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EML1501 Assignment 5 (COMPLETE ANSWERS) 2024
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EML1501 Assignment 5 (COMPLETE ANSWERS) 2024 - DUE October 2024
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EML1501 Assignment 5 (COMPLETE ANSWERS) 2024 - DUE October 2024
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,EML1501 Assignment 5 (COMPLETE ANSWERS)2024 - DUE October 2024; 100% TRUSTED
Complete, trusted solutions and explanations.
QUESTION 1 [25] Read the scenario and respond to the
questions below. Scenario It is nearing Mother's Day, and
teacher Rose has planned for the children to make Mother’s
Day cards. Teacher Rose supplies the children with different
pieces of paper she has cut out for the main structure of the
card, different re-usable waste material, small circles, different
shapes and crayons. She gives the children clear instructions
about creating Mother’s Day cards. The children remain silent
as they carefully listen to her instructions about creating the
cards. They are too afraid to make any mistakes. Teacher Rose is
pleased to see all the different beautiful cards that the children
have created. The children are very happy the activity is over
and run off to play outside. 1.1 Identify any two literacy skills
that learners can acquire from this activity. (4) 1.2 Compare the
role of the teacher to the role of the learners in this lesson. Give
reasons to justify your response. (10) 1.3 Examine the language
teaching theory underpinning this lesson and substantiate your
reasoning. (5) 6 1.4 Evaluate the level of fun these children had
and argue why fun is such an important component in
Foundation Phase teaching and learning. (3) 1.5 Evaluate the
technique the teacher had used to assess the learners. How
would you have assessed the learners? (3)
,1.1 Identify any two literacy skills that learners can acquire
from this activity. (4)
1. Listening Skills: By listening carefully to Teacher Rose’s
instructions, the children practice focusing,
understanding, and processing verbal directions, which
are essential components of literacy.
2. Fine Motor Skills and Visual Literacy: As the children
handle and arrange different shapes, materials, and
crayons, they develop fine motor skills and learn to
interpret and create visual elements, which are
foundational literacy skills for reading and writing.
1.2 Compare the role of the teacher to the role of the learners
in this lesson. Give reasons to justify your response. (10)
Teacher’s Role: Teacher Rose takes on a more directive
and structured role, preparing the materials, giving
instructions, and setting expectations for the outcome of
the Mother’s Day cards. Her guidance focuses on control
and structure, ensuring the activity is well-organized. This
approach allows her to guide the learners but may limit
their creativity and independent decision-making.
Learners’ Role: The learners, on the other hand, follow
the instructions given, with a focus on achieving the
outcome described by the teacher. They remain silent
and cautious, indicating they may feel pressured to meet
, specific standards or avoid making mistakes rather than
exploring or experimenting. The learners’ role in this case
is more passive, as they are primarily recipients of
instructions rather than active participants in creative
decision-making.
Justification: While structure can support skill
development, allowing children more autonomy to
explore materials and express individual ideas fosters
creativity, confidence, and problem-solving skills. Teacher
Rose’s directive role could be adjusted to allow for a
balance where children feel safe to innovate and express
themselves.
1.3 Examine the language teaching theory underpinning this
lesson and substantiate your reasoning. (5)
The language teaching theory underpinning this lesson is
Behaviorism, which focuses on structured, teacher-directed
learning, where students learn through repetition and clear
instructions. Behaviorist theory, established by theorists like
B.F. Skinner, emphasizes the teacher’s role in providing explicit
instruction to ensure students follow the correct steps, leading
to a specific outcome. In this lesson, Teacher Rose’s clear
directions guide the children’s actions, aiming to create
uniform results rather than encouraging exploratory or
communicative approaches. This method reinforces following
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