BTE2601 Assignment 2 (LITERATURE REVIEW) 2025 - DISTINCTION GUARANTEED

BTE2601 Assignment 2 (LITERATURE REVIEW) 2025 - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED - DISTINCTION GUARANTEED Answers, guidelines, workings and references ,.... 1.1 Apply the concept of reflection-in-action to a situation where learners are disengaged during a lesson. (5) Rubric /Mark Allocation Criterion Marks Defines/Explains reflection-in-action 1 mark Identifies a realistic classroom situation involving disengagement 1 mark Describes the teacher’s reflective response during the lesson 2 marks Links adaptation to improved learner engagement 1 mark 1.2 Using Bronfenbrenner’s theory, describe how one system (e.g., microsystem or macrosystem) might impact learner performance in the classroom. (5) Rubric & Mark Allocation Criterion Marks Correctly names and defines one system (e.g., microsystem/) 1 mark Provides a relevant example/scenario linked to the system 2 marks Explains how this example influences learner performance 1 mark Shows understanding of classroom impact 1 mark 1.3 Mention and describe any two ethical responsibilities of a teacher towards learners according to the SACE Code of Ethics. (4) Rubric /Mark Allocation Criterion Marks Ethical responsibility 1 correctly mentioned and described 2 marks Ethical responsibility 2 correctly mentioned and described 2 marks Downloaded by Mbali De Villiers () lOMoARcPSD| BTE2601 ASSESSMENT 02/2025 6 1.4 Critically evaluate Shulman’s assertion that teaching is “the most complex, demanding, and frightening activity our species has invented” using examples from the South African school context. (10) Rubric /Mark Allocation Criterion Marks Clear explanation of Shulman’s assertion 2 marks Application to the SA context with relevant examples 4 marks Integration of theory (e.g., knowledge bases, roles) 2 marks Critical evaluation and balanced argument 2 marks 1.5 Apply the DATA model to reflect on a lesson where learners misunderstood key concepts. Use all four stages. (10) Rubric /Mark Allocation Criteria Marks DATA Stage Explanation of Data Model 2 marks Describe Clear and relevant lesson context and problem stated 2 marks Analyze Insightful identification of factors contributing to misunderstanding 2 marks Theorize Sound theoretical explanation and connection to teaching strategies 2 marks Act Practical, appropriate, and reflective plan for future improvement 2 marks [Question 1 total = 34] Downloaded by Mbali De Villiers () lOMoARcPSD| BTE2601 ASSESSMENT 02/2025 7 QUESTION 2 Answer all the questions in this section 2.1 Study the caricature below and answer the questions that follow: Source: A caricature depicting a certain model of teaching. Retrieved on 17/04/2025 from: 2.1.1 Which learning theory does the picture represent? (2) 2.1.2 Which pedagogy/ teaching model does the picture present? (1) 2.1.3 Justify your answer to 2.1.2 above by giving at least FOUR reasons. (8) 2.1.4 As a teacher, how can you turn the situation depicted above around in your classroom? Briefly discuss three things that you will do. (6) 2.1.5 What do you understand as the purpose of critical education theory, and how can you, as a teacher, implement it in your classroom? Name three strategies you can implement in class (6) Downloaded by Mbali De Villiers () lOMoARcPSD| BTE2601 ASSESSMENT 02/2025 8 2.2 Read the case study below: Teaching at a school in a remote village in KwaZulu-Natal, Mr. Dlamini is an educator who lacks dedication and empathy for his students. Despite working in an under-resourced school where learners face immense challenges, such as financial difficulties and long walks to class, he shows little interest in their struggles. He dismisses students’ concerns, rarely offers support, and leaves them to navigate their education without guidance. He organises after-school classes and expects all learners to have essential resources (such as textbooks, stationery, a calculator, etc.), despite the fact that their families may not be able to afford them. He maintains a disengaged approach and makes no effort to uplift learners in need. His indifferent attitude creates an environment where students feel abandoned rather than encouraged. Many lose motivation, believing that education offers little hope for their future. With no mentorship or emotional support, learners struggle to overcome personal and academic barriers. Mr. Dlamini’s lack of commitment highlights the profound impact a teacher’s attitude can have. Neglect can stifle potential just as much as dedication can inspire it. 2.2.1 Which pedagogy can you advise Mr Dlamini to adopt in this situation? (2) 2.2.2 What are the three changes that Mr. Dlamini can make to align his practices with the pedagogy mentioned above? (6) 2.2.3 Advise Mr Dlamini about the importance of relational ethics (2) [Question 2 total = 33] Downloaded by Mbali De Villiers () lOMoARcPSD| BTE2601 ASSESSMENT 02/2025 9 QUESTION 3 Answer all the questions in this section 3.1 Ivan Pavlov established a theory that emphasised the need for teachers to understand the stimulus-response reaction. What did you learn from this theory about how to handle situations in your classroom? (4) 3.2 Positive and negative reinforcements are important to be applied during your lesson delivery. Differentiate between the positive and negative reinforcements, giving examples from a typical South African classroom. (3) 3.3 The implementation of a constructivist perspective or approach to learning has the benefit of promoting effective cognitive, contextual, social, and classroom discourse, among other things. Briefly explain how you will use the classroom discourse approach in your class to construct meaning and knowledge in your quest to become a teacher. (8) 3.4 Scaffolding is one of the critical components in the teaching and learning process. 3.4.1 How can you use scaffolding as a teacher-directed approach to facilitate learning during your Teaching Practice? (4) 3.4.2 Why does it carry so much value in the teaching and learning process? (4) 3.5 Suppose you are invited to attend an interview for the teaching post in a local primary or secondary school, and the panelists ask you to draw a distinction between behaviourist and cognitivist theories in the classroom context. In a table form, show how you would explain these distinctions to the panelist. (10)