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RTP610S - REFLECTIVE TEACHING AND PRACTICE - 1ST OPP - JUNE 2024 |
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n Am I B I A u n IVE Rs I TY
OF SCIEnCE Ano TECHnOLOGY
FACULTY OF HUMAN SCIENCES
DEPARTMENT OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
QUALIFICATION : DIPLOMA IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING :
TRAINER
QUALIFICATION CODE: 06DTVT
LEVEL: 6
COURSE CODE: RTP610S
SESSION: JUNE 2024
DURATION: 3 HOURS
COURSE NAME: REFLECTIVETEACHING AND
PRACTICE
PAPER: 1
MARKS: 100
EXAMINER(S)
FIRST OPPORTUNITY EXAMINATION QUESTION PAPER
Dr Oksana Kachepa
MODERATORS: Ms Helena N. Udjombala
INSTRUCTIONS
1. This question paper consists of Sections A and B.
2. Answer all the questions carefully.
3. Number the answers clearly.
THIS QUESTION PAPER CONSISTS OF SIX (6) PAGES (INCLUDING THIS COVER PAGE)
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SECTION A
Question 1
[10]
Choose the correct letter: a, b, cord from the questions below:
1.1 At which stage of the Gibbs' Reflective model, the practitioner makes value judgments?
a. Evaluation
b. Description
c. Action plan
d. Analysis
1.2 A good reflective teacher ___ _
a. Only thinks about the last class.
b. Plans every lesson separately.
c. Observes him/herself in the process.
d. Aspires to become a leader.
1.3 Identify the skills used by a reflective practitioner:
a. Confidence
b. Self-awareness
c. Timekeeping
d. Organising
1.4 The concept 'continuous questioning and reflection' is referred to as __ _
a. Non-reflective teaching
b. Ongoing enquiry
c. Student evaluation
d. Continuousreflection
1.5 John is a trainer who keeps a teaching journal or diary regularly. Mercy is another trainer
who creates and utilises self-assessment forms regularly. What is common amongst them?
a. Both have high regard for their profession.
b. Both give priority in assessment aspect of education.
c. Both use reflective continuous and comprehensive evaluation.
d. Both use reflective strategies in teaching.
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1.6 In this step, you plan for what you would do differently in a similar or related situation in the
future.
a. Analysis
b. Evaluation
c. Action Plan
d. Conclusion
1.7 Reflective practice means______________
_
a. to acquire new knowledge
b. to change behaviour
c. to repeat an action to perfect a skill
d. all of the above
1.8 In Donald Schon's reflective model Reflection-on-action takes place
a. before and after an action
b. before an action
c. after an action
d. during an action
1.9 Which reflective model questions and challenges the governing variables themselves
by re-evaluating and potentially changing underlying assumptions, values, and
strategies?
a. Baud
b. Kolb & Fry
c. Argyris and Schon
d. Borton
1.10 Which question in the Boud's triangular representation addresses the impact of the
learning?
a. So what?
b. About what?
C. What?
d. Now what?
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Question 2: Matching
2.1 Match the core.VALUESused in the TVETsector with their descriptions.
[10]
[S]
Values
1 Fairness
2 Innovation
3 Employability
4 Flexibility
5 lnclusivity
Description
A The process of effecting new or significantly improved goods,
services, processes, marketing methods and organisational
methods.
B Accommodating different modes of delivery for the different
needs of trainees.
C Lack of favourism towards one side or another.
D Cultivation of learning environment where all students are
treated equitably, have equal access to learning regardless of their
gender, ethnicity, or disability.
E The capacity and willingness of workers to remain attractive for
the labour market, by reacting to and anticipating changes in tasks
and work environment.
2.2 Match the key characteristics of reflective practice developed by Pollard (2008) with their
correct descriptions.
[5]
1 Attitudes
towards
teaching
2 Aims and
consequences
3 Gathering and
evaluating
evidence
4 A cyclical
process
5 Protective
mediation
A Reflective teaching requires competence in methods of evidence-
based classroom inquiry, to support the progressive development of
higher standards of teaching.
B Teachers monitor, evaluate, and revise their own practice
continuously.
C Teachers reflect not only about classroom practice, but also based on
their professional experiences, speak out about government policies
and procedures.
D Reflective teaching enables teachers as well as learners to defend
and justify existing practices.
E Reflective teaching requires open-mindedness, responsibility, and
wholeheartedness.
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Question 3: True/False
[5]
Identify the True and False statements.
3.1 Reflection means to think deeply; to ponder or meditate about something that has
happened, with the purpose of casting more light on the experience.
(1)
3.2 Experiential learning is a type of learning that transforms students' feelings and desires of
their concrete experiences into higher-order purposeful action.
(1)
3.3 Gibb's reflective cycle model consists of five boxes arranged in a circular cycle with
arrows in a clockwise direction.
(1)
3.4 Baud's triangular representation starts at Reflection by asking the 'So what?' question (1)
3.5 Reflective teachers critically ask questions about the goals and the values that guide their
work, the context in which they teach and their assumptions about teaching and
education.
(1)
SECTION B
Question 4
[22]
4.1 Rearrange the five boxes shown in Fig.1 in the correct order according to Atkins and
Murphy's Model. Connect the boxes with arrows and indicate their direction.
(7)
Evaluate the relevance
of knowledge
Analyse feelings
and knowledge
Describe the
situation
Identify any learning
Awareness
Fig. 1 Stages of Atkins and Murphy's Model
4.2 Discuss each stage of Atkins and Murphy's Model of Reflective Teaching with practical
examples.
(15)
Question 5
[15]
Briefly discuss how you, as a reflective trainer, would apply the three basic concepts of
Reflective Teaching and Practice in real TVETsituations:
5.1 Reflection-in-action
(5)
5.2 Reflection-on-action
(5)
5.3 Reflection-for-action
(5)
(You may use your Microteaching and Teaching Practice experience to give the practical
examples).
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Question 6
[18]
Briefly explain the three common approaches to Reflective Teaching below from a TVET
perspective and support your answer with a real example.
6.1 Peer Observation (4)
6.2 Journal Writing (4)
6.3 Self-Reporting (4)
6.4 Identify the other two common approaches to Reflective Teaching not mentioned above.
(2)
6.5 Identify any real scenario (challenge) in the teaching/learning environment and apply the
approach of 'Framing and Reframing' to resolve the scenario you have identified. (4)
Question 7
[20]
Values and beliefs heavily influence our perceptions of things we experience ourselves, as
well as what we perceive and accept in ideas presented by others.
7.1 Distinguish between values and beliefs in Reflective Teaching and Practice.
(4)
7.2 How do your values and beliefs, as reflective practitioner, align with your teaching
approach.
(4)
7.3 What factors can influence your values?
(4)
7.4 Mention and explain any four common Values and Beliefs in TVET.
(8)
[100]
[END OF PAPER]
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