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HMEF5123
MODELS AND STRATEGIES OF TEACHING
SEPTEMBER SEMESTER 2017

ASSIGNMENT
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INSTRUCTIONS TO STUDENTS

1. Your assignment should be typed using 12 point Times New Roman font and 1.5 line
spacing.

2. You are to submit assignment only in MS-WORD format unless specified otherwise.
Please refrain from converting text/phrases into picture format such as .gif / .jpeg / print
screen / etc.

3. Submission Method:

a. Face-to-face student:
You MUST submit a softcopy of your assignment online through myINSPIRE
and a hardcopy to your facilitator.

b. Online student:
You MUST submit a softcopy of your assignment via myINSPIRE and another
softcopy to the e-facilitator via e-mail.

You can submit your assignment ONCE only in a SINGLE file in myINSPIRE. You are
advised to keep a copy of your submitted assignment and the RECEIPT as evidence of
online submission.

4. Your assignment must be submitted on 3rd 5th November 2017.

5. Your assignment should be prepared individually. You should not copy another persons
assignment. You should also not plagiarise another persons work as your own.
EVALUATION

This assignment accounts for 60% of the total marks for the course.

PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a similarity check. If


plagiarism is detected, marks would be deducted as follows:

No. Similarity Percentage Marks Deduction (%)


1. 0 30 0
2. 30.01 50 5
3. 50.01 70 10
4. 70.01 - 100 100

If you are not sure what is meant by plagiarism, refer to the various websites which discuss
this matter, e.g. owl.english.purdue.edu/handouts.
OBJECTIVES:

The assignment is intended to provide you the opportunity to:


a) explore a variety of readings and understand key issues based on the teaching and
learning models;
b) synthesis key issues and ideas from readings; and
c) apply the information gained from the reading.

The assignment consists of two (2) related tasks. The details of the tasks are explained below:

TASK I: READING SYNTHESIS (60 marks)

Examine the four families of models, (information processing model, personal family of
model, social learning model and behavioural learning model). Synthesise the key points on
each family based on the following:
a) principles and key concepts
b) stages of the lesson
c) instructional values (pedagogical inaplications) and nurturant values (learner benefits)

Highlight the differences and similarities between the models.

TASK II: CRITICAL ANALYSIS AND APPLICATION (40 marks)

Select ONE family of model that best fits your teaching style. Justify your choice with
evidence from the given module. Prepare a lesson based on the selected model. Adhere to the
given stages or phases as stipulated in the module.

Your discussion should be based on the following areas:


a) brief description of your teaching style. Refer to the module on notes pertaining to
teaching style.
b) rationale of your choice of the model
c) sample lesson based on the phases of one selected model

[TOTAL: 100 MARKS]


Assessment Criteria
Your response to each task will be graded separately based on the scoring scheme attached.
For maximum credit, be sure that your response addresses each of the scoring criteria
components.

Additional Guidelines

Your assignment should be typed on A4 paper using 12 pt Times New Roman and 1.5
spacing.
You are to submit a softcopy of your assignment on-line through myINSPIRE and a
hardcopy to your facilitator.
Plagiarised assignment will be rejected.
SEPTEMBER SEMESTER 2017
HMEF5123 MODELS OF TEACHING AND LEARNING
MARKING SCHEME: ASSIGNMENT (60%)

TASK I: Reading Synthesis (60 marks)

marks Descriptors
26-30 an accurate and complete understanding of the question;
an in-depth understanding of the relevant readings;
excellent synthesis of ideas and communicates ideas exceptionally
lucid and logical progression of ideas on principles and key concepts , stages of the
lesson ,instructional and nurturant values and the differences and similarities
between the models.
21-25 an accurate and good understanding of the question;
a fairly in-depth understanding of the relevant readings;
good synthesis of ideas and communicates ideas well
lucid and logical progression of ideas on principles and key concepts , stages of the
lesson ,instructional and nurturant values and the differences and similarities
between the models.
16-20 adequate understanding of the question;
adequate understanding of the relevant readings;
lucid and logical progression of ideas linking on principles and key concepts , stages
of the lesson ,instructional and nurturant values and the differences and similarities
between the models.
11-15 a below average understanding of the question;
some evidence of minimal understanding of the relevant readings;
lucid and logical progression of ideas linking on principles and features of the
family of models and phases of teaching and learning and impact on learner.
6-10 a minimal understanding of the question;
a minimal understanding of the relevant readings;
lucid and logical progression of ideas linking on principles and key concepts , stages
of the lesson ,instructional and nurturant values and the differences and similarities
between the models.
1-5 Does not demonstrate an understanding of the question;
does not address the issues in the question;
poor understanding of the relevant readings
lucid and logical progression of ideas linking on principles and key concepts , stages
of the lesson ,instructional and nurturant values and the differences and similarities
between the models.

(30 X 2=60 marks)


TASK II: CRITICAL ANALYSIS AND APPLICATION (40 marks)

Aspects 1 2 3 4 weight score


Description of lack of understanding of minimal understanding an accurate and good an accurate and complete X5 20
teaching style the question on the of the question on the understanding of the understanding of the
following : following : question on the following question on the following
description of teaching description of teaching : :
style. style. description of teaching description of teaching
rationale of choice of rationale of choice of style. style.
the model . the model rationale of choice of rationale of choice of the
the model model
sample lesson lack of understanding Minimal understanding an accurate and good an accurate and complete X5 20
based on the of the question of the question understanding of the understanding of the
phases of the pertaining lesson based pertaining to lesson question pertaining to question pertaining to
selected on the phases of the based on the phases of lesson based on the lesson based on the
model . selected model the selected model phases of the selected phases of the selected
model model.

(20 X 2 = 40 marks)