Assessment 4: Multiple Teaching and Learning Strategies to Mediate Learning
INSTRUCTIONS
1. Read the following passage and then respond to the questions based on the given passage.
2. DON’T FORGET TO SIGN YOUR DECLARATION FORM.
Ms. Johnson is a Grade 7 teacher at Sunshine Primary School, located in a diverse community. Her classroom includes students from various backgrounds, with different learning abilities and preferences. Among them is Thabo, a quiet and introverted student who often sits at the back of the class. Ms. Johnson is known for her energetic teaching style, often favouring group activities and lively discussions to keep her students engaged.
On a Monday morning, Ms. Johnson introduced a new math topic: fractions. To explain the concept, she decided to use a game that required students to come to the board and solve problems in front of the class. The activity was fast-paced, with students competing to solve problems the quickest.
As the game progressed, the classroom was filled with excitement. Most students eagerly raised their hands to participate, especially those who were more confident and vocal. Ms. Johnson, caught up in the enthusiasm, focused on these students, calling on them repeatedly. Thabo, on the other hand, remained quiet, not raising his hand even once. He stared at his notebook, trying to work through the problems on his own, but the noise in the classroom made it difficult for him to concentrate.
By the end of the lesson, Ms. Johnson noticed that Thabo had not participated at all. When she approached him during individual work time, she realized he hadn’t grasped the concept of fractions. He had been too intimidated to participate in the group activity and too shy to ask for help when he didn’t understand.
Ms. Johnson also observed that some other students, who weren’t as quick to answer or who preferred to think quietly before responding, had also been left behind. The lesson had mainly benefited the more extroverted and academically strong students, while those who needed more time and support were overlooked.
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Questions 1.
How did Ms. Johnson’s teaching strategy using a fast-paced game involving group activities and competition affect students with different learning abilities, particularly those who are introverted or need more time to understand new concepts?
2. What do you think are the potential benefits and drawbacks of using group activities as a primary teaching strategy in a classroom with diverse learners?
3 benefits
• 3 drawbacks
3. In what ways can Ms. Johnson balance such activities to accommodate all learners with different learning abilities?
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