Exam (elaborations)
ABT1519 EXAM PACK 2024
- Course
- Abt1519 (ABT1519)
- Institution
- University Of South Africa
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ABT1519 EXAMPACK 2024
QUESTIONS WITH WELL
OUTLINED ANSWERS
, ABT1519/201/2/2019
SEMESTER 02
ASSIGNMENT 02
Essay Question
Due Date: 19 July 2019
Unique Number.: (897458)
Tips for assignment 02
Please keep the following suggestions and guidelines in mind when working on future
assignments:
* Read the question carefully. Pay close attention to what you are asked to do, e.g., describe,
discuss, compare, and so on. If and when you do not understand a question, do not hesitate
to contact us.
* Use practical examples to illustrate your answers.
* Please pay attention to the marks allocated for each question. It is a useful indication of how
broad or focused your answer should be. Make sure your answers are not too long or too
condensed.
QUESTION 1(a)
In designing a lesson which would promote effective learning amongst adult learners, the
educator needs to ensure that the intended competencies that learners must possess after
the lesson are clearly and unambiguously stated under the learning outcomes. Using
relevant examples, discuss TWO types of learning outcomes.
Learning Outcomes (20)
The Learning Outcomes are specific statements about what you will be able to do when you have
worked through the learning unit and engaged in other activities that are related to the unit. In
other words, the learner is told the content that s/he must know and be able to demonstrate.
Assessment at the end of the learning process is based on the learning outcomes. Students are
expected to give examples in support of their responses. They may also bring in their own
definition of what Learning Outcomes are but that definition must be within the acceptable practice
in Adult Education and Training. (See our definition on pages 5 and 6 of Study Guide).
4
, ABT1519/201/2/2019
(1) Specific Outcomes: This outcome specifically tells us what competence or ability a learner
should demonstrate or show in a particular learning area. Learners attending the First Aid
Level One course must show that they have achieved certain specific outcomes. When
these learners are assessed their progress will be monitored in order to ascertain whether
they have achieved specific outcomes. Once the learners have achieved the correct number
of specific outcomes, they will then have enough credits or building blocks to receive a
certificate for First Aid Level One. Each of the eight learning areas has its own specific
outcomes.
(2) Critical cross-field outcomes: These outcomes are generic or common to all eight learning
areas. These outcomes must be achieved regardless of what it is you are learning and
regardless of the level at which you are studying. Critical cross-field outcomes involve the
ability to:
1.1.1 solve problems
1.1.2 work as a member of a team
1.1.3 organise and manage one’s activities
1.1.4 collect, analyse, organise and critically evaluate material
1.1.5 communicate using verbal, mathematical and/or language skills
1.1.6 use science and technology effectively
1.1.7 demonstrate and understanding of the world
QUESTION 1(b)
i) Role play (10)
When individual learners are engaging in role, they are given responsibility to act – to play a role,
to pretend they are someone or something else. Playing a role helps them to develop their way
of thinking. It is a useful way of keeping learners engaged and less bored. It is a learning structure
that allows learners to immediately apply content when they are put in the role to play. This forces
them to assume leadership instead of hiding behind others, they take decision on how to act out
their roles successfully within limitations of time and resources. They own the process and the
outcomes of their efforts.
In role play, learners make up the story for themselves in a situation that the facilitator gives them.
For example, in a lesson on health the teacher may ask them to role-play a visit of a doctor. The
learners could take different parts as doctor, nurse, patient’s husband or wife. The trick lies with
, ABT1519/201/2/2019
involving as many as it is required to fulfill the set roles. Or father wanting to disclose his HIV
positive status to his family. There would mother, and children. One may be a teenager with
atrocious behavior, and understanding young one and the one who is self-centered who only
thinks about him/herself. At end of each role play activity it must always be discussed. It is
important to evaluate.
- How learners feel in acting out different roles
- What do they think about different things that were said?
- Would they act in similar way if they came across the situation in real life?
In this lesson, we intend to help the learners to be able to express their own opinions and feelings
on a chosen topic and afford them an opportunity to reflect on it. The whole of it, is to create
educational settings and sessions that are learner and activity- centred. This epitomizes the belief
that authentic learning activities engages learners to think, analyse the situation, apply their own
understanding, create a better environment and or contain and resolve bewilderments. Role
playing incorporate drama, simulations, games, and demonstrations of real-life cases related to
any topic. This strategy has been applied in a many system. Learning design plans are prepared
with the expectation that role play activities would contribute positively to the posed/staged
situation.
ii) Discussion groups (10)
A discussion group has to do with a group of people who have regular contact and frequent
interaction working together to achieve a set of common objectives or to discuss a particular
subject or assignment. These arrangements are useful for encouraging students to learn from
each other to express their content understanding in their own words. While generally not
conducive to covering large amounts of content, the interactive dynamic of discussion can help
students learn and motivate them to complete homework and to prepare for class.
Meaningful discussion has the following features
- Every learner has an opportunity to speak.
- Learners look and talk to each other rather than addressing the facilitator. Too often
“discussions” take the format of a dialogue between teacher and individual learners.
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