CURS

4502
Semester 1
2024

 Activities
Activity 1: Teaching Philosophy Assignment

How do you propose I deal with students who did not evaluate or did not
critically evaluate lesson plans?
 Activities
Activity 2: Learning Unit 3 test

Only 42 of 193 students participated.

This assessment is used to justify why a student's marks will be adjusted. If you did
not submit, you will not be considered.
 44% - 45% (continuous assessment module)
 49% - 50% (pass)
 74% - 75% (pass with distinction)
 Activities
Activity 3: Design one lesson plan on any topic within the CAPS: Natural Sciences and
Technology.

• The lesson plan must clearly state how you will incorporate 4 of the multiple
intelligences into the lesson. This must be done in the form of a table on a separate page.
• The lesson plan mustYou must clearly
contain indicate
a 20-mark the grade
activity that and
teststerm.
learner's ability to synthesis
and evaluate. A memo must be included.
• The lesson plan must contain a visual aid to support the topic. The visual aid is limited to
a 10-slide PowerPoint presentation or a display model that you have made.

Due date: 26 April 2024 at 15h00

 You are limited to:
1. Verbal Linguistic Intelligence
Activities
2. Visual Spatial Intelligence
3. Intrapersonal Intelligence
4. Naturalistic Intelligence
Activity 3: Design one lesson plan on any topic within the CAPS: Natural Sciences and
Technology.

• The lesson plan must clearly state how you will incorporate 4 of the multiple
intelligences into the lesson. This must be done in the form of a table on a separate page.
• The lesson plan must contain a 20-mark activity that tests learner's ability to synthesis
and evaluate. A memo must be included.
• The lesson plan must contain a visual aid to support the topic. The visual aid is limited to
a 10-slide PowerPoint presentation or a display model that you have made.

Due date: 26 April 2024 at 15h00

# Multiple How it is incorporated Assessment
Intelligence type
1 Body Kinesthetic Learners will perform a Summative
dance routine to express Assessment
the(ir) cultural differences in
the classroom

2 Musical Rhythmic Learners will create a song to Baseline

discuss the different Assessment
structures.
 Activities This is important. If the activity
does not test their ability to
synthesise and evaluate. You
Activity 3: Design one lesson plan on any topic within the CAPS: Natural Sciences and
Technology. will not get the marks.

• The lesson plan must clearly state how you will incorporate 4 of the multiple
intelligences into the lesson. This must be done in the form of a table on a separate page.
• The lesson plan must contain a 20-mark activity that tests learner's ability to synthesis
and evaluate. A memo must be included.
• The lesson plan must contain a visual aid to support the topic. The visual aid is limited to
a 10-slide PowerPoint presentation or a display model that you have made.

Due date: 26 April 2024 at 15h00

 Activities
Activity 3: Design one lesson plan on any topic within the CAPS: Natural Sciences and
Technology.

• The lesson plan must

You clearly state
will have tohow you images
submit will incorporate 4 of thethe
of you making multiple
intelligences into the lesson. This must be done in the form of a table on a separate page
model. You could also be asked to present the
• The lesson plan must
model contain a 20-mark activity that tests learner's ability to synthesis
in class.
and evaluate. A memo must be included.
• The lesson plan must contain a visual aid to support the topic. The visual aid is limited to
a 10-slide PowerPoint presentation or a display model that you have made.

Due date: 26 April 2024 at 15h00

 Activities
Activity 3: Design one lesson plan on any topic within the CAPS: Natural Sciences and
Technology.

• The lesson plan must clearly state how you will incorporate 4 of the multiple
intelligences into the lesson. This must be done in the form of a table on a separate page
• The lesson plan must contain a 20-mark activity that tests learner's ability to synthesis
No
andlate submissions
evaluate. A memo will be be
must accepted.
included.Please do
• not
Theask.
lesson plan must contain a visual aid to support the topic. The visual aid is limited to
a 10-slide PowerPoint presentation or a display model that you have made.

Due date: 26 April 2024 at 15h00

Continuation of Learning Unit 3
 Assessment

According to the Glossary of Education Reform,

assessment can be defined as:
“The wide variety of methods or tools that
educators use to evaluate, measure, and
document the academic readiness, learning
progress, skill acquisition, or educational needs of
students”.

What does assessment mean to you?

 Assessment

According to the Glossary of Education Reform

(2024:online), assessment can be defined as:
“The wide variety of methods or tools that
educators use to evaluate, measure, and
document the academic readiness, learning
progress, skill acquisition, or educational needs of
students”.

What does assessment mean to you?

Types of What types of assessments are you familiar with?
Assessment
 Types of Assessment

• Pre-assessment or diagnostic assessment

• Formative assessment

• Summative assessment

• Norm-referenced assessment

• Criterion-referenced assessment

• Ipsative assessment
Pre-assessment or diagnostic assessment
Before creating the instruction, it’s
necessary to know for what kind of
learners you’re creating the
instruction.
Your goal is to get to know your
learners' strengths, weaknesses
and the skills and knowledge the
posses before taking the
instruction.
Based on the data you’ve
collected; you can create your
instruction.
Formative assessment
Formative assessment is used in
the first attempt of developing
instruction.
The goal is to monitor learners
learning to provide feedback. It
helps identifying the first gaps in
your instruction.
Based on this feedback you’ll know
what to focus on for further
expansion for your instruction.
Summative assessment
Summative assessment is aimed at
assessing the extent to which the
most important outcomes at the
end of the instruction have been
reached.
It measures more: the
effectiveness of learning, reactions
on the instruction and the benefits
on a long-term base.
You can see whether and how they
use the learned knowledge, skills
and attitudes.
Norm-referenced assessment
This compares a learner's
performance against an average
norm.
This could be the average national
norm for the subject.
Other example is when the
teacher compares the average
grade of his or her learners against
the average grade of the entire
school.
Criterion-referenced assessment
This measures learners'
performances against a fixed set of
predetermined criteria or learning
standards.
It checks what learners are
expected to know and be able to do
at a specific stage of their
education.
Criterion-referenced tests are used
to evaluate a specific body of
knowledge or skill set, it’s a test to
evaluate the curriculum taught in a
course.
Ipsative assessment
It measures the performance of a
learners against previous
performances from that same
student.
With this method you’re trying to
improve yourself by comparing
previous results. You’re not
comparing yourself against other
students, which may be not so
good for your self-confidence.
Asking questions

What do you think is

the purpose of asking
questions?
Asking questions

What do you think is

the purpose of asking
questions?
 Purpose of asking
questions

• To arouse interest and curiosity,

• Focus attention on an issue,
• To teach via students’ answers,
• Review content,
• Encourage reflection and self-
evaluation
The questions are classified
into the following categories.
1. Getting interest and attention;

2. Diagnosing and checking;

3. Encouraging higher-level thought

processes;

4. Structuring and redirecting learning;

5. Allowing expression of affect

 Extending
• A string of questions of the same type and
the same topic.

Tools for Extending and lifting

questionin • Initial questions examples and instances of

the same type followed by a leap to
a different type of question .
g Funneling
• Begins with open questions and proceeds
to narrow down to simple deductions,
recall, and problem solving.
 Sowing and reaping
• Problem posed, open questions asked followed by
more specific questions and testament of initial
problem.

Step-by-step up
Tools for • A sequence of questions moving systematically from

questionin recall to problem solving, elevation or open ended.

Step-by-step down
g • Begins with evaluation questions and moves
systematically through problem solving toward
direct recall.

Nose - dive
• Begins with evaluation and problem solving and
moves straight to simple recall.
 Visual Aids and Learning
Ruth Colvin Clark and Chopeta Lyons (2011) state that there are seven
different types of visuals that can be used:
1. Decorative,
2. Representational,
3. Mnemonic,
4. Organizational,
5. Relational,
6. Transformational, and
7. Interpretive
Visual Aids
DECORATIVE VISUALS
REPRESENTATIONAL VISUALS
MNEMONIC VISUALS
ORGANIZATIONAL VISUALS
RELATIONAL VISUALS
TRANSFORMATIONAL VISUALS
INTERPRETIVE VISUALS
Blended Learning
 Four Keys to Success Using Blended
Learning Implementation Models (E. Brooke)

1. A Technology Tool That Adapts to Each Student’s Abilities.

2. An Instructional Program That Captures Student Data.

3. Resources for Teacher-Led Instruction.

4. Next-Step Recommendations For The Teacher.

Download and read through The
Knowledge of Teaching Pedagogical
Content Knowledge (C. L. Shing, R. M.
Saat and S. H. Loke) for a class
discussion.