FPT3701
Assignment 2
Due July 2025
, FPT3701
Assignment 2
DUE July 2025
QUESTION 1: Active Learning, Effective Teaching, and Reflective Teaching in the
Foundation Phase
1.1 Differentiating Between Active Learning and Effective Teaching
Active Learning
Active learning is a learner-centred instructional approach that actively engages
learners in the learning process through meaningful activities and reflection. Rather than
passively receiving information, learners are required to analyse, synthesise, evaluate,
and apply knowledge, thereby enhancing their critical thinking and problem-solving
abilities (Bonwell & Eison, 1991). Active learning emphasises collaboration, exploration,
and discussion, enabling learners to construct their own understanding.
Example (Grade 1 Mathematics – Addition):
Learners are provided with counting blocks and asked to find the sum of 3 and 2.
Through manipulating the blocks themselves, they discover the concept of addition
experientially, which leads to deeper conceptual understanding.
Effective Teaching
Effective teaching, on the other hand, refers to the deliberate use of pedagogical
strategies that promote both academic achievement and holistic development
(Marzano, 2007). It encompasses goal setting, classroom management, differentiated
instruction, learner support, and continuous assessment. Active learning is often
integrated into effective teaching, but effective teaching is broader and more
comprehensive.
,Example (Grade 1 Mathematics – Addition):
The teacher introduces the concept of addition using a number line, supports learners
with structured worksheets, and offers immediate feedback. This method ensures
learners grasp the concept in multiple ways, reinforcing understanding through varied
modalities.
Similarities and Differences
• Similarities: Both aim to promote deep learning, critical thinking, and active
engagement. Both require intentional planning and design of meaningful learning
experiences.
• Differences: Active learning prioritises learner autonomy, participation, and
knowledge construction, while effective teaching includes a wider range of
elements, such as classroom management, assessments, and teacher-led
instruction. Active learning is often interactive and exploratory, whereas effective
teaching can include both direct instruction and learner-driven activities.
Conclusion: While active learning can be a powerful component of effective teaching,
the two are not synonymous. Effective teaching provides a broader pedagogical
framework in which active learning plays a vital, but not exclusive, role.
References:
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the
Classroom. ASHE-ERIC Higher Education Reports.
Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework
for Effective Instruction. ASCD.
, 1.2.1 Five Practices in Mr. Kruger’s Classroom That Contradict Active Learning
Theories
Mr. Kruger’s classroom practices reflect a traditional, teacher-centred pedagogy that
contradicts the core principles of active learning, which promote student engagement,
collaboration, and inquiry-based learning (Freeman et al., 2014).
1. Teacher-Centred Lectures
Mr. Kruger predominantly delivers content through lecture-style teaching, with
learners passively listening rather than participating in hands-on activities.
Example: Instead of allowing learners to use blocks to solve addition problems, he
explains the concept verbally, which limits experiential learning.
(Prince, 2004)
2. Emphasis on Rote Learning
Learners are encouraged to memorise arithmetic facts without conceptual
understanding, which undermines the constructivist principles of active learning.
Example: Learners are drilled on addition tables but never manipulate physical objects
to understand the concept.
(Piaget, 1970)
3. Absence of Learner-Created Displays
The classroom lacks evidence of student work, projects, or visual aids created by
learners, which diminishes opportunities for creative expression and reflective
learning.
Example: Learners do not draw pictures or visual representations to demonstrate
mathematical thinking.
(Dewey, 1938)
4. Rigid Classroom Layout
Learners are seated in rows facing the teacher, which hinders collaboration,
group work, and peer discussion — all essential elements of active learning.
Assignment 2
Due July 2025
, FPT3701
Assignment 2
DUE July 2025
QUESTION 1: Active Learning, Effective Teaching, and Reflective Teaching in the
Foundation Phase
1.1 Differentiating Between Active Learning and Effective Teaching
Active Learning
Active learning is a learner-centred instructional approach that actively engages
learners in the learning process through meaningful activities and reflection. Rather than
passively receiving information, learners are required to analyse, synthesise, evaluate,
and apply knowledge, thereby enhancing their critical thinking and problem-solving
abilities (Bonwell & Eison, 1991). Active learning emphasises collaboration, exploration,
and discussion, enabling learners to construct their own understanding.
Example (Grade 1 Mathematics – Addition):
Learners are provided with counting blocks and asked to find the sum of 3 and 2.
Through manipulating the blocks themselves, they discover the concept of addition
experientially, which leads to deeper conceptual understanding.
Effective Teaching
Effective teaching, on the other hand, refers to the deliberate use of pedagogical
strategies that promote both academic achievement and holistic development
(Marzano, 2007). It encompasses goal setting, classroom management, differentiated
instruction, learner support, and continuous assessment. Active learning is often
integrated into effective teaching, but effective teaching is broader and more
comprehensive.
,Example (Grade 1 Mathematics – Addition):
The teacher introduces the concept of addition using a number line, supports learners
with structured worksheets, and offers immediate feedback. This method ensures
learners grasp the concept in multiple ways, reinforcing understanding through varied
modalities.
Similarities and Differences
• Similarities: Both aim to promote deep learning, critical thinking, and active
engagement. Both require intentional planning and design of meaningful learning
experiences.
• Differences: Active learning prioritises learner autonomy, participation, and
knowledge construction, while effective teaching includes a wider range of
elements, such as classroom management, assessments, and teacher-led
instruction. Active learning is often interactive and exploratory, whereas effective
teaching can include both direct instruction and learner-driven activities.
Conclusion: While active learning can be a powerful component of effective teaching,
the two are not synonymous. Effective teaching provides a broader pedagogical
framework in which active learning plays a vital, but not exclusive, role.
References:
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the
Classroom. ASHE-ERIC Higher Education Reports.
Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework
for Effective Instruction. ASCD.
, 1.2.1 Five Practices in Mr. Kruger’s Classroom That Contradict Active Learning
Theories
Mr. Kruger’s classroom practices reflect a traditional, teacher-centred pedagogy that
contradicts the core principles of active learning, which promote student engagement,
collaboration, and inquiry-based learning (Freeman et al., 2014).
1. Teacher-Centred Lectures
Mr. Kruger predominantly delivers content through lecture-style teaching, with
learners passively listening rather than participating in hands-on activities.
Example: Instead of allowing learners to use blocks to solve addition problems, he
explains the concept verbally, which limits experiential learning.
(Prince, 2004)
2. Emphasis on Rote Learning
Learners are encouraged to memorise arithmetic facts without conceptual
understanding, which undermines the constructivist principles of active learning.
Example: Learners are drilled on addition tables but never manipulate physical objects
to understand the concept.
(Piaget, 1970)
3. Absence of Learner-Created Displays
The classroom lacks evidence of student work, projects, or visual aids created by
learners, which diminishes opportunities for creative expression and reflective
learning.
Example: Learners do not draw pictures or visual representations to demonstrate
mathematical thinking.
(Dewey, 1938)
4. Rigid Classroom Layout
Learners are seated in rows facing the teacher, which hinders collaboration,
group work, and peer discussion — all essential elements of active learning.
