ASSIGNMENT 01

Unique number: 820247

MODULE: LEARNING AREA DIDACTICS ECONOMICS AND MANAGEMENT

SCIENCE (LADEMSJ)

TITLE: TEACHING ECONOMIC MANAGEMENT SCIENCE GRADE 7 - 9

BY
SIYANDA EUGEN KHUMALO
STUDENT NUMBER: 41709128

SUBMITTED TO FULFIL THE REQUIREMENTS FOR POST-GRADUATE CERTIFICATE

IN EDUCATION AT THE UNIVERSITY OF SOUTH AFRICA

DATE: 26 APRIL 2019

I declare that this is my own work, and all information obtained from other sources has been
acknowledged through referencing

TABLE OF CONTENTS

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1. Steps to take when implementing cooperative learning as a teaching method 3

2. Problem solving as a teaching strategy by using the following headings 3

2.1 Preparations for using problem solving as a teaching method 3

2.2 When to use problem solving as a teaching method 4

3. A brief overview of the types of assessment 4

4. The Programme of Assessment for Grade 8 with that of Grade 9 6

LIST OF REFERENCES 7

1. The following steps to take when implementing cooperative learning as a teaching

method:

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- Pre-Instructional planning
Prior planning helps to establish the specific cooperative learning technique to be used
and lays the foundation for effective group work. Plan out how groups will be formed
and structure how members will interact with each other.
- Introduce the activity to the learners
Learners need to get their “marching orders.” Explaining the academic task to learners
and what criteria are for success. Then structure the cooperative aspects of learners
groups work with special attention to the components of positive interdependence and
individual accountability. Setting up time limits and allow for clarifying questions.
- Monitor and intervene
This is where I will let the groups run while I circulate through the room to collect
observation data, see whether they understand the assignment, give immediate
feedback and praise for working together. If a group is having problems, I will intervene
to help them get on the right track.
- Assessment
Once the group finishes their project, I will assess their work.
(http://serc.carleton.edu/econ/cooperative/howto.html, 26 April 2019)

2. Problem solving as a teaching strategy by using the following headings:

2.1 Preparations for using problem solving as a teaching method
- Define the problem.
- Outline clear outcomes on what you want the students to achieve.
- Develop suitable problem or a series of problems.
- Identify prior knowledge needed to start investigation.
- Create motivation to engage students.
- Teach (if necessary) problem solving skills student will need.
- Identify strategies to solve the problem.
- Choose the best strategy to solve the problem.
(http://uwaterloo.ca/centre-for-teaching-excellence/, 26 April 2019)

2.2 When to use problem solving as a teaching method

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The teacher may use problem solving as a teaching method when they want to achieve
the following objectives:
- Improve learners’ willingness to try problems and improve their perseverance when
solving problems.
- Improve learners’ self-concepts with respect to the abilities to solve problems.
- Make learners aware of the problem - solving strategies.
- Make learners aware of the value of approaching problems in a systematic manner.
- Make learners aware that many problems can be solved in more than one way.
- Improve leaners’ abilities to select appropriate solution strategies.
- Improve learners’ abilities to implement solution strategies accurately.
- Improve learners’ abilities to get more correct answers to problems.
- Make learners appreciate the existence of a problem and a desire to solve a problem.
- Make learners to accumulate the facts and data which are pertinent to the problem.
(http://www.vkmaheshwari.com/WP/?p, 26 April 2019)

3. A brief overview of the types of assessment

(1). Classroom assessment should be both informal and formal. In both cases it is
important that learners know what knowledge and skills are being assessed and
feedback should be provided to learners after assessment to enhance the learning
experience.

(2) Informal (assessment for learning) or daily assessment is the monitoring and
enhancing of learners’ progress. This is done through teacher observation and teacher-
learner interactions, which may be initiated by either teachers or learners. Informal or
daily assessment may be as simple as stopping during the lesson to observe learners
or to discuss with the learners how learning is progressing. It should be used to provide
feedback to the learners and teachers, close the gaps in learners’ knowledge and skills
and improve teaching. Informal assessment builds towards formal assessment and
teachers should not only focus on the formal assessment.

(3) Formal assessment (assessment of learning) provides teachers with a systematic

way of evaluating how well learners are progressing in a particular subject and in a
grade. Teachers must ensure that assessment criteria are very clear to the learners

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before the assessment process. This involves explaining to the learners which
knowledge and skills are being assessed and the required length of responses.
Feedback should be provided to the learners after assessment and could take the form
of whole-class discussion or teacher-learner interaction.

(4) Examples of formal assessments include projects, oral presentations,

demonstrations, performances, tests, examinations, practical demonstrations, etc.

(5) The forms of assessment used should be appropriate to the age and the
developmental level of the learners in the phase. The assessment tasks should be
carefully designed to cover the content of the subject. The design of these tasks should
therefore ensure that a variety of skills are assessed as contemplated in Chapter 4 of
the various Curriculum and Assessment Policy Statements.

(6) The recorded formal assessment tasks should be included in the final School-
Based Assessment mark for progression (Grades 1-8) and promotion (Grades 9-12)
purposes. This means that those tasks that are used for formal assessment are
recorded and should be used to decide whether a learner should progress or be
promoted to the next grade.

(7) Teachers are required to record learner performance in all formal assessment
tasks. They are not required to record performance in informal or daily assessment
tasks. Teachers may however, choose to record performance in informal or daily
assessment tasks in some cases to support the teaching and learning process.

(8) The teacher must submit the annual formal programme of assessment to the
School Management Team (SMT) before the start of the school year. This will be used
to draw up a school assessment plan in each grade. The school assessment plan
should be provided to learners and parents in the first week of the first term.

(National Protocol for Assessment Grades R – 12, Department of Basic Education,

Pretoria, 2011:3-5)

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 4. The Programme of Assessment for Grade 8 with that of Grade 9
Programme of Assessment for Grade 8

TERM 1 TERM 2 TERM 3 TERM 4

Data Controlled Project Mid-year Case Controlled Final
response test examination study test examination
Tool(s) of Rubric/ Memo Rubric/ Memo Rubric/ Memo Memo
assessmen memo checklist memo
t
TOTAL 30 marks 50 marks 50 marks 75 marks 30 100 marks 150 marks
MARKS marks
Date of Week 5 Week 10 Week 6 Week 9 Week Week 10 Week 10
completion 7
Time 60 60 minutes 60 120 minutes
allocation minutes minutes

(Curriculum and assessment Policy statement Grades 7-9, Department of Basic

Education, Pretoria, 2011:29)

Programme of Assessment for Grade 9

TERM 1 TERM 2 TERM 3 TERM 4

Assignment Controlled Class test/ Mid-year Project Controlled Final
test Data examination test examination
response
Tool(s) of Rubric/ Memo Memo Memo Rubric/ Memo Memo
assessment memo memo
TOTAL 50 marks 100 marks 50 marks 100 marks 50 100 marks 200 marks
MARKS marks
Date of Week 5 Week 10 Week 7 Week 9 Week 5 Week 10 Week 10
completion
Time 60 minutes 60 minutes 60 minutes 120 minutes
allocation

(Curriculum and assessment Policy statement Grades 7-9, Department of Basic

Education, Pretoria, 2011:30)

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LIST OF REFERENCES

http://serc.carleton.edu/econ/cooperative/howto.html, 26 April 2019

http://uwaterloo.ca/centre-for-teaching-excellence/, 26 April 2019

http://www.vkmaheshwari.com/WP/?p, 26 April 2019

National Protocol for Assessment Grades R – 12, Department of Basic Education,

Pretoria, 2011

Curriculum and assessment Policy statement Grades 7-9, Department of Basic

Education, Pretoria, 2011