Read the case studies below and answer the essay question(s) that follow
Case study one:
Mrs. Smith is a high school English teacher whom for years been teaching Shakespeare to her learners through route learning. Learners become bored immediately with reading any of the plays aloud in class and usually complain that the language used is too difficult to understand. Mrs. Smith makes no means to simplify the content to make it relatable to learners’ everyday experiences. She avoids any form of learner engagement and prefers teaching centred around repetition and passive learning. She describes one of her best lessons to be where she taught Shakespeare’s MacBeth, reading the play aloud in class and the learners remained quiet and uninvolved.
Case study two:
Mr Mkhwanazi is a physical science teacher who has taught the subject for over twelve years. He believes that both teachers and learners should construct knowledge collaboratively thus exposing learners to multiple perspectives during engagements. Mr Mkhwanazi centres his teaching around problem-based strategies and involves learners in inquiry-based activities that expose them to a variety of information. He makes use of scaffolding, modelling and coaching to support learners understanding and knowledge construction. All his lessons are learner-centred and during lab work he allows learners to work in groups.
Essay question (s): This is an academic essay which requires you to reference scholarly sources. Failure to reference will result in lower mark allocation.
· Identify and define the teaching and learning theory adopted by each teacher in the above case studies
· Name the limitations of each theory identified and discuss how you would address these limitations in your own classroom
· Critically discuss which teaching and learning theory you would employ in your classroom and why? Support your discussion with relevant examples from literature and your school experience as a learner.
