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BPT1501 Assignment 4 (COMPLETE ANSWERS) Semester 2 2024
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BPT1501 Assignment 4 (COMPLETE ANSWERS) Semester 2 2024
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,BPT1501 Assignment 4 (COMPLETE ANSWERS)Semester 2 2024 - DUE September 2024 ; 100%
TRUSTED Complete, trusted solutions and
explanations.
Ms. Johnson is a Grade 7 teacher at Sunshine Primary School,
located in a diverse community. Her classroom includes
students from various backgrounds, with different learning
abilities and preferences. Among them is Thabo, a quiet and
introverted student who often sits at the back of the class. Ms.
Johnson is known for her energetic teaching style, often
favouring group activities and lively discussions to keep her
students engaged. On a Monday morning, Ms. Johnson
introduced a new math topic: fractions. To explain the concept,
she decided to use a game that required students to come to
the board and solve problems in front of the class. The activity
was fast-paced, with students competing to solve problems the
quickest. As the game progressed, the classroom was filled with
excitement. Most students eagerly raised their hands to
participate, especially those who were more confident and
vocal. Ms. Johnson, caught up in the enthusiasm, focused on
these students, calling on them repeatedly. Thabo, on the other
hand, remained quiet, not raising his hand even once. He stared
at his notebook, trying to work through the problems on his
own, but the noise in the classroom made it difficult for him to
concentrate. By the end of the lesson, Ms. Johnson noticed that
Thabo had not participated at all. When she approached him
during individual work time, she realized he hadn’t grasped the
, concept of fractions. He had been too intimidated to participate
in the group activity and too shy to ask for help when he didn’t
understand. Ms. Johnson also observed that some other
students, who weren’t as quick to answer or who preferred to
think quietly before responding, had also been left behind. The
lesson had mainly benefited the more extroverted and
academically strong students, while those who needed more
time and support were overlooked. Questions 1. How did Ms.
Johnson's teaching strategy using a fast-paced game involving
group activities and competition affect students with different
learning abilities, particularly those who are introverted or need
more time to understand new concepts? (10 marks) 2. What do
you think are the potential benefits and drawbacks of using
group activities as a primary teaching strategy in a classroom
with diverse learners? (12 marks) • 3 benefits (6marks) • 3
drawbacks (6 marks) 3. In what ways can Ms. Johnson balance
such activities to accommodate all learners with different
learning abilities? (8 marks)
1. Effect of Ms. Johnson's Teaching Strategy on Students with
Different Learning Abilities (10 marks)
Ms. Johnson's use of a fast-paced game involving group
activities and competition had several effects on students with
different learning abilities:
1. Impact on Introverted Students:
Intimidation and Reduced Participation: Introverted
students like Thabo might feel overwhelmed and
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