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TMN3704 Ass3 2021 Full document with answers
Teaching practice intermediate phase iv (tpn3704), university of south africa.
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Question 3.
Briefly discuss the importance of observation and assessment of learners’ learning by answering the following questions:
3.1 What are the reasons for observing learners’ learning? (3)
Observation and assessment are an effective way to understand learners’ learning and development and to identify the
learners’ learning needs. Using observation in this way is a good practice. It is through your observation and analysis of
what you observe that you will begin to understand the ways in which learners make meaning, and you come to know
what they know and can do and need to learn. We observe learners’ learning for a number of reasons:
● to understand what individual learners, know and can do
● to understand what individual learners are interested in and how they learn best so that we can support their learning
and development effectively
● to support overall planning and provision
● to match our approaches and interactive strategies to learners’ needs to best support their learning and development
● to further develop our understanding of how learners learn, linking theory with practice
3.1 At what stage of your teaching do you use observation and why? (4)
The very best starting point for teaching learners is to start with what they know and can do. You can establish this
through attentive observation of learners’ work. Careful observation and assessment will reveal to you what knowledge,
skills and aptitudes your learners currently have and, therefore, what is needed for their further learning and
development. An important part of understanding learners’ learning is to observe what they are interested in. Where do
they play? What do they play? Who do they play with? Which activities or experiences or themes engage them? Interest
is an excellent motivator for learners. When learners are engaged in an activity or experience that is absorbing, they are
more likely to learn. You can use the information you gather through observation to inform what you do and what you
teach. This ensures that you reflect learners’ interests in what you teach
3.1 Careful observation and assessment will reveal knowledge, skills, values and aptitude learners have. As a teacher,
how could you support learners’ learning and development? (3)
Through observation you need to become aware of individual learners’ preferences and, as with all other aspects of
observation, ensure that you cater for the learners’ ways of learning. Observation and assessment of learners and their
learning also inform overall teaching. The best way to support learners’ learning and development is to ensure that
teaching is closely matched to the needs of the learners; both to meet their current needs and interests and to engage in
activities and experiences that extend their learning.
Observation should inform teaching and learning processes through careful analysis of the learners’ learning needs and
interests reflected in the teaching activities. Observation and assessment should also inform pedagogical approaches
within your classroom. When you have a good understanding of what learners know and can do and of their learning
needs, you will be able to adapt your interactive strategies to best support learners’ learning.
Actualisation of existing knowledge: (what do the kids already know) recap on previous day’s work
Remind the learners that they have worked with geometric patterns in Grade 4. Tell them that they have investigated, extended and created patterns in various forms, described patterns in their own words and looked for relationships or rules to extend patterns. They will continue with this work and build on the knowledge they have already acquired. Tell them that they will first investigate patterns found in their environment, by exploring and describing patterns found in nature and in things made by people (culture).
The learners should have background knowledge of transformation, shapes and objects dealt with in Shape and space. Ask the learners to describe how they think the colours and shapes will be extended (see extended patterns below).
Looking forward to new skills: What new work will they be learning today
The learners get an opportunity to explore the names of shapes and their transformation in more detail, but are also allowed to see how patterns can be copied and extended.
Learners will develop their ability to sequence patterns and develop their own patterns.
Content/Introduction: what media will you use to bring your lesson to life. E., painting, puppet use etc.
Coloured paper for the learners to re-create the patterns
Learning activities: Learners must make the work come alive or become understandable by doing things, egg drawings of what they think is happening in the lesson etc.
Ask the learners to copy and extend the patterns, by drawing the next four shapes in each pattern. Note that there are actually no right or wrong solutions – it depends on the learners’ interpretations of the patterns. Ask them to explain their thinking. You could allow them to substitute the given colours with their own if they do not have the same colour crayons, pencils or paint. They could also create the patterns with MS Word Drawing Tools or in MS Paint if you have the technology available.
Teacher activities: What will the teacher be doing before during and after the lesson has begun.
Teacher will be teaching and revising the concept before the class begins working.
While the class is working, she will oversee and walk around, making sure that the kids understand the work and have followed instructions properly.
Student activities: What will the students be doing at the beginning, during, or after the lesson. Write it out in details
learners create their own patterns. They can use shapes and objects and different colours. They should use the knowledge they have acquired in this unit to create the patterns. Let them complete the patterns for homework or during the art lesson. They ask a partner to describe and extend their patterns. Allow them to display their work in the class. They can even create a class collage.
Teaching aids: How will the work be done e., a poem will be read, and text analysed
The work will be completed individually in their workbooks and the children will be free to use what they want to create the patterns correctly.
Planned Assessment (recording):
Translation along a straight line is involved. Ask the learners to describe how they think the pattern will extend. Encourage the use of formal terminology and exact descriptions. The learners might find it difficult to realise that the shapes in question 2, pattern B have been created by stacked rectangles decreasing in size because the lines are invisible. The top three rectangles have been copied, rotated and translated. The crosses are embedded in the shapes (we call this nesting) and consist of a rectangle and two squares, but one rectangle imposed on the other could also be used. The discussion about shapes should not be too lengthy; remember that this is not a geometry lesson.
Resources: Textbook and workbooks Application: Students should be able to develop a variety of original and imaginative responses. Students should apply what they have learned on paper in the manner appropriate to the lesson
Conclusion: The learners should identify symmetry – noticing that, if a vertical line is drawn in the center, the shapes are reflections (flips) of the left or right side.
Briefly discuss any three challenges that learners might experience in learning addition and subtraction of common fractions. How could you (the teacher) address the identified challenges? (6)
The three challenges that learners may experience in learning addition and subtraction of common fractions Students face challenges when adding the common fractions which have the same denominator especially using diagram method. This is because they do not understand the rule for subtracting and adding fractions which have the same denominator.
Briefly explain how you could innovatively use the following strategies to facilitate your lesson.
- Inquiry-based learning
(I). Allowing students to develop questions that they are hungry to answer. (II). Allowing students to research the topic using the time in class. (III). Allowing students to present what they have learned. (IV). Allowing students to reflect on what worked and what did not work in the process.
- Problem-based learning
Problem-based learning, through emphasizing Collaborative Learning, is a great vehicle for collaborative inquiry and learning. Collaborative inquiry is a process in which individuals participate in multiple periods of thinking and action while working in groups to answer a topic that is important to them. Collaborative inquiry include the development of a collaborative inquiry group, the establishment of conditions for group learning, acting on inquiry questions, and the construction of knowledge to make meaning.
Students that use this method become experts on the subject as they educate their peers. After all groups have learned their material, they are reorganized into new groups with members from each of the small groups. Each member of the informative group shares the knowledge they acquired. This method brings teachings to life and encourages students to design their own learning. This challenge keeps students interested and motivates them to share what they've learned with others.
- Classroom technology (16)
Computers can be used for Internet access, word processing, presentations, music creation, instructional games, and other purposes. More pupils are actively engaged and thinking in a situation where each student has their own computer or they share between two or three students than in a lecture environment where they may be tuning out the speaker. This has been shown to be more successful than a typical classroom environment. In a computer context, the teacher's position shifts such that he or she is no longer the center of attention, but rather a facilitator who questions individual students about their choices and engages them in further discussion on the subject.
What are the advantages of using manipulatives when teaching Mathematics? (2)
Manipulatives are essential for students to deepen their understanding of mathematical concepts. It allows students to visually represent their understanding. From personal experience, all students can benefit from the use of manipulatives but it is sometimes necessary for struggling students to develop a conceptual understanding. Manipulative materials are concrete models involving mathematical concepts that appeal to several senses including being touched and moved around by the student. Using manipulative materials in teaching can help students learn how to relate real world applications and situations to mathematics. He also explains the benefit of manipulatives as it allows students to collaborate together, discuss mathematical ideas and help to explain their mathematical thinking. Manipulative usage has been shown to improve student’s attitude towards mathematics including increasing engagement. Students using manipulatives in a geometry investigation where were interested, engaged and developed more skills than students not using manipulatives. Allen (2007) found that manipulatives had a positive effect of student’s academic achievements as they were able to build a concrete understanding of the material by visualizing seeing the concept.
1. Math Manipulatives help make abstract ideas concrete . A picture may be worth a thousand words, but while children learn to identify animals from picture books, they still probably don't have a sense about the animals' sizes, skin textures, or sounds. Even videos fall short. There's no substitute for first-hand experience. Along the same lines, manipulatives give students ways to construct physical models of abstract mathematical ideas.
2. Math Manipulatives lift math off textbook pages . While we want students to become comfortable and proficient with the language of math--everything from the plus sign to the notations of algebra--words and symbols only represent ideas. Ideas exist in children's minds, and manipulatives help them construct an understanding of ideas that they can then connect to mathematical vocabulary and symbols.
3. Math Manipulatives build students' confidence by giving them a way to test and confirm their reasoning . One goal of the National Council for the Teachers of Mathematics Standards is to build students' confidence with mathematics but using math manipulatives. If students have physical evidence of how their thinking works, their understanding is more robust.
4. Math Manipulatives are useful tools for solving problems . In searching for solutions, architects construct models of buildings, engineers build prototypes of equipment, and doctors use computers to predict the impact of medical procedures. In the same way, manipulative materials serve as concrete models for students to use to solve problems.,
5. Math Manipulatives make learning math interesting and enjoyable . Give students the choice of working on a page of problems or solving a problem with colourful and interestingly shaped blocks, and there's no contest. Manipulative’s intrigue and motivate while helping students learn.
Briefly discuss what learners’ mathematical thinking involves? How can you, as the teacher, support learners to express
and clarify their own thinking. (5)
Mathematical thinking is a lot more than just being able to do arithmetic or solve algebra problems. It is a whole way of
looking at things, stripping them down to their essentials, whether it’s numerical, structural or logical and then analyzing
the underlying patterns. Math is about patterns. When we are teaching a mathematical method, we are showing
something that happens all the time, something that happens in general. Getting students to see these underlying
structures, whether it’s in a math problem, in society, or in nature, is one of the reasons that studying mathematics is so
worthwhile. It transforms math from drudgery to artistry.
- Build confidence. More than two-thirds of respondents (68 percent) cited lack of confidence as a problem that prevents their students from succeeding in mathematics.
- Encourage questioning and make space for curiosity. Sixty-six percent of respondents said their best piece of advice for students looking to do well in math was to not only pay attention in class but also ask for clarification when they need to better understand something.
- Emphasize conceptual understanding over procedure. Three out of four respondents (75 percent) emphasized that working hard to understand math concepts and when to apply them versus simply memorizing formulas is essential to doing well.
- Provide authentic problems that increase students’ drive to engage with math. Sixty-three percent of participants pointed to students’ desire, initiative, and motivation to succeed in math as being critical, and the majority of them ( percent) said that applying math to real-world problems helps increase both student interest and understanding.
- Share positive attitudes about math. Teachers suggest that parents avoid talking negatively about math, and especially avoid saying that it is hard or useless (74 percent)—instead they should encourage their kids not to give up, and help them find math mentors when they’re not able to answer questions (71 percent).
Academic Honesty Declaration
I, candice cilliers (full name/s and surname), student number: _ 60594489 declare that i am the author of this, assignment in eng2603., • i further declare that this assignment is my own, original work and that, where i used other information and resources, i did so in a responsible, • i did not plagiarize in any way and i have referenced and acknowledged, any legal resources that i have consulted and used to complete this, • by signing this declaration, i acknowledge that i am aware of what, plagiarism is., • furthermore, i acknowledge that i am aware of unisa’s policy on, plagiarism and understand that if there is evidence of plagiarism within, this document, unisa will take the necessary action., date: 1/07/2021 _, signature: _______________________.
Bibliography
open/openlearncreate/pluginfile.php/134938/mod_resource/content/4/EM06_AIE_Final.pdf
Tutorial letter 101/0/2021 Teaching Mathematics in the Intermediate Phase
Study Guide – Teaching mathematics in the intermediate phase TMN
National Curriculum Statement (NCS) - Curriculum and Assessment Policy Statement
- Multiple Choice
Course : Teaching Practice Intermediate Phase IV (TPN3704)
University : university of south africa.
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