INC3701
October/November Exam 2024
UNIQUE NO.
DUE DATE: 2024
, lOMoARcPSD|21997160
DECLARATION
(Your exam will not be marked if you do not complete and submit this declaration.)
I, ________________________ (Name and surname)
Student number:
Module code: INC3701
I hereby declare the following: I understand Unisa's policy on plagiarism. This exam my is
original work that I produced by myself. I have duly acknowledged all other people's work
(both electronic and print) through the proper reference techniques as stipulated in this
module.
I have not copied the work of others and handed it in as my own. I have also not made my
work available to any fellow students to submit as their own.
Signature: M.P Tsebe DATE:
, lOMoARcPSD|21997160
Question one
1.1
• The pedagogic approach of active learning
• Learners should be encouraged to explore and experiment.
• Learners should be encouraged to ask and answer questions.
• Culture and context influence learning.
• Learners construct knowledge from their experiences.
1.2
• Learners should have access to assessments that are tailored to their needs.
• Teachers should offer various ways for students to exhibit their knowledge and skills;
• That Assessments should aid the teachers in determining the learner's assistance
needs at a certain stage.
• The assessment should tell the teachers what the student can do at a certain point in
their learning in order to support the learner
• No learner should be disadvantaged as a result of the assessment procedure.
• That it should be genuine and seamlessly interwoven into the teaching and learning
process.
• That the curriculum is adaptable to meet the needs of all students.
1.3
The significance of curriculum differentiation in a classroom context, its vital since because it
is the most logical response to the diversity of learners in their learning environment. It also
fosters each learner’s progress in a broad curriculum and it also maximizing the learners’
growth in regards to facilitating individual success. Curriculum differentiation in a classroom
context recognizes that each learner learns distinctively in a very unique way in their own
way because learners are all genuinely the same every learner is born in a special way.
Its significancy that It encourages learners to use a variety of learning styles during the
learning process and ensuring that students take an active role in their education and may
use what they've learnt. It decreases students' challenging behaviour and helps to make
inclusion a reality and allowing all students to succeed in minimizing learning gaps, and
gives possibilities for cognitive development.
.
, lOMoARcPSD|21997160
Question Two
2.1
2.1.1 scaffolding – in regards to teaching is when you, as a teacher, aid a students in a
structural and strategic way making learning easier for each learner you use different
methods according to their needs and understanding in carrying out learning tasks in order
to achieve them. in the case of the above scenario it is a temporary structure on the outside
of a building made of planks and metal poles, used while building and repairing the building
2.1.2 Discuss the implementation strategies when scaffolding in teaching.
Scaffolding in the classroom encourages the use of first language in discussion or thinking
processes to improve understanding, as well as the use of visual cues such as gestures,
pictures, diagrams, graphic organizers, and the use of short excerpts of longer texts as a
means of discussion, with the longer text being introduced later in the learning process with
the pre-leaning vocabulary needed later in learning.
Teachers utilize scaffolding to break down lessons by breaking them down step by step,
offering instructions in that order, and modelling what the students need to accomplish and
achieve, all while building on existing knowledge and experience. Giving tips or
recommendations as well as clues such as possibly do this instead of that or you can always
start a new paragraph since it has over six lines, etc. Verbalizing the thinking process while
solving a problem and also giving hints or ideas as well as clues.
2.2 Distinguish between scaffolding and differentiation.
Scaffolding it is when is the process of breaking down learning into manageable parts and
providing a tool, or structure, for each one. You could, for example, preview the book and
discuss essential words, or chunk the material and read and discuss as you go when
scaffolding reading.
Differentiation refers to the actions of both students and teachers. Teachers establish the
conditions and environment in which students can make differentiated choices, so enhancing
their ownership of learning in terms of ownership, independence, and decision-making skills.
October/November Exam 2024
UNIQUE NO.
DUE DATE: 2024
, lOMoARcPSD|21997160
DECLARATION
(Your exam will not be marked if you do not complete and submit this declaration.)
I, ________________________ (Name and surname)
Student number:
Module code: INC3701
I hereby declare the following: I understand Unisa's policy on plagiarism. This exam my is
original work that I produced by myself. I have duly acknowledged all other people's work
(both electronic and print) through the proper reference techniques as stipulated in this
module.
I have not copied the work of others and handed it in as my own. I have also not made my
work available to any fellow students to submit as their own.
Signature: M.P Tsebe DATE:
, lOMoARcPSD|21997160
Question one
1.1
• The pedagogic approach of active learning
• Learners should be encouraged to explore and experiment.
• Learners should be encouraged to ask and answer questions.
• Culture and context influence learning.
• Learners construct knowledge from their experiences.
1.2
• Learners should have access to assessments that are tailored to their needs.
• Teachers should offer various ways for students to exhibit their knowledge and skills;
• That Assessments should aid the teachers in determining the learner's assistance
needs at a certain stage.
• The assessment should tell the teachers what the student can do at a certain point in
their learning in order to support the learner
• No learner should be disadvantaged as a result of the assessment procedure.
• That it should be genuine and seamlessly interwoven into the teaching and learning
process.
• That the curriculum is adaptable to meet the needs of all students.
1.3
The significance of curriculum differentiation in a classroom context, its vital since because it
is the most logical response to the diversity of learners in their learning environment. It also
fosters each learner’s progress in a broad curriculum and it also maximizing the learners’
growth in regards to facilitating individual success. Curriculum differentiation in a classroom
context recognizes that each learner learns distinctively in a very unique way in their own
way because learners are all genuinely the same every learner is born in a special way.
Its significancy that It encourages learners to use a variety of learning styles during the
learning process and ensuring that students take an active role in their education and may
use what they've learnt. It decreases students' challenging behaviour and helps to make
inclusion a reality and allowing all students to succeed in minimizing learning gaps, and
gives possibilities for cognitive development.
.
, lOMoARcPSD|21997160
Question Two
2.1
2.1.1 scaffolding – in regards to teaching is when you, as a teacher, aid a students in a
structural and strategic way making learning easier for each learner you use different
methods according to their needs and understanding in carrying out learning tasks in order
to achieve them. in the case of the above scenario it is a temporary structure on the outside
of a building made of planks and metal poles, used while building and repairing the building
2.1.2 Discuss the implementation strategies when scaffolding in teaching.
Scaffolding in the classroom encourages the use of first language in discussion or thinking
processes to improve understanding, as well as the use of visual cues such as gestures,
pictures, diagrams, graphic organizers, and the use of short excerpts of longer texts as a
means of discussion, with the longer text being introduced later in the learning process with
the pre-leaning vocabulary needed later in learning.
Teachers utilize scaffolding to break down lessons by breaking them down step by step,
offering instructions in that order, and modelling what the students need to accomplish and
achieve, all while building on existing knowledge and experience. Giving tips or
recommendations as well as clues such as possibly do this instead of that or you can always
start a new paragraph since it has over six lines, etc. Verbalizing the thinking process while
solving a problem and also giving hints or ideas as well as clues.
2.2 Distinguish between scaffolding and differentiation.
Scaffolding it is when is the process of breaking down learning into manageable parts and
providing a tool, or structure, for each one. You could, for example, preview the book and
discuss essential words, or chunk the material and read and discuss as you go when
scaffolding reading.
Differentiation refers to the actions of both students and teachers. Teachers establish the
conditions and environment in which students can make differentiated choices, so enhancing
their ownership of learning in terms of ownership, independence, and decision-making skills.
