, Question 1
1. Sense-making: determine deeper meaning
2. Social intelligence: ability to connect to others in a deep and direct way, to sense and
stimulate reactions and desired interactions.
3. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and
responses beyond that which is rote or rule-based
4. Cross-cultural competency
5. Computational thinking: ability to translate vast amounts of data into abstract concepts and
to understand data- based reasoning
6. New media literacy: ability to critically assess and develop content that uses new media
forms, and to leverage these media for persuasive communication.
7. Transdisciplinary: literacy in and ability to understand concepts across multiple disciplines
8. Design mindset: ability to represent and develop tasks and work processes for desired
outcomes.
9. Cognitive load management: ability to discriminate and filter information for importance, and
to understand how to maximise cognitive functioning using a variety of tools and
techniques.
10. Virtual collaboration: ability to work productively, drive engagement, and demonstrate
presence as a member of a virtual team.
(Davies, Fidler & Corbis,2011)
Question 2
1. Learners should understand what is expected of them.
2. When teachers set a task, it should be in writing, and it should be clear how the task will be
assessed.
3. Put the main assessment criteria and indicators into the instructions for the task. More
detailed performance indicators can go into the marking criteria.
4. The teacher must fit the action word in the task to the context.
5. Phrase assessment task clearly and in language that is easy understand.
6. Keep sentences short and the vocabulary and terminology suitable to the level of the
learners.
7. Use active rather than passive voice.
8. Avoid words with many syllables.
9. Be careful when using pronouns that it is clear what they refer to.
10. Encourage learners to answer in ways with which they feel most comfortable. Allow several
different ways of answering, such as giving a definition by using words or a labelled
diagram.
Question 3
View curriculum in the following ways:
1. Curriculum as a product
This orientation regards knowledge as a product that is constructed. This product is made
up of certain skills, knowledge and values that must be masted by learners, and can be
assessed to determine the attainment of the outcomes of the educational process.
2. Curriculum as process
1. Sense-making: determine deeper meaning
2. Social intelligence: ability to connect to others in a deep and direct way, to sense and
stimulate reactions and desired interactions.
3. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and
responses beyond that which is rote or rule-based
4. Cross-cultural competency
5. Computational thinking: ability to translate vast amounts of data into abstract concepts and
to understand data- based reasoning
6. New media literacy: ability to critically assess and develop content that uses new media
forms, and to leverage these media for persuasive communication.
7. Transdisciplinary: literacy in and ability to understand concepts across multiple disciplines
8. Design mindset: ability to represent and develop tasks and work processes for desired
outcomes.
9. Cognitive load management: ability to discriminate and filter information for importance, and
to understand how to maximise cognitive functioning using a variety of tools and
techniques.
10. Virtual collaboration: ability to work productively, drive engagement, and demonstrate
presence as a member of a virtual team.
(Davies, Fidler & Corbis,2011)
Question 2
1. Learners should understand what is expected of them.
2. When teachers set a task, it should be in writing, and it should be clear how the task will be
assessed.
3. Put the main assessment criteria and indicators into the instructions for the task. More
detailed performance indicators can go into the marking criteria.
4. The teacher must fit the action word in the task to the context.
5. Phrase assessment task clearly and in language that is easy understand.
6. Keep sentences short and the vocabulary and terminology suitable to the level of the
learners.
7. Use active rather than passive voice.
8. Avoid words with many syllables.
9. Be careful when using pronouns that it is clear what they refer to.
10. Encourage learners to answer in ways with which they feel most comfortable. Allow several
different ways of answering, such as giving a definition by using words or a labelled
diagram.
Question 3
View curriculum in the following ways:
1. Curriculum as a product
This orientation regards knowledge as a product that is constructed. This product is made
up of certain skills, knowledge and values that must be masted by learners, and can be
assessed to determine the attainment of the outcomes of the educational process.
2. Curriculum as process
