HED4814
PORTFOLIO 2025
DUE DATE: 16 JANUARY 2026
,1
TABLE OF CONTENTS
Title Page .......................................................................................... 1
Table of Contents .............................................................................. 2
Question 1: Teaching and Learning in Context ................................. 3
1.1 Problem-Based Learning Activity ................................................ 3
1.2 Learner Profile and Contextual Analysis ...................................... 9
Question 2: Motivation and Development .......................................... 11
2.1 Visual Strategy to Enhance Learner Motivation ........................... 12
2.2 Developmental Domains and Academic Performance ................. 15
Question 3: Theory Application and Reflective Practice .................... 17
3.1 Application of Psychological Theories .......................................... 18
3.2 Reflection on Assumptions and Biases ......................................... 21
Reference List ...................................................................................... 23 MODULE: HED4814
ASSESSMENT: Portfolio examination 2026
DEPARTMENT: PSYCHOLOGY OF EDUCATION
, 2
Question 1.1
1. Design a problem-based learning (PBL) activity tailored to the learners’ context.
Problem-Based Learning (PBL) Activity Design for Grade 9 Learners in South Africa
Learner Background and Educational Needs: We consider a Grade 9 (about 14–15 years old)
science class in a South African township high school. These students come from diverse, often
under-resourced communities: many speak one or more indigenous languages at home (for
example isiZulu, isiXhosa, or Sepedi) in addition to English, and live in low-income households
(Chikovore et al., 2013). Class sizes are large (often 35– 40 learners) with limited access to
technology or laboratory resources. Many learners have struggled with traditional lecture-based
teaching and may lack confidence in science, but they possess rich community knowledge and
resilience. Their needs include engaging, relevant learning experiences that build on what they
already know (e.g. local environmental practices) and develop critical thinking and collaborative
skills. PBL can address these needs by grounding learning in a real-world problem and drawing
on students’ own experience and cultural context (Malan et al., 2014)
PBL Activity Steps: The activity centers on a locally relevant problem e.g. a community water-
scarcity issue. Steps include:
1. Present the Problem: Begin by introducing an “ill-structured” problem scenario e.g. a news
story about the school’s water tank drying up or pollution in a nearby stream). This real-world
context immediately motivates learning (Malan et al., 2014).
2. Clarify and Define: In small groups, students clarify unfamiliar terms such as
“pollutant”, “aquifer” or “sanitation” and jointly formulate a precise problem statement (Cornell
University CTI, n.d.). The teacher acts as facilitator, ensuring all voices are heard and guiding
discussion.
3. Brainstorm Prior Knowledge: Learners list what they already know about water use and
sources e.g. rainwater collection, wells, household tasks involving water and what
PORTFOLIO 2025
DUE DATE: 16 JANUARY 2026
,1
TABLE OF CONTENTS
Title Page .......................................................................................... 1
Table of Contents .............................................................................. 2
Question 1: Teaching and Learning in Context ................................. 3
1.1 Problem-Based Learning Activity ................................................ 3
1.2 Learner Profile and Contextual Analysis ...................................... 9
Question 2: Motivation and Development .......................................... 11
2.1 Visual Strategy to Enhance Learner Motivation ........................... 12
2.2 Developmental Domains and Academic Performance ................. 15
Question 3: Theory Application and Reflective Practice .................... 17
3.1 Application of Psychological Theories .......................................... 18
3.2 Reflection on Assumptions and Biases ......................................... 21
Reference List ...................................................................................... 23 MODULE: HED4814
ASSESSMENT: Portfolio examination 2026
DEPARTMENT: PSYCHOLOGY OF EDUCATION
, 2
Question 1.1
1. Design a problem-based learning (PBL) activity tailored to the learners’ context.
Problem-Based Learning (PBL) Activity Design for Grade 9 Learners in South Africa
Learner Background and Educational Needs: We consider a Grade 9 (about 14–15 years old)
science class in a South African township high school. These students come from diverse, often
under-resourced communities: many speak one or more indigenous languages at home (for
example isiZulu, isiXhosa, or Sepedi) in addition to English, and live in low-income households
(Chikovore et al., 2013). Class sizes are large (often 35– 40 learners) with limited access to
technology or laboratory resources. Many learners have struggled with traditional lecture-based
teaching and may lack confidence in science, but they possess rich community knowledge and
resilience. Their needs include engaging, relevant learning experiences that build on what they
already know (e.g. local environmental practices) and develop critical thinking and collaborative
skills. PBL can address these needs by grounding learning in a real-world problem and drawing
on students’ own experience and cultural context (Malan et al., 2014)
PBL Activity Steps: The activity centers on a locally relevant problem e.g. a community water-
scarcity issue. Steps include:
1. Present the Problem: Begin by introducing an “ill-structured” problem scenario e.g. a news
story about the school’s water tank drying up or pollution in a nearby stream). This real-world
context immediately motivates learning (Malan et al., 2014).
2. Clarify and Define: In small groups, students clarify unfamiliar terms such as
“pollutant”, “aquifer” or “sanitation” and jointly formulate a precise problem statement (Cornell
University CTI, n.d.). The teacher acts as facilitator, ensuring all voices are heard and guiding
discussion.
3. Brainstorm Prior Knowledge: Learners list what they already know about water use and
sources e.g. rainwater collection, wells, household tasks involving water and what
