Instructional Techniques 2: Learners and Learning Written Assessment

This written assessment covers topics related to learners and learning, including giving constructive feedback, learner characteristics, and andragogy. It also includes a section on language, literacy, and numeracy. The assessment includes multiple-choice, true/false, and short answer questions. It is designed to test the student's knowledge and understanding of the topics covered in the module. The assessment is relevant to students studying instructional techniques and related courses.

MODULE 10 – LEARNERS AND LEARNING
WRITTEN ASSESSMENT
Student Name Date
Assessor Feedback:
Student provided with feedback
Satisfactory Unsatisfactory
Attempt 1 Date
Attempt 2 Date
Assessor Name
Assessor Signature
Date
Note to assessor: Please record any reasonable adjustment that has occurred to this assessment.
(ATTENTION APPLICANTS – PLEASE IGNORE ANY REFERENCES TO “MAPPING” IN GREEN eg MAPS TO TLIC3036 – K.E.8)
PLEASE EMAIL ANSWERS TO [e-mail]
SECTION 1: GIVING CONSTRUCTIVE FEEDBACK
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Q1.1: True or False?
Constructive feedback is information-specific, issue-focused, and based on observations.
ANSWER: true, contractive feedback is more based on information and keep their proper observation.
Q1.2: True or False?
Praise and criticism are both personal judgments about a performance effort or outcome, with praise being
a favourable judgment and criticism, an unfavourable judgment.
ANSWER: true praise and criticism could have both personal judgments about their performance efforts.
Q1.3: Short Answer.
Explain what each of the following statements about feedback mean.
A: Be direct when delivering your message.
ANSWER: this means that clear, calm and direct messages that could be delivered while at time of
feedback. This also led for tone about vocabulary, voice and might be having right rate for speech convey
with feelings.
B: Avoid “need to” phrases, which send implied messages that something that didn’t go well.
ANSWER: for example, Jane 'need to' get your report on time and also spell check them. Although, this
messages do not sound like performance feedback. It implies that Jane did not do something well with her
reports, but it doesn’t report exactly what happened. Providing clarity on what occurred is the aim of
feedback.
C: Be sincere and avoid giving mixed messages.
ANSWER: this means that what to say that could have respect and care about some other person. Also try
to make sure for avoiding the mixed messages and that could be important for keeping the better goals
and objective.
Q1.4: Read the concept plus example below, then explain what it means.
Concept: In positive feedback situations, express appreciation.
Example: “Sue, your handling of all of the roundabouts really as per the system of vehicle control. I felt
really safe and relaxed driving with you.”
This means:
ANSWER: this means that person who is driving car he/she have positive impact over their vehicle control
and also try to make sure for having safe driving and secure with the effective driving.
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Q1.5: Read the concept plus context below, then explain what it means.
Concept: In negative feedback situations, express concern.
Context: A driving examiner informing an applicant that they have not been successful in their driving
assessment.
This means:
ANSWER: driving have some process and that could be must followed. while in such way that could being
successful and applicant for working.
Q1.6: True or False?
The purpose of negative feedback is to create awareness that can lead to correction or improvement in
performance.
ANSWER: false.
Q1.7: True or False?
If you can’t give negative feedback in a helpful manner, in the language and tone of concern, you defeat its
purpose.
ANSWER: true
Q1.8: Explain why a trainer should generally give feedback person-to-person, not through messengers of
technology.
ANSWER: feedback is given person to person because it could be all for important to listen actively and
also thinking about having best possible thinking along with the better solution to perform better things.
This also led for positive criticism and allow to see what changes have been made by other person and
also make sure for improving the results with better outcomes.
Q1.9: Explain why a trainer should generally state observations, not interpretations.
ANSWER: this is because it could help person for keeping improvement and also make sure for having
better estimation about for effective training about anything. as observation will be more easy for
improving the activities.
Q1.10: Short Answer.
Outline what each of the FOUR categories (content, manner, timing, and frequency) for giving constructive
feedback mean.
A: CONTENT
ANSWER: it could be say about constructive feedback :- identify topic or issues that feedback will be
about, providing specific of what have been occurred.
B: MANNER
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ANSWER: something often carries more weight than what have to say — manner is an important element
when giving feedback.
C: TIMING
ANSWER: Feedback is meant to be given in real-time, as close as possible to when the performance
incident occurs so that the events are fresh in everyone’s minds.
D: FREQUENCY
ANSWER: try to catch and respond to employees doing the job right just as much students/employee can
catch and respond to them doing something not quite right
SECTION 2: LEARNER CHARACTERISTICS (MAPS to TAEDEL301 – 1KE; TLIM4001-16KE)
Q2.1: True or False?
Due to the uniqueness of individuals, we all learn at different rates.
ANSWER: true,
Q2.2: True or False?
It is often easier to learn a new skill if similar movements have already been successfully acquired.
ANSWER: true,
Q2.3: True or False?
Prior experience has the potential to accelerate the learning process.
ANSWER: true,
Q2.4: True or False?
The degree to which prior experience influences skill acquisition and ultimately performance is variable
among learners.
ANSWER: false
Q2.5: True or False?
As an individual begins to learn skills and experiences success, they begin to develop a sense of self-belief in
their ability to perform.
ANSWER: true
Q2.6: True or False?
By learning and performing skills from a simple to a complex level, confidence will rise as the individual is
more likely to experience success as they develop their skills.
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ANSWER: true
Q2.7: True or False?
Positive achievement enhances confidence, nurtures self- image and provides the foundation for future skill
building.
ANSWER: true
Q2.8: True or False?
Ability is the ease with which an individual is able to perform a movement or routine.
ANSWER: false
Q2.9: True or False?
Ability incorporates a range of factors, such as sense of acuity, perception, reaction time and intelligence,
which combine to allow the individual to do readily what is intended.
ANSWER: false
Q2.10: True or False?
Learners whose personality reflects positive ways of behaving are more receptive to instruction and advice,
more cooperative in performing set tasks and more helpful in creating a productive learning environment.
ANSWER: true
Q2.11: True or False?
If an individual loses patience easily, cannot accept advice or cannot share experiences with others they will
be slower in developing their skills.
ANSWER: true
SECTION 3: ANDRAGOGY
Q3.1: What is ANDRAGOGY? (1-2 sentence answer maximum please)
ANSWER: it refers to the methods and principles that have been use for adult education.
(maps to TLIM4001 – 1KE)
Alexander Kapp and Eugen Rosenstock-Huessy developed theories around adult education, which were
later popularised by Malcolm Knowles – a theorist in adult education. For Knowles, adult learning was
premised on the following characteristics:
Q3.2: Fill the gaps:
CHARACTERISTIC 1: The need to know (read your Learning Guide – Section 3 to find the answers)
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(maps to TLIM4001 – 1KE, 16KE; TAEDEL301 – 1KE)
POTENTIAL ANSWERS: value; need
Adults want to know why they ___(1)___ to learn something. They may ask: ‘Why do I need to know this? or ‘Why is
this important?’ Adults want to understand the ___(2)___ .
ANSWER 1: need
ANSWER 2: value
CHARACTERISTIC 2: Learner’s self-concept (read your Learning Guide – Section 3 to find the answers)
(maps to TLIM4001 – 1KE, 16KE; TAEDEL301 – 1KE)
POTENTIAL ANSWERS: independent; motivated; own; decisions; directed; learning
Adult learners want respect and to be seen as capable learners. They should be offered choice and be
encouraged to set their own learning goals. Adult learners:
 are self-___(3)___ and self-___(4)___
 are ___(5)___
 like to find their ___(6)___ way
 can make their own ___(7)___
 want to manage their own ___(8)___
ANSWER 3: directed
ANSWER 4: motivated
ANSWER 5: independent
ANSWER 6: own
ANSWER 7: decision
ANSWER 8: learning
CHARACTERISTIC 3: Role of the learner’s experience (read your Learning Guide – Section 3 to find the
answers) (maps to TLIM4001 – 1KE, 16KE; TAEDEL301 – 1KE)
POTENTIAL ANSWERS: knowledge; resource; experience; opportunity; richness; diversity
Adult learners are a valuable ___(9)___ because they bring the ___(10)___ and ___(11)___ of their
lives with them. They should be given the ___(12)___ to use their existing ___(13)___ and
___(14)___ , which they can apply to new learning experiences.
ANSWER 9: resources
ANSWER 10: richness
ANSWER 11: diversity
ANSWER 12: opportunity
ANSWER 13: knowledge
ANSWER 14: experience
CHARACTERISTIC 4: Readiness to learn (read your Learning Guide – Section 3 to find the answers)
(maps to TLIM4001 – 1KE, 16KE; TAEDEL301 – 1KE)
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POTENTIAL ANSWERS: clear; timely; goal; meaningful
Adults are ready to learn when they identify something they want to know or become proficient at, or
when they experience something that connects with their life situations. They become ready to learn things
in order to cope effectively with real-life situations. Adult learners:
 are ___(15)___ focused
 want ___(16)___ learning
 seek ___(17)___ learning experiences
 need ___(18)___ learning goals.
ANSWER 15: goals
ANSWER 16: meaningful
ANSWER 17: timely
ANSWER 18: clear
CHARACTERISTIC 5: Orientation to learning (read your Learning Guide – Section 3 to find the answers)
(maps to TLIM4001 – 1KE, 16KE; TAEDEL301 – 1KE)
POTENTIAL ANSWERS: engaged; planning; useful; practical
Adult learners want to be ___(19)___ in life-centred or problem-centred learning experiences. They want to
learn what will help them perform tasks or deal with problems they see in their lives now. Adult learners:
 are ___(20)___ – their learning should apply to their lives, job, etc.
 want to be involved in ___(21)___ their learning
 focus on the aspects that are most ___(22)___ to them.
ANSWER 19: practical
ANSWER 20: useful
ANSWER 21: planning
ANSWER 22: engaged
CHARACTERISTIC 6: Motivation (read your Learning Guide – Section 3 to find the answers)
(maps to TLIM4001 – 1KE, 16KE; TAEDEL301 – 1KE)
POTENTIAL ANSWERS: quality; esteem
Adults are responsive to external motivators such as a better job or increased salary. However, the best
motivators are internal; for example:
 heightened self-___(23)___
 better ___(24)___ of life
ANSWER 23: esteem
ANSWER 24: quality
SECTION 4: LANGUAGE, LITERACY AND NUMERACY (MAPS to TLIM4001-16KE)
Read: Taking the Lead
Q4.1: Multiple-choice:
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The development of LLN skills can be enhanced by:
a) learning skills in application, not in isolation
b) having access to skilled people who can show how to apply the skills
c) getting constructive feedback on performance
d) all of the above
ANSWER: all the above
Q4.2: True or False?
The ability of learners to read, write, listen and speak will have an impact on their learning.
ANSWER: true
Q4.3: Some learners struggle when applying their LLN skills to the requirements of new workplace tasks. In
relation to this statement, answer TRUE or FALSE for the each of the following statements:
A: True or False?
Check that the LLN competencies required for training and assessment do not exceed those required for
workplace competency.
ANSWER: true
B: True or False?
Check that the LLN skill is being used in the way in which it would be applied in industry.
ANSWER: false
C: True or False?
Show learners how to perform the task in context, give them constructive feedback on their performance,
and let them practice.
ANSWER: true
D: True or False?
Monitor the participation of learners.
ANSWER: false
E: True or False?
Make sure any materials provided are appropriate and, as part of sound teaching practice, reinforce
learning through active demonstration and explanation as well as through any printed or electronic
materials.
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ANSWER: true
Q4.4: What are TWO PROBLEMS that can arise for learners and a training company, if the training company
forgets to be alert to language when planning and conducting training and assessment?
PROBLEM 1: coping with increasing e-learning developing cost
PROBLEM 2: creating training that appeals to the new age learner.
SECTION 5: LEARNING DISORDERS (LD)
Trainers need to continually educate themselves to be able to prepare to manage students from a variety
of backgrounds.
Match the definition with the learning difficulty below.
Q5.1: Multiple-Choice:
______?_______ is a specific learning disability that affects a person’s ability to understand numbers and
learn math facts. Individuals with this type of LD may also have poor comprehension of math symbols, may
struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with
counting.
A: Auditory Processing Disorder (APD)
B: Dyscalculia
C: Dysgraphia
D: Dyslexia
E: Language Processing Disorder
ANSWER: Dyscalculia
Q5.2: Multiple-Choice:
______?_______, also known as Central Auditory Processing Disorder, this is a condition that adversely
affects how sound that travels unimpeded through the ear is processed or interpreted by the brain.
Individuals with this disorder do not recognize subtle differences between sounds in words, even when the
sounds are loud and clear enough to be heard. They can also find it difficult to tell where sounds are coming
from, to make sense of the order of sounds, or to block out competing background noises.
A: Auditory Processing Disorder (APD)
B: Dyscalculia
C: Dysgraphia
D: Dyslexia
E: Language Processing Disorder
ANSWER: Auditory Processing Disorder
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Q5.3: Multiple-Choice:
______?_______ is a specific learning disability that affects reading and related language-based processing
skills. The severity can differ in each individual but can affect reading fluency, decoding, reading
comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related
disorders.
A: Auditory Processing Disorder (APD)
B: Dyscalculia
C: Dysgraphia
D: Dyslexia
E: Language Processing Disorder
ANSWER: Dyslexia
Q5.4: Multiple-Choice:
______?_______ is a specific learning disability that affects a person’s handwriting ability and fine motor
skills. Problems may include illegible handwriting, inconsistent spacing, poor spatial planning on paper,
poor spelling, and difficulty composing writing as well as thinking and writing at the same time.
A: Auditory Processing Disorder (APD)
B: Dyscalculia
C: Dysgraphia
D: Dyslexia
E: Language Processing Disorder
ANSWER: Dysgraphia
Q5.5: Multiple-Choice:
______?_______ is a disorder that includes difficulty staying focused and paying attention, difficulty
controlling behaviour and hyperactivity. Although this disorder is not considered a learning disability,
research indicates that from 30-50 percent of children with it also have a specific learning disability, and
that the two conditions can interact to make learning extremely challenging.
A: Visual Perceptual/Visual Motor Deficit
B: ADHD
C: Dyspraxia
D: Executive Functioning
E: Memory
ANSWER: ADHD
Q5.6: Multiple-Choice:
______?_______ is an inefficiency in the cognitive management systems of the brain that affects a variety
of neuropsychological processes such as planning, organization, strategizing, paying attention to and
remembering details, and managing time and space. Although not a learning disability, different patterns of
weakness in executive functioning are almost always seen in the learning profiles of individuals who have
specific learning disabilities or ADHD.
A: Visual Perceptual/Visual Motor Deficit
B: ADHD
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C: Dyspraxia
D: Executive Functioning
E: Memory
ANSWER: Executive Functioning
Q5.7: Multiple-Choice:
______?_______: Three types of memory are important to learning. Working memory, short-term memory
and long-term memory are used in the processing of both verbal and non-verbal information. If there are
deficits in any or all of these types of memory, the ability to store and retrieve information required to carry
out tasks can be impaired.
A: Visual Perceptual/Visual Motor Deficit
B: ADHD
C: Dyspraxia
D: Executive Functioning
E: Memory
ANSWER: Memory
Q5.8: Multiple-Choice:
______?_______ is a specific type of Auditory Processing Disorder (APD) in which there is difficulty
attaching meaning to sound groups that form words, sentences and stories. While an APD affects the
interpretation of all sounds coming into the brain, this disorder relates only to the processing of language.
A: Auditory Processing Disorder (APD)
B: Dyscalculia
C: Dysgraphia
D: Dyslexia
E: Language Processing Disorder
ANSWER: Language Processing Disorder
Q5.9: Multiple-Choice:
______?_______ is a disorder that affects the understanding of information that a person sees, or the
ability to draw or copy. A characteristic seen in people with learning disabilities such as Dysgraphia or Non-
verbal LD, it can result in missing subtle differences in shapes or printed letters, losing place frequently,
struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
A: Visual Perceptual/Visual Motor Deficit
B: ADHD
C: Dyspraxia
D: Executive Functioning
E: Memory
ANSWER: Visual Perceptual/Visual Motor Deficit
Q5.10: Multiple-Choice:
______?_______ is a disorder which is usually characterized by a significant discrepancy between higher
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verbal skills and weaker motor, visual-spatial and social skills. Typically, an individual with this disorder has
trouble interpreting nonverbal cues like facial expressions or body language, and may have poor
coordination.
A: Visual Perceptual/Visual Motor Deficit
B: ADHD
C: Dyspraxia
D: Executive Functioning
E: Non-Verbal Learning Disabilities
ANSWER: Non-Verbal Learning Disabilities
Q5.11: Multiple-Choice:
______?_______ is a disorder that is characterized by difficulty in muscle control, which causes problems
with movement and coordination, language and speech, and can affect learning.
A: Auditory Processing Disorder (APD)
B: Dyscalculia
C: Dysgraphia
D: Dyslexia
E: Dyspraxia
ANSWER: Dyspraxia
SECTION 6: LEARNING
Q6.1: Give TWO WAYS you can create a positive learning environment in your training?
ANSWER 1: create the better sense of order
ANSWER 2: avoid rewarding to control
(maps to TAEDEL301 – 5KE)
Q6.2: Give TWO REASONS why positive working relationships are essential in the learning environment.
REASON 1: for being motivated
REASON 2: keeping more engaged in learning
Q6.3: Give TWO WAYS you can utilize technologies (eg computer, phone, APP) in your training?
ANSWER 1: use of audio recording features
ANSWER 2: chat and online discussion forums.
Q6.4: Give one reason why “personal account” can be a positive learning strategy and one reason why it
can have a negative impact on learning.
Positive:
ANSWER: this could keep the details personally and secure about all the activities from the students
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Negative:
ANSWER: led to communication skills and time management skills
SECTION 7: ADULT LEARNER TRAITS
Q7.1: In the space provided below, outline briefly
(i) what the ADULT LEARNER TRAIT means in your own words, and
(ii) a strategy/technique you can use in your training delivery to meet the learning trait.
A: Self-directed learners
(i) What does this mean? (1-2 sentence answer maximum)
ANSWER: adults feel for taking responsibility for their own decision and might be important for keeping
control over learning.
(ii) Strategy/Technique: (1-2 sentence answer maximum)
ANSWER: self-assessment, imperative, multiple options.
B: Prefer practical learning experiences
(i) What does this mean? (1-2 sentence answer maximum)
ANSWER: this are usually practical and need information which could immediately applicable that could
professional needs and improve more skills and knowledge.
(ii) Strategy/Technique: (1-2 sentence answer maximum)
ANSWER: focused on achieving goals, need to know how the information is relevant.
C: Use personal experience to assist in understanding learning concepts
(i) What does this mean? (1-2 sentence answer maximum)
ANSWER: adult have lived longer and also have tendency to link their post with having past experiences to
having anything new and validate concepts for prior learning.
(ii) Strategy/Technique: (1-2 sentence answer maximum)
ANSWER: encouraging discussion, sharing information, experience levels
D: Learning is often a personal choice
(i) What does this mean? (1-2 sentence answer maximum)
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ANSWER: often with learning own concepts and also bring more changes in learning some new things.
(ii) Strategy/Technique: (1-2 sentence answer maximum)
ANSWER: motivates, navigating knowledge
E: Have a lot of commitments to manage
(i) What does this mean? (1-2 sentence answer maximum)
ANSWER: family, friends and work which have need to require some of the time and also demanding for
learning many more things.
(ii) Strategy/Technique: (1-2 sentence answer maximum)
ANSWER: flexible program, personal obligation.
F: Have high expectations
(i) What does this mean? (1-2 sentence answer maximum)
ANSWER: They want to be taught about things that will be useful to their work, expect to have immediate
results, seek for a course that will worth their while and not be a waste of their time or money.
(ii) Strategy/Technique: (1-2 sentence answer maximum)
ANSWER: meet to individual need and address for learning challenges.
SECTION 8: TYPES OF LEARNING (MAPS to TLIM4001-17KE; TAEDEL301 – 6KE)
Q8.1: Give a brief description for each learning type below:
A: Cognitive: (1 sentence answer maximum)
ANSWER: this include the students for engaging in learning process, teaching them for learning while
using their brains, effectively try to make sure for new connection in learning things.
B: Affective: (1 sentence answer maximum)
ANSWER: this includes the objective which might be related to interested, values and attitude that could
be related to learning information.
C: Psycho motor: (1 sentence answer maximum)
ANSWER: this helps for focusing on skills and action that could require for physical coordination.
SECTION 9: MEETING THE NEEDS OF THE LEARNERS
Q9.1: In the table below, fill in the space provided with ONE characteristic for the learner type, and ONE effective training strategy you can use for
that type of learner. (MAPS to TLIM4001-16KE; TAEDEL301 – 6KE)
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Learner ONE Characteristic ONE Effective Training Strategy
A Auditory Auditory learners are all ears it will be easier to recall a conversation
than a visual image of words on a page.
B Visual absorb information best when they can
visualize relationships and ideas
Maps, charts, diagrams and even essays
work well for visual learners.
C Kinaesthetic Most hands on learning type Sometime even being physical engaged
with the help of retain information
better and solve problem woth using
hand on manner.
D Tactile Extremely with comfortable with
writing words
The traditional offering textbooks and
annotation process that could help the
reading/writing learning style for the
students.
SECTION 10: TEACHING STRATEGIES (maps to TAEDEL301 – 5KE, 6KE)
Q10.1: In the space provided below, outline briefly
(i) what the teaching strategy means in your own words, and
(ii) a practical way you can apply the teaching strategy into your training delivery.
A: GET ATTENTION
(i) What does it mean? (1-2 sentence answer maximum)
ANSWER: the best way to demand attention for the students and simple wait for self-regulate and make
the person for being active.
(ii) ONE practical application in your field of training? (1-2 sentence answer maximum)
ANSWER: be clear, narrate the countdown, play a game.
B: TELL LEARNERS ABOUT THE TRAINING OUTCOMES
(i) What does it mean? (1-2 sentence answer maximum)
ANSWER: this work as action verb, aim for higher level verbs which are required for the students and
analyse for the better outcome
(ii) ONE practical application in your field of training? (1-2 sentence answer maximum)
ANSWER: particular assignment, class, course or program that could help students for keeping the better
knowledge and understand many things.
C: ENCOURAGE RECALL OF PREVIOUS LEARNING
(i) What does it mean? (1-2 sentence answer maximum)
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ANSWER: what have been learned before in class that could be recall through having cross questioning.
(ii) ONE practical application in your field of training? (1-2 sentence answer maximum)
ANSWER: give the direction multiple format and teaching students with using visual images and videos.
D: PRESENT STIMULI WITH DISTINCTIVE FEATURES
(i) What does it mean? (1-2 sentence answer maximum)
ANSWER: this could refers to keep the focus on one things which could help the student in knowing about
those things which help the student for being proper future aspects.
(ii) ONE practical application in your field of training? (1-2 sentence answer maximum)
ANSWER: online activities, videos and clips
E: GUIDE LEARNING
(i) What does it mean? (1-2 sentence answer maximum)
ANSWER: this could help the students for learning many new things and make sure for having better
secure places.
(ii) ONE practical application in your field of training? (1-2 sentence answer maximum)
ANSWER: teach the vocabulary
F: ELICIT PERFORMANCE
(i) What does it mean? (1-2 sentence answer maximum)
ANSWER: Gives students an opportunity to demonstrate that they have learned the new information to
this point and are ready to proceed to the next part of the lesson.
(ii) ONE practical application in your field of training? (1-2 sentence answer maximum)
ANSWER: informing students about learning objective, providing feedback.
G: ENHANCE RETENTION AND TRANSFER
(i) What does it mean? (1-2 sentence answer maximum)
ANSWER: associate with the course concepts and build up on prior.
(ii) ONE practical application in your field of training? (1-2 sentence answer maximum)
ANSWER: keeping focus towards one thing in learning concepts.
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H: ASSESS PERFORMANCE
(i) What does it mean? (1-2 sentence answer maximum)
ANSWER: this could help students for performing and keeping the focus towards the goals and objective
with the high clear expectation.
(ii) ONE practical application in your field of training? (1-2 sentence answer maximum)
ANSWER: analysis more about topic, crusting portfolio of students work.
I: PROVIDE FEEDBACK
(i) What does it mean? (1-2 sentence answer maximum)
ANSWER: this can implement for having range of feedback which can ensure for keeping more attention
and make sure for keeping the future aspects of the students.
(ii) ONE practical application in your field of training? (1-2 sentence answer maximum)
ANSWER: re-submit work, read the comments.
SECTION 11: DIFFERENTIATED TEACHING AND LEARNING
Q11.1: Give ONE example of a differentiated instruction technique that teachers/trainers can use to
significantly improve student learning outcomes.
ANSWER: using reading material, putting text material with highlights and use reading buddies.
Q11.2: Give ONE activity a teacher/trainer must engage in if differentiated teaching and learning are to
have an impact on enhanced student outcomes.
ANSWER: while by keeping workshops, in-class observation, attractive videos and images.
SECTION 12: RIGHTS AND RESPONSIBILITIES OF LEARNERS
Q12.1: Choose YES or No if you believe each statement on the list below represents reasonable STUDENT
RIGHTS in the training environment.
Student Rights YES NO
I have the right to be treated with respect by everyone. ✔
I have a right not to be insulted, teased or abused. ✔
I have the right to work safely. ✔
I have the right not to be hurt by anyone else’s dangerous or careless behaviour. ✔
I have the right to a clean, tidy and safe training environment. ✔
I have the right to be told the truth. ✔
I have the right to explain my behaviour in a civil manner and to be listened to. ✔
I have the right to be respected and treated as an individual. ✔
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I have the right to feel safe and secure while involved in training. ✔
Q12.2: Choose YES or No if you believe each statement on the list below represents reasonable STUDENT
RESPONSIBILITIES in the training environment.
Student Responsibilities YES NO
I have the responsibility to treat everyone with respect. ✔
I have the responsibility not to laugh at, tease unkindly, abuse or hurt the feelings of
others.
✔
I have the responsibility not to hurt anyone else by dangerous or careless behaviour. ✔
I have the responsibility to be honest and truthful. ✔
I have the responsibility to listen courteously while others are talking. ✔
I have the responsibility to ensure that my actions do not disturb others at work or play. ✔
I have the responsibility to respect the right of others to be different. ✔
I have the responsibility to care for my own health. ✔
SECTION 13: INTERPERSONAL SKILLS
Q13.1: Short Answer:
Give TWO REASONS why are good verbal communication skills important for a trainer?
REASON 1: this could make the trainer for being more interactive which involves both speaking and
listening.
REASON 2: positive communication impacts with relationship at working place.
Q13.2: Short Answer: (1-2 sentence answer maximum)
Give ONE reason why good QUESTIONING SKILLS important for a trainer?
ANSWER: this can improve the whole range of communication skills and make sue for clearing the doubts,
managing people more effectively.
Q13.3: Short Answer:
Give TWO examples of NON-VERBAL COMMUNICATION.
EXAMPLE 1: eye contact
EXAMPLE 2: pay attention to inconsistencies
Q13.4: Short Answer:
What is ACTIVE LISTENING? (1-2 sentence answer maximum)
ANSWER: it is the way of listening and responding to another person which can try to make sire for
improving mutual understanding. it might be important for defusing the situation and seek solution to
problems.
Q13.5: Short Answer:
Give ONE reason why are NEGOTIATION SKILLS important for a trainer to possess? (1-2 sentence answer
maximum)
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ANSWER: this could be important for contribution significantly in business success and also help for
building relationship, quality solution rather than having poor short term solution.
Q13.6: For example statement below, label if the behaviour is:
1 – PASSIVE
2 – AGGRESSIVE; or
3 – ASSERTIVE
…in the space provided.
Part I
EXAMPLE ANSWER
A: Values self less than others Passive
B: Values self more than others Passive
C: Values self equal to others Aggressive
Part II
EXAMPLE ANSWER
A: Hurts self to avoid hurting others Passive
B: Hurts others to avoid being hurt Aggressive
C: Tries to hurt no one (including self) Assertive
Part III
EXAMPLE ANSWER
A: Does not reach goals and may not know goals Aggressive
B: Reaches goals but hurts others in the process Assertive
C: Usually reaches goals without alienating others Aggressive
END OF ASSESSMENT
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