the content of EMS. There are many benefits to using this method, including providing learners with the opportunity to read, communicate, write and reflect on the learning process. Suppose you are a Grade 8 EMS teacher, and you are going to teach the topic, “The economy: Standard of living”. 3.1. Develop a case study and questions based on the case study, to illustrate this topic at the appropriate level for your Grade 8 learners—keep their vocabulary and interests in mind, as well as what is current, valid, and “cool” to them and in their community. This activity must be CAPS aligned. (10) 3.2. Defend the use of connectivism as a teaching and learning theory in your Grade 9 classroom to teach the topic, “The economy: Economic systems”. Use practical examples related to CAPS to support your argument and indicate your PCK.