NAME AND SURNAME: VINCENTIUS

KRIGE

STUDENT NUMBER: 15243893

MODULE CODE: BTE2601

UNIQUE NUMBER: 750840

ASSIGNMENT 04
QUESTION 1

1.1) Project-based learning is an instructional approach that involves students

working on a real-world project or tackling a complex problem. It is a student-
centered method where the focus is on active learning and applying knowledge,
rather than passively receiving information.

Project-based learning is important because it provides several benefits to

students. Firstly, it promotes critical thinking and problem-solving skills as
students are required to analyze and apply their knowledge to solve real-world
challenges. This encourages a deeper understanding of concepts and develops
higher-order thinking skills.

Secondly, project-based learning enhances collaboration and teamwork as

students often work in groups to complete projects. This allows them to develop
interpersonal skills, and communication, and develop the ability to work
effectively with others.

Thirdly, project-based learning increases student engagement and motivation.

When students work on meaningful and relevant projects, they become more
invested in their learning as it has a tangible impact and relevance to their lives.
This active involvement leads to a deeper sense of ownership and
accomplishment.

Finally, project-based learning prepares students for the real world by simulating
real-world scenarios and challenges. It helps students develop important career
skills like research, problem-solving, and communication, which are crucial for
success in their future endeavors.

In summary, project-based learning is important because it fosters critical

thinking, enhances collaboration, increases student engagement, and prepares
students with the skills they need for the real world.

1.2) 1. Technological proficiency: Teachers should be comfortable and

competent in using various technologies and digital tools for instruction,
communication, and assessment.

2. Critical thinking: Teachers should be able to analyze and evaluate information,

make informed decisions, and encourage students to think critically and solve
problems.
3. Communication: Teachers should possess strong verbal and written
communication skills to effectively communicate with students, colleagues,
parents, and other stakeholders.

4. Collaboration: Teachers should be able to collaborate with other teachers,

administrators, and professionals to create a positive and conducive learning
environment for students.

5. Creativity and innovation: Teachers should be able to think creatively, develop

innovative teaching methods, and encourage students to explore their own ideas
and be creative in their learning.

6. Cultural competency: Teachers should have an understanding and

appreciation of diverse cultural perspectives and be able to create inclusive
learning environments that respect and celebrate diversity.

7. Adaptability and flexibility: Teachers should be able to adapt to changes in

technology, curriculum, and student needs, and be flexible in their teaching
approaches to meet the evolving demands of the 21st-century classroom.

1.3) An entrepreneur refers to someone who creates and operates their own
business venture with the aim of generating profit. They take financial risks to
build, scale, and grow a business idea. An entrepreneurial person, on the other
hand, may not necessarily start their own business, but they possess the traits
and characteristics of an entrepreneur such as creativity, innovation, risk-taking,
resilience, and adaptability. They have a mindset of constantly seeking out new
opportunities and solutions to problems and can apply these skills in various
settings such as corporate or non-profit organizations. Essentially, an
entrepreneur is a type of entrepreneurial person who has taken the step to start
and run their own business.

1.4) 1. Creativity and Innovation: Entrepreneurial people are often known for
their ability to think outside the box and come up with unique ideas and
solutions. They are constantly seeking innovation and finding new ways to
approach challenges.

2. Risk-taking and Initiative: Entrepreneurs are not afraid to take risks and step
out of their comfort zone. They have a proactive mindset and are willing to seize
opportunities when they arise. They are self-starters who take initiative and have
a strong sense of determination and perseverance.

3. Vision and Passion: Entrepreneurial individuals have a clear vision of what they
want to achieve and are passionate about their goals. They are driven by their
passion and believe in their ideas, which helps them stay motivated even in the
face of challenges. They have a strong sense of purpose and are committed to
creating a positive impact through their ventures.

1.5) For an entrepreneurial person, intrinsic motivation can contribute to their

success in several ways:

1. Sustained effort and determination: Intrinsic motivation provides an inner

desire to persevere and overcome challenges or setbacks. Entrepreneurs often
face obstacles, long working hours, and uncertainty, but their intrinsic
motivation keeps them focused and committed to their goals.

2. Creativity and innovation: Intrinsic motivation fuels creativity and encourages

thinking outside the box. Entrepreneurs driven by intrinsic motivation are more
likely to come up with unique ideas and solutions, enabling them to create
innovative products and services that stand out in the market.

3. Continuous learning and growth: Intrinsic motivation drives entrepreneurs to

seek personal growth and development. They are motivated to acquire new
skills, knowledge, and expertise to improve their business and themselves. This
lifelong learning mindset helps entrepreneurs adapt to changing market
dynamics and stay ahead of their competition.

________________________________________________________________
QUESTION 2: The lesson plan is based on the crucial topic of bullying. Explain
what the following principles mean according to the topic of bullying.
Social interaction, purpose, enjoyment, curiosity, enabling iteration, actively
engaging and learners’ autonomy.

2.1)
Principle What does this Why is this In your What skills
principle important? chosen and
mean? lesson, what competencies
specific would you
activity/ies expect to see
would you if this
do to principle is
activate this being
principle? practiced well
in your
classroom?
Social This principle Social Group Students
interaction emphasizes the interaction is Discussions: actively
importance of important in Divide the participating
promoting the context of students in group
collaboration bullying into small discussions,
and because it groups and sharing their
communication allows assign them experiences
among individuals to specific and
learners. It develop aspects of perspectives
encourages empathy, bullying to on bullying,
students to understanding, discuss. and
interact with and respect for Encourage collaborate
their peers, others. By them to with their
share ideas, engaging in share their peers to find
and learn from social thoughts, solutions.
each other. interactions, experiences,
individuals can and ideas
learn to with each
recognize and other. This
address promotes
bullying social
 behaviors, as interaction
well as develop and allows
positive students to
relationships actively
with their engage with
peers. Social the topic.
interaction also
provides
opportunities
for individuals
to practice
assertiveness,
conflict
resolution, and
communication
skills, which
are essential in
preventing and
addressing
bullying
incidents.
Purpose This principle Having a clear Role- Students
focuses on purpose is Playing: understanding
ensuring that important in Organize a the purpose
learning the context of role-playing of the lesson
activities have bullying activity and its
clear objectives because it where relevance to
and relevance helps students can their lives,
to the individuals act out recognizing
students' lives. understand the different the
It helps impact of their scenarios importance of
students actions and related to addressing
understand the make informed bullying. This bullying, and
purpose choices. When activity not demonstrating
behind their individuals only a sense of
learning and understand the promotes responsibility
motivates purpose of social towards
them to their behavior, interaction creating a safe
engage actively they are more but also and inclusive
in the lesson. likely to allows environment.
 consider the students to
consequences understand
and potential different
harm caused perspectives
by bullying. By and develop
promoting a empathy.
sense of
purpose,
educators can
encourage
individuals to
reflect on their
actions and
develop a
sense of
responsibility
towards
creating a safe
and inclusive
environment.
Enjoyment This principle Promoting Creative Students
recognizes the enjoyment in Projects: showing
significance of the context of Assign enthusiasm
creating a bullying is students a and interest in
positive and important creative the topic of
enjoyable because it project, such bullying,
learning helps as creating a actively
environment. individuals poster, engaging in
When students develop writing a activities, and
find learning positive poem, or finding
enjoyable, they attitudes making a enjoyment in
are more likely towards social short film, learning about
to be interactions that strategies to
motivated, and empathy. addresses prevent and
participate When the issue of address
actively, and individuals bullying. This bullying.
retain enjoy their activity gives
information interactions students a
better. with others, sense of
they are more purpose and
 likely to engage allows them
in pro-social to express
behaviors and their ideas
develop and
positive emotions in
relationships. an enjoyable
By creating way.
enjoyable
learning
experiences,
educators can
foster a
positive and
inclusive
classroom
environment,
reducing the
likelihood of
bullying
incidents.
Curiosity This principle Curiosity is Case Students
encourages important in Studies: demonstrating
teachers to the context of Provide a natural
foster students' bullying students curiosity
natural because it with real-life about
curiosity and encourages case studies bullying,
desire to individuals to or stories asking
explore. By seek related to questions,
designing knowledge and bullying. Ask seeking
lessons that understanding them to additional
spark curiosity, about different analyze the information,
teachers can perspectives situations, and showing a
engage and identify the desire to
students' experiences. underlying understand
interests and By promoting causes, and the underlying
promote a curiosity, propose causes and
deeper educators can solutions. effects of
understanding help This activity bullying.
of the topic. individuals stimulates
develop curiosity and
 empathy and encourages
respect for students to
others, as well think
as challenge critically.
stereotypes
and biases that
may contribute
to bullying
behaviors.
Curiosity also
fosters a sense
of open-
mindedness
and willingness
to learn, which
are essential in
creating a safe
and inclusive
environment.
Enable This principle Enabling Reflection Students
iteration emphasizes the iteration is Journals: being given
importance of important in Ask students opportunities
providing the context of to maintain to reflect on
opportunities bullying a reflection their own
for students to because it journal experiences
revise and allows throughout with bullying,
improve their individuals to the lesson analyze
work. It learn from plan. In this different
encourages a their mistakes journal, they scenarios, and
growth and make can record engage in
mindset and positive their iterative
helps students changes. By thoughts, problem-
develop their providing questions, solving
critical thinking opportunities and insights processes to
and problem- for reflection about develop
solving skills and feedback, bullying. This effective
educators can activity strategies for
help enables preventing
individuals iteration as and
understand the students can
 impact of their revisit their addressing
actions and previous bullying.
develop entries,
strategies to reflect on
prevent and their
address learning, and
bullying make
incidents. connections
Enabling between
iteration also different
promotes a concepts.
growth
mindset,
encouraging
individuals to
take
responsibility
for their
behavior and
actively work
towards
creating a safe
and inclusive
environment.
Actively This principle Actively Debates: Students
engaging suggests that engaging in the Organize a actively
students learn context of debate on participating
best when they bullying is controversial in various
are actively important topics activities
involved in the because it related to related to
learning promotes a bullying, bullying, such
process. It sense of such as the as role-
involves using responsibility effectiveness playing, case
various and ownership of different studies,
strategies such over one's anti-bullying debates, and
as hands-on actions. By strategies or group
activities, actively the role of projects,
discussions, engaging in bystanders. where they
and group discussions, This activity can apply
work to activities, and actively their
 promote active interventions engages knowledge
engagement related to students and and skills in
and deeper bullying, encourages real-life
learning. individuals can them to situations.
develop a develop
deeper their own
understanding arguments
of the issue and defend
and their role their
in preventing positions.
and addressing
it. Actively
engaging also
encourages
individuals to
speak up
against bullying
behaviors and
support those
who may be
experiencing
bullying.
Learner This principle Learners' Choice- Students
autonomy recognizes the autonomy is based taking
importance of important in Activities: ownership of
giving students the context of Provide their learning
some control bullying students by setting
over their because it with a range goals, making
learning. It empowers of options choices, and
involves individuals to for activities taking
providing take ownership related to responsibility
choices, of their bullying. for their
encouraging learning and Allow them actions in
self-reflection, behavior. By to choose relation to
and fostering promoting the activities bullying
independent learners' that interest prevention.
thinking skills. autonomy, them the They should
Learners' educators can most. This be
autonomy encourage promotes encouraged to
helps students individuals to learners' express their
 take ownership make informed autonomy opinions,
of their choices, and make
learning and develop critical increases informed
develop thinking skills, their decisions, and
lifelong and take motivation actively
learning skills. responsibility to actively contribute to
for their engage with creating a
actions. the topic. positive and
Learners' respectful
autonomy also classroom
fosters a sense environment.
of agency and
empowerment,
enabling
individuals to
actively
contribute to
creating a safe
and inclusive
environment
by standing up
against bullying
and promoting
positive
behaviors.

________________________________________________________________
REFERENCE

1. BECOMING A TEACHER (BTE2601 UNISA STUDY GUIDE)

2. BECOMING A TEACHER UNISA CUSTOM EDITION- S Gravett, JJ de Beer, E
du Plessis
3. Teaching for learning in a fast-changing world- Sarah Gravett
4. Google.com
I (full names): Vincentius Krige

Student number: 15243893 Module code: BTE2601

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

Signature ………………………… Date: 09 August 2023