TPN3704 Assignment 1 (100% COMPLETE ANSWERS) 2025 - DUE 28 May 2025

Teaching Practice for Intermediate Phase IV - TPN3704 Assignment 1 2025 - DUE 28 May 2025 ;100 % TRUSTED workings, Expert Solved, 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)........... TPN3704/101/0/2025 ASSESSMENT 01 DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES COLLEGE OF EDUCATION UNIVERSITY OF SOUTH AFRICA MODULE CODE: TPN3704 The Department of Curriculum and Instructional Studies places specific emphasis on integrity and ethical behaviour with regard to the preparation of all written work submitted for academic assessment. Although your lecturer can provide you with information about reference techniques and guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you at any time feel unsure about the requirements, you must consult your lecturer before you submit any assignment. You are guilty of plagiarism when you extract information from a book, article, web page, or fellow student without acknowledging the source and submitting it as your own work. In truth, you are This assessment contributes 10 % towards your final mark. The assessment is about multicultural classrooms, classroom libraries, integrating technology in teaching, and differentiation strategies. Answer the questions for this assessment in the space provided. You need to include a completed and signed copy of the declaration form when you submit Assessment 01 for this module. Assessment without the form will be cancelled and returned unmarked. lOMoARcPSD| TPN3704/101/0/2025 stealing someone else’s property. You may not use another student’s work. You may not allow anyone to copy or use your work with the intention to submit it as his/her own. Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a serious violation of the University’s regulations and may lead to expulsion. The under-mentioned declaration must accompany written assessments. Your assessment will be cancelled and returned unmarked if you do not include a fully completed and signed declaration form. I (full names): .................................................................. Student number ............................. Module: TPN3704 Declare that 1. I understand what plagiarism entails and am aware of the University’s policy in this regard. 2. I declare that this assignment is my own, original work. Where I used someone else’s work, whether a printed source, the internet, or any other source, I give the proper acknowledgement and include a complete reference list. 3. I did not use another current or previous student’s work, submitting it as my own. 4. I did not allow and will not allow anyone to copy my work with the intention of submitting it as his or her own work. Signature Date: lOMoARcPSD| TPN3704/101/0/2025 Use the uniform resource locator (URL) links below to obtain the necessary information. Read the information and use the Harvard Referencing system for in-text referencing and the list of references at the end of the assessment. Use the mark allocations of the questions as guidelines as to the number of facts to include in your answers. Link 1: Modelling as an Instructional Strategy in Multilingual Classrooms Link 2: Setting up classroom libraries in rural areas: The case of Mogodumo circuit in Limpopo Link 3: Teachers’ Perceptions of Integrating Technology in Rural Primary Schools to Enhance the Teaching of English First Additional Language Link 4: Differentiation Strategies in a Multicultural Classroom: A Case Study in an Elementary School NB: If the links are not working, use the titles of the articles. Question 1: Multicultural Classrooms Refer to the URL link one and respond to the following questions: 1.1 Define "modelling" as an instructional strategy. (2) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 1.2 List three techniques mentioned in the chapter that enhance modelling in multilingual classrooms. (2) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 1.3 Explain how scaffolding supports language learning in multilingual classrooms. Use examples from the chapter. (3) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 1.4 Imagine you are teaching a class with diverse linguistic backgrounds. Design a short activity that incorporates explicit vocabulary instruction. (3) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 1.5 Compare and contrast the roles of contextualised learning and collaborative activities in supporting English First Additional Language (EFAL) learners. (3) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 1.6 Assess the effectiveness of using flipped classrooms as a strategy in EFAL classrooms. What are its potential advantages and limitations, according to the chapter? (4) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 1.7 Propose a lesson plan segment that integrates multimedia texts and group work to teach a specific English language concept in a multilingual classroom. Provide details on resources and the steps of the activity. (3) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 2: Classroom Libraries Refer to the URL link one and respond to the following questions: 2.1 Define the purpose of the study. (2) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 2.2 Where was the study conducted? (2) …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 2.3 Name the research approach used in this study. (2) …………………………………………………………………………………. …………………………………………………………………………………. 2.4 Indicate the data collection method used in the study. (2) …………………………………………………………………………………… …………………………………………………………………………………… 2.5 Discuss the role of classroom libraries in enhancing literacy, providing three reasons. (6) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 2.6 Analyse Bandura’s (1977) self-efficacy theory and its relevance to developing classroom libraries. (4) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 2.7 Which data analysis method was used in this publication? (2) …………………………………………………………………………………… …………………………………………………………………………………… 2.8 Identify two challenges teachers face when establishing classroom libraries. (4) …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………….. …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………….. …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………….. …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………….. 2.9 Summarise two recommendations made by the authors. (4) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 3: Integrating Technology in Rural Primary Schools Refer to the URL link 2 and respond to the following questions: 3.1 Name the theoretical framework used in this research paper. (2) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………….. …………………………………………………………………………………… …………………………………………………………………………………… 3.2 Identify technological resources or tools that enhance teaching and learning. (4) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 3.3 Explain how participant confidentiality was maintained in this study. lOMoARcPSD| TPN3704/101/0/2025 (2) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 3.4 Identify the instrument used to collect data. (2) …………………………………………………………………………………… …………………………………………………………………………………… 3.5 Summarise the findings of this study and discuss their implications for rural education. (4) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ………………………………………………………………………………….. lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 3.6 Discuss the challenges of technology integration challenges indicated in the study. (6) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 4: Differentiation Strategies in a Multicultural Classroom 4. Refer to the URL link 3 and respond to the following questions: 4.1 State the journal's name. (2) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 4.2 Which research design has been used for this study? (2) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 4.3 Identify three differentiation strategies emerging from the data and critically assess their effectiveness in promoting engagement. (6) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… 4.4 Discuss how each differentiation strategy accommodates diverse learning preferences and learners’ cultural backgrounds. (6) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… 4.5 Select two differentiation strategies you will apply during teaching practice. (4) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… ……………………………………………………………………………… 4.6 Evaluate the challenges teachers face in managing diverse learning needs and propose actionable solutions. (6) …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… lOMoARcPSD| TPN3704/101/0/2025 …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Question 5: References 5.1 Provide a complete list of references using the Harvard referencing system. Include the three articles used and other sources referenced in your responses. Ensure accurate citation. (6) Examples Department of Basic Education. 2011. Curriculum and Assessment Policy Statement: Intermediate Phase: Grades 4-6. Pretoria: TPN3704/101/0/2025 Government Printers. McMillan, J.H. & Schumacher, S. 2010. Research in education: evidence-based inquiry. (7th ed.). New Jersey: Pearson Education, Inc. Sedibe, M. 2011. Inequality of access to resources in previously disadvantaged South African high schools. Journal of Social Sciences, 28(2), 129–135. Yusimah, P.G. & Amjah, H.J. 2014. A study of teachers’ strategies to develop students’ interest towards learning English as a second language. Procedia - Social and Behavioral Sciences, 134, 188– 192. …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… TPN3704/101/0/2025 …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… TOTAL MARKS: 100