Learning Psychology NCV Level 3 — Document
February 2018 — NCV Level 3 — Learning Psychology
NCV Level 3
2018
NCV Education and Development
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Q1— Section header —
1.1Choose a description from COLUMN B that matches an item in COLUMN A. Write only the letter (A K\next to the question number (1.1.1
1.1.10\in the ANSWER BOOK. COLUMN A COLUMN B
1.1.10Cognitive domain Brain writ ing Psychomotor domain IQ Mind map Affective domain
1.2Read the scenario below and answer the questions Babalwa is in rade 3 . She is v ery good at reading and writing and is top of
1.2.1Name FOUR elements that can be considered Babalwa's best learning abilities (4\ (5050073\
1.2.2Name THREE learning ability elements Babalwa needs to improve. (3\
1.2.3Name FOUR multiple intelligences Babalwa has. (4\
1.3Explain the difference between long term and short term
1.4In order to be successful at work, a person needs well developed emotional intelligence. Why would you say this is true? (3\ [30]30
Q2— Section header —
2.1Choose the correct word or words from those given in brackets. Write only the word or words next to the question number (2.1.1
2.1.8\in the ANSWER BOOK.
2.1.1The bottom quadrants have to do with (learning/fee lings\.
2.1.2A person who is analytical and logical is (left/right\rained.
2.1.3Our (brains/bodies\ontrol everything we think and do.
2.1.4(Analysing/M emory\probably plays the biggest role in our ability to learn.
2.1.5Many c hildren struggle with s chool work because they have weak (counting/cognitive\lls.
2.1.6(Stress/S timulation\can have a negative influence on children's learning.
2.1.7A person who is intuitive and creative is (left/right\rained.
2.1
2.2Read the scenario below and answer the following questions: A teacher' s assistant in a g rade R class is planning a theme on olours She has to
2.2.1
2.2.2Which THREE activities could the assistant design to put the pri nciples from QUESTION
2.2.1
2.3As a teacher you want to be sure to provide learning opportunities that would suit both left and right brained learners.
2.3.1Suggest FOUR aspects your lessons could include to satisfy left brained learners.
2.3.230
Q3— Section header —
3.1Give FOUR differences or similarities between the ways in which adults and childre n learn. (4 2\
3.2An adult s motto for learning could be: I hear and I forget I see and I remember I do and I understand Interpret this motto. What do you think it means in terms of adult learning?
3.3
3.4One of the oldest arguments in th e history of psychology is the nature vs nurture debate whether a person s development is influenced by his /her DNA or life experiences and environment.
3.4.1Intelligence
3.4.2Behaviour
3.4.3
3.5Kate attends West ville Primary School and is in g rade 6. S he is left brain dominant. List THREE activities
Q4— Section header —
4.1Complet e the followin g sentences by using the words given in the list below. Write only the word or words next to question number (4.1.1
4.1.5\in the ANSWER BOOK. learner centred; collaborative learning; educators; educator centred; intellectually; autonomy; behaviour
4.1.2Educators can be learners
4.1.4r learning.
4.1.5
4.2A good teacher would employ a variety of teaching methods in order to suit all of his/her learners and keep them interested and challenged.
4.2.1Draw a table like the one indicated below in the ANSWER BOOK. In the first column, name FIVE different teaching methods.
4.2.2In the second column outline an explanation for each teaching method.
4.2.3
4.3Anyone who stops le arning is old, whether at 20 or 80 . Anyone who keeps learning stays young Henry Ford
4.3.1
4.3.230
5.1Various options are given as possible answers to the following questions Choose the answer and write only the letter (A C\ next to the question number (5.1.1
5.1.4\n the ANSWER BOOK.
5.1.1A computer is used during distance learning Narra tive teaching
5.1.2A type o f question that describes a real life situation: Case study
5.1.3A learning technique where students use cellular phones and PDAs:
5.1.4, scenarios are sketched by the educator and enacted by learners in a classroom LDL projects role plays
5.2Passion for knowledge stems from motivation and continuous learning Explain each of the following and provide an example for each:
5.2.1Formal learning
5.2.2Informal learning
5.2.3
5.3What is your own learning style? Support the answer with THREE reas ons. (1 + 3 2\ (7\ (5050073\
5.4Teachers often have to deal with difficult decisions or situations that involve ethics. Choose TWO ethical situatio ns that may arise in a classroom situation and explain them from a teacher s point of view. (2
Q6— Section header —
6.1Indicate whether the following statements are TRUE or FALSE. Choose the an swer and write only 'true' or 'false' next to the question number (6.1.1
6.1.6\ the ANSWER BOOK.
6.1.1A belief is something you believe to be true or real.
6.1.2Values are things that we consider to be unimportant.
6.1.3A learning environment is not influenced by different values, ethics and beliefs.
6.1.4Unstable home environments never lead to unethical behaviour.
6.1.5Most places of work develop a code of conduct to govern employees behaviour.
6.1.6
6.2Read the scenario below and answer the questions Johnny is really caring and loyal towards his friends. He goes to a private school which has inf luenc ed his views on his family' s religion
6.2.1
6.2.2What belief does Johnny ha ve? (2\
6.2.3How does Johnny show good ethical behaviour? (2\
6.2.4
6.3
Topics Identified
1
Leadership
Mark Allocation
Total180 marks
Sections30 + 30 + 30 + 30 + 30 + 30 = 180 marks
Paper information
TitleDocument
SubjectLearning Psychology
LevelNCV Level 3
Document typeQuestion paper
Year2018
MonthFebruary
Pages9
Downloads4
Examination context
Decade2010s
Years ago8y
SeasonSummer (SH)
Start dayThursday
Exam periodFebruary 2018
Days since exam3,173
About Learning Psychology examination preparation
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How to use this resource for revision
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For stronger examination practice, complete the paper without unnecessary interruptions and keep track of the questions that take the most time. Afterwards, review the memorandum and separate knowledge gaps from mistakes caused by interpretation, calculation, structure, or examination technique.
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A practical revision approach
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