feedback tutorial letter 1st semester 2018 assignment … theory and... · assignment 1 education...
TRANSCRIPT
1
FEEDBACK TUTORIAL LETTER
1st SEMESTER 2018
ASSIGNMENT 1
EDUCATION THEORY AND PRACTICE
ETP510S
2
ASSIGNMENT 2
Question 1
Examine a magazine or newspaper advert for a new product or service and evaluate its
chances of receiving wide customer acceptance in the market. (5 Marks)
(you are required to insert your chosen product in your assignment booklet)
A) This question was very practical, there was no wrong or right answer however every product
should be presented with constructive arguments.
Let us take a product that majority of you have selected, the top score instant maize porridges
known as instant pap. This product stands a very good chance of receiving wide customer
acceptance if it is marketed well. Consumers link product attributes to benefits and that should
be enforced through the personal selling and other selling tools. This new instant maize
porridge will eliminate cooking because it can be prepared in few minutes, by just adding hot
water or milk, stir it up and ready to consume. Moreover, Top score brand have wider
customer acceptance, it easy and a convenient meal for customers but still give the same
texture as the traditional maize porridge
B) What could be the target market for your chosen product? (3 Marks)
This product can be targeted to hard working Namibians who do not have time to prepare
breakfast also sports lovers who needs energy throughout their busy day. Top Score instant
maize meal gives sustainable energy with added vitamins to maintain the active lifestyle.
C) Discuss how you will go about aligning your selling strategy to customer’s buying process
(10 marks)
3
The Customer ‘s buying process follow the following steps
Need Awareness‐ the buyer recognize that something is missing or incomplete e.g. when
customer satisfaction survey scores decline, the buyer may see the need for a customer service
training program. Sale people can create value at this stage of the buying process if they help
determine the magnitude of customer’s problem and identify a solution.
Second stage is evaluation of solutions ‐ Buyers who experience need awareness usually begin
searching for information that will help them evaluate possible problem solutions. Sales people
at this point can try to emphasise their selling strategy on giving information to consumers
about the benefits of the instance porridge to help them make an informed choice.
The third stage is Resolution of Problems ‐ After the customer is aware of the need and have
evaluated one or more solution and has resolve to do something. At this stage the customer is
likely to have concerns that must be resolved before moving ahead. Sales people at this stage
should engage in one on one conversation with their customers to provide solutions or answers
to customer’s questions. E.g. some customers are health conscious and would want to know
all vitamins involved in this instant porridge as well as methods of preparing the porridge.
These questions can be well tackled at this stage.
Fourth step is Purchase decisions‐ After all the customer’s obstacle and concerns have been
overcome purchase decision is made. At this stage, sales person should do whatever is
necessary to make the purchase hassle free. Assisting customers with delivery, purchasing of
the product and giving them varieties of flavours that can still be beneficial to them.
The last step is Implementation ‐ The last part of the buying process becomes the beginning of
relationship with the customer. Repeat sales occur when the supplier has demonstrated the
ability to add value in various ways. Value creation can take the form of timely delivery,
accurate invoicing and follow up
D) Increasing customer expectations, after closing the sale require a strategic plan for serving
the sale. Explain how you will go about developing your strategic plan for your chosen
4
product in order to exceed customer’s expectation. (20 Marks)
Certain aspects of the relationship building, product and customer strategies can have a
positive influence on the customer’s expectation, how does a sales parson respond to a
customer who have increase expectations? The sales person should fully understand the needs
and wants of the customers. Customer want perfect product performance, they will want value
addition such as delivery, insurances, guarantees. By understanding your customers needs
after the sale you will be able to meet or exceed those expectations ultimately building
relationship with your customer.
Secondly salesperson should focus like a laser beam on follow through and follow up activities
throughout every sales presentation. The salesperson’s credibility will be tarnished if any of
their commitments are ignored.
Third, Sales people should re‐examine the product strategy. If the products being sold are
expensive sale person can offer assistance in making credit arrangements. If the product is
complex assistance in making suggestions concerning usage and maintenance can be made.
Question 2
A) Business defamation is when salespeople frequently compare their product’s qualities and
characteristics with those of a competitor during the sales presentation process. If such
comparisons are inaccurate they can damage company’s business reputation. With relevant
examples and reference to a certain product, what constitute product defamation? (6 Marks)
Product defamation involves:
1. Business slander – Business slender arises when an unfair and untrue oral statement is
made about a competitor. The Statement becomes actionable when it is communicated to a
third party and can be interpreted as damaging the competitor’s business reputation or the
personal reputation of an individual in that business
5
2. Business Libel ‐ this may happen when an unfair and untrue statement is made about a
competitor in writing. The statement becomes actionable when it is communicated to a third
party and can be interpreted as damaging the company.
3. Product disparagement – This occurs when false or deceptive comparisons or distorted
claims are made concerning a competitor’s products, service or property.
B) Considering that business defamation is illegal, think of products in your local or
international market that you believe was a product of defamation and explain why you
think so.
This was again based on what you have explored. Your response should be supported with
practical reasoning as to why you believe that it was a defamation. (6 marks)
TOTAL MARKS: 50
2
ASSIGNMENT 2
Question 1
Examine a magazine or newspaper advert for a new product or service and evaluate its
chances of receiving wide customer acceptance in the market. (5 Marks)
(you are required to insert your chosen product in your assignment booklet)
A) This question was very practical, there was no wrong or right answer however every product
should be presented with constructive arguments.
Let us take a product that majority of you have selected, the top score instant maize porridges
known as instant pap. This product stands a very good chance of receiving wide customer
acceptance if it is marketed well. Consumers link product attributes to benefits and that should
be enforced through the personal selling and other selling tools. This new instant maize
porridge will eliminate cooking because it can be prepared in few minutes, by just adding hot
water or milk, stir it up and ready to consume. Moreover, Top score brand have wider
customer acceptance, it easy and a convenient meal for customers but still give the same
texture as the traditional maize porridge
B) What could be the target market for your chosen product? (3 Marks)
This product can be targeted to hard working Namibians who do not have time to prepare
breakfast also sports lovers who needs energy throughout their busy day. Top Score instant
maize meal gives sustainable energy with added vitamins to maintain the active lifestyle.
C) Discuss how you will go about aligning your selling strategy to customer’s buying process
(10 marks)
3
The Customer ‘s buying process follow the following steps
Need Awareness‐ the buyer recognize that something is missing or incomplete e.g. when
customer satisfaction survey scores decline, the buyer may see the need for a customer service
training program. Sale people can create value at this stage of the buying process if they help
determine the magnitude of customer’s problem and identify a solution.
Second stage is evaluation of solutions ‐ Buyers who experience need awareness usually begin
searching for information that will help them evaluate possible problem solutions. Sales people
at this point can try to emphasise their selling strategy on giving information to consumers
about the benefits of the instance porridge to help them make an informed choice.
The third stage is Resolution of Problems ‐ After the customer is aware of the need and have
evaluated one or more solution and has resolve to do something. At this stage the customer is
likely to have concerns that must be resolved before moving ahead. Sales people at this stage
should engage in one on one conversation with their customers to provide solutions or answers
to customer’s questions. E.g. some customers are health conscious and would want to know
all vitamins involved in this instant porridge as well as methods of preparing the porridge.
These questions can be well tackled at this stage.
Fourth step is Purchase decisions‐ After all the customer’s obstacle and concerns have been
overcome purchase decision is made. At this stage, sales person should do whatever is
necessary to make the purchase hassle free. Assisting customers with delivery, purchasing of
the product and giving them varieties of flavours that can still be beneficial to them.
The last step is Implementation ‐ The last part of the buying process becomes the beginning of
relationship with the customer. Repeat sales occur when the supplier has demonstrated the
ability to add value in various ways. Value creation can take the form of timely delivery,
accurate invoicing and follow up
D) Increasing customer expectations, after closing the sale require a strategic plan for serving
the sale. Explain how you will go about developing your strategic plan for your chosen
4
product in order to exceed customer’s expectation. (20 Marks)
Certain aspects of the relationship building, product and customer strategies can have a
positive influence on the customer’s expectation, how does a sales parson respond to a
customer who have increase expectations? The sales person should fully understand the needs
and wants of the customers. Customer want perfect product performance, they will want value
addition such as delivery, insurances, guarantees. By understanding your customers needs
after the sale you will be able to meet or exceed those expectations ultimately building
relationship with your customer.
Secondly salesperson should focus like a laser beam on follow through and follow up activities
throughout every sales presentation. The salesperson’s credibility will be tarnished if any of
their commitments are ignored.
Third, Sales people should re‐examine the product strategy. If the products being sold are
expensive sale person can offer assistance in making credit arrangements. If the product is
complex assistance in making suggestions concerning usage and maintenance can be made.
Question 2
A) Business defamation is when salespeople frequently compare their product’s qualities and
characteristics with those of a competitor during the sales presentation process. If such
comparisons are inaccurate they can damage company’s business reputation. With relevant
examples and reference to a certain product, what constitute product defamation? (6 Marks)
Product defamation involves:
1. Business slander – Business slender arises when an unfair and untrue oral statement is
made about a competitor. The Statement becomes actionable when it is communicated to a
third party and can be interpreted as damaging the competitor’s business reputation or the
personal reputation of an individual in that business
5
2. Business Libel ‐ this may happen when an unfair and untrue statement is made about a
competitor in writing. The statement becomes actionable when it is communicated to a third
party and can be interpreted as damaging the company.
3. Product disparagement – This occurs when false or deceptive comparisons or distorted
claims are made concerning a competitor’s products, service or property.
B) Considering that business defamation is illegal, think of products in your local or
international market that you believe was a product of defamation and explain why you
think so.
This was again based on what you have explored. Your response should be supported with
practical reasoning as to why you believe that it was a defamation. (6 marks)
TOTAL MARKS: 50
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
1
ASSIGNMENT 1
QUESTION 1 (10)
Discuss participative Learning. (10)
Participative learning involves the intrinsic engagement of the learner with the learning content. It is
grounded in a philosophy that views knowledge as relative to the “knower’s” existing understanding of
his or her world.
To encourage active learner participation, learners should be engaged in reflective and critical thinking
exercises. A lesson topic should be problematized to challenge learners to find solutions.
QUESTION 2 (10)
2.1 Define Reflective Teaching. (2)
Reflective teaching or reflective practice is an important tool which helps teachers to learn from their
own teaching experiences. In this way, teachers can for example, develop and /or improve their
methodology or pedagogic skills.
Reflective practice is also crucial for teachers’ professional development as it enables them to develop
self-evaluation skills and to take responsibility for their own professional development (Wallace, 2009).
2.2 Discuss the steps in Reflective Teaching. (8)
Steps in reflective teaching
Reflective teaching is usually a step-by-step approach. Here is a sequence that is widely used by
reflective practitioners:
Step 1: Teach!
Step2: Think back, i.e. choose one aspect of your lesson that you want to investigate.
Step3: Describe, i.e. describe the chosen aspect in great detail – either verbally to colleagues or in
writing.
Step 4: investigate reasons, i.e. ask yourself why the chosen event happened; question your attitudes
and beliefs.
Step 5: Reframe events in light of several theoretical frameworks, i.e. try to see the chosen event from
different perspectives; obtain another point of view.
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
2
Step6: generate multiple understandings: ask yourself what you could have done differently.
Step7: think back and plan what needs to be done next in the light of your analysis.
Step8: start the reflective process all over again (Henke, 2002)
QUESTION 3 (10)
3.1 Explain Bloom’s taxonomy and its purpose for the Teacher / Trainer. (4)
Bloom’s taxonomy is an indispensable tool for the teachers. It guides you as a teacher as to how to state
objectives that are associated with specific cognitive abilities that you need to develop in your learners.
No objectives are stated specifically CAPS of the LTSM. The required knowledge, skill and implied values
are stated clearly, but as a teacher, you will have to formulate objectives to guide yourself in planning
your lessons and to ensure that you achieve what you set out to do. It means taking the prescribed
content and describing it in terms of the learning objectives.
3.2 List and discuss the six cognitive levels of Bloom’s taxonomy. (6)
Bloom’s Taxonomy of Educational Objectives is learning model that was first developed in 1956 by a
committee of educators chaired by Benjamin Bloom. It continues to be a widely used resource among
education professionals. The taxonomy divides learning into three intellectual domains: cognitive,
affective, and psychomotor. Within each domain different intellectual skills and abilities are structured
in a hierarchy that ranges from basic to more higher-order capabilities.
ORIGINAL BLOOM’S TAXONOMY REVISED BLOOM’S TAXONOMY
HIGHER ORDER THINKING HIGHER ORDER THINKING
Evaluation Creating
Analysis Evaluating
Synthesis Analysing
Application Applying
Comprehension Understanding
Knowledge Remembering
LOWER ORDER THINKING LOWER ORDER THINKING
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
3
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
4
QUESTION 4 (10)
Demonstration is a very important aspect in the vocational training environment.
4.1 Elaborate on demonstration in the vocational workshop and training room. (1)
Demonstration as a teaching method is a visual presentation showing how something must be done, for
example demonstrating to Grade 1 learners how to write ‘The cat sits on the mat’ or showing Grade 65
learners how to cover a book, or illustrating to Grade 9 learners how to do a scientific experiment, or
demonstrating to student motor mechanics how to service a car.
4.2 Discuss the two fundamental principles in demonstration. (2)
Verbalisation and
Repetition.
Verbalisation means that a demonstration is more effective when the teacher talks continuously while
or she demonstrates. The more detailed the explanation is, the better the learners learn.
Repetition means that the action should be repeated a few times after the first demonstration, by the
teacher as well as the learners.
4.3 List and discuss the seven actions of a good demonstration. (Good and Brophy, 2007). (7)
1. Start: make a sure all learners pay attention before the demonstration starts. Show them the item or
items that will be used.
2. Explain: tell the learners what you intend to do step by step to ensure that they will follow the
procedure.
3. Name things: label new objects and ideas. Ask learners to repeat new words and concepts.
4. Action: perform the process step by step. First explain what you will doing and then demonstrate
while you keep talking.
5. Repeat: make sure the learners understand the demonstration by repeating it slowly if necessary.
6. Learner illustrates: ask one of the learners to repeat the demonstration in front of everybody while
you explain the procedure once again.
7. Practise: allow learners to practice the process. Patiently correct them when they make mistakes.
Encourage them to try again until they succeed.
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
5
Demonstrating technical skills
The ability to perform effective technical demonstrations is an important skill for everyone to possess.
Students are required to do this throughout their academic years, as special school projects often have to be
presented to classmates and teachers. These types of demonstrations are also necessary in the workforce,
whether you are giving an update to a project team, making a sales presentation to a client, or trying to
convince your supervisor of the validity of a proposal. This skill is invaluable no matter what your career
aspirations.
Completing a well thought out and detailed demonstration can give you confidence in yourself and your
abilities. In preparation, you should thoroughly research your topic and make notes on what you need to cover,
so that you won’t forget anything. Using your props, practice what you are going to say and do several times
to avoid problems later on. Being organized will invariably make the technical demonstration flow more
smoothly and aid you in effectively delivering the information you are trying to convey. Be sure to speak in a
clear and concise manner in a tone of voice with varying pitch as you describe step by step the skill that you
are demonstrating, so that your audience will not only be able to understand you, but will also stay interested.
Traits & Talents
To give good demonstrations you need to be confident and feel comfortable speaking in front of a group. You
should be creative and able to think on your feet when answering unexpected questions about the skill you
are demonstrating. Flexibility and adaptability are important when things don’t go as planned, although
thorough research and good organization beforehand can avert most major mishaps. Speaking clearly and
concisely, neither too rapidly nor too slowly, will make a big difference in the quality of your demonstrations.
The Workplace
Being able to demonstrate your technical skills is an invaluable asset in any area of work. A demonstration that
is both intelligent and appropriate can impress your employer and lead to promotions and higher wages.
Communicating effectively, especially in front of a group, is an asset which will increase your personal value
and help you to move upward within your chosen career.
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
6
QUESTION 5 (10)
Explain how Teachers / Trainers should prepare for a project.
Projects involves a practical or individual task or investigation to be completed within a certain
timeframe.
As a project is an extensive exercise it should be limited to one per subject per year (DBD, 2009b).
It assesses a variety of skills and integrates various activities, such as planning, research, analysis or data
and the preparation of a written report. In some cases, learners may also be expected to orally present
their reports. Learners may use posters or even PowerPoint presentations to report their findings.
What is important for teachers to remember is the assessment of the process. When the process is
assessed on a continuous basis, the product will be close to perfect. A checklist can be used to monitor
the process, whereas a rubric should be used for assessing the final product. This rubric needs to be
shared with the learners from the start so they know exactly what is expected.
The Nine Steps of Project-Based Learning
Whether students work individually, in pairs, or in groups, having them design something from scratch taps
their creative abilities. When using the project-based learning strategy, it is almost guaranteed that the
endeavor will be interdisciplinary. The teacher's role is to serve as coach, guiding students to use a variety of
resources, employ a strategy that is fun and motivating, and uncover content with depth and breadth.
If we examine project-based learning in the most general way, we can break it down into the following nine
steps (of course, teacher-coaches should modify the steps accordingly to suit the task and the students):
1. The teacher-coach sets the stage for students with real-life samples of the projects they will be
doing.
2. Students take on the role of project designers, possibly establishing a forum for display or
competition.
3. Students discuss and accumulate the background information needed for their designs.
4. The teacher-coach and students negotiate the criteria for evaluating the projects.
5. Students accumulate the materials necessary for the project.
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
7
6. Students create their projects.
7. Students prepare to present their projects.
8. Students present their projects.
9. Students reflect on the process and evaluate the projects based on the criteria established in Step 4.
Now let's examine how these nine steps apply to a real-life project.
Project-Based Learning Example: The Roman Arch Bridge Activity
When studying transportation and its effects on the economy of Ancient Rome, students in Mr. Jordan's 9th
grade social studies class honed in on the Roman invention of the arch bridge. Realizing the depth and breadth
of the innovation, Mr. Jordan decided that the students should role-play Roman engineers and design their
own Roman arch bridges using paper materials.
Step 1: Setting the Stage with Real-Life Examples
With the help of the school's science teacher, Mr. Jordan set the stage for his students to study the arch bridge.
He explained that the major advantage of the construction was that it had a large passage for vessels to pass
through. The Roman transportation system was a key priority for continuous military campaigns, as well as for
the trade that was carried to all corners of the empire. Mr. Jordan showed the students different types of
bridges, demonstrating the differences between the arch bridge and the primitive structures that existed prior
to its invention.
Step 2: Taking on the Role of Project Designers
Having his goal in mind, Mr. Jordan assigned the students their roles as engineers for Roman firms. He
explained that they were commissioned by the emperor, but had to use paper materials for their model
constructions. Each group of two to three students was to be a firm competing with other groups to build a
bridge that would meet predetermined specifications and be subjected to heavy weight.
Step 3: Discussing and Accumulating Necessary Background Information
Students conducted research on the arch bridge and learned that the center keystone was critical to
distributing weight evenly to each side. They saw the advantage of the Roman arch bridge over post-and-lintel
constructions, which did not offer as much clearance for whatever passed beneath. The even distribution of
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
8
weight created by an arch bridge's keystone made the structure more reliable, adding a degree of stability and
security.
Mr. Jordan and his students determined the parameters of the construction, setting strictly defined limits to
the length of the bridge and the roadway above.
Step 4: Negotiating the Criteria for Evaluation
Mr. Jordan and his students decided that the projects should be assessed by asking the following questions:
Did the group design and construct a bridge that employed the Roman arch concept? Did the “engineers” try to keep their expenditures low? Did the bridge support the weight that was placed upon it?
Once the criteria were clearly defined, the students realized that they might have to be modified in the future.
Step 5: Accumulating the Necessary Materials
The students decided that they would use paper or soft balsa wood and glue or tape to make their arch bridges.
Mr. Jordan told them that any material they needed would have to be purchased at a mock store, and they
were expected to keep track of their expenditures on an expense sheet. For example, a sheet of paper,
representing stone, “cost” $1,000; a tablespoon of glue, representing cement, “cost” $2,000. Mr. Jordan
reminded students that construction commodities were very expensive in Ancient Rome. Students decided
that the bridge that withstood the most weight and was most cost-effective would win.
Step 6: Creating the Project
Students in each group worked on preliminary sketches and graphic organizers until they decided on a final
design. During this stage, Mr. Jordan served as coach, moving from group to group to guide the students' work.
As he did so, he asked himself the following COACHing questions (reflective of the COACH Model in Chapter
3):
Do the students have a clear understanding of the task?
Does each student have ownership of her role within the group?
Are the students attentive and working together cooperatively?
Are the resources that students use geared to their comprehensive level of understanding?
Are any groups stumbling in a way that is blocking their work due to heightened emotions?
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
9
Mr.
Jordan's role as coach obtained a clarity of purpose throughout this process. Prompted by the COACHing
questions and the GOPER Model, the students used their own intellects to solve problems while attaining a
higher level of learning.
Step 7: Preparing to Present the Project
The students in each group prepared for the final stages, discussing whether or not the presentations needed
to be rehearsed, or whether display cards had to be written. They also made note of the following:
Who designed and built the arch bridge
The cost expended on materials
What made their design aesthetically appealing
What they thought was unique about their design
What made their arch bridge strong enough to hold the weight that was placed on it
Step 8: Presenting the Project
During this stage, students become aware of the ways their presentations meet the criteria of assessment.
The teacher-coach observes how engaged they are in presenting their projects. Each group in Mr. Jordan's
class showcased its arch bridge to the class, explaining how the design was achieved. Testing one bridge at a
time, weight was placed on top of it, to determine how much stress the bridge could bear without collapsing.
Not one student was absent on the day of the competition.
Step 9: Reflecting on the Process and Evaluating the Process
In this simulation, the students discussed what they enjoyed about working in pairs or small groups, and how
one student's idea would spawn another student's idea. They discussed what they liked about the materials
and what they found to be frustrating. Students shared their reflections to note what they had in common and
what was special to each pair or to each individual personally. They reviewed the criteria of assessment and
discussed how well they met them.
TUTORIAL LETTER
SEMESTER 1/2018
EDUCATION THEORY AND PRACTICE
ETP510S
10
TOTAL MARKS: 50 (100%)