ASSIGNMENT 02 – OVERVIEW OF THE LEARNING THEORY AND LESSON PLANNING

UNIQUE NUMBER: 789820

DUE DATE: 03 MAY 2023, 18:00

Purpose: This assignment gives you the opportunity to demonstrate your understanding of the
theory and the implication thereof for teaching practice and speaks to the role of an educator as
the designer of instruction in particular.

Link to LOs: This assignment focuses on all three LOs and their associated assessment criteria.

Link to the module: This is an interim assessment. It means that we assume that you have read
the study material thoroughly. We want to find out what you know and to what extent you can
apply your knowledge in an integrated way to support your learning experience effectively.

Instructions: The assignment consists of two sections, one dealing with learning theories and
the other with lesson planning. Answer the following questions with reference to your prescribed
study material. Answer the questions as fully as you can. Where necessary, provide your own
examples. Please type out your answers and number the questions correctly.

SECTION 1: OVERVIEW OF THE LEARNING THEORY

1.1 This module introduces you to various learning theories. Name three learning theories and
explain at least three key characteristics of each. (15)

Hint: There are differences between learning theories, learning techniques, and instructional
design models. Pleas ebe careful when answering this question.

1.2 Differentiate between the ADDIE Model and the ID4T Instructional Model. Give practical
examples for each. (10)

1.3 What is African-based teaching? Why is it important that we as teachers in Africa must have
a good understanding of African teaching perspectives? (4)

1.4 What aspects of African-based teaching can you integrate into your own teaching philosophy?
Explain why you would integrate these aspects. (10)

SECTION 2: LESSON PLANNING

A lesson plan is a detailed description of a lesson prepared before a teacher starts teaching. It
covers the learning trajectory and course of action for each lesson and acts as a comprehensive
daily guide of what learners are going to learn. It also gives insight into how learning content will
be taught.

Lesson plans also indicate how classroom learning will be measured. This will help the teacher
to determine how useful the lesson was and what he or she needs to do to ensure that future
lessons are even more effective. Lesson plans vary based on teachers' individual preferences,
the subject covered and the needs of each learner in the class.

Open Rubric
A lesson plan can be an effective classroom tool as it helps teachers to use class time effectively.
It ensures that as much lesson time as possible is used to teach new concepts. It can also ensure
that teaching builds on learners' prior knowledge and promotes meaningful discussion. It gives
teachers a detailed outline to follow and helps them to become even better teachers. It plays a
crucial role in learners’ learning experience and determines their engagement in their subjects.

2.1 Design a lesson plan using the basic lesson plan format on page 27 of your prescribed book.
Your lesson plan should be based on one of the subjects you teach or will teach once you have
completed your degree. Your lesson plan should be a comprehensive guide with concise steps.
It should be so clear that any other person could teach from it if you were absent. (25)

2.2 In your view, what problems are likely to occur during teaching and learning if a lesson has
been poorly planned? (10)

2.3 Why is it important to reflect after a lesson presentation? (10)

Hint: Reflective practice involves a systematic enquiry to improve and deepen our
understanding of practice (teaching) (Lucas, 1991). After concluding the lesson, self-assessment
by the teacher is a very important activity. Reflection helps a teacher to become more aware of
his/her limitations and start to recognise what he/she knows and does not know. Lyons (2002: 99)
defines reflective inquiry as:

A reflection is an intentional act engaging a person alone, but especially in collaboration

with others – students, teachers, practitioners, other researchers, or colleagues – in
systematic inquiry, interrogating a situation of teaching or learning, to construct an
understanding of some aspect of it. Such an act looks both backward and to the future. It is
in service of understanding and meaning that will shape action. It involves gathering and
documenting evidence of the inquiry. It likely involves storytelling, for it is the story of
meaning and can raise ethical issues for the people involved.

SECTION 3: INSTRUCTION

Different instructional formats have evolved to accommodate different needs. Instruction should
be tailored to the needs of the students and the envisaged outcomes.

3.1 Identify forms of instruction and explain how you can apply them in the classroom. (10)

3.2 List and define three main styles of instruction. (6)

TOTAL = 100

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IMPORTANT INFORMATION BEFORE YOU SUBMIT YOUR ASSIGNMENT:

• Read all the instructions carefully before attempting the assignments. Look at the mark
allocation when responding to questions.
• Do not wait until the last minute to submit your work. No extension for this assignment
will be granted
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the upload, double-check that you selected the correct file. Remember, no marks can
be allocated for incorrectly submitted assessments.
• Please try to type your work; if not possible, please write legibly so that you do not
lose marks. If we cannot read your work, we cannot mark it.
• Submit your assignment only once via myUnisa. All ISC3701 written assignments,
including the Portfolio, are submitted using the ‘myUnisa portal’, NOT Moodle. To
submit your assignment, log on to myUnisa, click MyAdmin and follow the
instructions/prompts.
• Remember to attach your declaration form.
• Unisa does not tolerate plagiarism and cheating. You will face serious
consequences if your work is found to have been plagiarised or suspected of
cheating.

ACADEMIC DISHONESTY
PLAGIARISM

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them
as your own. It is a form of theft. Plagiarism includes the following forms of academic
dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.

CHEATING

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract
cheating).