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RTG1501 Assignment 2 Semester 1 Memo | Due May 2025. All questions fully answered. QUESTION 1 (20 marks)
1.1. Explain the difference between reflective practice and reflective teaching. (4)
1.2 Describe two techniques that can be used for reflective teaching in Grade R (4)
1.3 Explain what the “zone of proximal development” means in relation to assessment. (4)
1.4 Describe two characteristics of a positive learning environment in Grade R (4)
1.5. Explain the difference between feedback and feedforward in assessment (4)
RTG1501/102/0/2025
3
QUESTION 2 (20 marks)
Case Study 1 Reflective Practice in a Grade R Classroom
Sarah is a Grade R teacher at Sunshine Primary School. She has taught for three years and is passionate about improving her practice. Recently, she has been struggling with managing a particularly energetic group of learners during story time.
Sarah decides to implement reflective practice techniques to address this challenge. She uses a reflective journal to document her observations and thoughts after each storytime session. After a week, she noticed that the children were most restless during longer stories and when seated on the carpet for extended periods.
Sarah also decides to conduct peer interviews with her colleague, Emma, who teaches the other Grade R class. Emma suggests incorporating more interactive elements into story time, such as finger plays or action songs.
Inspired by this idea, Sarah plans a new approach to storytime. She chooses shorter stories, introduces movement breaks between stories, and includes interactive elements like asking children to act out parts of the story. She has been implementing this new approach for two weeks.
To gain further insights, Sarah video recorded one of her story time sessions and watched it later, critically analyzing her performance and the children’s engagement. She notices that while the new approach has improved overall engagement, some children still struggle to participate fully.
Sarah reflects on this observation and realizes that she needs to consider the diverse needs of all her learners. She creates a “story corner” in the classroom where children can choose to sit on chairs, cushions, or the carpet during story time, allowing for different seating preferences.
Questions:
2.1.
Identify and explain two reflective practice techniques that Sarah used in this case study. (4 marks)
2.2.
Analyse how Sarah’s use of these reflective techniques contributed to her professional growth as a Grade R teacher. (4 marks)
2.3.
Evaluate the effectiveness of Sarah’s new approach to storytime. Provide specific examples from the case study to support your answer. (4 marks)
2.4.
How does Sarah’s creation of a “story corner” demonstrate her understanding of inclusive practices in the Grade R classroom? (4 marks)
2.5.
Design a plan for Sarah to continue her reflective practice journey. Please include at least two additional techniques she could use and explain how these would further enhance her teaching practice. (4 marks)
4
QUESTION 3
CASE STUDY 2 (20 marks)
During the story ring, Mrs Green noticed that some learners were not paying attention. Learners were talking to each other and disrupting those listening to the story. As a result of the distraction, she decided to let the children play with toys, as a result missing the storytelling activity. At the end of the day, she reflected on the incident and decided to change her way of storytelling and make it exciting. The next day, she brought puppets, made a puppet theatre, and told an interesting story. She noticed that all the children were fully engaged and followed the story to the end. She concluded the activity by asking the learners to dramatize the story.
3.1. Analyse Mrs Green’s initial response to the disruptive behavior during the story ring. If the teacher were to reflect on this lesson at the end of the week, what do you think she would change? Align your answer to Schön’s concept of “reflection-on-action”. (4 marks)
3.2. Evaluate the effectiveness of Mrs Green’s reflective process after the incident. What specific aspects of her reflection led to the improved storytelling approach the next day? At least two points (4 marks)
3.3. Compare and contrast Mrs Green’s storytelling methods from the first day to the second day (8)
3.4. Discuss how Mrs Green’s adaptations demonstrate the principles of reflective teaching. (6 marks)
QUESTION 4 (20 marks)
4. In your own words elaborate on the following concepts:
4.1.1 Assess. (2)
4.1.2 Observation. (2)
4.1.3 Reflection. (2)
4.2 Compare and discuss the relationship between assessment and reflection. (8)
4.3 Differentiate between feedback and feedforward. (6)
RTG1501/102/0/2025
5
Question 5 (20 marks)
5.1.
Explain the concept of dynamic assessment and how it relates to Vygotsky’s Zone of Proximal Development (ZPD). Provide an example of how you would apply this in your Grade R classroom. (5 marks)
5.2.
Discuss three ways in which reflective practice can be used to support inclusive education in a diverse Grade R classroom. (4 marks)
5.3.
Describe the difference between feedback and feedforward in assessment. Provide an example of each in a Grade R context. (4 marks)
5.4.
Explain how observation can be used as an assessment tool in Grade R. Discuss two advantages and one potential challenge of using observation for assessment. (4 marks)
5.5.
Describe how you would use reflective practice to address a situation where a learner in your Grade R class is consistently struggling with basic numeracy concepts. (3 marks)
TOTAL [100]
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