Initials and Surname: M. Makananisa Module code: LADMMM6 Assignment number: 03 Portfolio Unique code: 837567 Student number: 60289821 Due date: 17 August 2018 SECTION A 1. (Unit 4) 1.1. Activity 6 Teacher assessment of group interaction Group activity: Operation on integers Grade: 07 Excellent Good Satisfactory Inadequate Group participation Shared responsibility Quality of interaction Roles allocation Co-operative nature of group Observing learners working in groups, helps in completing the rubric easily. Knowing what is required from the rubric and rightly indicates the performance of the group members, it can be a good feedback for the teacher to consider. Peer assessment of group participation Group activity: Operation on integers Grade: 07 4 – excellent; 3 – good; 2 – satisfactory; 1 – inadequate Group Names Interaction with members of group Listened to other members of group Helped and encouraged other members of the group Shared the work of the task Completed assigned work Esther 4 4 4 4 4
Mary 3 3 2 2 4 Samuel 2 1 1 3 1 Joshua 4 4 3 3 3 Leaners responded very positively to the rubric and they took it very serious on how each learner was participating in the group work, without being bias. Checklist Criteria Yes No Does the learner perform the designated task in the group? Does the learner participate fully in group activities? Does the learner listen to other group members? Is the learner focused on the group activities? Does the learner assist other group members when there is a need? The checklist was very successful, because a learner expected performance was recorded. 1.2. Activity 8 2. Practice refers to different problem-based tasks or experiences, spread over numerous class periods, each addressing the same basic ideas. Drill refers to repetitive, non problem-based exercises designed to improve skills or procedures already acquired. 3. Learners are more prevalent with drill activity. 4. Yes, to implement a practice activity providing learners with ample and varied opportunities to reflect on or create new ideas through problem-based tasks. 5. This may imply weak understanding for planning problem-based lessons, because there should always be room for learners to perform their mental
mathematics using different strategies that suit them best. Even with basic facts, we know that different learners use different strategies. Learners need to learn how to sift through different methods of thinking, which require problem-based tasks and adequate opportunities with varied contexts.
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- Spring '11
- Esther, Western Cape, M. Makananisa