Bte2601 Student number: 14884658

Michelle Robberts
[Company name] [Company address]
Bte2601 Student number: 14884658 Assignment 2: 221732 Mic

Contents:
Pg: 2 Question 1: 1.1-1.3
Pg: 3 Question 2: 2.1-2.2
Pg 4 Question 2: 2.2-2.3
Pg: 5. Source
Pg: 6 Plagiarism Statement

1
Bte2601 Student number: 14884658 Assignment 2: 221732 Mic

Question 1:

1.1 There are 7 roles of the teacher, list at least five

 Learning mediator
 Interpreter and creator of learning programs and materials
 Leader, administrator, and manager
 Scholar, researcher, and lifelong learner
 Community, citizenship, and pastoral role
 Assessor
 Learning area/subject discipline/phase specialist

1.2 Mention and describe five tools to guide reflection.

Data protocol can guide reflection:
 Description-By giving a description of what happened you can fully
understand and prosses the situation.
 Analyse- By analysing the situation you can fully understand all the
facts and better reflect later on.
 Theorising- By theorising you can improve your practise.
 Act- by using DATA you can improve specific issues and better reflect
on teaching
 A reflective journal can be used to write all this, guided reflection
protocol is also used, this is a protocol, or guide that enables teachers to
better the process of reflection.
 First step, what happened? Identify what happened in this situation.
 Second step, why did it happen? Identify what caused the situation to happen.
 Third, Reflection. The reflection must answer the why questions you have.
 Fourthly, what might it mean? Not everything in live has a meaning but after
reflection you might have understood what caused the situation
 Lastly, what are the implications for my teaching practise? What can be the
results of om teaching practise.

1.3 Discuss the information processing in detail.

The word "information processing" refers to a cognitive perspective that claims the
human mind actively accepts, stores, and uses data. Input, processing, and output are all
part of the process. Sensory input is perceived, converted, decreased, elaborated,
stored, retrieved, utilised, and expressed through information processing. The sequence
of stages in which learners process or learn information is depicted in the diagram
below. Keep in mind that these are extremely interactive processes.
During the input phase, The sensory register receives data from the senses.
This can happen as a result of hearing, seeing, touching, or kinaesthesia (muscle
movement). Information obtained by the sensory register is lost if it is not moved to
short-term or working memory within a few seconds. The teacher focuses for active
attention rather than passive receipt to assist sensory information penetrate learners'

2
Bte2601 Student number: 14884658 Assignment 2: 221732 Mic

short-term memories. Consider the phrases "are you listening?" and "look closely at
this!"
Because the short-term memory can only keep a certain quantity of information, the
teacher must ensure that the students focus on what is important.
During the processing phase, problem solving and decision making occur as the images
in short-term memory are perceived or interpreted to be meaningful. If the information
is developed, organized, and processed at this point, it is more likely to be preserved in
long-term memory.
In the output phase, singing, music, speaking, or writing are used to express concepts or
actions (e.g., through movement gestures, dancing). The output should not be expressed
spontaneously or by trial and error, but rather through self-monitoring or careful
consideration. This is where feedback is crucial, as teacher mediation is required to
assist students to become autonomous, independent learners capable of appropriately
expressing themselves.
Lastly another important element of information processing is metacognition, which is
another way of saying "think about your thinking." The instructor can play a significant
role in helping students become more aware of how they learn and develop techniques
for self-regulation.

Question 2:

2.1 List and explain five key element that should be included in the learning programme

 Principles of CAPS document, the CAPS is a unified, comprehensive, and clear policy
statement issued by the Department of Basic Education for all topics covered in the
National Curriculum Statement for Grades R-12
 Specific time frames for learning and teaching to ensure that all the work is properly
worked through.
 Aims and assessment criteria across the phase and how they are to be sequenced
 Core knowledge and concepts should be included in the learning programme
because it combines academic skill description with subject-content knowledge
prescription The curriculum is intended to provide instructors with a method to
know what children have learned in school and to provide students with a shared
base upon which to construct extra learning.
 Context/themes should be included in the learning programme because it helps
learners in making connections, transferring knowledge, and applying it.

2.2 Outline and define the different assessment models and approaches. Provide practical
example for each model.
 Informal assessment, an informal assessment is the everyday monitoring of learners'
development. This is accomplished through observations, conversations, practical

3
Bte2601 Student number: 14884658 Assignment 2: 221732 Mic

demonstrations, learner–teacher conferences, informal classroom interactions, and

so on. Informal assessment may be as easy as pausing during a class to watch
learners or discuss how learning is moving with them. Language proficiency will be
assessed by observation, writing exercises, oral activities and presentations, written
examinations, reading aloud, and other methods. Informal assessment should be
utilized to offer feedback to learners and to guide instructional plans, but it does not
need to be recorded. It should not be considered apart from classroom learning
activities, and you may utilize many of your learning activities to assess learners'
performance informally.

 Formal assessment, a formal Assessment includes all assessment tasks that comprise
a formal assessment program for the year. Formal assessment tasks are graded and
formally documented by the teacher for advancement objectives. All Formal
Assessment assignments are moderated for quality assurance and to ensure that
suitable criteria are met. Formal evaluation gives teachers a methodical technique to
evaluate how well students are developing in a grade and topic. Formal evaluations
include exams, examinations, practical activities, projects, oral presentations,
demonstrations (like narrating a tale), performances (like acting out), essays,
participation in oral tasks (like dialogues, talks, and discussions), and written
assignments (like completing a worksheet, writing paragraphs or other types of
texts).

 Classroom assessments, a classroom assessment should be both formal and informal

in both instances it is important to make the learner aware of what is being asset,
examples of these are class test.

2.3. Differentiate using a table between deep and surface approaches to learning

Surface approach Deep approach

A desire to grow personally A desire to be able to duplicate material as
needed comprehension
Interaction with information that is active, Ideas and information are passively accepted
particularly in linking new concepts to prior
knowledge and experience
Using integrating principles to connect ideas Failure to recognize guiding concepts or
patterns
Using evidence to draw conclusions Concentrating/earning on evaluation Criteria

4
Bte2601 Student number: 14884658 Assignment 2: 221732 Mic

Source:
Gravett, S, de Beer, JJ & du Plessis E. 2018. Becoming a Teacher. Unisa
custom edition. Cape Town: Pearson.
National Curriculum Statement, Curriculum and Assessment Policy
Statement, Intermediate Phase Gr 4-7

5
Bte2601 Student number: 14884658 Assignment 2: 221732 Mic

I (full names): Michelle Robberts

Student number: 14884658 BTE2601 module
Declare that… 1. I understand what plagiarism entails and am aware of the University’s policy in this
regard. 2. I declare that this assignment is my own, original work. Where I used someone else’s
work, whether a printed source, the internet or any other source, I give the proper
acknowledgement and include a complete reference list. 3. I did not use another current or
previous student’s work, submitting it as my own. 4. I did not allow and will not allow anyone to
copy my work with the intention of submitting it as his or her own work.

Signature :Michelle _Robberts_ Date: _2022/06/02__