FPT3701
Assignment 2
Due July 2025
,FPT3701
Assignment 2
DUE July 2025
Exceptional Response
QUESTION 1: Active Learning, Effective Teaching, and Reflective Teaching in the
Foundation Phase
1.1 Differentiate Between Active Learning and Effective Teaching
Active Learning
Active learning is a teaching approach where learners do activities that make them think
deeply about the topic. They analyse, join ideas, and evaluate what they learn, building
critical thinking and problem-solving skills (Bonwell & Eison, 1991). It focuses on
student-centred methods, where learners build their knowledge by working together,
exploring, and discussing rather than just listening to the teacher.
Example in Grade 1 Mathematics (Addition):
Learners use blocks to add 3 and 2 to get 5. By handling blocks, they discover how
addition works, which makes their learning stronger.
Effective Teaching
Effective teaching uses many strategies to help learners do well academically and
personally (Marzano, 2007). It includes setting clear goals, using different teaching
methods, managing the class well, and meeting learners’ needs. Active learning can be
part of effective teaching, but effective teaching covers more aspects.
Example in Grade 1 Mathematics (Addition):
The teacher shows addition on a number line, guides learners with worksheets, and
gives quick feedback. This structured approach helps all learners understand addition
clearly.
,Similarities and Differences
• Similarities: Both aim to help learners understand deeply and not just memorise.
Both require teachers to plan meaningful learning experiences.
• Differences: Active learning focuses on learner participation and building their
own understanding, while effective teaching is broader and includes classroom
management, assessments, and different teaching styles. Active learning
promotes learner independence, while effective teaching may also include
teacher-led lessons.
Reference:
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the
Classroom. ASHE-ERIC Higher Education Reports.
Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework
for Effective Instruction. ASCD.
1.2.1 Five Practices in Mr. Kruger’s Classroom Contradicting Active Learning
Theories
Mr. Kruger uses a traditional teacher-centred approach. This goes against active
learning, which values student participation and teamwork (Freeman et al., 2014).
1. Teacher-Centred Lectures:
Mr. Kruger mostly lectures. Learners sit and listen without doing activities, which
stops active learning (Prince, 2004).
• Example: Instead of using blocks for addition, learners memorise facts from his
lecture.
2. Rote Learning Emphasis:
Learners only memorise facts without understanding. Active learning encourages
understanding through exploring (Piaget, 1970).
, • Example: Learners memorise addition tables but never combine blocks to
understand the process.
3. Limited Student-Made Displays:
The class has no student projects or creative work, limiting active learning
(Dewey, 1938).
• Example: Learners do not draw groups of objects to show how addition works.
4. Rigid Classroom Arrangement:
Rows facing the teacher limit group work, which active learning supports
(Johnson et al., 1998).
• Example: Learners cannot work together on addition problems.
5. Over-Reliance on Textbooks and Worksheets:
Using only books and worksheets limits hands-on learning, which is key to active
learning (Montessori, 1912).
• Example: Learners do worksheets instead of using objects or real-life examples
to add.
Reference:
Dewey, J. (1938). Experience and Education. Macmillan.
Freeman, S., et al. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences,
111(23), 8410-8415.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active Learning: Cooperation in
the College Classroom. Interaction Book Company.
Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.
Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of
Engineering Education, 93(3), 223-231.
Assignment 2
Due July 2025
,FPT3701
Assignment 2
DUE July 2025
Exceptional Response
QUESTION 1: Active Learning, Effective Teaching, and Reflective Teaching in the
Foundation Phase
1.1 Differentiate Between Active Learning and Effective Teaching
Active Learning
Active learning is a teaching approach where learners do activities that make them think
deeply about the topic. They analyse, join ideas, and evaluate what they learn, building
critical thinking and problem-solving skills (Bonwell & Eison, 1991). It focuses on
student-centred methods, where learners build their knowledge by working together,
exploring, and discussing rather than just listening to the teacher.
Example in Grade 1 Mathematics (Addition):
Learners use blocks to add 3 and 2 to get 5. By handling blocks, they discover how
addition works, which makes their learning stronger.
Effective Teaching
Effective teaching uses many strategies to help learners do well academically and
personally (Marzano, 2007). It includes setting clear goals, using different teaching
methods, managing the class well, and meeting learners’ needs. Active learning can be
part of effective teaching, but effective teaching covers more aspects.
Example in Grade 1 Mathematics (Addition):
The teacher shows addition on a number line, guides learners with worksheets, and
gives quick feedback. This structured approach helps all learners understand addition
clearly.
,Similarities and Differences
• Similarities: Both aim to help learners understand deeply and not just memorise.
Both require teachers to plan meaningful learning experiences.
• Differences: Active learning focuses on learner participation and building their
own understanding, while effective teaching is broader and includes classroom
management, assessments, and different teaching styles. Active learning
promotes learner independence, while effective teaching may also include
teacher-led lessons.
Reference:
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the
Classroom. ASHE-ERIC Higher Education Reports.
Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework
for Effective Instruction. ASCD.
1.2.1 Five Practices in Mr. Kruger’s Classroom Contradicting Active Learning
Theories
Mr. Kruger uses a traditional teacher-centred approach. This goes against active
learning, which values student participation and teamwork (Freeman et al., 2014).
1. Teacher-Centred Lectures:
Mr. Kruger mostly lectures. Learners sit and listen without doing activities, which
stops active learning (Prince, 2004).
• Example: Instead of using blocks for addition, learners memorise facts from his
lecture.
2. Rote Learning Emphasis:
Learners only memorise facts without understanding. Active learning encourages
understanding through exploring (Piaget, 1970).
, • Example: Learners memorise addition tables but never combine blocks to
understand the process.
3. Limited Student-Made Displays:
The class has no student projects or creative work, limiting active learning
(Dewey, 1938).
• Example: Learners do not draw groups of objects to show how addition works.
4. Rigid Classroom Arrangement:
Rows facing the teacher limit group work, which active learning supports
(Johnson et al., 1998).
• Example: Learners cannot work together on addition problems.
5. Over-Reliance on Textbooks and Worksheets:
Using only books and worksheets limits hands-on learning, which is key to active
learning (Montessori, 1912).
• Example: Learners do worksheets instead of using objects or real-life examples
to add.
Reference:
Dewey, J. (1938). Experience and Education. Macmillan.
Freeman, S., et al. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences,
111(23), 8410-8415.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active Learning: Cooperation in
the College Classroom. Interaction Book Company.
Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.
Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of
Engineering Education, 93(3), 223-231.
