Lindokuhle Ndlovu

61648493
TMN3703 EXAMINATION
TMN3703

Question 1

1.1

Regardless of the amount of specificity, lesson preparation is crucial because it

connects the objectives of the curriculum with the regular teaching and learning that
takes place in a classroom. Lesson preparation at the very least adds the factor of time,
dividing the curriculum into units presented each session.

Quality The purpose of lesson planning is to assist instructors in ensuring that the
regular activities that take place in their classrooms are giving students a good level of
sustained development toward the goals they have set forth in their sequence as well as
their individualized education plans. Without lesson planning, it is simple to lose sight of
a class and fail to meet learning objectives. Learning objectives, high-quality questions,
materials, and activities are some of the components of a lesson plan that is effective.
The development of all classroom activities should be guided by the learning objectives,
thus it is crucial to keep them in mind. Throughout the course of the lesson, the teacher
should plan to ask the students quality questions.

Student achievement is a prerequisite for teacher success. Beyond that, school officials
typically include the documents you produce as part of the planning process in their
evaluation of your work. As a result, having carefully thought out and documented plans
is essential to your success as a teacher. As you continue to teach, your lesson plans
also serve as a repository for your expanding body of knowledge. There is no denying
the value of lesson planning for advancing your professional development. The
foundation for your success is laid by developing strong preparation and review
practices for your lesson ideas.
1.2

The main aims of life skills :

i) "Adaptive" refers to someone who can change their behavior and approach depending
on the situation.

ii) The goal of life skills education is to prevent harmful behaviors and promote positive
attitudes and values while reinforcing knowledge that has already been acquired.

iii) The encouragement of social and personal growth, as well as the averting of health
and social issues, are all benefits of life skills education.

iv) Critical elements of life skills education are teaching-learning strategies that are
interactive and participatory.

v) By establishing a welcoming, encouraging, exciting, and organized learning

environment, schools may assist life skills education.

vi) Positive behavior suggests that a person is forward-thinking and is able to see a
glimmer of hope and potential for finding solutions, even in trying circumstances.

Question 2

2.1

Formal and Informal Assessments: Differences and Definitions.

A formal assessment is an evaluation strategy that rates a student's degree of
knowledge using a grading scale. Students typically answer the same questions under
the same circumstances, and the instructor scores them according to the degree to
which they met pre-established prerequisites.

A non-standardized informal assessment tracks pupils' development and performance.

The instructor employs a variety of techniques that let students demonstrate their
knowledge while giving feedback on areas where they need to learn more.

Quizzes, writing samples, and project-based tasks are typical examples of informal
evaluation. Quizzes are used in informal evaluation to increase student interest and
participation. As a result, the teacher would divide the class into groups and let each
student try their hand at the questions.

Writing examples and project-based homework are combined. For instance, the teacher
might ask the class to design a science project and then write a summary of their
project ideas.

2.2

1. Remembering

Finding, learning, and retrieving pertinent information from long-term memory, such as
terms, facts, techniques, and ideas.

2. Understanding

constructing meaning by interpretation, exemplification, classification, summarization,

inference, comparison, and explanation from spoken, textual, and graphic messages.
Recognize the applications and consequences of terms, information, techniques, and
ideas.

3. Applying

building meaning from executing, implementing, or applying a method to carry it out or

put it to use. Utilize, put theory into practice, address issues, and apply knowledge to
new circumstances.

4. Analyzing

separating a piece of information into its component pieces and figuring out how those
parts connect to one another and to a larger structure or goal by distinguishing,
organizing, and attributing Analyze concepts' structure, dissect it, look for underlying
assumptions and faulty reasoning, and then assess their applicability.

5. Evaluating

evaluating and checking in order to get conclusions based on criteria and norms.
Establish benchmarks, evaluate using benchmarks, evidence, and rubrics, and accept or
reject based on criteria.

6. Creating

combining pieces to create a cohesive or useful whole; rearranging elements into a

different pattern or structure via generation, planning, or production. Bring various
components together and assemble something; Write a theme, deliver a speech,
organize an experiment, and creatively assemble the information.

Question 3

3.1

i) Know your pupils and develop their respect :

Understanding your students and their learning needs is the cornerstone of all
successful teaching, despite how elementary this may sound. This is related to how well
-liked you are by your students. A key component of the learning process is the
relationship between the teacher and the students. Spend some time getting to know a
new class on the first day, and learn about their motivations and obstacles to learning.
This is a teaching tactic that is frequently disregarded.

Before beginning work with a student, all of our one-to-one tutors make sure they are
aware of any special educational needs they may have. They also take the time to get to
know each student during the one-on-one lessons by asking about their interests and
hobbies or the subjects they have been studying.

ii) Use of Summative and Formative assessments :

Making sure you understand the distinction between formative and summative
assessment is the first step in this process. Although it might seem obvious, you'd be
astonished at how many teachers fail to use each properly.

To rapidly cover them:

Summative evaluations are those that happen after a period of work, such as a term or
a year, has been finished. The best way to think of them is as learning assessments.

Daily assessments known as formative evaluations, which are evaluations for learning,
are used to determine how well students comprehend a subject. Formative evaluation is
frequently used as a diagnostic tool to determine whether students are currently having
difficulty understanding a concept. This then informs and modifies the lesson's
instruction,
iii) Teach Vocabulary :

There is no justification for kids lacking the necessary topic vocabulary given the
increasing emphasis on knowledge organizers in the curriculum. They require the words
to be able to formulate the ideas and the phrases necessary to speak authoritatively on
a particular subject.

For this reason, at the beginning of each class, our tutors will go over any specialized
math terms with the students, clarifying any new ones and making sure they understand
any that have already been addressed.

iv)  Personalized Learning :

Although it may seem obvious, students are more likely to engage with learning when it
is more individualized and piques their interests! This may be challenging to accomplish
at first, especially with a class of 30 students, but as familiarity and rapport grow during
the year, it should get simpler to tailor activities and even questions to particular
students.

Our online interventions at Third Space are based on personalization. All of our students
complete an Initial Diagnostic Assessment before starting their programmes.

3.2 The success of your life skills lesson can be greatly improved by having the
appropriate materials on hand. This lesson offers some recommendations for materials
you might need and want.

Because of the following factors, learner support materials in life skills are crucial for a
lesson: Utilizing learner support materials for life skills helps to clarify concepts taught
in lessons. Utilizing learner support materials makes instructions more concrete and
less like a few lines on paper.
Helping your pupils develop the skills necessary to live independently and take care of
themselves is one of your most significant duties as a life skills teacher. This means
that in addition to imparting specific skill sets, you also have to work with students to
educate them how to manage their time and stay organized. So it's crucial that you
provide an example of organization and planning! Making sure you always have the
appropriate materials available in your classroom is one aspect of this.

Question 4

4.1

GRADE LEVEL : 5th

SUBJECT : LIFE SKILLS

LENGTH OF TIME : Two 45 minutes lessons

Objectives & Outcomes

The learners will be able to demonstrate an understanding to the environmental

problems and how they can help.

Materials Needed

i) student notebooks

ii) pieces of cardboard

Procedure

Opening to Lesson

* Ask students who their favorite superheroes are— why do they like them? What makes
someone a superhero?

* Write on the board the different names, as suggested by the students, as well as the
characteristics. Ask them to think about real life superheroes— can they name any?

* Explain to them that by the end of the lesson they will create their own superhero,
someone that they can be like

Body of Lesson

Activity 1

i)  Students will watch a video - Save the world

ii)  Students will get into small groups of 3-5 and create a short play. They must act out
an environmental problem (e.g.. trash in the rivers, pollution), how it affects the
environment/animals, and give practical ways to change this. Eg. recycle, use less
plastic, organize river clean ups.

iii)  The students will then act out their plays in front of the class.
Activity 2

Students will invent an “environmental superhero”: on a piece of cardboard they will

draw a picture of their superhero, and write what he/she specifically does to help the
environment.

(These could be placed around the classroom as a reminder to the students what kind
of people we need to save our world).

Closing

Students will make a list in their notebook of all the characteristics of a “environmental
superhero”, and then write a promise (and sign it) to themselves to do their best to be a
superhero whenever they can.

DECLARATION

Your exam script will not be marked if this is not completed.

I, Lindokuhle Ndlovu

(Name & Surname)

Student number: 61648493

Module code: TMN3703

Hereby declare the following:

I understand Unisa's policy on plagiarism. This examination is original work produced by

myself. I have duly acknowledged all other people's work (electronic and print) through
the

proper reference techniques, as stipulated in this module.

I have not copied the work of others and handed it in as my own. I have also not made
my

work available to any fellow students to submit as their own.

Signature:

Date: 02 february 2023