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BPT1501 ASSIGNMENT 4 CORRECT ANSWERS SEMESTER 2 2024 DUE DATE SEPTEMBER GUARANTEED DISTINCTION. R53,71
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BPT1501 ASSIGNMENT 4 CORRECT ANSWERS SEMESTER 2 2024 DUE DATE SEPTEMBER GUARANTEED DISTINCTION.

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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....

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  • September 4, 2024
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  • 2024/2025
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BPT1501 ASSIGNMENT 4
CORRECT ANSWERS SEMESTER
2 2024 DUE DATE SEPTEMBER
GUARANTEED DISTINCTION.

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)


Ms. Johnson's Teaching Strategy and Its Impact


Ms. Johnson's teaching strategy, involving fast-paced group activities and competition, had a

significant impact on students with different learning abilities, particularly introverted or slower-

paced learners. The energetic and competitive nature of the activity favored more extroverted

and academically strong students, leaving behind those who needed more time to process




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, 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.




Do not duplicate this document or resell it
For more assistance whatsapp +254740539068

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