ASSIGNMENT 2
QUESTION 1
1. Sense-making: Learners interpret information and apply what they discovered and
the process of giving meaning to something. For example, we often use the phrase
“figure something out.” When you are trying to figure something out, you are trying to
make sense of it.
2. Social intelligence: Learner ability to connect with groups on a social level to
understand themselves and others. This becomes especially important in a school
having multi-ethnic learners in one classroom.
3. Novel and adaptive thinking: Learners will need creative thinking skills which
understanding problems and seeking solutions this will mean more hands-on
approach to learning in classrooms through practical activity rather than on direct
instruction.
4. Cross-cultural competency: Ability to engage others from different cultures will be
a vital skill for the future workforce. Workplaces, particularly in South Africa, are now
culturally diverse, and as such will require diplomacy and the ability to work together
for a common cause.
5. Computational thinking: An ability to creatively solve problems “computational
thinking” will be a required skill for the 21st century learner and solving math
equations, writing music, or doing robotics all require logical computational thinking.
6. New media literacy: The ability to analyse and assess and make judgements
about the authenticity of sources will be a critical skill and an exercise on how to spot
fake news will be helpful in developing this skill.
7. Transdisciplinary: Learner’s ability to understand the concepts across a wide
range of disciplines, is called Trans disciplinarity and makes for a more holistic
approach to learning, an example might be the need for a learner to write an English
essay on a geographical concept.
8. Design mind-set: The learner’s ability to use imagination to achieve a desired
outcome will become a necessary skill and if given a complex math problem, they
, will need to find ways of breaking down the parts of the problem to creatively present
a solution.
9. Cognitive load management: The ability to skim and scan for relevant and
important information is another skill which needs to be acquired, an essay writing is
one activity where such a skill will prove useful.
10.Virtual collaboration: This is vital because of the advent of the internet and the
frequent use of virtual classrooms and business settings where members are
“present” but not actually in the same room and the ability to work independently but
within a virtual collaborative setting is a vital skill for the learner in the 21st century.
QUESTION 2
The teacher's questions are a unique aspect of the conversation between them and
the students. Because they believe they would have to wait for replies or that
students won't try to respond, teachers frequently avoid asking their students more
difficult questions. By modifying the question to include an additional level of
demand, the classroom discussion and thinking may be far more in-depth. For
instance, a teacher of natural science would pose questions like, "What is this
instrument and where would you find it?" at the start of each lecture. (i.e., factual,
fundamental conceptual); alternatively, one can posit queries like, "Why do you think
these two plants have grown differently?" (i.e., the understanding and use of ideas).
Performance and the efficacy of assessment are impacted by minute variations in
question formulation, the use of different levels of cognitive load in questions, and
even a factor like "wait time" after spoken questions. For instance, if the wait time is
prolonged, the students' responses become more assured, longer and include
additional details, and some even improve on the efforts of other students (Black et
al., 2003). Teachers who are accustomed to adding anything right away after
receiving the answer may find it challenging to extend the wait time, but those who
continue come to appreciate the advantages of the modified strategy.
Teachers may also encourage students to discuss their ideas in pairs or small
groups, with one respondent speaking on behalf of the group, to engage them and
allow them time to react. This gives students the option of considering many
solutions and the chance to discuss the alternatives; alternatively, each student may
QUESTION 1
1. Sense-making: Learners interpret information and apply what they discovered and
the process of giving meaning to something. For example, we often use the phrase
“figure something out.” When you are trying to figure something out, you are trying to
make sense of it.
2. Social intelligence: Learner ability to connect with groups on a social level to
understand themselves and others. This becomes especially important in a school
having multi-ethnic learners in one classroom.
3. Novel and adaptive thinking: Learners will need creative thinking skills which
understanding problems and seeking solutions this will mean more hands-on
approach to learning in classrooms through practical activity rather than on direct
instruction.
4. Cross-cultural competency: Ability to engage others from different cultures will be
a vital skill for the future workforce. Workplaces, particularly in South Africa, are now
culturally diverse, and as such will require diplomacy and the ability to work together
for a common cause.
5. Computational thinking: An ability to creatively solve problems “computational
thinking” will be a required skill for the 21st century learner and solving math
equations, writing music, or doing robotics all require logical computational thinking.
6. New media literacy: The ability to analyse and assess and make judgements
about the authenticity of sources will be a critical skill and an exercise on how to spot
fake news will be helpful in developing this skill.
7. Transdisciplinary: Learner’s ability to understand the concepts across a wide
range of disciplines, is called Trans disciplinarity and makes for a more holistic
approach to learning, an example might be the need for a learner to write an English
essay on a geographical concept.
8. Design mind-set: The learner’s ability to use imagination to achieve a desired
outcome will become a necessary skill and if given a complex math problem, they
, will need to find ways of breaking down the parts of the problem to creatively present
a solution.
9. Cognitive load management: The ability to skim and scan for relevant and
important information is another skill which needs to be acquired, an essay writing is
one activity where such a skill will prove useful.
10.Virtual collaboration: This is vital because of the advent of the internet and the
frequent use of virtual classrooms and business settings where members are
“present” but not actually in the same room and the ability to work independently but
within a virtual collaborative setting is a vital skill for the learner in the 21st century.
QUESTION 2
The teacher's questions are a unique aspect of the conversation between them and
the students. Because they believe they would have to wait for replies or that
students won't try to respond, teachers frequently avoid asking their students more
difficult questions. By modifying the question to include an additional level of
demand, the classroom discussion and thinking may be far more in-depth. For
instance, a teacher of natural science would pose questions like, "What is this
instrument and where would you find it?" at the start of each lecture. (i.e., factual,
fundamental conceptual); alternatively, one can posit queries like, "Why do you think
these two plants have grown differently?" (i.e., the understanding and use of ideas).
Performance and the efficacy of assessment are impacted by minute variations in
question formulation, the use of different levels of cognitive load in questions, and
even a factor like "wait time" after spoken questions. For instance, if the wait time is
prolonged, the students' responses become more assured, longer and include
additional details, and some even improve on the efforts of other students (Black et
al., 2003). Teachers who are accustomed to adding anything right away after
receiving the answer may find it challenging to extend the wait time, but those who
continue come to appreciate the advantages of the modified strategy.
Teachers may also encourage students to discuss their ideas in pairs or small
groups, with one respondent speaking on behalf of the group, to engage them and
allow them time to react. This gives students the option of considering many
solutions and the chance to discuss the alternatives; alternatively, each student may
