Module Name: BTE2601

Unique Number: 221732

Assignment number: 2

Due Date: 03 June 2022

Student name: Shante Devonay Shanief

Micheals

Student number: 66119723

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 DECLARATION
STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
The Department of Curriculum and Instructional Studies places specific emphasis
on integrity and ethical behaviour with regard to the preparation of all written work
submitted for academic assessment.
Although your lecturers can provide you with information about reference techniques
and guidelines to avoid plagiarism, you also have a responsibility to fulfil in this
regard. Should you at any time feel unsure about the requirements, you must consult
your lecturers before you submit any assignment.
You are guilty of plagiarism when you extract information from a book, article, web
page or fellow student without acknowledging the source and submit it as your own
work. In truth, you are stealing someone else’s property. You may not use another
student’s work. You may not allow anyone to copy or use your work with the
intention to submit it as his/her own.
Students who are guilty of plagiarism will forfeit all credit for the work concerned.
Plagiarism is a serious violation of the University’s regulations and may lead to
expulsion.
The under-mentioned declaration must accompany written assignments. Your
assignment will be cancelled and returned unmarked if you do not include a fully
completed and signed declaration form.
I (full names): Shante Devonay Shanief Micheals
Student number: 66119723 Module: BTE2601
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 _________________________________Date: 31 May 2022

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TABLE OF CONTENTS

1. 7 Roles of teaching 4
2. 5 Tools of reflection 4
3. Information processing 5
4. 5 Key elements that should be included in the learning programme 6
5. Different assessment tools and approaches with practical examples 6-7
6. Deep and Surface approach to learning 7
7. References 8

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Question 1

1.1. 7 Roles of a teacher

Specialist in a place discipline or practice
Learning mediator
Interpreter and designer of learning programmes and materials
Leader, administrator and manager
Scholar, researcher and lifelong learner
Assessor
Community, citizenship and pastoral role
1.2. 5 Tools to guide reflection
Record the lesson: Whenever teachers make video and audio recordings of
their lessons it provides them a basis of reflecting in many aspects of their
teaching. Dairies and self- reports are not seen as a great way to capture the
moment-to-moment process of teaching as the making of video and audio
recording as there are a lot of things happening at the same time and some
aspects of the lessons that cannot be recalled.
Observe colleagues: A great tool for newly appointed teachers to reflect on
their teaching is to observe their more experienced teachers/colleagues.
Doing so the experienced teachers can assist the new teachers with self-
introspection and to make possible alterations in practices. New teachers also
gain more knowledge and skills from their observations of their colleagues.
Being observed by colleagues: If newly appointed teachers allow their
colleagues to observe their lessons and giving their colleagues to give
feedback on their lessons will be seen as an act of maturity. Part of that
maturity is for new teachers to be able to handle criticism given by their
colleagues and not take it personally.
Data process: this process refers to a four step process, which include
description, analysis, theorising and action. This process can be used to
reflect on your own practice.
Guided reflection protocol: a tool used in a similar way as data process. A
guided reflection is a manner in finding meaning in everyday events. On the
spot decisions is vital in teaching.

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1.3. Discuss information processing
 Information processing refers to a cognitive perspective which makes
the assumption that the human mind actively receives, stores and
make use of the information that’s received, it also gives a description
of how sensory input is being perceived, transformed, reduced,
elaborated, stored, retrieved, used and expressed. A key element of
information processing is metacognition which ultimately means that
learners need to be aware of the way they think and learn and to take
responsibility for their own learning. Teachers can be a major role in
allowing learners to become aware of how they are learning and by
using self-regulated learning. There are 3 key phases that is the
building blocks of information processing which involves the input
phase, the processing phase and the output phase. During the input
phase, information is being taken directly through the senses, which
involves seeing, listening, touching and movement. When information
is taken in by the sensory register and is not transferred to the short-
term memory in less than a few seconds it can be forgotten. Which is
why a teacher’s aim is for active attention rather than passive reception
to help enter the leaners short-term memory.
During the processing phase, whenever the mind receives information
in the short-term memory it will be perceived or interpret to become
meaningful, which makes way for problem solving and decision making
to take place. When the information is organized and processed during
the processing stage it will be more likely to become permanently
stored in the long-term memory.
During the output phase, actions and ideas should not be impulsively
expressed or through trial and error, but should be carefully self-
monitored or thought through. During this stage giving feedback is very
important, as teacher mediation is important especially when it’s to
encourage learners to be more independent allowing them to be able
to express themselves adequately.

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2. Question 2
2.1. 5 Key elements that should be included in the learning programme
 Principles of CAPS, should be included in all teaching, learning and
assessment.
 Time frame, time management in all teaching, learning and
assessment.
 Aims and assessment criteria, should be sequenced across the
teaching phase.
 Core knowledge and including all concepts should be used to attain
learning aims and assessment criteria.
 Contexts/themes within line of teaching, learning and assessment will
occur.
2.2. Different assessment models and approaches with practical examples
 Traditional model: this model is referring to when learners are
required to know what a teacher has taught and are then measured to
a degree which are going to reproduce what the teachers has taught
through conventional methods of testing.
Practical example of the traditional model: most of us have at some
point been assessed with this model. This model used by teachers
where they teach the class for abit, then test and grade the learners to
see their progressions in giving them a measurable mark. The teachers
will then organise these marks according to a rating scale which
compare the performance of the learners. The teachers will then
arrange seating and group activities in the class based of this model.
 Criterion-referenced: In this model learners are given a set of
activities in which their performance will be judged against a fixed set
of criteria. Each learner’s scores are plotted and accepted against a set
of outcomes used for measuring how well a learner has managed to
attain the outcomes.

Practical example of criterion-referenced: A teacher will give their

learners individual activities or assessments and grade them according
to a percentage, rubrics or checklist. To see whether learners have
measured up the standards set by the teacher.

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2.3. Deep and Surface approaches to learning

Deep learning approach Surface learning approach

Intention to develop a personal Intention of being able to reproduce
understanding. content as required
Active engagement with content, Ideas and information are accepted
especially when it relates to passively.
connecting new concepts to prior
knowledge and experience.
Using integrating principles together The inability to recognize guided
to connect ideas. principles or patterns.
Establishing a clear link between Using assessment criteria to guide
evidence and conclusions. learning.

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Reference list
Gravett, S, de Beer, JJ & du Plessis, E. 2019. Becoming a Teacher : Unisa custom
edition. Cape Town, South-Africa: Pearson: Naude’, J.
University of South Africa. 2021-2025. only study guide for BTE2601: Becoming A
Teacher. Pretoria.