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 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 three sections, dealing with learning theories,
lesson planning, and instruction. 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 any THREE learning theories
and explain at least three key characteristics of each.
Hint: There are differences between learning theories, learning techniques, and instructional
design models. (15)

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 that is 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 how engaged they are 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 that you currently 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 would be able to 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 it is 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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