ISC3701/101/0/2022

Tutorial Letter 101/0/2022

Instructional Studies in Context

ISC3701

Year Module

Department of Curriculum and Instructional

Studies

This tutorial letter contains important information about ISC3701.

BARCODE
CONTENTS
Page

1 INTRODUCTION .......................................................................................................................... 3
2 PURPOSE AND OUTCOMES ...................................................................................................... 4
2.1 Purpose ........................................................................................................................................ 4
2.2 Outcomes ..................................................................................................................................... 4
3 CURRICULUM TRANSFORMATION ........................................................................................... 6
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 7
4.1 Lecturer(s) .................................................................................................................................... 7
4.2 Department ................................................................................................................................... 8
4.3 University ...................................................................................................................................... 8
5 RESOURCES ............................................................................................................................... 9
5.1 Prescribed book(s) ........................................................................................................................ 9
5.2 Recommended book(s) ................................................................................................................. 9
5.3 Electronic reserves (e-reserves) ................................................................................................... 9
6 STUDENT SUPPORT SERVICES .............................................................................................. 11
6.1 First-Year Experience Programme @ Unisa ............................................................................... 11
7 STUDY PLAN ............................................................................................................................. 12
8. ASSESSMENT ........................................................................................................................... 13
8.1 Assessment criteria..................................................................................................................... 13
8.2 Assessment plan ........................................................................................................................ 13
8.3 Assignment numbers .................................................................................................................. 13
8.4 Assignment due dates ................................................................................................................ 14
8.5 Submission of assignments ........................................................................................................ 14
8.7 Examination ................................................................................................................................ 22
9. ACADEMIC DISHONESTY ......................................................................................................... 26
9.1 Plagiarism ................................................................................................................................... 26
9.2 Cheating ..................................................................................................................................... 26
9.3 More information about plagiarism can be downloaded on the link below ................................... 26
9.4 STUDENT WITH DISABILITY .................................................................................................... 26
10 FREQUENTLY ASKED QUESTIONS ........................................................................................ 27
11 SOURCES CONSULTED ........................................................................................................... 27
12 IN CLOSING ............................................................................................................................... 27
13 ADDENDUM ............................................................................................................................... 27

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1 INTRODUCTION
Dear Student,
We are pleased to welcome you to the module “Instructional Studies in Context” and hope
that you will find it interesting, useful, inspiring and rewarding. The module explores the
integrated nature of teaching, learning and instruction. It will provide a base from which we can
interrogate the roles of the teacher as instructor and mediator of learning. We shall do our best
to make your study of this module successful. You will be well on your way to success if you
start studying early in the year and resolve to do the assignments properly.

A tutorial letter is our way of communicating with you about teaching, learning and assessment.
This tutorial letter (Tutorial Letter 101) contains important information about the scheme of work,
resources and assignments for this module. We urge you to read it carefully and to keep it at
hand when working through the study material, preparing the assignments, preparing for the
examination and addressing questions to your lecturers.

In Tutorial Letter 101, you will find the assignments and assessment criteria as well as
instructions on the preparation and submission of the assignments. It’s also provides all the
information you need with regard to the prescribed study material and other resources and how
to obtain these. Please study this information carefully and make sure that you obtain the
prescribed material as soon as possible. We have also included certain general and
administrative information about this module. Please study each section of the tutorial letter
carefully.

Right from the start we would like to point out that you must read all the tutorial letters
immediately and carefully, as they always contain important and, sometimes, urgent
information. Please remember that all tutorial matter is available on myUnisa.

We hope that you will enjoy this module and wish you all the best!

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2 PURPOSE AND OUTCOMES
2.1 Purpose

The purpose of this module is to provide a foundation and additional scaffolding for
teaching methodologies and to help to establish links and bridge gaps between
curriculum, assessment and practical teaching in education. To put it in perspective
one could say that this module is about instruction in general, the Curriculum
Development and Implementation module is about instruction in the specific context
of schooling and teaching methodologies based on specialised instruction in school
subjects.

The module focuses on instruction, which is variously known as instructing, educating,

training, coaching, teaching, facilitating or tutoring. The student teachers will be introduced
to the development of the instructional aspects of Education. Multiple methods of
instruction to educate students of differing ages, backgrounds and ability levels will be
explored and all levels of instruction (from the cradle to the grave) will be addressed. It will
culminate in the design of instruction for learning events

2.2 Outcomes

Outcome 1:

Explain the nature of and concepts associated with instruction (including their origin,
underpinnings and relevance in different contexts).

Assessment criteria

We will know that qualifying student teachers are competent when they can:

• Explain the place, importance and worth of instruction;

• Formulate and elucidate the concepts related to instruction in understandable
ways;
• Develop and demonstrate understanding of their role and responsibilities
associated with instruction.

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Outcome 2:

Discern and critically evaluate sometimes contestable standpoints, alternative practices

and existing possibilities in instruction.

Assessment criteria

We will know that qualifying student teachers are competent when they can:

• Highlight and critically appraise the similarities and differences between various
styles of instruction;
Range: Styles will include at least but need not be limited to instruction in
training, teaching, facilitating and tutoring.
Contexts will include at least but need not be limited to instruction in formal,
informal and non-formal contexts.
• Explore different levels of instruction and can express a motivated opinion on
their need, relevance and applicability for different contexts;
Range: Instruction from early childhood education to adult education and
lifelong learning.
• Investigate a variety of instructional approaches.
Range: Approaches will include but need not be limited to direct instruction,
instruction associated with constructivist learning approaches, instruction
associated with active learning, instruction associated with collective
learning and instruction associated with learner centred approaches.

Outcome 3:

Design instruction for a learning event (e.g. a lesson, a training session or a tutor class).

Assessment criteria
We will know that qualifying student teachers are competent when they can:

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 • Investigate, critically appraise and identify the merits of a variety of models and
theories of instruction in different contexts.
Range: Models that may be explored might include but need not be limited to Merrill's

“First Principles of Instruction”; Gagne's model of “Nine Events of Instruction”; the ADDIE
instructional design model; Dick and Carey Model instruction models associated with different
learning styles (Kolb, and Honey and Mumford); and instructional models associated with the
multiple intelligences theory of Gardner.

• Use appropriate design steps to design instruction.

Range: Design steps must include but need not be limited to: analyse learning needs;
describe (and share) learning intentions; identify, choose or design relevant learning
content; choose, adapt or design teaching and learning material; choose (an) appropriate
teaching and learning method(s)/ strategy(ies)/ approach(es), integrate formal and
informal formative assessment; plan summative assessment; and identify and prepare
technology to be used in presentation.

Reflect on your design and improve or change where needed

3 CURRICULUM TRANSFORMATION

Unisa has implemented a transformation charter based on five pillars and eight dimensions. In
response to this charter, we have placed curriculum transformation high on the teaching and
learning agenda. Curriculum transformation includes the following pillars: student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. These
pillars and their principles will be integrated at both programme and module levels as a phased-
in approach. You will notice a marked change in the teaching and learning strategy
implemented by Unisa, together with how the content is conceptualised in your modules. We
encourage you to embrace these changes during your studies at Unisa in a responsive way
within the framework of transformation.

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4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The lecturers responsible for this module is follows:

Your lecturer for ISC3701 is Ms. Khanyisile Mbatha, you are cordially invited to discuss any
problems with her.

Ms. K. Mbatha
Department of Curriculum and Instructional Studies
PO Box 392
UNISA
0003

SN Radipere Building 6-85

Muckleneuk
Campus Preller
Street

PRETORIA
0002
Tel: (012) 429 6887 (W)
E-mail: [email protected]

All queries that are not of a purely administrative nature but are about the content of
this module should be directed to the lecturer (Ms K. Mbatha). Always have your study
material with you when you contact the lecturer. E-mail and telephone numbers are
included above if you need to contact her. Kindly use email as the primary means of
communication. I will get back to you.

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4.2 Department

This module is managed by:

Department of Curriculum and Instructional Studies

UNISA
PO Box 392
UNISA, 0003

SN Radipere Building 6-72

Muckleneuk
Campus Preller Street
PRETORIA
Tel: (012) 429

4.3 University

PLEASE NOTE: Letters to lecturers may not be enclosed with or inserted into
assignments.

If you need to contact the University about matters not related to the content of this module,
consult the publication Study @ Unisa, that you received with your study material. This
brochure contains information on how to contact the University (e.g. to whom you can write for
different queries, important telephone and fax numbers, addresses and details of the times
certain facilities are open).

Always have your student number, module name and module code at hand when you
contact the University. Enquiries will then be channelled to the correct department. The
details are as follows:

E-mail [email protected]

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5 RESOURCES

5.1 Prescribed book(s)

Prescribed books can be obtained from the University’s official booksellers. If you have difficulty
in locating your book(s) at these booksellers, please contact the Prescribed Book Section at: 012
429 4152 or e-mail: [email protected]

The prescribed book for this module is:

Title: Teaching Strategies for quality teaching and learning – custom edition.
ISBN 978 1485125990

Publisher: Juta, 2018

NB: You must buy this prescribed book as you will need it to complete tasks and assignments for
this module.

5.2 Recommended book(s)

There are no recommended books for this module

5.3 Electronic reserves (e-reserves)

Activity 2.3 Major instructional theories

https://www.youtube.com/watch?v=0YOqgXjynd0 Activity 2.8 Flipped classroom 1 and Flipped

classroom 2 https://www.youtube.com/watch?v=qdKzSq_t8k8
https://www.youtube.com/watch?v=ojiebVw8O0g Activity 3.4 Dick and Carey Model diagram
https://www.google.co.za/search?q=Dick+and+Carey+Model&safe=active&tbm=isch&source=lnt

&tbs=sur:fc&sa=X&ved=0ahUKEwjl5J7_neHXAhVQGsAKHVa7AmgQpwUIHg&biw=1920&bih=9

74&dpr=1#imgrc=ykYaOsKBLz48wM E-reserves can be downloaded from the Library catalogue.

More information is available at https://libguides.unisa.ac.za/request/request

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5.4 Library services and resources

The Unisa Library offers a range of information services and resources:

• For a general Library overview, go to

https://www.unisa.ac.za/sites/corporate/default/Library/About-the-Library
Library @ a glance
• For detailed Library information, go to
https://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (eg personal librarians and literature search services), go
to
https://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support

The Library has created numerous Library guides to assist you: http://libguides.unisa.ac.za

Recommended guides:

• Request recommended books and access e-reserve material:

https://libguides.unisa.ac.za/request
• Requesting and finding library material: Postgraduate services:
https://libguides.unisa.ac.za/request/postgrad
• Finding and using library resources and tools (Research Support):
https://libguides.unisa.ac.za/research-support
• Frequently asked questions about the library:
https://libguides.unisa.ac.za/ask
• Services to students living with disabilities:
https://libguides.unisa.ac.za/disability
• A-Z databases:
https://libguides.unisa.ac.za/az.php
• Subject-specific guides:
https://libguides.unisa.ac.za/?b=s
• Information on fines & payments:
https://libguides.unisa.ac.za/request/fines

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Assistance with technical problems accessing the Unisa Library or resources:

https://libguides.unisa.ac.za/techsupport

[email protected] (insert your student number in the subject line please)

General library enquiries can be directed to [email protected]

6 STUDENT SUPPORT SERVICES

The Study @ Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies

This website has all the tips and information you need to succeed at Unisa.

6.1 First-Year Experience Programme @ Unisa

For many students, the transition from school education to tertiary education is beset with
anxiety. This is also true for first-time students to Unisa. Unisa is a dedicated open distance and
e-learning institution. Unlike face-to-face/contact institutions, Unisa is somewhat different. It is a
mega university and all our programmes are offered through a blended learning mode or fully
online learning mode. It is for this reason that we thought it necessary to offer first-time students
additional/extended support so that you can seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. In this regard we offer a specialised student support
programme to students entering Unisa for the first time. We refer to this programme as Unisa’s
First-Year Experience (FYE) Programme. The FYE is designed to provide you with prompt and
helpful information about services that the institution offers and how you can access information.
The following FYE programmes are currently offered:

• FYE website: All the guides and resources you need to navigate through your first year at
Unisa can be accessed using the following link: www.unisa.ac.za/FYE

• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.

• FYE broadcasts: You will receive e-mails with links to broadcasts on various topics related to
your first-year studies (eg videos on how to submit assignments online).

• FYE mailbox: For assistance with queries related to your first year of study, send an e-mail to
[email protected]

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7 STUDY PLAN

This module also aims at the development of the ability’s characteristic of an academically
disciplined person to think intelligently and constructively, and to argue rationally. To acquire
these abilities, you have to keep the following study hints in mind:

-Be systematic in tackling the problems you encounter in this module. You should guard against
the lamentable modern tendency towards waffling, unjustifiable statements and repetition.

-Study thoughtfully and try to adopt a critical attitude to what you read. You cannot hope to
answer an examination question satisfactorily by merely reproducing the discussions contained in
the study material.

-Study the material offered, interpret it, make sure you understand it, discuss it critically and
supplement it with new ideas. Then reduce all this material to essential elements, so that you can
repeat the contents of every section. Do not imagine, however, that you need not bother to study
the subject matter in detail.

-Do not take it for granted that the examination questions will all be direct ones. See to it that your
knowledge of all the material prescribed for the syllabus is properly integrated. In this way you will
develop a balanced attitude and sound evaluative ability that will be of tremendous value in the
examinations, as well as in your later life and work.

-Try to reduce each chapter to a solid framework that can be filled in without much trouble.

This advice may sound trite, but it is definitely the best method to master a large volume of
tutorial matter.

-If you are familiar with modern memorising techniques, or have already applied them
successfully, try them out in this course as well; but try to develop your understanding as well as
your memory.

Consult the Study@ Unisa brochure for general time management and planning skills

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8. ASSESSMENT

8.1 Assessment criteria

Assignments are seen as part of the learning material for this module. As you do the assignment,
study the reading texts, consult other resources, discuss the work with fellow students or do
research, you are actively engaged in learning. Looking at the assessment criteria given for each
assignment will help you to understand what is required of you more clearly.

8.2 Assessment plan

• To complete this module, you will be required to submit four (4) assignments.

• All information on when and where to submit your assignments will be made available to
you via the myUnisa site for your module.

• Due dates for assignments, as well as the actual assignments are available on the
myUnisa site for this module.

• Your assignments will comprise a combination of MCQs, Essay assignments and e-

Portfolios.

• The assignment weighting for the module is 20%

• The examination will be a e-Portfolio no seat in

• The examination will count 80% towards the final module mark.

8.3 Assignment numbers

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the landing page of myUnisa for
this module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assignments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assignments
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8.4 Assignment due dates

• Modules offered by Unisa are either blended (meaning that we use a combination of
printed and online material to engage with you) or online (all information is available via
the internet). In all cases of online engagement, we use myUnisa as our virtual campus.

• From 2022, the myUnisa virtual campus will be offered via a new learning management
system. This is an online system that is used to administer, document and deliver
educational material to you and support engagement with you.

• Look out for information from your lecturer as well as other Unisa platforms to determine
how to access the virtual myUnisa module site.

• Information on the tools that will be available to engage with the lecturer and fellow
students to support your learning will also be communicated via various platforms.

• The University undertakes to communicate as clearly and as frequently as is necessary to

ensure optimum advantage in the use of the new learning management system.

• Additional information on the use of the myUnisa site for the module, as well as features to
engage and communicate with your lecturer and other students will also be made available
via the online site for the module.

• Therefore, log on to the myUnisa site for your module to gain more information on where
to complete and/or upload your assignments and how to communicate with your lecturer.

8.5 Submission of assignments

As indicated in section 9.2, you need to complete 4 assignments for this module. There are three
(3) compulsory assignments for this module, one of which is in the form of multiple-choice
questions, one is a written assignment and one is on lesson design. There are non-negotiable
submission deadlines for each of these assignments and you must submit them if you wish to
gain entry to the examination! All these assignments contribute to your year mark. Although all
these assignments are compulsory, it is mandatory that you submit the first assignment to
demonstrate your activity as a student. You will not be admitted to the examination if you do not
submit Assignment 01.

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DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA

You need to include a completed and signed copy of this form when you submit your
Assignments for this module. Assignments without the form will be cancelled and
returned unmarked

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.

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I (full names):
Student number:___________________________ ISC3701

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:____________________________

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 ASSIGNMENT NO.2
OVERVIEW OF THE LEARNING THEORY

Purpose: This assignment gives you the opportunity to demonstrate your understanding of the
theory and the implication thereof for teaching practice and speaks in particular to the role of an
educator as a designer of instruction.
Link to module: This is an interim assessment. That means that we assume that you have
completed a thorough reading of the study material. We are trying to find out what you now know
and understand and to what extent you can begin to apply what you have learned in an
integrated way.
Answer the following questions by referring to your prescribed material. Answer the questions as
fully as you can. Where asked, provide your own examples. You may answer in the spaces
provided or type/write out your answers on another page. Please number the questions correctly!
1.1 How can you describe to someone who is not in the field of education, what ‘good
teaching’ is? (3)
1.2 Why should teachers understand teaching and learning theories? (5)
1.3 In this module, you have been exposed to variety of learning theories, Tabulate
three learning theories. Explain their five key constructs and indicate how their
different from each other. Use the table below as a guide to answer this question.

Learning Theory Key Construct Two Key Differences with the

succeeding/later theory

1. 1. 1.
2. 2.
3.
4.
5.

1. 1.
2. 2.
3.
4.
5.

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1. 1.
2. 2.
3.
4.
5.

(24)
1.4 Differentiate between The ADDIE Model and The ID4T Instructional Model and
give examples for each.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………………………………………………………………………………………………………….…(6)
1.5 Why is the UbD referred to as a ‘backward design’?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……………………………………………………………………………………………………...………(2)
1.6 What is African based teaching?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………..… (2)

1.7 Why is it important that we as teachers in Africa, we have a good understanding of

African teaching perspectives?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……………………………………………………………………………………………………..………(4)

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1.8 What aspects of African-based teaching can you integrate into your own teaching
philosophy?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……………………………………………………………………………………………..………………(4)
Total Mark 50

ASSIGNMENT NO.3
DESIGNING, PRESENTING AND REFLECTING ON INSTRUCTION

Link to LOs: This assignment is concerned with all three LOs and the associated assessment
criteria.
Link to module: This is a summative, integrated assessment. That means that we assume that
you have completed your reading of the prescribed material and are able to apply what you have
learnt.
Planning a lesson
Planning for a lesson is a teacher's detailed description of a lesson which is prepared before they
start teaching. It covers the learning trajectory and course of action for each lesson taught and
acts as a comprehensive daily guide for what students are going to learn. It also gives insight into
how it will be taught.
It's useful to think about how a student's learning can be measured, as this really shows how
useful the lesson was and what needs to be improved and worked upon in future lessons. The
plan itself will vary based on each teacher's individual preference, what subject is being covered
in the lesson as well as the needs of each student in the class
Planning a lesson is a really effective tools to use in the classroom, it makes the best use of class
time and ensures as much lesson time as possible is used to teach new concepts, build on
students' prior knowledge and to promote meaningful discussions. It gives teachers a detailed
outline to follow, so it helps them be even better teachers. It plays a role in the learning
experience of students and how engaged they will be in their subjects.

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Lesson Plan Sample

Name of
the school:

Subject:

Summary
of activities

Homework

1.1 Study the sample of the lesson plan above. Is this lesson plan complete? At least more
than 5 contents of a lesson plan are missing. Mention 5 contents of a lesson plan that
are missing in the above lesson plan to provide effective and meaningful teaching
and learning experience in the classroom. (5)
1.2 Why those content (the ones that you mention in 1.1) are important in your
lesson plan? (10)
13 Design a lesson plan using basic lesson plan format in your prescribed book pg. 27
It should be based on one of your major subjects that you would teach once you
complete your degree. Remember your lesson plan should be a comprehensive guide
with concise steps. It should be clear in such a way that even the next person can be
able to use it to teach if you are absent (15)
1.3 In your understanding why is it important in a lesson plan to specify methodology/
pedagogy to be used in the lesson.? (10)
1.5 Why it is important to do reflection after lesson presentation? (5)
1.6 In your view, what problems are likely to occur during teaching and learning if the
lesson was poorly planned? (5)
TOTAL Marks 50

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8.7 Examination

In this module there is no sit in examination. However, you must do ePortfolio/ Portfolio as the
examination equivalent. Please see ePortfolio/Portfolio below:

ASSIGNMENT 04
THE E-PORTFOLIO / PORTFOLIO EXAM EQUIVALENT
NON-VENUE BASED EXAMINATION–

Purpose and Outcomes of the ePortfolio/Portfolio Assignment

The purpose of this ePortfolio/Portfolio is to prepare education and training practitioners to teach
effectively in any education situation.
You have learned various aspects of teaching and you need to submit the final evidence of what
you have achieved during 2022.
ePortfolios fall within a learning theory known as social constructivism, which proposes, in
part, that learning happens most effectively when students construct systems of knowledge for
themselves, rather than simply having information presented. Social constructivism also
proposes that another determinant of effective learning is that it happens in a social context – that
is, we construct our knowledge through dialogue and interactions with others. With ePortfolios,
the process of reflection originates as a solo activity, but becomes social through a feedback
loop, as you receive feedback from your, lecturer, peers, mentors, and even family members and
provide commentary on those reflections. Making and then sharing an ePortfolio with others is
somewhat like telling a story: the story of one’s learning journey. For this eportfolio you have to
do the following:

• You will have to create the ePortfolio/Portfolio and also use it to demonstrate your
knowledge skills and interaction regarding the work in the module of ISC3701.
• An ePortfolio/Portfolio is not only for loading of files (Assignments). You need to create an
interactive presence on myUnisa according to the tasks that will be given during the
course of the academic year.
• An ePortfolio/Portfolio is a showcase for assessment, feedback, promotion of several
aspects such as social networking, co-creation of knowledge and interactive learning.
Remember you have control over what you want to share and what you want to keep
private.
• An ePortfolio/Portfolio is very much the same as a community of practice. An ePortfolio/
Portfolio is “reflection-in-action” and you need to capture this in your construction of your
ePortfolio/Portfolio and interaction with other stakeholders.
• So, ensure that you show case all the dimensions. Be creative and systematic in your
approach. Plan your ePortfolio/Portfolio well and construct it in a logical way. Take some
time to think about this. Remember you could change and edit until you submit it after
which you will not be able to change anything.

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• The creation of an ePortfolio/Portfolio is not an overnight task. You are supposed to work
on the ePortfolio/Portfolio during the whole year of registration for ISC3701.
• Consult Unisa’s policy on plagiarism before you share your assignments with other
students. The policy is on the ISC3701 website as well. The plagiarism policy will be
implemented if work is plagiarized in any way.

When doing your e-Portfolio you need to demonstrate your professionalism by the arrangement
of your ePortfolio/Portfolio. It should be arranged in the following manner:
1. Your name and Surname
2. Student Number
3. Name of the Module and Code
4. Content Page

All Topics should be indicated in content page

Indicate all topics on content page and page numbers
Instructions for ePortfolio/Portfolio
Create ONE document that contains all the elements of your Portfolio. Please use PDF files
only when you submit on myUnisa.
Collect evidence to be included in your ePortfolio / Portfolio during the whole year such as:
• diagrams to support the theories (you can create your own)
• pictures illustrating the theories
• interesting facts or research findings
• evidence of application in classrooms
• social media which you have used during the ISC3701 module
• Photos of your work which might be of importance in the ePortfolio / Portfolio
• Evidence of co-creating of knowledge during your journey in ISC3701.

QUESTIONS
1.1 Introduce yourself to the reader by writing a brief autobiographical sketch; include
your profile picture and your Personal Learning Environment (PLE). At least about
250 words. (10)

1.2 Good teaching in normally loosely defined, as student in education field describe
to someone who is not in the field of education, what ‘good teaching’ is? (3)

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1.3 Reflect on your marked/graded assignment No.2 and 3. Use the table provided below
as guideline.

Assignment No.2 Assignment No.3

• What are the strengths of your • What are the strengths of your
assignment? assignment?

• Where do you need to improve? • Where do you need to improve?

• Is the feedback from the lecturer • Is the feedback from the lecturer
helpful to improve your understanding helpful to improve your
and your next assignment thereof? understanding and your next
assignment thereof?

Please do not upload your assignments as part of this e-Portfolio but reflect on the
table above. (15)

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Teaching is a complex activity that is challenging both intellectually and emotionally. It requires
knowledge about the subject being taught, the curriculum, appropriate teaching and learning
strategies and about the abilities, interests and personalities of the learners. Teachers’ practice is
informed by the many and varied events in the classroom.
1.4 Write one page to explain what informs your teaching in the classroom? (15)

1.5 Choose one learning theory and explain in 250 words how you will use it to teach
your major subject in a technological inclined classroom to promote effective teaching
and learning. Use examples to make your points clearer. (15)

1.6 What aspects of African-based teaching can you integrate into your own
teaching philosophy? How will this be of benefit to you, the learners and your school?
(not more than 250 words) (10)
Every teacher needs a carefully drawn lesson plan, irrespective of the subject they teach. A
lesson plan is required to assist teachers and learners in achieving the learning objectives, on the
short term and long term as well. Having a lesson is exactly like having a complete and clear
picture of how a learning process is going to take place and how learners are able to grasp and
construct their knowledge.
1.7 In your view, what problems that are likely to occur during teaching and learning
if the lesson was poorly planned? (10)
1.8 Write a set of questions you would suggest teachers ask themselves as a way to reflect
on their lesson design:

a) after they have prepared the lesson (before they teach it)
b) while they are teaching the lesson
c) after they have taught the lesson
(12)
1.9 Write a summary statement (250 words) at the end of your ePortfolio/ Portfolio
describing how you feel about your portfolio. There must be an evidence of reflection
and growth in the ePortfolio/ Portfolio. (10)

TOTAL: 100

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 9. ACADEMIC DISHONESTY

9.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft which involves several dishonest academic activities, such as the
following:
• Cutting and pasting from any source without acknowledging the source.
• Not including or using incorrect references.
• Paraphrasing without acknowledging the original source of the information.

9.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying from another student

during an assessment or allowing a student to copy from you.
• Using social media (e.g WhatsApp, Telegram) or other platforms to disseminate
assessment information.
Submitting corrupt or irrelevant files.
• Buying completed answers from “tutors” or internet sites (contract cheating).

9.3 More information about plagiarism can be downloaded on the link below

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

10 STUDENT WITH DISABILITY

The Advocacy and Resource Centre for Student with Disability ARCSWiD) provides an
opportunity for staff to interact with new and returning students with disabilities.

If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact (Ms K. Mbatha, [email protected] )

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11. FREQUENTLY ASKED QUESTIONS

1. Is it possible to submit only assignments but not exam equivalent?

No, assignments only count 20% yet exam equivalent counts 80%

2. Is allowed/possible to send my assignment before due date and ask you to check it for
me before I submit it for marks?
No, I cannot mark your assignment before you submit it for grading/marks.
However, I am available to help you where you do not understand during
your assignment write-up.

12. SOURCES CONSULTED

No sources were consulted in the composition of this tutorial letter

13. IN CLOSING

We hope that you will enjoy this module and we wish you success with your studies. Please
remember that you are welcome to contact any of your lecturers for assistance with any
academic related queries. Good luck!

Your lecturer,

Ms K. Mbatha

Email: [email protected]

14. ADDENDUM

No addendum attached.

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