FACULTY OF EDUCATION AND LANGUAGES

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HPGD1203
THEORIES AND PRACTICES OF TEACHING AND LEARNING
MAY SEMESTER 2016
ASSIGNMENT
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INSTRUCTIONS TO STUDENTS
1. Your assignment should be typed using 12 point Times New Roman font
and 1.5 line spacing.
2. You are to submit assignment only in MS-WORD format unless specified
otherwise. Please refrain from converting text/phrases into picture
format such as .gif / .jpeg / print screen / etc.
3. Submission Method:
a. Face-to-face 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 e-facilitator via e-mail.
You can submit your assignment ONCE only in a SINGLE file in
myINSPIRE. You are advised to keep a copy of your submitted
assignment and the RECEIPT as evidence of online submission.
4. Your assignment must be submitted on 1st 3rd July 2016 (4th
Seminar).
5. Your assignment should be prepared individually. You should not copy
another persons assignment. You should also not plagiarise another
persons work as your own.

HPGD1203/MAY2016/LA

EVALUATION
This assignment accounts for

60%

of the total marks for the course.

PLAGIARISM: MARKS DEDUCTION

Warning: The submitted assignment will automatically undergo a
similarity check. If plagiarism is detected, marks would be deducted as
follows:
N
o.
1.
2.
3.
4.

Similarity Percentage
0 30
30.01 50
50.01 70
70.01 - 100

Marks Deduction
(%)
0
5
10
100

If you are not sure what is meant by plagiarism, refer to the various
websites which discuss this matter, e.g. owl.english.purdue.edu/handouts.

HPGD1203/MAY2016/LA

OBJECTIVE:
The purpose of this assignment is to enable students to identify student-centered
instructional strategies that can be used in the classroom.

Then, they are to provide

justifications for choosing the instructional strategies, and discuss the benefits of these
student-centered instructional strategies identified.
INSTRUCTION: Complete ALL the tasks.
Students in the 21st Century learn effectively when they incorporate the skills of hands-on
and mind-on to enhance their development and acquisition of knowledge. Students learning
is centered on search and discovery, which emphasises on exploration, experiment,
experience and engagement, and they play active roles in their own learning by always
building new information from previous learning experiences.

In this student-centred

classroom, the teacher is not the sage on stage but only serves as guide by the side to
generate meaningful learning.
Task 1
Based the above stimulus, you are required to identify and explain TWO student-centered
instructional strategies that can be used by a teacher in teaching a subject in the school.
Then, you are required to provide justification for choosing the TWO instructional
strategies to support your answers. Finally, discuss the benefits of these TWO studentcentered instructional strategies that you have identified.
(70 marks)
Task 2
Discuss HOW the teacher plays new roles as change enabler, knowledge navigator and
learning consultant to assist students in their learning process. Support your discussion
with empirical research from at least THREE educational journals.
(30 marks)
[TOTAL: 100 MARKS]
Assignment Format:
a.
The assignment should contain about 3000 5000 words (15 20 pages)
b.
Provide reference using the American Psychological Association (APA) format

HPGD1203/MAY2016/LA

c.

References should be latest (year 2011 onwards)

HPGD1203/MAY2016/LA

RUBRIC FOR HPGD1203 ASSIGNMENT - SEMESTER MAY 2016

Aspects of Evaluation

Excellent

Good

Fair

Weak

WEIGHTAGE

Total
Marks

7.5

30

20

20

7.5

30

Task 1
(i) Identification &
explanation of the
TWO studentcentered instructional
strategies identified

Excellent explanation
of TWO instructional
strategies identified.

Good explanation of
TWO instructional
strategies identified.

Fairly good explanation

of TWO instructional
strategies identified.

Weak explanation of TWO

instructional strategies identified.

(ii) Justifications for

choosing the TWO
instructional strategies
with reference to the
assignment stimulus
given

Excellent justification of
the instructional strategies
identified with reference to
the assignment stimulus
given.

Good justification of
the instructional
strategies identified
with reference to the
assignment stimulus
given.

Fairly good justification of

the instructional strategies
identified, but with no
reference to the assignment
stimulus given.

Weak justification of the

instructional strategies
identified, but with no
reference to the assignment
stimulus given.

(iii) Discussion on the

benefits of TWO
instructional strategies
identified

Excellent discussion on the

benefits of two instructional
strategies identified.

Good discussion on the

benefits of two
instructional strategies
identified.

Fairly good discussion on

the benefits of two
instructional strategies
identified.

Weak discussion on the benefits

of two instructional strategies
identified.

Aspects of Evaluation

Excellent discussion with

salient points on HOW
teacher play each of the three
new roles mentioned with
supporting
empirical
research.

Good discussion with

salient points on HOW
teacher play each of the
three
new
roles
mentioned
with
supporting
empirical
research.

Fairly good discussion with

salient points on
HOW
teacher play each of the
three new roles mentioned
with supporting empirical
research.

Weak discussion with salient

points on HOW teacher play
each of the three new roles
mentioned
with
supporting
empirical research.

Task 2
Discussion on HOW
the teachers play the
THREE new roles as:
(i)Change enabler
(ii) knowledge navigator
(iii) learning consultation

TOTAL

100