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Question: 100 TPG1501/Assessment 3 /0/2025 15 ACTIVITY 1: MORNING RING You observed the mentor teacher being actively involved with the children during the morning ring. What activities did the teacher do during the morning ring? (1) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… What do you think is the aim of the morning ring activities? (1) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Did the teacher discuss a weather chart? If so, how did she/he do it? (2) …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… SECTION A: INCLUSIVE EDUCATION 16 ACTIVITY 2 Read the statement provided below and then answer the questions that follow. The Department of Basic Education conceptualizes an inclusive school as a school that has the capacity to respond to diversity by providing education appropriate for the individual needs of learners, irrespective of disability, differences in learning style or social difficulties. The Department expects every teacher at an inclusive school to have a repertoire of methods for supporting both curricular and institutional transformation. Additional support should also be available to both the learners and the teachers involved. Think of a learner with a health condition who might be in the classroom and answer the following questions: 2.1 Briefly describe the health condition of the learner. (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 2.2 Identify and describe the barriers that the learner could experience. (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… TPG1501/Assessment 3 /0/2025 17 2.3 Discuss the learner's strengths. (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… 2.4 How did the mentor teacher address the potential barriers that a learner with a health problem could experience? (1) ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ACTIVITY 3 “No two children are the same.” Observe one group of children in the classroom and answer the following questions: 3.1 Are all the learners the same? How do the learners differ from one another and in which ways are they the same? Provide examples to support your answer. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 3.2 From your observations, why are the learners not the same? (1) 18 ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 4 Observe a learner who experiences barriers to learning. List the aspects that you have identified in the learner's behaviour, appearance and/or conduct that may indicate possible barriers to learning. 4.1 Behaviour in class (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.2 Emotional signs (e.g., aggressive towards other learners) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 19 4.3 Appearance (e.g., neglected) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.4 Social interaction and relationships (e.g., no friends in class) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.5 Intellectual capabilities (e.g., very slow learner, poor language development) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 4.6 Other aspects (e.g., part of a child-headed household) (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 20 ACTIVITY 5 From your observations, how did the mentor teacher support the children who experience barriers to learning during activities and lessons? (Ask the mentor teacher for assistance with this activity, if necessary (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 6 This activity is based on what you are learning and observing in the Grade R classroom. 6.1 Your mentor teacher created a play-based Grade R activity that demonstrates the direct method. Describe the following elements of the activity: Indoor or outdoor activity (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... SECTION B: CHILD DEVELOPMENT IN THE EARLY YEARS 21 TPG1501/Assessment 3/0/2025 Resources the learners will use for learning (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 6.2 Critically discuss what the teacher does to enhance the learners' sense of belonging in the classroom by referring to two observed/demonstrated practical examples. Here are a few guiding questions to help your observation: What does the teacher do? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... How does the teacher speak to the learners? (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 22 How is the classroom enhancing or hindering the learners' sense of belonging? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 7 Interview the teacher of the class observed for 6.1. Draft four interview questions based on what you found interesting or would like to learn more about regarding children's sense of belonging in the Grade R classroom. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 23 ACTIVITY 8 In the Emergent Literacy module, you learnt that storytelling is a teacher-guided activity that must be presented to a Grade R class according to the daily programme. Observe your mentor teacher presenting a storytelling lesson. Answer the following questions to describe your observations: 8.1 Title of story ................................................................................................................................................... ................................................................................................................................................... Write a summary of the story. ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... (2) 8.2 A skilful reader demonstrates certain skills before, during and after the reading process. Briefly explain the storytelling lesson by focusing on what the mentor teacher did in respect of each stage. Before reading (2) ................................................................................................................................................... ................................................................................................................................................... SECTION B: EMERGENT READING 24 During reading (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... After reading (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 8.3 What strategies did your mentor teacher use to promote emergent reading skills? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 25 8.4 List and explain two advantages that you can identify from this read-aloud/storytelling activity. (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 8.5 Explain one aspect you observed that you would like to embrace as a teacher when you present a storytelling lesson. Substantiate your answer with a comprehensive reason. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 8.6 Indicate one aspect you observed that you felt was not effective during the storytelling activity and explain how you would approach this aspect differently. (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 26 ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 9 Discuss with your mentor teacher the approach that he/she uses to teach language. Write down your questions and the teacher's answers and provide examples of his/her approach based on your observations. (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 9.1 Compare the mentor teacher's approach to teaching language with the theories you have learnt about language acquisition. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3/02025 27 READING READINESS ACTIVITY10 10.1 Observe the learners in your Grade R class during your teaching practice for signs that their emergent reading is unfolding. Choose one learner and explain the signs/behaviours that indicate to you that her/his emergent reading abilities are developing. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 10.2 Insert an example template of the assessment that your mentor teacher uses to assess reading readiness in his/her Grade R learners. (2) 28 10.3 Insert the assessment in 10.2 again. This time, complete it by assessing the learner you identified in 10.1 as being reading ready, based on certain signals/behaviours you observed. (2) TPG1501/Assessment 3 /0/2025 29 Over the next two days of teaching practice, observe two lessons that your mentor teacher plans and presents. Complete the following form to report on your observations: ACTIVITY 11 OBSERVATION OF LESSON Subject: Emergent Mathematics Date of observation: Theme and topic of lesson: ................................................................................................................................................... ................................................................................................................................................... Beginning of lesson: What strategies did the teacher use to gain the learners' attention? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... Middle of the lesson: Briefly discuss (new) knowledge or skills that the teacher focused on during the lesson. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... SECTION C: EMERGENT MATHEMATICS 30 List the teaching and learning support materials (TLSM) that the teacher used in the lesson. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... Briefly discuss how the teacher ended the lesson. (1) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... In your view, what activity, presented as part of the lesson, did the learners enjoy most? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 31 ACTIVITY 12 Mathematical games such as snakes and ladders can provide children with opportunities to experience mathematical concepts. You watched the mentor teacher teaching a mathematics lesson using this game. The children were actively involved during the lesson. 12.1 Explain how the teacher explained the mathematical game to the children. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 12.2 Which mathematical concepts did the children learn in the game? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 32 ................................................................................................................................................... ................................................................................................................................................... 12.3 What rules of the game (how to play the game) did the teacher explain to the children? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... TPG1501/Assessment 3 /0/2025 33 ACTIVITY 13 Lesson steps and activities for the lesson referred to in activity 12 (3) Step 1: Introduction Step 2: Core (playing the game) (2) Add a photograph of learners taking part in the game. (Remember, learners' faces must not be visible in the picture.) (1) Step 3: Conclusion of the lesson (end of game) (1) TPG1501/Assessment 3 /0/2025 35 REFLECTION In what way was the lesson successful? .................................................................................................................................................. .................................................................................................................................................. Were the lesson outcomes achieved? .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. What will you do differently if you have to repeat the lesson? .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. MENTOR TEACHER'S REPORT .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. Signed by mentor teacher: ................................ Date: ............................ 36 ACTIVITY 14 Read the case study provided below and answer the questions that follow. Case study question You are a Grade R teacher at a school in one of the provinces in South Africa. Recently, a new learner, Nozipho (a fictional name), joined your class. Nozipho, who is four years old, has migrated from another province to live with an aunt, owing to her having been orphaned. The aunt is a single parent of five children, aged two, five and five years. Since the aunt has only a part-time job, she depends on a social grant to be able to take care of her family. Your school is located in an urban township. The learners in your school speak more than five South African languages but are taught Life Skills and other subjects in English. The African languages offered in your school, at first-language level, include Sesotho, Setswana, Tshivenda and isiZulu. Your school also accommodates learners from neighbouring countries who learnt other African languages in primary school. Nozipho is unfamiliar with the local African languages that are spoken by the other learners. Although you teach Life Skills in English, you have noted that the learners tend to code-switch when they work in groups. You have also noticed that the code-switching tends to enhance their learning experience. Nozipho speaks with the rich accent of her mother tongue (isiXhosa), distinguishing her from the other learners. She also seems to be shy and isolated, speaking only when she is asked to respond to a question. On several occasions, you have seen other learners whispering and giggling among themselves after Nozipho answered a question. However, two learners seemed to act differently, reprimanding their classmates for their poor behaviour. Although she appears to realise that she has some support, Nozipho continues to be withdrawn, clearly preferring to be left alone. Answer the following questions: SECTION D: PARTNERSHIP WITH FAMILY AND COMMUNITY TPG1501/Assessment 3 /0/2025 37 14.1 How would you describe this classroom in terms of learners in a diverse context? Support your answer by giving your own reasons. (3) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 14.2 How would you help Nozipho to settle into the classroom and how can you engage her in classroom activities? (2) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 14.3 What can you teach learners in this situation? Provide two examples in your answer. (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... 38 14.4 Who can you involve inside and outside the school to support Nozipho? What role could those concerned play? (4) ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... ACTIVITY 15 Discuss the role of school–community partnerships. (5
To assist you in answering the questions for your assessment, I’ll provide guidance and sample responses for each activity. Remember, these are only guiding examples, and you should adapt your answers based on your observations and understanding. ### ACTIVITY 1: MORNING RING 1. **Activities During Morning Ring:** - The teacher engaged the children in singing welcome songs and rhymes. - Children participated in discussing the day's weather and their feelings. - The teacher may also have facilitated a storytelling session or shared any important announcements. 2. **Aim of the Morning Ring Activities:** - The aim is to create a positive and engaging start to the day, helping children transition into the school environment, fostering a sense of community, and preparing them for the learning that will happen throughout the day. 3. **Discussion of a Weather Chart:** - If the teacher discussed a weather chart, she/he likely involved children by asking them to observe and describe the weather outside, helping them place symbols on the chart, and discussing changes and seasons. ### SECTION A: INCLUSIVE EDUCATION #### ACTIVITY 2 1. **Learner's Health Condition:** - For example, the learner might have asthma. 2. **Barriers Experienced:** - The learner might experience difficulty in participating in physical activities, might need medication during the day, and may struggle with breathlessness. 3. **Learner’s Strengths:** - Despite the health condition, the learner might be very good at concentrating on their work, having strong cognitive abilities and excellent creativity. 4. **Addressing Potential Barriers:** - The teacher ensured there was a clear emergency plan for asthma attacks, allowed the learner to take breaks, monitored their participation in physical activities, and provided an inclusive environment that respects their needs. #### ACTIVITY 3 1. **Learners’ Differences and Similarities:** - Learners are different in terms of their learning styles, interests, cultural backgrounds, languages spoken, and abilities. - For example, one learner might excel in art, while another in mathematics, yet both enjoy collaborative projects. - They are the same in their need for support, encouragement, and a safe learning environment. 2. **Why Learners Differ:** - Learners differ due to their individual experiences, genetic factors, cultural backgrounds, environments, and developmental stages. #### ACTIVITY 4 1. **Behaviour in Class:** - B: The learner might show signs of inattentiveness or disruptive behaviour. 2. **Emotional Signs:** - E.g., The learner might seem withdrawn, display aggression, or show signs of anxiety. 3. **Appearance:** - A: The learner may appear unkempt, tired, or without proper school supplies. 4. **Social Interaction & Relationships:** - The learner might struggle to make friends, work with peers, or might be isolated during recess and group work. 5. **Intellectual Capabilities:** - The learner might show slow progress in academic work, struggle with language development, or show a general lack of understanding. 6. **Other Aspects:** - The learner may come from a child-headed household or face additional responsibilities that impact school performance. #### ACTIVITY 5 - The mentor teacher provided personalized support, used differentiated instruction, incorporated visual aids, promoted peer support, and made use of assistive technology when necessary. ### ACTIVITY 6 1. **Indoor or Outdoor Activity:** - E.g., An outdoor activity involving a nature scavenger hunt. 2. **Resources Used for Learning:** - Resources included visual cards, nature items like leaves and stones, and interactive elements like a scavenger checklist. #### Enhancing Sense of Belonging: - The teacher created inclusive activities acknowledging every child’s input, used culturally relevant materials, and organized group activities fostering collaboration. - The teacher addressed learners positively, using encouraging and respectful language. - The classroom layout promoted interaction, displayed learners’ work, and had inclusive and accessible resources. ### ACTIVITY 7 #### Interview Questions for the Teacher: 1. How do you help new learners feel welcomed and included in the class? 2. What strategies do you use to handle language differences among students? 3. How do you promote positive peer interactions in such a diverse group? 4. Can you share an example of an activity that successfully fostered a sense of belonging? #### ACTIVITY 8: Storytelling Lesson 1. **Title of Story:** - E.g., "The Lion and the Mouse." - Summary: A lion spares a mouse's life, and later the mouse helps the lion escape from a trap. 2. **Skills Before, During, and After Reading:** - **Before Reading:** The teacher introduced the story, asked predictive questions. - **During Reading:** Paused for discussions, used expressive reading, showed pictures. - **After Reading:** Engaged children with follow-up questions, related story morals to their lives. 3. **Strategies to Promote Emergent Reading:** - Used repetition, rhyming words, and word recognition activities. - Advantages: Enhances listening skills, promotes imagination and creativity. - Embrace: Encourage interactive storytelling to engage learners actively. - Improve: Increase visual aids to cater to visual learners. ### ACTIVITY 9: Approach to Teaching Language 1. **Mentor Teacher’s Approach:** - The teacher may use interactive methods, play-based learning, and incorporate storytelling. - Comparison to Theories: Aligns with Vygotsky’s idea of social interaction in learning language. ### ACTIVITY 10: Reading Readiness 1. **Observe Signs of Emergent Reading:** - The learner recognizes letter names, shows interest in books, attempts to write. 2. **Assessment Template:** - Insert an empty example, such as a checklist of letter recognition, interest in books, and early writing. ### ACTIVITY 11: Observation of Lesson 1. **Lesson Details:** - Began with attention grabbers, such as a song or claps. - Focused on counting, sorting objects, or basic arithmetic. - Used visual aids and manipulatives. - Ended with a recap and rewarding positive participation. - Enjoyed interactive elements like counting games. ### ACTIVITY 12: Mathematical Games 1. **Explain Game:** - Explained rules by demonstrating turning dice, moving pieces, and concept of ladders and snakes. 2. **Math Concepts Learned:** - Counting, number recognition, and understanding basic addition. 3. **Rules Explained:** - Clarified turns, movement based on dice rolls, and ladders and snakes' impact. ### ACTIVITY 13: Lesson Steps 1. **Steps:** - Introduction: Engaged learners with a relevant story or question. - Core: Guided through playing the game while reinforcing counting skills. - Conclusion: Reviewed key concepts, praised effort, and discussed what they enjoyed. ### ACTIVITY 14: Case Study on Diversity 1. **Describe Classroom:** - Diverse in language, culture, and socio-economic backgrounds. - Diversity enriches learning, providing varied perspectives. 2. **Helping Nozipho:** - Pair her with a buddy, use inclusive language, provide cultural representation. 3. **Teaching Learners:** - Empathy and respect for differences. - Importance of inclusivity and support. 4. **Involve Support:** - Engage school counselor and community leaders to provide emotional and tangible support. ### ACTIVITY 15: School-Community Partnerships 1. **Role of Partnerships:** - Enhance learning experiences, support diverse needs, enrich school resources. - Promote community engagement, shared responsibility, and building a support network. Remember, your specific observations and inputs might differ, so ensure your answers are tailored to your personal teaching practice and reflections.
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