Name: Rolize van Tonder
Student number: 63238233
CUS3701
Assignment 02
Unique number: 791203
,QUESTION 1
Sense-making: this means to establish deeper meaning. An example of this is if you can
think carefully and put what you want to say in a logical way.
Social intelligence: if you can connect to others in a deep and direct way, and sense and
stimulate reactions and interactions that are desired.
Novel and adaptive thinking: to be proficient in thinking and coming up with solutions and
responses that are beyond those which are rote, or rule based.
Cross-cultural competency: this means to acknowledge your own beliefs and values and to
be able to build a positive attitude towards all learners by making them feel welcome by
ensuring them that their views matter all the time while teaching and learning are taking
place in the classroom.
Computational thinking: to be able to translate extensive amounts of data into concepts
that are abstract and to understand data-based reasoning.
New media literacy: the ability to critically assess and develop content that uses media
forms that are new, and to leverage these media forms to persuasive communication.
Transdisciplinarity: literacy in and the ability to understand concepts across various
disciplines.
Design mindset: to be able to represent and invent tasks and work processes for intended
outcomes.
Cognitive load management: the ability to discriminate and filter information for
importance, and to understand what it means and how to maximise cognitive functioning
using various tools and techniques.
Virtual collaboration: to be able to work productively, drive engagement, and show
presence as a virtual team member.
, QUESTION 2
Contextualised action word:
➢ Learners should understand what is being expected of them.
➢ Tasks should be in writing.
➢ The assessment of the task should be clear. The main assessment criteria and
indicators should be included in the task.
➢ Performance indicators that are more detailed can be included in the marking
criteria/the memorandum/the rubric.
➢ To list a sequence of events requires learners to choose, collect, and conduct a basic
classification of information is rated as application.
Clear and accessible language:
➢ Most learners’ Language of Learning and Teaching is not their Home Language.
➢ Phrase assessment tasks clearly and in understandable language.
➢ If learners do not understand the question, the do not have the opportunity to
demonstrate what they know.
Tips for writing simply and accessibly:
➢ Keep sentences short, and use vocabulary and terminology at the level that the
learners are at.
➢ Use active voice rather than passive voice.
➢ Avoid words that contain many syllables.
➢ When pronouns are being used, it must be clear what they refer to.
➢ Encourage the learners to answer in ways they feel most comfortable with.
Comprehensive instructions:
➢ Use clear language that is consistent with the level/grade of the learner.
➢ Use action words to describe the activities that are part of the task.
➢ Link instructions to the set outcomes and the assessment criteria to ensure that
what is expected is what is being assessed.
➢ Re-read tasks to ensure that no steps are left out.
Student number: 63238233
CUS3701
Assignment 02
Unique number: 791203
,QUESTION 1
Sense-making: this means to establish deeper meaning. An example of this is if you can
think carefully and put what you want to say in a logical way.
Social intelligence: if you can connect to others in a deep and direct way, and sense and
stimulate reactions and interactions that are desired.
Novel and adaptive thinking: to be proficient in thinking and coming up with solutions and
responses that are beyond those which are rote, or rule based.
Cross-cultural competency: this means to acknowledge your own beliefs and values and to
be able to build a positive attitude towards all learners by making them feel welcome by
ensuring them that their views matter all the time while teaching and learning are taking
place in the classroom.
Computational thinking: to be able to translate extensive amounts of data into concepts
that are abstract and to understand data-based reasoning.
New media literacy: the ability to critically assess and develop content that uses media
forms that are new, and to leverage these media forms to persuasive communication.
Transdisciplinarity: literacy in and the ability to understand concepts across various
disciplines.
Design mindset: to be able to represent and invent tasks and work processes for intended
outcomes.
Cognitive load management: the ability to discriminate and filter information for
importance, and to understand what it means and how to maximise cognitive functioning
using various tools and techniques.
Virtual collaboration: to be able to work productively, drive engagement, and show
presence as a virtual team member.
, QUESTION 2
Contextualised action word:
➢ Learners should understand what is being expected of them.
➢ Tasks should be in writing.
➢ The assessment of the task should be clear. The main assessment criteria and
indicators should be included in the task.
➢ Performance indicators that are more detailed can be included in the marking
criteria/the memorandum/the rubric.
➢ To list a sequence of events requires learners to choose, collect, and conduct a basic
classification of information is rated as application.
Clear and accessible language:
➢ Most learners’ Language of Learning and Teaching is not their Home Language.
➢ Phrase assessment tasks clearly and in understandable language.
➢ If learners do not understand the question, the do not have the opportunity to
demonstrate what they know.
Tips for writing simply and accessibly:
➢ Keep sentences short, and use vocabulary and terminology at the level that the
learners are at.
➢ Use active voice rather than passive voice.
➢ Avoid words that contain many syllables.
➢ When pronouns are being used, it must be clear what they refer to.
➢ Encourage the learners to answer in ways they feel most comfortable with.
Comprehensive instructions:
➢ Use clear language that is consistent with the level/grade of the learner.
➢ Use action words to describe the activities that are part of the task.
➢ Link instructions to the set outcomes and the assessment criteria to ensure that
what is expected is what is being assessed.
➢ Re-read tasks to ensure that no steps are left out.
