Exam (elaborations)
BPT1501 Assignment 4 2024 | Due 13 September 2024
- Institution
- University Of South Africa (Unisa)
BPT1501 assignment 4 2024
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BPT1501ASSIGNMENT 4
DUE DATE: 13 SEPT 2024
,INSTRUCTIONS
1. Read the following passage and then respond to the questions based on the given passage.
Ms. Johnson is a Grade 7 teacher at Sunshine Primary School, located in a diverse
community. Her classroom includes learners from various backgrounds, with different
learning abilities and preferences. Among them is Thabo, a quiet and introverted learner
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 learners 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 learners to come to the board and solve
problems in front of the class. The activity was fast-paced, with learners competing to solve
problems the quickest.
As the game progressed, the classroom was filled with excitement. Most learners eagerly
raised their hands to participate, especially those who were more confident and vocal. Ms.
Johnson, caught up in the enthusiasm, focused on these learners, 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 learners, 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 learners, 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?
Ms. Johnson's teaching strategy, which emphasized a fast-paced game involving group
activities and competition, had both positive and negative effects on learners with
different learning abilities, particularly those who are introverted or need more time to
understand new concepts.
Positive Effects:
The fast-paced, competitive environment benefited extroverted and academically strong
learners. These learners thrived in the lively atmosphere, actively participated, and
likely reinforced their understanding of the concept of fractions through the quick recall
and application of knowledge. The excitement and energy in the classroom likely
boosted their motivation and engagement.
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