Exam paper (Supplementary) for second semester B.Ed./PGC

University of Johannesburg

English

University of Johannesburg Institutional Repository

1 of 2       UNIVERSITY OF JOHANNESBURG FACULTY OF EDUCATION NOVEMBER / DECEMBER SUPPLEMENTARY EXAMINATION 2014  PROGRAMME: B Ed / PGCE MODULE:  TEACHING METHODOLOGY: ECONOMICS CODE:  XEK0000 / XEK0001 TIME:   3 hours MARKS:  55 EXAMINER:  Mr A Wentzel MODERATOR: Mr E Ojo (Wits)  (This paper consists of 2 pages)  INSTRUCTIONS: 1. Answer all questions.  2. This is an open-book exam and any text or electronic source may be consulted during the exam.   QUESTION 1: BIG IDEAS          What would be your big idea/s around which you could organise your lesson when you teach the following topics?  a) Income elasticity of demand b) Environmental deterioration  Derive 2-3 appropriate big ideas per topic and write them as understanding statements as taught in this course.      (10)   QUESTION 2: EXPLAINING CLEARLY         Most learners have never been involved in banking, so they have very little idea of what “central banking” is about.       (15)  a) Provide a detailed step-by-step explanation of this topic to such learners.  b) Design a short assessment that you can give them to determine if they really understand this topic.  It should be possible to complete the assessment in 15-20 minutes in a classroom environment.  2 of 2   QUESTION 3: MAKING IT INTERESTING        One of the topics in the Grade 11 syllabus is about GDP, GNI and how to calculate them.  This topic can be very boring to learners.  Explain two ways in which this topic can be made more interesting – provide clear, detailed and specific explanations of what you will do.         (10)   QUESTION 4: MAKING IT MEMORABLE        Below is a bullet point list from the Via Afrika Grade 11 Economics Learner's Guide (page 247-249) relating to the topic of causes of globalisation.  How will you go about helping learners remember this list?  Explain your method in detail drawing on the principles of natural memory.  (You are not allowed to use the acronym method – if you do, you will get zero).       (10)    QUESTION 5: CURRENT EVENTS         “E-tolls in Gauteng will cripple South Africa's economy” according to the Justice Project SA and other organisations.      (10)  a) Name two topics in CAPS to which this event can be connected in class.  b) For each topic, explain how this event could be used in the teaching of that topic.    TOTAL: 55  ---oOo---   Causes of globalization include:  Increase in the number of transport systems  Advances in communication technology  Reduction of trade barriers between countries  Growth of multinational enterprises  Opening up of international capital markets  Increasing flows of FDI 

Teaching Methodology (Economics)

Exam paper for second semester 2016, B.Ed

Exam paper (Supplementary) for second semester 2016, B.Ed

Exam paper for first semester: Teaching Methodology (Economics

1 of 2       UNIVERSITY OF JOHANNESBURG FACULTY OF EDUCATION NOVEMBER EXAMINATION 2014  PROGRAMME: B Ed / PGCE MODULE:  TEACHING METHODOLOGY: ECONOMICS CODE:  XEK0000 / XEK0001 TIME:   3 hours MARKS:  55 EXAMINER:  Mr A Wentzel MODERATOR: Mr E Ojo (Wits) (This paper consists of 2 pages)  INSTRUCTIONS: 1. Answer all questions.  2. This is an open-book exam and any text or electronic source may be consulted during the exam.   QUESTION 1: BIG IDEAS          What would be your big idea/s around which you will organise your lesson when you teach the following topics?  a) Price elasticity of demand  b) Economic development  Derive 2-3 appropriate big ideas per topic and write them as understanding statements as taught in this course.      (10)   QUESTION 2: EXPLAINING CLEARLY         Most learners have never been involved in international trade and investment, so they have very little idea of what “economic integration and cooperation” is about.  a) Provide a detailed step-by-step explanation of this topic to such learners.   2 of 2   b) Design a short assessment that you can give to determine if they really understand this topic.  It should be possible to complete the assessment in 15-20 minutes in a classroom environment.    (15)  QUESTION 3: MAKING IT INTERESTING       One of the topics in the Grade 11 syllabus is “economic systems”.  This topic can be very boring to learners.  Explain two ways in which this topic can be made more interesting – provide clear, detailed and specific explanations of what you will do.            (10)  QUESTION 4: MAKING IT MEMORABLE        Below is a bullet point list from the Via Afrika Grade 11 Economics Learner's Guide (page 159-161) relating to the topic of characteristics of developing countries.  How will you go about helping learners remember this list?  Explain your method in detail drawing on the principles of natural memory.  (You are not allowed to use the acronym method – if you do, you will get zero).     (10)     QUESTION 5: CURRENT EVENTS         African Bank recently went bankrupt.  a) Name two topics in CAPS to which this event can be connected in class.  b) For each topic, explain how this event could be used in the teaching of that topic.         (10)   TOTAL: 55   ---oOo---  Characteristics of developing countries include:  Low standard of living  Low levels of productivity  High population growth and dependency  High levels of unemployment  Dependence on the primary sector  Inadequate infrastructure 

Exam paper (Supplementary) for second semester 2016 : B.Ed

1 of 2       UNIVERSITY OF JOHANNESBURG FACULTY OF EDUCATION NOVEMBER EXAMINATION 2014  PROGRAMME: B Ed MODULE:  TEACHING METHODOLOGY: ECONOMICS CODE:  MOFPEB2 TIME:   1 hour MARKS:  20 EXAMINER:  Mr A Wentzel MODERATOR: Dr N Dasoo (This paper consists of 2 pages)  INSTRUCTIONS: 1. Answer all questions.  2. This is an open-book exam and any text or electronic source may be consulted during the exam.   QUESTION 1:  BIG IDEAS          Why should the governor of the South African Reserve Bank know about “the history of money and banking”?  Explain at least two reasons in detail.   (4)  QUESTION 2:  MAKING CONTENT INTERESTING       Explain in detail two ways in which you can make the topic of “unemployment” interesting to learners.         (6)  QUESTION 3:  HELPING LEARNERS REMEMBER       There are many different aims of Employment Equity Act (see Appendix A).  How will you help learners remember all of them?  (You are not allowed to use the acronym technique – if you do you will automatically score zero).    (5)  QUESTION 4:  INSTRUCTIONAL MODELS        Develop a Socratic Seminar to guide a discussion on the topic of “the public sector”.  You should have at least two basic questions and four follow-up questions for each basic question.          (5)    2 of 2   Appendix A (p.280 from Via Afrika Grade 10 Learner’s Book)              TOTAL: 20   ---oOo---  

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Teaching Methodology (Economics)

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University of Johannesburg Institutional Repository

University of Johannesburg Institutional Repository

University of Johannesburg Institutional Repository

University of Johannesburg Institutional Repository

University of Johannesburg Institutional Repository

University of Johannesburg Institutional Repository

University of Johannesburg Institutional Repository

University of Johannesburg Institutional Repository

University of Johannesburg Institutional Repository

University of Johannesburg Institutional Repository