WHAT LEARNERS SHOULD HAVE LEARNED?

SKILlS:
The first proof of real learning is that of seeing what skills have been
learned and practiced through various tasks that need learners to take
some form of action. These skills are either psychomotor, that is they
require that is, it requires learners to do something physically, or they
may be intellectual, such as problem solving or working in groups.
Learners will show their communication skills because they have to
communicate with their peers. They will also showcase their cross-
curricular skills. Cross curricular skills are not limited to tasks in any
special area of learning, but are needed in many different areas. Discipline
will be monitored as this is the most important skill in teaching and
learning. Computer skills also will be demonstrated because learners will
have to navigate the internet to search for information needed in their
respective groups.

KNOWLEDGE:
The central core of the model is that of knowledge or content. The kind of evidence
needed to show what learning has happened is to test the learners what content
has been captured in the minds of learners. This generally needs the educator to
manage the revelation of knowledge direct or indirect instructions. The instructions
that the educator will give learners will show whether learners have memorized the
content and will have to recall what they have been taught. The insight will be
connected to knowledge and should be learned together with knowledge. The
knowledge about plant and water relation.

VALUES:
This element of real understanding looks at how the the learner takes personal
ownership of the learning by creating or expressing a personal perspective. This will
be evident when they can express their own opinions about what they have learned.
They will show convincing evidence of real values. Learners will be able to draw
their personal conclusions, make own decisions or predictions, express own
opinions and beliefs or when they take and justify positions about issues. Learners
will go beyond what has been learned and extends their thinking into unknown
areas.

ATTITUDES:
The evidence of this element is the behavior and how they behave when they are
with their peers. This will be judged by the way learners behave, in ways that
reflects what they believe to be correct or desirable in the context or society they
are part of. This includes attitudes such as desire for personal excellence in
accomplishing tasks, attitudes towards time-management, sharing with and helping
peers, respect for the group members, integrity and many other similar attitudes
and values.