ASSIGNMENT SUBMISSION AND ASSESSMENT

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HMEF5123
MODELS AND STRATEGIES OF TEACHING
MAY 2018 SEMESTER
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INSTRUCTIONS TO STUDENTS

1. This assignment contains question that is set in English.

2. Learners are to submit assignment only in MsWord format unless specified otherwise.
Please refrain from converting text/phrases into picture format such as .gif / .jpeg /
print screen / etc.

3. Download the language version of the assignment template concerned from the
myINSPIRE for preparation and submission of your assignment. Your assignment
should be typed using 12 point Times New Roman font and 1.5 line spacing.

4. Your assignment should be between 3000 to 5000 words excluding references. The
number of words should be shown at the end of your assignment. Do not copy the
assignment question and instructions to your answer. Only assignment answer
developed within the approximate word limit will be assessed. The number of words
should be shown at the end of your assignment.

5. Submission of assignment:

a. Face-to-face Class Student:

You MUST submit a softcopy of your assignment online through myINSPIRE and a
hardcopy to your facilitator.

b. Online student:
You MUST submit a softcopy of your assignment via myINSPIRE and another
softcopy to the facilitator via e-mail.

6. You can submit your assignment ONCE only in a SINGLE file.

7. Your assignment must be submitted between 27th July 2018 until 29th July 2018.
Submission after 29th July 2018 will NOT be accepted.

8. Your assignment should be prepared individually. You should not copy another person’s
assignment. You should also not plagiarise another person’s work as your own.
9. Please take note that PENALTY will be imposed on late submission of assignment as
specified in the Registrar’s Office circular 6/2012 (Refer to Registrar’s Announcement in
myINSPIRE).

10. Please ensure that you keep the RECEIPT issued upon submisson of your assignment as
proof of submission. Your assignment is considered as NOT submitted if you fail to
produce the submission receipt in any dispute arises concerning assignment submission.

EVALUATION

This assignment accounts for 60% of the total marks for the course and shall be assessed based
on the Rubrics attached.

You would be given feedback on the assignment before the Final Semester Examination
commences.

PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a similarity check. If

plagiarism is detected, marks would be deducted as follows:

No. % Similarity Group % Marks Deduction

1 0 – 30 0
2 30.01 – 50 5
3 50.01 – 70 10
4 70.01 – 100 100

Assignments found to have similarities under any of the categories above; will not be
entitled to apply for appeal. For learners who fall into the 70.01-100 similarities group, the
access for online appeal for assignment remarking of the subject will be disabled from the
appeal options.
 ASSIGNMENT QUESTION

INTRODUCTION
An effective teacher is one who has a good knowledge and understanding of a variety of teaching
models and strategies. Therefore, the main aim of this assignment is to help you gain a good
understanding of teaching models and apply them in your practice as an educator. The assignment
consists of two tasks: Task 1 and Task II.

Objectives
The main objectives of the assignment are to provide you the opportunity to:
a) explore a variety of readings in order to possess a better understanding of the teaching and
learning models;
b) synthesise key issues and ideas from reading; and
c) apply the information gained from the course on Models and Strategies of Teaching.

TASK I: Review of Related Literature (60 marks)

The main aim of this task is to write a literature review on the Information Processing Models in the
context of 21st century teaching and learning.

Based on your readings, write an essay (2500 - 3000 words) focused on the Information Processing
Models (IPM, hereafter) in relation to 21st century teaching and learning. Your report must
demonstrate your critical reading, understanding and knowledge of the topic discussed. The details
of the assignment are explained below:
 Read a minimum of 10 relevant materials (e.g. journal articles, chapters, books, etc.) on
current theories of teaching and learning.
 Recommended readings should include the following:
 A minimum of five (5) relevant journal articles published between 1995 and 2016.
 A minimum of two (2) book chapters / one (1) book.
 Read Topics 1, 4, 5 and 6 from the prescribed OUM Module HMEF 5123: Models and
Strategies of Teaching (2015) to gain a better understanding.
 Then write a critical review of literature. Keep in mind that a good essay should have an
Introduction, Body and Conclusion. You may want to discuss the following:
  Introduction- Define what are teaching models and provide a brief overview of
teaching models used in the teaching and learning process.
 Body (Part 1) – Brief introduction to 21st century teaching and learning.
 Body (Part II) –Introduction to Information Processing Models (IPM):Basic
assumptions and principles as well as types of IPM.
 Body (Part III) – Critical review of the IPM highlighting the strengths and limitations
of each of the following models: (a) Concept Attainment Model, (b) Picture-Word
Inductive Model, (c) Advance Organizers (d) Memorization (e ) Scientific inquiry
Model and (f) Synectics Model.
 Conclusion - Implications for teaching and learning.
 List of References.

TASK II: APPLICATION OF TEACHING MODEL (40 marks)

Read the following scenario:

You have been attending the course HMEF 5123 - Models and Strategies of Teaching and you have
gained some valuable input from the course and you intend to use the knowledge gained in your
classroom.

Select ONE (1) model from the Family of Social Learning Models that best fits your teaching style.
Justify your choice with evidence from the given module. Prepare a lesson based on the selected
model. Adhere to the given stages or phases as stipulated in the module.

Your report should be based on the following areas:

a) brief description of the model and teaching style. Refer to the module on notes pertaining to
teaching style.
b) rationale for your choice of the model
c) sample lesson based on the phases of one selected model

You may use the following guidelines to frame your final report:
a) A suitable introduction highlighting the main aim of the report;
b) A brief review of literature on the Social Learning Family models, highlighting the rationale
for the selection of the social model; the role of the teacher and the student, etc.
c) An 80-minute Lesson Plan
  Make sure you identify the subject (e.g. Maths), Level of study (e.g. Year 6), Number
of students (e.g. 30), Ability of Students (e.g. Mixed Ability classroom), Objective of
lesson, Learning Outcomes, etc.
 Your teaching-learning plan adheres to the stages / phases as stipulated in the
approach.
d) Provide a succinct conclusion;
e) List of References; and
f) Documents to be submitted include the following:
 Report;
 Lesson Plan;
 Sample Teaching Aids in Appendices.

[TOTAL: 100 MARKS]

Additional Guidelines
1. Your assignment should be typed on A4 paper using 12-point Times New Roman and 1.5
spacing.
2. You are to submit a softcopy of your assignment on-line through myINSPIRE and a hardcopy
to your facilitator.
3. The assignment must be submitted in the form of a printed report.
4. Documents to be submitted are: The Final Report together with a list references (Task 1 and
Task II), Lesson Plan, Sample Teaching Aids in Appendices (Task II).
5. Give your Reports (Task I and Task II) a suitable title.
6. Your final paper should be written using the American Psychological Association (APA)
format. Surf the Internet for the latest information on the APA format.
7. Cite latest references (Recommendation – 70% References: Year 2010 onwards)
8. Plagiarised assignments will be rejected. Surf various websites available on the Internet to
learn more about plagiarism.
9. When writing your response to the assignment, keep in mind the following checklist:
 Task Fulfillment All the aspects posed in the questions are covered and answered correctly.
Accurate Grammar, syntax, no sentence fragments, correct punctuation, correct
English spelling, variety of sentence structures and expressions, coherence and
cohesion of thoughts and ideas etc.

Quotations Short and long quotations handled differently and accurately.

Titles, Titles of books, journal articles, and other readings such as short essays,
referencing and monographs and chapters of books are to be cited using the latest APA
notes Format.

References In alphabetical order of authors; all required information in the right order
and punctuated correctly. Where necessary adhere to APA Style
referencing.

Assessment Criteria
Your response to the task will be graded based on the scoring scheme attached. For maximum
credit, be sure that your response addresses each of the scoring criteria components.

END OF ASSIGNMENT QUESTION

 JANUARY 2018
HMEF5123 MODELS OF TEACHING AND LEARNING

TASK I: Review of Related Literature (60 marks)

Marks Descriptors
26-30  an accurate and excellent understanding of the task;
 an excellent in-depth understanding of the relevant readings;
 excellent synthesis of ideas and communicates ideas exceptionally well;
 lucid and logical progression of ideas linking the models to 21 st century teaching and
learning; and
 report is very well organised, very easy to read with no / minor errors in grammar,
spelling and punctuation as well as accurate APA referencing.
21-25  a good understanding of the task;
 a good in-depth understanding of the relevant readings;
 good synthesis of ideas and communicates ideas well;
 good logical progression of ideas linking the models to 21st century teaching and
learning; and
 report is well organised, easy to read with few / minor errors in grammar, spelling and
punctuation as well as accurate APA referencing
16-20  adequate understanding of the task;
 fair understanding of the relevant readings;
 fair logical progression of ideas linking the models to 21st century teaching and learning;
and
 report is fairly well organised, fairly easy to read with some gross errors in grammar,
spelling and punctuation as well as accurate APA referencing.
11-15  a below average understanding of the task;
 some evidence of minimal understanding of the relevant readings;
 limited logical progression of ideas linking the models to 21st century teaching and
learning; and
 report is fairly well organised, a bit difficult to read as there are some gross errors in
grammar, spelling and punctuation and some errors in APA referencing.
6-10  a minimal understanding of the task;
 a minimal understanding of the relevant readings;
 limited logical progression of ideas linking the models to 21st century teaching and
learning; and
 report is rather poorly organised, difficult to read with numerous gross errors in
grammar, spelling & punctuation and inaccurate APA referencing.
1-5  does not demonstrate an understanding of the task and does not address the issues in
the task;
 poor understanding of the relevant readings;
 poor logical progression of ideas linking the models to 21st century teaching and
learning; and
 report is very poorly organised, is difficult to read with numerous gross errors in
grammar, spelling and punctuation and improper referencing.

(30 X 2 = 60 marks)
TASK II: APPLICATION OF TEACHING MODEL (40 marks)

Excellent Good Fair Poor

Max
Criteria Weight 4 3 2 1 Marks

Introduction and 5  Excellent  Good  Satisfactory  No or poor 20

Identification of the introduction Introduction introduction introduction
model  Excellent  Good description  Satisfactory  No or poor
and rationale for description on of the selected description of description of
selection selected approach. approach. approach.
approach.  Good
 Excellent substantiation of  Satisfactory  No or poor
substantiation of ideas. substantiation rationale for
ideas.  Good of ideas. selection.
 Excellent understanding of  Satisfactory  Poor
understanding of model and understanding understanding of
model and rational for of the models. model
rationale for selection.
selection.
Teaching – learning 4  Excellent Lesson  Satisfactory  Fair Lesson Plan  Poor Lesson Plan 16
Lesson Plan Plan Lesson Plan  Stages of plan  Stages of plan
 Stages of plan are  Stages of plan are in some not in
well explained are in accordance with accordance with
and accordance accordance with the selected the selected
to the selected the selected approach. approach.
approach. approach.  Plan fairly meets  Plan does not
 Plan meets  Plan meets well the meet the
excellently the the requirements requirements of requirements of
requirements of of the teacher the teacher and the teacher and
the teacher and and the learner in the learner in the learner in
the learner in chosen approach. chosen the chosen
chosen approach. approach. approach.

Organization and 1 Paper is very well Paper is well  well

Paper is fairly Report is very 4
Mechanics of Writing organised, has organised, has organised, has poorly organised,
excellent cohesion logical cohesion of limited cohesion lacks cohesion of
of thoughts and thoughts and ideas of thoughts and thoughts and
ideas and very easy and is easy to read. ideas and is fairly ideas and is
to read. easy to read. difficult to read.

No / minor errors Few minor errors Some gross errors Numerous gross
in grammar, in grammar, in grammar, errors in
spelling and spelling and spelling and grammar, spelling
punctuation. punctuation. punctuation. and punctuation.

Accurate Good referencing. Some errors in Improper

referencing referencing. referencing.

TOTAL 40