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....
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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