FACULTY OF EDUCATION AND LANGUAGES

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HPGD1203
THEORIES AND PRACTICES OF TEACHING AND LEARNING
SEPTEMBER 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 4th 6th November 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 / SEPTEMBER 2016

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.

Similarities Group
(%)
0 30
30.01 50
50.01 70
70.01 - 100

Marks Deduction
(%)
0
5
10
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.

HPGD1203 / SEPTEMBER 2016

OBJECTIVE:
The purpose of this assignment is to enable learners to apply higher order thinking skills in
planning and discussing the constructivist theory and student-centred instructional strategy
that can be used in the classroom learning to enhance students acquisition of knowledge
and holistic individual development.
INSTRUCTION: Complete ALL the tasks.
Task 1
You have been engaged by an educational institution to assist a group of young, active
students in planning their learning activities which are centred on search and discovery,
creativity, and collaboration. The students are required to incorporate the skills of hands-on
and minds-on, and apply critical and creative thinking

in carrying out their

learning

activities.
Based on the above stimulus, you are required to plan and discuss ONE constructivist
theory and ONE student-centred instructional strategy that can be used to assist these
students in their learning process. Then, you are required to design ONE learning activity
that can be carried out using ONE of the learning approaches of the instructional
strategy chosen.
Reference : Topic 3: Constructivist Theories and their Applications
Topic 4 - 6: Contemporary Instructional Strategies
(60 marks)
Task 2
Motivation is regarded as a critical component that enables students to be actively involved
in their learning process.

Students who are highly motivated give full attention to their

learning process.
According to Davies (1999), there are several strategies to motivate students learning.
Discuss TWO strategies to motivate students learning, and plan ONE learning activity
for EACH strategy mentioned.
Reference: Topic 10: Motivation and Learning
(40 marks)

HPGD1203 / SEPTEMBER 2016

[TOTAL: 100 MARKS]

Assignment Format:
a.
b.
c.

The assignment should contain about 3000 5000 words (15 20 pages).
Provide reference using the American Psychological Association (APA) format.
References should be the latest (year 2011 onwards).

RUBRIC FOR HPGD1203 SEPTEMBER SEMESTER 2016

Aspects of Evaluation

Excellent

Good

Fair

Weak

WEIGHTAGE

Total
Marks

20

Task 1
(i) Discussion of one
constructivist theory
identified with reference
to the stimulus given

Excellent discussion
of the constructivist
theory.

Good discussion of
the constructivist
theory.

Fairly good discussion

of the constructivist
theory.

Weak discussion of the

constructivist theory.

(ii) Discussion of one

student-centred
instructional strategy
with reference to the
stimulus given

Excellent discussion of
one student-centred
instructional strategy.

Good discussion of
one student-centred
instructional strategy.

Fairly good discussion of

one student-centred
instructional strategy.

Weak discussion of one

student-centred instructional
strategy

20

(iii) Discussion on one

learning activity using
one learning approach
of the instructional
strategy identified

Excellent discussion on
one learning activity using
one learning approach of
the instructional strategy
identified.

Good discussion on
one learning activity
using one learning
approach of the
instructional strategy
identified.

Fairly good discussion on

one learning activity using
one learning approach of
the instructional strategy
identified.

Weak discussion on one

learning activity using one
learning approach of the
instructional strategy identified.

20

10

40

Aspects of Evaluation

Task 2
Discussion on
(i)TWO strategies to
motivate learning
(ii) ONE learning
activity for EACH
strategy mentioned

Excellent discussion on
TWO strategies to motivate
learning & ONE learning
activity for EACH strategy
mentioned

Good discussion on
TWO strategies to
motivate learning & ONE
learning activity for EACH
strategy mentioned

Fairly good discussion on

TWO strategies to motivate
learning & ONE learning
activity for EACH strategy
mentioned

Weak discussion on TWO

strategies to motivate learning &
ONE learning activity for EACH
strategy mentioned

TOTAL

100