Teaching, Learning, and Assessment in Education and Training
Scenario:
You have recently joined a new college in the UK as a trainee teacher. Your placement mentor has asked you to prepare a report on each question of tasks to demonstrate the link between theory and practice. You are also informed this report will be presented to the staff committee of the college.
Note: You are required to review recent articles, books and other relevant literature. Wikipedia is strictly not allowed to be used for references in your answers or any part of the task. You must reflect practical understanding of each question and required to provide references of any evidence you have in relation to the answer.
Task 1: You are required to produce report
Task 1 You are required to refer to the unit amplification to analyse and evaluate principles in own area.
1.1 Analyse the application of pedagogical principles in own area of specialism REPORT
1.2 Evaluate the effectiveness of use of creative and innovative approaches in own area of specialism REPORT
Task 2: You are required to refer to previous models on lesson and scheme of work to devise and design these resources.
2.1 Use initial and diagnostic assessments to agree learners’ individual goals and learning preferences PORTOFOLIO
2.2 Devise a scheme of work taking account of the
- needs of learners
- the delivery model
- Internal and external requirements. PORTOFOLIO
2.3 Design teaching and learning plans that take account of the
- individual goals, needs and learning preferences of all learners
- curriculum requirements PORTOFOLIO
2.4 Identify opportunities for learners and others to provide feedback to inform inclusive practice PORTOFOLIO
2.5 Explain how own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment REPORT
Task 3: You are required to refer to theories such as Belbin team roles, Tuckmans and others in the unit amplification in order to meet the requirements of the assessment criteria
3.1 Analyze theories of behavior management REPORT
3.2 Establish and sustain a safe, inclusive learning environment
3.3 Explain how own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behavior management. REPORT
Task 4: You are required to refer to the unity amplification and practical placement experiences to demonstrate and design these resources to ensure inclusiveness
4.1 Design resources that actively promote equality and value diversity
- meet the identified needs of specific learners PORTOFOLIO
4.2 Demonstrate flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners PORTOFOLIO
4.3 Demonstrate ways to promote equality and value diversity in own teaching REPORT
4.4 Communicate with learners, learning professionals and others to meet individual learning needs and encourage progression PORTOFOLIO
4.5 Explain how own delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication REPORT
Task 5: You are required to refer to the unit amplification and practical placement experiences to demonstrate and design these resources to ensure inclusiveness
5.1 Design assessments that meet the individual needs of learners PORTOFOLIO
5.2 Demonstrate flexibility and adaptability in using types and methods of assessment to meet individual learning needs and assessment requirements PORTOFOLIO
5.3 Demonstrate the use of assessment data in
- monitoring learners’ achievement, attainment and progress
- setting learners’ targets
- planning subsequent sessions
- recording the outcomes of assessment PORTOFOLIO
5.4 Communicate assessment information to other professionals with an interest in learner achievement PORTOFOLIO
5.5 Explain how own assessment practice has taken account of theories, models and principles of assessment REPORT
Task 6: You are required to refer to the unity amplification and practical placement experiences to apply and analyse the core skills to ensure effective teaching and learning.
6.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning REPORT&PORTOFOLIO
6.2 Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning REPORT&PORTOFOLIO
Task 7: You are required to refer to the unity amplification and practical placement experiences to use and analyse, planning, delivering and assessing to ensure inclusiveness teaching and learning
7.1 Use theories and models of reflection to evaluate the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning REPORT&PORTOFOLIO
7.2 Analyse ways to improve own practice in planning, delivering and assessing inclusive teaching and learning REPORT&PORTOFOLIO
Please note: To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of two assessed observations of practice that meet the required standard of practice
Guidance
⮚ You are required to respond to tasks and ensure you map your response to the assessment criteria.
⮚ You are allowed to choose any education/training operating in the UK with integration to your own practice but you must get approval from the lecturer by email or in class
⮚ This assessment is designed to assess your achievement of all the Learning Outcomes and associated assessment criteria in the relevant unit of the qualification you are undertaking.
⮚ Your lecturer will advise you about the assignment structure, and the date when you must hand in your completed work.
⮚ You should make sure that you plan your work carefully, to ensure that you cover all the requirements of the assignment, and complete it within the time limit specified.
⮚ You must make sure that you acknowledge any sources you have used to complete this assignment, listing reference material and web sites used.
⮚ You must Harvard referencing format throughout your work.
TEACHING, LEARNING AND ASSESSMENT IN EDUCATION AND TRAINING
By [Name]
The name of the Class (Course)
Professor (Tutor)
The Name of the School (University)
City and State where it is Located
Date of Submission
Teaching, Learning and Assessment in Education and Training
Task One
1 Pedagogical Principles
The desire to improve the standards of education in contemporary society has been fundamental in laying the foundation for evaluating the best approaches to getting the best education outcomes. Thus, the means and approaches of the education process have taken centre stage in recent attempts to improve the education sector. Consequently, the concept of pedagogy in the education process is one that has evolved over the years in trying to raise the standards of education.
1 Definition of Pedagogy
Pedagogy can be defined as the method and practice of teaching. More broadly, it can be understood as the theory and practice of teaching and has the learning process is influenced by different social, political, and psychological factors that affect the development of learners. The concept of pedagogy encompasses different kinds of social practice that influence the cognitive, moral, and effective development of learners. In essence, an elaborate social theory is required to sufficiently investigate and determine the various factors that influence the learning process (Atta, and Alghamdi, 2018). Vygotsky is one of the leading theorists in the area of pedagogy and mediation. His theories have formed the basis for both the sociocultural theory and the active theories of learning.
The concept of pedagogy in education is one that has been researched by several theorists borrowing from the works of Vygotsky. Specifically, the definition, impact, and influence of pedagogy in the learning process have been the core of research in this area. Pedagogy has three major realms in education, namely, the different types of teachers, the contexts of learning, and the learning and teaching process itself (Atta, and Alghamdi, 2018). Thus, it can be seen that pedagogy is a complex model of improving standards of education and the learning process.
2 Advantages and Disadvantages of two Pedagogical Principles
1 Experiential Learning
Experiential learning is a pedagogical principle that is based on the concept of learning through a reflection on performing or doing. Thus, this principle has two main components; experience and reflection. This teaching approach has various benefits or advantages (Atta and Alghamdi, 2018). Some advantages of this pedagogical principle include the fact that it is student-centred, the learning process is fun for both the students and the teacher, students develop valuable life skills and the fact that it helps build the confidence of the students in their abilities to find solutions.
On the other hand, experiential learning has some notable disadvantages, including the fact that it is quite demanding in terms of teacher preparation, it requires patience and time to be effective, and the fact that it is a decentralised approach to learning can make it disorderly.
2 Actively engaging in the learning process.
This pedagogical principle is based on the concept of active learning. It requires learners to take part in the learning process as opposed to passively listening to their instructors. The advantages of this teaching and learning approach include the fact that it creates a personal connection between the learners and the course content. It encourages students to think creatively and critically. It helps the teacher get immediate feedback from the learners.
Conversely, active learning is also associated with various disadvantages, including the fact that it creates more room for distractions if students are not monitored well, it limits the amount of content that can be shared with the learners and the fact that it requires teachers to have spontaneous and flexible lesson plans.
2 Effectiveness of the use of Creative and Innovative Approaches in own area of Specialism
3 Creativity in the Classroom
In my own teaching approach, I try to be as creative as possible to ensure I deliver course content to learners in the simplest and easiest ways that they can relate to. Therefore depending on what I am teaching at the time, I may use my creativity in different ways to achieve this objective.
4 Innovative Approaches
Some of the innovative strategies I use in my teaching approach include the following.
3 Learner Cantered
This involves putting the learner at the centre of the learning process. Therefore, the learner is essentially responsible for the learning process while the teacher plays the role of the facilitator. I get creative with this approach by encouraging students to take on various projects that they present in class to receive feedback from their peers and the teacher. The advantage of this approach is that it facilitates personalised learning, improves retention of knowledge, and it makes learning interactive (Atta and Alghamdi, 2018).
On the other hand, the disadvantages of this approach include the fact that it is difficult to find the right balance between the interests and needs of the learners. The strategy is also time-consuming and requires a lot of flexibility from the teacher to be effective.
4 Collaborative learning
Collaborative learning involves using groups to help students comprehend course content. With this approach, I get creative by encouraging learners to solve problems, complete tasks, and learn new ideas and concepts by sharing their experiences, skills, and knowledge with each other. The advantage of this strategy is that it increases student retention, builds self-esteem, and encourages learners to be responsible.
Conversely, collaborative learning can be disadvantageous because students can waste a lot of time on irrelevant issues; some students may not contribute sufficiently to the group, while others may not be comfortable working with their peers in the group.
Task Two
2.1 Initial and Diagnostic Assessments to Agree Learners’ Individual Goals and Learning Preferences
Initial and diagnostic assessment tools are essential in determining the student's start points as well as their checking their existing skill levels. These tools can also be used to capture the progress made by the learners. Moreover, repeating the diagnostic assessment at the end of the learning process can also help determine how the students have progressed, and the journey made thus far. Therefore, both initial and diagnostic assessments play an important role in establishing a learner starting point. Furthermore, the tools also allow both the learners and teachers to agree on smart goals and create individual learning plans that are both attainable and specific to each learner.
Task Three
3.1 Theories of Behaviour Management
3.1.1 Behaviour Management
Behaviour Management is an important teaching strategy. It refers to the various strategies that teachers use in supporting learners behave appropriately in a manner that allows them to gain the most from their learning process. Behaviour management is critical for building positive learning relationships as well as intrinsically motivating the learners to participate in the learning process.
3.1.1.1 Albert Bandura’s Social Learning Theory
One of the most dominant learning theories is Albert Bandura's social learning theory. The central argument in this theory is that people can learn by observing others and applying rational mental behaviour to the observations. Bandura's theory employs a behavioural approach in developing his theory of personality (Grymonpre et al., 2010). According to Bandura, personality is developed through one’s learning from interactions with other people. People learn from others through imitation, observation, and modelling. One is able to learn from others by paying close attention to the attitudes and behaviours of other people they interact with.
3.1.1.2 Abraham Maslow’s Motivation Theory
For students to succeed in their education, they must be motivated to learn. Maslow proposed that motivation arises from an individual's attempt to fulfilling some basic needs such as safety, psychological, esteem, and self-actualisation. According to the hierarchy of needs theory, these different needs can create some internal pressures that can influence an individual to behave in a certain way (Oh, De Gagné, and Kang, 2013). Maslow arranged the different needs into different levels on a hierarchical pyramid, beginning with the most essential needs. The first four levels of the pyramid are known as the Deficiency needs or the D- needs. This is because these types of needs are required as a result of a lack of something, which has to be satisfied to avoid feelings of unpleasantness as well as to help the person move onto other higher levels in the hierarchy. The D-needs include the psychological, safety, belonging and esteem needs. Therefore, individually develop the motivation to achieve these needs to cover for the lack of certain issues they consider necessary in their lives.
On the other hand, the pyramid's uppermost needs are known as the B-needs, also known as the growth or being needs. The B-needs mostly involve the desire for the individual to continue growing as a person and fulfilling their potential. An example of the B needs is self-actualisation. Among the D needs, the psychological needs are the lowest-ranked category of needs. At this level, a person is most motivated to achieve the basic needs in life. These include the most vital things that are necessary for the survival of human being s and include needs such as food, water, clothes, shelter, sexual reproduction, and other physiological needs such as breathing, proper nutrition, and temperature regulation, among others (Oh, De Gagné, and Kang, 2013).
The second level in the hierarchy of needs comprises safety and security needs. Once a person is in a position to meet all the basic needs in the first level, they become more motivated to focus on attaining security and safety needs. The focus is more on gaining more order control in one's life. Therefore, the person becomes more motivated to achieve financial security, health and wellness, and safety against other accident and injuries. Therefore, the person is more motivated to get insurance covers, getting job security, increasing their savings, and moving to a better and secure neighbourhood (Oh, De Gagné, and Kang, 2013).
The third level in the hierarchy of needs is social needs. These are needs such as acceptance, love, and belonging. The individual becomes more motivated to build stronger emotional relationships by focusing on friendships, romantic relationships, social groups, and family. A person in this level of needs is more concerned about belonging somewhere or to someone with whom they can trust. These needs are driven by the desire to escape loneliness, anxiety, and depression in one’s life.
The fourth level in Maslow's hierarchy of needs comprises esteem needs, where the person mostly desires to get respect and appreciation. These needs become more important when a person has been able to fulfil his other needs in the lower levels of the hierarchy. Therefore, an individual at this level mainly focuses on issues such as personal growth, self-esteem, prestige, and accomplishments. This is ac hived through participation in professional activities, academic accomplishments, or any other personal hobbies. Achieving these needs tends to help the person build more self-confidence in their abilities.
The last category in the hierarchy of needs is self-actualisation. This is the level at which a person achieve their full potential in life. This where the person has been able to achieve everything they set out to do and attained their objectives in an excellent manner.
The hierarchy of needs as described by Abraham Maslow is a unique theoretical model for analysing motivation. The theory approaches motivation from an internal perspective, creating an understanding of motivation as something that is intrinsic or that which comes from within. The person himself must determine their needs at some point, fulfil these needs, and move on to finding other needs in higher levels within the hierarchy.
3.2 Establish and Sustain a Safe, Inclusive Learning Environment
Society plays a vital role in the overall preparation as well as the quality of life of needy students. Therefore, it is important to integrate society experiences with academic preparations to improve the student's post-school outcomes. Community organisations, for instance, are crucial in providing support for parental advocacy. The community organisations collaborate with other key stakeholders in inclusive education to ensure that learners with disabilities have an environment in which they can learn and acquire new skills and knowledge in the best way possible.
Inclusive education plays a fundamental role in the after school lives of children with special needs. This is because inclusive education creates a platform for managing diversity in society. When learners with disabilities learn in an inclusive environment, they feel accepted in society, unlike when they are put in separate schools. Furthermore, an inclusive environment in the classroom paves a pathway for a progressive society that is tolerant of people with disabilities (Shovein, Huston, Fox, and Damazo, 2005). Therefore, inclusive education empowers both those with disabilities and those without the challenges to recognise each person's abilities rather than their disabilities. An inclusive classroom lays the foundation for an inclusive society in which the disabled can flourish by finding the jobs and livelihoods that they desire. The various measures are applied to achieve inclusivity within various contextual situations.
3.3 Explain How Own Practice in Creating and Maintaining A Safe, Inclusive Teaching and Learning Environment Has Taken Account of Theories of Behaviour Management
As a teacher, I have adopted several theories and principles of teaching into practice to ensure I create a safe and inclusive learning environment. For example, Bandura's social learning theory has encouraged me to be a role model in the classroom so that my students can watch and learn from my behaviour. BF Skinner's behaviourism has also influenced my teaching process in the classroom, particularly when it comes to behaviour management.
Task Four
4.1 Demonstrate Ways to Promote Equality and Value Diversity in Own Teaching
The objective of advocating and implementing inclusive education within society capitalises on social change. Social change involves progressive alterations in behavioural patterns and cultural values. Social change leads to the transformation of society, enabling people to accept new ideas and ideals that inform their behaviours, relationships, and the general culture. Inclusive education builds on the wind of social change by leveraging the transformation of social institutions and other agents of change to create an environment in which a new society can be born through an inclusive classroom (Shovein, Huston, Fox, and Damazo, 2005). Therefore, inclusive education facilitates social change because it encourages the community to be tolerant and receptive to people with disabilities.
Social institutions are fundamental to the existence and success of inclusive education. For example, the legislature plays a crucial role, and community advocacy programs can improve the outcome by...