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FACULTY OF EDUCATION AND LANGUAGES

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HPGD1203
THEORIES AND PRACTICES OF TEACHING AND LEARNING
SEPTEMBER SEMESTER 2016
ASSIGNMENT
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INSTRUCTIONS TO STUDENTS
1. Your assignment should be typed using 12-point Times New Roman font
and 1.5 line spacing.
2. You are to submit assignment only in MS-WORD format unless specified
otherwise. Please refrain from converting text/phrases into picture
format such as .gif / .jpeg / print screen / etc.
3. Submission Method:
a. Face-to-face student:
You MUST submit a softcopy of your assignment online through
myINSPIRE and a hardcopy to your facilitator.
b. Online student:
You MUST submit a softcopy of your assignment via myINSPIRE
and another softcopy to the e-facilitator via e-mail.
You can submit your assignment ONCE only in a SINGLE file in
myINSPIRE. You are advised to keep a copy of your submitted
assignment and the RECEIPT as evidence of online submission.
4. Your assignment must be submitted on 4th – 6th November 2016 (4th
Seminar).
5. Your assignment should be prepared individually. You should not copy
another person’s assignment. You should also not plagiarise another
person’s work as your own.

01 .01-100 similarities group. 3. 1. 4. 2 . will not be entitled to apply for appeal.01 – 70 70. the access for online appeal for assignment remarking of the subject will be disabled from the appeal options. Similarities Group (%) 0 – 30 30. 2. For learners who fall into the 70. marks would be deducted as follows: N o. If plagiarism is detected.HPGD1203 / SEPTEMBER 2016 EVALUATION This assignment accounts for 60% of the total marks for the course. PLAGIARISM: MARKS DEDUCTION Warning: The submitted assignment will automatically undergo a similarity check.100 Marks Deduction (%) 0 5 10 100 Assignments found to have similarities under any of the categories above.01 – 50 50.

Students who are highly motivated give full attention to their learning process. Reference : Topic 3: Constructivist Theories and their Applications Topic 4 . creativity. INSTRUCTION: Complete ALL the tasks.6: Contemporary Instructional Strategies (60 marks) Task 2 Motivation is regarded as a critical component that enables students to be actively involved in their learning process. Then. According to Davies (1999). Reference: Topic 10: Motivation and Learning (40 marks) 3 . The students are required to incorporate the skills of hands-on and minds-on. Discuss TWO strategies to motivate students’ learning. and plan ONE learning activity for EACH strategy mentioned. you are required to plan and discuss ONE constructivist theory and ONE student-centred instructional strategy that can be used to assist these students in their learning process. active students in planning their learning activities which are centred on search and discovery. and apply critical and creative thinking in carrying out their learning activities. and collaboration.HPGD1203 / SEPTEMBER 2016 OBJECTIVE: The purpose of this assignment is to enable learners to apply higher order thinking skills in planning and discussing the constructivist theory and student-centred instructional strategy that can be used in the classroom learning to enhance students’ acquisition of knowledge and holistic individual development. you are required to design ONE learning activity that can be carried out using ONE of the learning approaches of the instructional strategy chosen. there are several strategies to motivate students’ learning. Based on the above stimulus. Task 1 You have been engaged by an educational institution to assist a group of young.

4 . Provide reference using the American Psychological Association (APA) format. References should be the latest (year 2011 onwards). b.HPGD1203 / SEPTEMBER 2016 [TOTAL: 100 MARKS] Assignment Format: a. The assignment should contain about 3000 – 5000 words (15 – 20 pages). c.

RUBRIC FOR HPGD1203 – SEPTEMBER SEMESTER 2016 Aspects of Evaluation Excellent Good Fair 4 3 2 Weak WEIGHTAGE Total Marks 5 20 1 Task 1 (i) Discussion of one constructivist theory identified with reference to the stimulus given Excellent discussion of the constructivist theory. Fairly good discussion of one student-centred instructional strategy. Good discussion of the constructivist theory. Weak discussion of one student-centred instructional strategy 5 20 (iii) Discussion on one learning activity using one learning approach of the instructional strategy identified Excellent discussion on one learning activity using one learning approach of the instructional strategy identified. Good discussion on one learning activity using one learning approach of the instructional strategy identified. 5 20 10 40 Aspects of Evaluation 4 3 2 1 Task 2 Discussion on (i)TWO strategies to motivate learning (ii) ONE learning activity for EACH strategy mentioned Excellent discussion on TWO strategies to motivate learning & ONE learning activity for EACH strategy mentioned Good discussion on TWO strategies to motivate learning & ONE learning activity for EACH strategy mentioned Fairly good discussion on TWO strategies to motivate learning & ONE learning activity for EACH strategy mentioned Weak discussion on TWO strategies to motivate learning & ONE learning activity for EACH strategy mentioned TOTAL 100 . Good discussion of one student-centred instructional strategy. Weak discussion on one learning activity using one learning approach of the instructional strategy identified. Fairly good discussion of the constructivist theory. Weak discussion of the constructivist theory. (ii) Discussion of one student-centred instructional strategy with reference to the stimulus given Excellent discussion of one student-centred instructional strategy. Fairly good discussion on one learning activity using one learning approach of the instructional strategy identified.