FPT3701
ASSIGNMENT 2
ANSWERS 2025
FPT3701 ASSIGNMENT 2 ANSWERS
2025
,FPT3701 ASSESSMENT 2
1.1 Reflective vs. Effective Teaching
Here's the table, filled in with definitions, similarities/differences, and examples
related to Grade 1 addition:
| Type of teaching | Definitions
| Similarities and
differences
| Examples of the topic additions in Grade
1
|
|-----------------|----------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
---------------------------------------------------|-------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------|------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
---------------------------------------|
| **Reflective** | Reflective teaching involves actively analyzing one's teaching
practices, experiences, and beliefs to understand their impact on student learning.
It's a cyclical process of planning, acting, observing, and reflecting. It involves
critically evaluating what worked, what didn't, and why, and then using that
understanding to inform future instruction. | **Similarities:** Both aim to improve
student learning. Both involve planning and execution. **Differences:** Reflective
teaching is more inward-focused on the teacher's thinking and practice. Effective
, teaching is more outward-focused on student outcomes and evidence-based
strategies. Reflective teaching is a *process*, while effective teaching is a *result*
(although informed by reflective practices). Reflective teaching is teacher-centered,
while effective teaching is student-centered. | A Grade 1 teacher notices that
students struggle with addition problems presented as word problems but excel
when presented with concrete objects. They reflect on why this might be: Is the
language too complex? Are they not connecting the abstract symbols to real-world
scenarios? Based on this reflection, the teacher modifies future lessons to include
more visual aids and simplified language in word problems. They might also try the
Concrete-Representational-Abstract (CRA) approach.
|
| **Effective** | Effective teaching is the ability to consistently produce desired
student outcomes (e.g., improved understanding, skills, and attitudes) using
evidence-based strategies. It involves employing teaching methods that are proven
to promote learning, creating a positive classroom environment, and using
assessment data to inform instruction. It requires understanding of how children
learn. | **Similarities:**
See above. **Differences:** Effective teaching focuses on utilizing strategies and
techniques that are proven to work and have a high impact on student learning. It
emphasizes data-driven decision-making and adjusting instruction based on student
progress. While reflection informs effective teaching, effective teaching is more
directly concerned with achieving measurable results.
| An effective Grade 1 teacher uses manipulatives (e.g., counters, number lines) to
teach addition, because research shows that concrete experiences help young
children understand mathematical concepts. They use formative assessments (e.g.,
quick quizzes, observations) to monitor student understanding and adjust their
teaching accordingly. For example, if many students are struggling with adding
numbers greater than 10, the teacher may re-teach the concept using a different
approach, such as breaking down the numbers into tens and ones.
|
1.2 Robert Marzano's Theory of Effective Teaching
ASSIGNMENT 2
ANSWERS 2025
FPT3701 ASSIGNMENT 2 ANSWERS
2025
,FPT3701 ASSESSMENT 2
1.1 Reflective vs. Effective Teaching
Here's the table, filled in with definitions, similarities/differences, and examples
related to Grade 1 addition:
| Type of teaching | Definitions
| Similarities and
differences
| Examples of the topic additions in Grade
1
|
|-----------------|----------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
---------------------------------------------------|-------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------|------------------------------------------
----------------------------------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------------------------------
---------------------------------------|
| **Reflective** | Reflective teaching involves actively analyzing one's teaching
practices, experiences, and beliefs to understand their impact on student learning.
It's a cyclical process of planning, acting, observing, and reflecting. It involves
critically evaluating what worked, what didn't, and why, and then using that
understanding to inform future instruction. | **Similarities:** Both aim to improve
student learning. Both involve planning and execution. **Differences:** Reflective
teaching is more inward-focused on the teacher's thinking and practice. Effective
, teaching is more outward-focused on student outcomes and evidence-based
strategies. Reflective teaching is a *process*, while effective teaching is a *result*
(although informed by reflective practices). Reflective teaching is teacher-centered,
while effective teaching is student-centered. | A Grade 1 teacher notices that
students struggle with addition problems presented as word problems but excel
when presented with concrete objects. They reflect on why this might be: Is the
language too complex? Are they not connecting the abstract symbols to real-world
scenarios? Based on this reflection, the teacher modifies future lessons to include
more visual aids and simplified language in word problems. They might also try the
Concrete-Representational-Abstract (CRA) approach.
|
| **Effective** | Effective teaching is the ability to consistently produce desired
student outcomes (e.g., improved understanding, skills, and attitudes) using
evidence-based strategies. It involves employing teaching methods that are proven
to promote learning, creating a positive classroom environment, and using
assessment data to inform instruction. It requires understanding of how children
learn. | **Similarities:**
See above. **Differences:** Effective teaching focuses on utilizing strategies and
techniques that are proven to work and have a high impact on student learning. It
emphasizes data-driven decision-making and adjusting instruction based on student
progress. While reflection informs effective teaching, effective teaching is more
directly concerned with achieving measurable results.
| An effective Grade 1 teacher uses manipulatives (e.g., counters, number lines) to
teach addition, because research shows that concrete experiences help young
children understand mathematical concepts. They use formative assessments (e.g.,
quick quizzes, observations) to monitor student understanding and adjust their
teaching accordingly. For example, if many students are struggling with adding
numbers greater than 10, the teacher may re-teach the concept using a different
approach, such as breaking down the numbers into tens and ones.
|
1.2 Robert Marzano's Theory of Effective Teaching
