Summary TMN3704 ASSIGNMENT 4 2023 (Answer)

Define the concept: "lesson plan". (2) 1.2 Identify and explain any two key concepts from the definition of a lesson plan. These are terms that are central to the main points of the description of a lesson plan. (4) 1.3 Complete Table A below (2) Table A: The focus of the lesson Grade Subject Content Area Topic Properties of 3-D objects Key concept Range of objects Concepts and skills Recognise, visualise and name 3-D objects in the environment and geometric settings, focusing on rectangular prisms Date Duration 1.4 Carefully study the details of the topic as it is presented in the Curriculum and Assessment Policy Statement (CAPS) document and then answer the following questions: 1.4.1 In which term(s) is the topic ‘Properties of 3-D objects’ taught in Grade 6? (2) 1.4.2 How much time is allocated to the topic ‘Properties of 3-D objects’ in Grade 6? (1) 1.4.3 How does the key concept ‘Range of objects’ develop from Grade 5 to Grade 6? In other words, what is the level of complexity of this key concept in specified grades? ACTIVITY 2 2.1 What is your understanding of the following concepts: aim and objectives of a lesson? (2) 2.2 As the first step to preparing an effective lesson, describe the aim(s) of your lesson for the identified Topic: Refer to Table A. (2) 2.3 Complete Table B to illustrate your understanding of learning objectives. (4) Table B: Formulation of learning objectives 2.4 Beginning your planning with the learning objectives in mind will also help you to ensure that your tasks and activities are appropriate and will help your learners to achieve the objectives. Write down the objectives that you want your learners to have achieved by the end of the lesson. (NB: Objectives should be derived from the concepts and skills stated in Table A) (6) 2.5 ‘What is the difference between a teacher-centred media resource and learner-centred media resource? (4) 2.6 Learning is a process of continually restructuring prior knowledge, not just adding to it. Good teaching and learning provide opportunities for learners to connect what they are learning to their prior knowledge. What prior knowledge do you think learners should bring to build on the knowledge of properties of 3-dimensional objects? (3)ACTIVITY 3 Identify and reflect on one learning strategy that you consider most suitable to unpack the concept and skills ‘Recognise, visualise and name 3-D objects in the environment and geometric settings, focusing on rectangular prisms’ and that could engage learners in the learning process that stimulate critical thinking (Refer to Section 3.5 of your study guide). (4) ACTIVITY 4 The main aim of this part of the lesson is to describe the instructional activities, that is, what you will do and say in the lesson. More importantly, you also have to state the learning activities, which is what the learners will do and may say. This section of the lesson plan should reflect that your lesson is learner-centred, by stating a lot more about what the learners will do than what the teacher will do. It should show learners as active participants rather than passive receivers of information. 4.1 Complete PART B of Table C. (15) Table C: Development of the fraction concept PART A: The main part of the lesson: The instructional activities should be about what you, as the teacher, are going to do. To create a unique classroom atmosphere, according to Fraser (1998), teachers have to become innovative and use unique teaching methods and activities. PART B: The role of the teacher (What will you do and say?) 1. How would you introduce the lesson? (5 minutes) 2. How would you develop the lesson? (40 minutes). In answering this question, you should focus on the following aspects: • Individual and group work activities • Time allocation for each activity • the role of the teacher and learners’ activities • How the learner-centred media resources would be used to build on learners’ understanding? • how would you assess learners’ understanding? 3. How would you consolidate your lesson? (5 minutes) (How would you do it?) 4.2 Briefly discuss any two challenges that learners might experience in learning ‘properties of 3-D objects’. How could you (the teacher) address the identified challenges? (6) ACTIVITY 5 To design good assessment tasks, you need to check your intended outcomes against the type of assessment task that you intend to use or have in mind. Ask yourself the following questions: ● Will my task be a fair and reasonable measure of the intended learning outcomes? ● Will my task allow learners to show what they can do, what they know, or what they appreciate/value? 5.2 Consider four cognitive levels prescribed in the CAPS document and the topic ‘‘Recognise, visualise and name 3-D objects in the environment and geometric settings, focusing on rectangular prisms’’. Construct one assessment task that will cater for problem-solving cognitive level. (3) 5.3 Develop a marking guideline (memorandum) that you will use to mark the task developed in 5.2. (5) 5.4 What is your view on the following statement: "Moderation is likely to work best when it is based on the fact that assessments are designed so that they are clearly linked to the intended learning outcomes." (2) 5.5 Why do you think progress moderation (during the marking process) is critical to make dependable, evidence-based decisions about assessments? Motivate your answer. (2) ACTIVITY 6 What are your views on the following statement? “I think, and I understood, that as a teacher preparing my activities and materials is always better and more effective than using readily available material and activities”. (3) ACTIVITY 7 Briefly discuss the importance of the observation and assessment of learners' learning by answering the following questions: 7.1 What is your understanding of teachers’ professional noticing and why is it important in teaching and learning? (4) 7.2 At what stage of your teaching do you use observation and why? (2) 7.3 Briefly discuss two tips that will help managing learners' behaviour. (4) [100]