UNIVERSITY ASSESSMENTS
DECLARATION FORM
I, Themba Joseph Dube
Student number : 62815059
Assignment number: 2
Module code : TMS 3709
Subject name: Teaching Economics in Further Education and Training
Unique number: 563518
Hereby declare the following:
I understand UNISA’S policy on plagiarism. This assignment is my original
work produced by
myself. I have duly acknowledged all the other people’s work (both electronic
and print) through
the proper reference techniques as stipulated in this module.
I have not copied work of others and handed it in as my own. I have also not
made my work
available to any fellow students to submit as their own
Signature. Date. 16 May 2025
1.
1.1 YES
1.2 YES
1.3 NO - The PRODUCTION POSSIBILITY CURVE is typically introduced in
Grade 10 but may not be limited to term 3. The specific timing can vary by
curriculum implementation.
1.4 YES
2.
2.1 strong content knowledge
2.2 They will be able to explain economic concepts successfully, answer
learners' questions, and make the lesson easy for learners to understand.
2.3 introducing interactive equipment like simulations and online resources that
accommodate learners and provide a real-world explanation of an economic
principles. Technology also makes it easy to create a collaborative learning
and to have an access to a useful information that supports different learning
styles.
2.4 It offers different learning styles and abilities. This approach it allows
educators to give planed instruction that accommodate individual needs,
making sure that all learners can understand complicated economic concepts
at their own pace.
2.5 It is important in the CAPS curriculum for Economics as it motivates
learners to examine, assess, and synthesize information. This skill allows
learners to make informed decisions, understand economic issues clearly, and
employ their knowledge to real-world cases.
2.6 The skill 'to see themes through the eyes of learners' is to understand and
appreciate the view, experiences, and backgrounds of the learners. This
approach allows educators to make relevant and relatable lessons that engage
the learners, encouraging a more engaging and inclusive classroom
environment.
3. Teaching Approaches in the Economics Classroom
3.1 Description of Each Teaching Approach
- Direct Instruction: This approach includes the educators delivering content
by means of lectures, demonstrations, and structured lessons. It is a
teacher-centered and focuses on a clear teaching of economic concepts.
- Inquiry-Based Learning: This learner-centered approach motivates learners
to ask questions, investigate topics, and make their understanding by means
of investigation and research. It fosters active learning and critical thinking.
3.2 Effective Application of Each Approach
Direct Instruction
Example: when teaching supply and demand, the educator can use a lecture
to explain the laws of supply and demand, added with visual aids such as
graphs to explain shifts in curves.
Inquiry-Based Learning
Example: In analyzing economic policies, learners can be separated into
groups to research different countries' approaches to taxation and present
findings, encouraging discussion and critical analysis of the differing impacts.
4. Question-and-Answer Method of Teaching
4.1 Productive vs. Reproductive Questions
- Productive Questions: These are open-ended questions that fosters critical
thinking and it allow a multiple interpretations or solutions. They encourage
discussion and deeper investigation of a topic.
- Reproductive Questions: These are closed questions that mostly needs
factual answers or memorierize an information. They mostly focus on
memorization rather than critical engagement.
4.2 Teacher's Response to Learners' Answers
During the questioning session, the Economics teacher may respond as
follows:
- Accept learners’ answers to check their contributions.
- Foster further detailed or explanation by asking follow-up questions.
- Give positive feedback to guide understanding and correct misconceptions.
- Allow learners to discuss with their peers by inviting other learners to respond
or add to the answer.
- Make a summary of an important points after a meaningful contributions to
reinforce learning.
- Keep a positive and a disciplined classroom environment to foster
participation.
5. Jigsaw Teaching Technique
5.1 Teaching Approach and Method
teaching approach- cooperative learning
method- collaborative
5.2 Concepts in a Grade 10 Jigsaw Lesson on Unemployment
5.2.1 Assigning Segments to the Lesson
Separate the topic of unemployment into subtopics like types of unemployment
(frictional, structural, cyclical), causes, effects, and solutions. Every subtopic
can be allocated to different groups to research and become "experts" in their
area.
5.2.2 Expert Groups
Expert groups where learners who researched the same subtopic form a group
and discuss their findings, explain concepts, and prepare to teach their
subtopic to their home groups.
5.2.3 Jigsaw/Homegroups
Re-select the learners into home groups having one member from each expert
group. Every learner will teaches their subtopic to the others, Encouraging
collaborative learning and comprehensive understanding of the topic.
6. Justification of Flipped Learning
Flipped learning is known to be a teaching method where traditional teaching
and homework activities are reversed. Learners are introduced to content at
home by means of videos or readings and practice and participate in hands-on
activities in a classroom .
- Meaning: Flipped learning permit the learners to take control of their learning
pace and come in to the class prepared for deeper discussions and
problem-solving activities.
- Implementation: Educators may develop or curate video content covering
important economic theories and concepts for learners to go through it at
home. During class time educators may conduct discussions, group projects,
and practical applications of the content.
- Impact: This method foster a greater learner engagement, encourage active
learning, and permits for more personalized support during class time,
eventually increase understanding and retention of economic principles.
