Question 1
Use you’re Study Guide, Learning Unit 4 (pages 55-189). Read these pages to answer the below
Questions 1.1- 1.4. Read also page pages 240 -242 to answer Question 1.5. You may also use
other resources, but you must cite them correctly.
1. List the different learner-centred teaching approaches a teacher can use in his or her classroom.
(001_2020_TPS3709, 70) (2)
a) Cooperative learning strategies.
b) Flipped Class Pedagogy.
c) Economic cartoon method.
d) Problem solving method.
e) Research method.
f) Case study method.
g) Project method.
2. Explain, with an applicable example, the steps and educational values of STAD as a co-operative
learning strategy. (001_2020_TPS3709, 70) (10)
You can take the following steps to implement STAD in your subject:
1) Group learners: Each STAD learner group consists of five members.
2) Provide task or assignment to be completed: Assigned specific assignment or task to complete
by each team.
3) Provide content or learning material to be studied: Use EMS CAPS policy to find content as
activities to be studied by each team.
4) Provide learners with assessment criteria to assess each STAD team. Plan assignments or
tasks to be completed by teams by using assessment rubrics or worksheets.
5) Allow sufficient time to complete task: Allow each STAD learner group to complete the tasks.
Enough time allocate to study and complete each assignment.
6) Assess whether objectives being achieved: Teams presented their tasks or assignment to rest of
the STAD groups. Teacher grade or scoring marks as groups or teams present their project.
Teacher evaluate each team whether teams demonstrate objectives as set out before STAD
groups set off to complete each task.
7) Allocate marks or grades: Teams score grades or marks as per complete tasks or project in
each of the STAD divisions or sections completed overtime. All scores are recorded on STAD
team scoring sheets. For example STAD teams study a topic or learning unit and complete
overtime in an economic quiz.
8) Show change in progress: Provide constructive feedback to STAD team on how each individual
team member scores as well the overall progress of teams (Killen, 2007).
3. In your opinion, what are the advantages of the flipped classroom method in teaching EMS?
(001_2020_TPS3709, 79) or https://acerforeducation.acer.com/education-trends/education-
technology/6-benefits-of-the-flipped-classroom-model/?gclid=EAIaIQobChMItvjSzICV-
gIV2IBQBh22MwmDEAAYASAAEgIuWfD_BwE (8)
a) Learners in the filliping classroom are compelling to take a bigger responsibility for their learning.
They are taking a more active role in their learning.
b) Teachers are able to design teaching environments from small groups to large classes for more
participative and active learning. It also increase peer learning. This method permits several
technologies such as DVDs, pre-video recordings, podcasting, and online instructions.
c) Teachers can design online sources such as YouTube (van Wyk 2018; Roehl, 2013).More class
time for learner involvement and enhancing collaboration and cooperation. In the flipped
classroom, learners are more engage in their own learning process and transform learners into
self-directed learners.
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