Developing Teaching, Learning, and Assessment in Education and Training

This document discusses the application of pedagogical principles, theories of behavior management, and inclusive teaching methods in education and training. It explores the ways in which minimum core elements can be demonstrated in planning, delivering, and assessing inclusive teaching and learning. The effectiveness of creative and innovative approaches is evaluated. The document also covers the theories of behavior management and how they are applied in creating and maintaining a safe and inclusive learning environment. Diagnostic assessments, scheme of work, teaching and learning plan, and opportunities for feedback are discussed. The importance of equality, diversity, flexibility, and adaptability in teaching is highlighted.

Developing teaching, Learning and
assessment is education and
training

Table of Contents
INTRODUCTION...........................................................................................................................3
TASK A ..........................................................................................................................................3
Application of pedagogical principles .......................................................................................3
Analyse the ways in which minimum core elements can be demonstrated in planning,
delivering and assessing inclusive teaching and learning ..........................................................3
Evaluate the effectiveness of use of creative and innovative approaches ..................................4
TASK B ..........................................................................................................................................4
Analyse the theories of behaviour management ........................................................................4
Explain how own practise in creating and maintaining safe, inclusive teaching and learning
environment has taken account of theories of behaviour management .....................................5
TASK C...........................................................................................................................................5
Evidence of Using Diagnostic Assessments...............................................................................5
Devising a Scheme of Work.......................................................................................................6
Teaching and learning plan.........................................................................................................8
Opportunities for learners and others to provide feedback to inform inclusive practise............8
Established and sustained a safe, inclusive learning environment..............................................9
Designed resources that ..............................................................................................................9
Demonstrate flexibility and adaptability.....................................................................................9
Demonstrate ways to promote equality and value diversity in own teaching.............................9
Design assessment that meet individuals needs of learners......................................................10
Demonstrate flexibility and adaptability in using types and methods of assessment...............10
Demonstrate the use of assessment data...................................................................................10
Applied the minimum core elements........................................................................................11
Communication with Learners..................................................................................................11
Communication with Professionals...........................................................................................11
TASK D ........................................................................................................................................11
Explain how own delivery of inclusive teaching and learning has taken account of theories,
principles and models of learning and communication ............................................................11
REFERENCES .............................................................................................................................13

INTRODUCTION
There are several ways of learning used by teachers to make their students understand
various topics. The present scenario in this file is about a management teacher and her way of
teaching in classroom. The following report is based upon the planning, delivering and assessing
inclusive learning and teaching. There is discussion on the theories of behaviour management.
This also discusses about teaching portfolio.
TASK A
Application of pedagogical principles
When the lesson are being delivered in practical manner within the framework of
pedagogical principles, this can increase understanding and interest of learners. The joint
productive activity is preferred and this facilitates economics learning of the learner (Angelova,
and Zhao, 2016). When there is joint achievement of learner and teacher, there are high level of
academic achievement. This includes using of formal and scientific ideas for solving problems
and issues. A main aspect i.e. contextualisation which means connecting school to lives of
students. This means connecting new knowledge and this enhances student engagement. The
teachers are involved in challenging students towards cognitive complexity. There are few
students who are forgiven for academic challenges. Cognitive complexity is introduced into
teaching for helping students in academic failures. Students are engaged in their studies by
dialogue. This specially includes the instructional conversation which is an effective pedagogical
principle. A teacher is able to form, communicate and develop ideas by using dialogues. They
can ask questions in classroom for ensuring that students are concentrating on what is taught in
class.
Analyse the ways in which minimum core elements can be demonstrated in planning, delivering
and assessing inclusive teaching and learning
It is said that minimum core elements are demonstrated while applying principles and
theories for planning and enabling inclusive teaching and learning (Cao, 2018). The reason
behind this is all principles and theories related to inclusive learning are having core elements
that are harnessed. This provides benefits to learners who have different backgrounds,
environment and ability. The instructor within classroom has to build awareness regarding ICT,
literacy, language, skills and numeracy. The reason behind this is teachers need all these for

developing effective programmes. There is need of acknowledgement of local sources of
expertise in language, ICT, numeracy and literacy. Teachers have to collaborate with specialists
of language for devising some activities. The instructor has to ensure that use of language is
corresponding with learning level of student's learning. Some other methods that are useful for
teachers are setting of various tasks for students, reciprocal teaching, increasing comprehension
skills of learners, providing reading handouts, written material distribution to students, effective
questioning, etc. Numeracy and learning theory – It is essential that teachers of management
must offer different alternative methods for solving the problems, avoiding assumptions and
increasing awareness of language. It is required for teachers to design exercise which are
relevant. ICT and appropriate theory – It is important for management teachers to develop
culture of using new technologies while teaching students. These include m-learning,
whiteboards, digital cameras. These help in encouraging students. The instructors have to
encourage learner autonomy for using in ICT.
Evaluate the effectiveness of use of creative and innovative approaches
When creative and innovative techniques are applied within classes, it provides benefits
to students. The innovative methods for teaching help learners to get most out of the education.
When teacher of management uses visualised equipments then students and learners understand
concepts of management effectively (Helms-Lorenz, van de Grift, and Maulana, 2016). Other
things like tablets, computers, video conferencing are helpful for students as they enhance
experience of students.
TASK B
Analyse the theories of behaviour management
Assertive Discipline : For a teacher it is essential to use assertive discipline for monitoring and
controlling students in the classroom. The teacher should punish to the students for their ill
behaviour which will help them in improving the performance of students.
Logical consequences Model: In this model, there are two methods follows. First thing
is to stop children from misbehaving. It is a plan of action that helps the students to learn
something good from their mistakes.
Glasser's reality therapy: It is positive therapy in which behaviour of teacher imposes
direct impact on the actions of students. In assistance of this, the teacher emphasised on solving

problems of students and take better decision for improving their performance in the classroom.
Also it helps children to achieve good marks in the exams thus it imposes positive impact on
behaviour of the children.
Love and Logic Model: In this model, the teacher should not punish to the students for
their ill manner. They use problem solving approach which is appropriate method in order to
change the behaviour of students in classroom. This method improve the behaviour of children
in the schoolroom.
Ginott's Model: In this model, the teacher provides good environment to the students for
increasing their performance. They can deal pleasantly with children in order to improve good
behaviour of students. The teacher should provide learning environment to the students that
encourages them to learn more and more.
Kouninmodel: This model is most effective as well as efficient method in which the
teacher focus on involvement of students in the activities of classroom. They provides various
tasks to students that helps in increasing the performance of students in classroom (Welsh, and
Schaffer, 2017). The teacher focused on grouping of students to execute and perform their work
in well defined manner thus it motivates them to improve behaviour of students.
Explain how own practise in creating and maintaining safe, inclusive teaching and learning
environment has taken account of theories of behaviour management
The change in behaviour is result of response of events by an individual. In order to
maintain a safe and secure environment while taking management classes, I provide my learners
positive and free environment in which they can ask their queries and questions without
hesitation. Sometimes, I have to use negative reinforcement, extinction and punishment. I give
warnings to my students so that they will improve their work. This will help them in submitting
their work on right time.
TASK C
Evidence of Using Diagnostic Assessments
It is highly essential that individual goals and learning preferences are identified and
implemented in a way which learners agree to. Hence, in this context, there are several
diagnostic assessments that have been utilised in order to determine these preferences of these
individuals. Hence, some of these are reflected below:

 Questionnaires: One of the most prominently used methods within the the teaching
process has been questionnaires, which were subjected towards determining individual
goals in order to align the same with the curriculum. For this, a total of 5 questions
reflecting upon their ambitions has been utilised (Atallah, and Brady, 2016).
 Learning Style Assessment: Another diagnostic assessment which has been undertaken
in order to determine their learning style of individuals is VARK learning assessment.
This tool helped in analysing different learning styles that would be used within the
course and that is agreed upon by the students themselves.
Devising a Scheme of Work
In order to ensure that the teaching is delivered at an appropriate pace and effectiveness,
it is necessary to devise a scheme of work, which would be reflecting the way of how teaching
would be delivered. Hence, in context of Management, the scheme of work is described below:
Subject: Management
Preparation Date: 27th February, 2020
Revision Date: 5th May, 2020
Units to be
Covered Week Topics Objectives Modes of
Delivery
Assessment
Methods
Management
Concept 1 Concept of
Management,
with an insight
to traditional
and
contemporary
approaches.
To ensure that
learners
understand the
concept of
management,
along with
understanding
of its
transformation
through the
ages.
Lectures Assignment
2 Presentations Homework
3
Overview of
Management
Functions
Notes Assignment
4 Process of
Management
Lectures Assignment

and
Implementatio
n
Principles of
Management 5
Different
Theories of
Management
and Principles,
along with
insight into its
application in
different
industries
For students to
understand
and relate with
principles of
management
with real life
examples.
Charts,
Presentations Surprise Test
Management
Practices 6
Overview of
Operations
Management
and different
techniques
related to it.
To enhance
the
competence of
students in
context of real
life
implementatio
n of
management.
Activity,
Lecture,
Debate
Group
Discussion
However, there are certain considerations that have also been taken into account. Some of
these aspects are discussed below: Needs of learners: The needs of individuals are quite effectively concerned within the
scheme, as there are diverse learners within the batch, which requires different
approaches in order to ensure that the understanding of the concepts is very well
understood by these learners and hence, each lecture comprises of 70 minutes, while the
activities and presentation take up to 50 minutes to ensure minimal exertion along with
better learning.

 Delivery Model: There are certain delivery modes that have been implemented in the
scheme. The delivery modes are inclusive of andragogy and pedagogy methods in order
to achieve better understanding of the concepts and practice of subject.
 Internal and external requirements: The internal requirements include development of
enough competence towards the subject, as well as enhancement of knowledge, while the
external requirements are the competitiveness within the outside world. Both of these
factors are accomplished by the scheme of work, through inclusion of different tools to
enhance knowledge and creative learning.
Teaching and learning plan
A plan is necessary to be developed in order to produce an outlay in which teaching
would be provided to the students in an appropriate manner. Hence, in context of the
Management subject, the plan is discussed below: Aim: The aim of this plan is to appropriately enhance knowledge and skills of individuals
in context with different dimensions of management. Resources: There are several resources are required for the plan. For instance,
technological tools like projectors and screen, equipments like boards, chalks, pens and
so forth. Methods: The methods that would be required within the teaching and learning plan
would be associated with Text book learning, Debates, Research, Videos and so forth
would be used.
 Estimated Time: For this activity, the estimated time would be around 6 Weeks.
As for individual goals and needs, diverse learning methods have been chosen in order to
satisfy the different learning styles of individuals. Moreover, with ample estimated time, as well
as the resources that are being used, the curriculum requirements would also be fulfilled
effectively.
Opportunities for learners and others to provide feedback to inform inclusive practise
There are ample amount of opportunities for learners and others to provide effective
feedback in order to inform inclusive practice within teaching. For instance, weekly feedbacks
could be provided to students based on their assessment results, which would ensure having a
conversation with them if they fail to achieve desired practice. Such inclusion of students would

empower them and ensure better engagement towards the curriculum and teachings (Burnes, and
Stanley, 2017).
Established and sustained a safe, inclusive learning environment
There are several ways that have been included in order to ensure establishment of a safe
and inclusive learning environment. Some of these methods are discussed below: Group Activities: These allowed individuals in order to keep their viewpoints forward
which reflects their understanding and inclusion.
 Feedbacks: These allowed the learners to express their concerns and have a personalised
conversation directed towards the environment of teaching.
Designed resources that Equality and diversity: The presentations that have been utilised throughout teaching
were used in multicultural themes, for individuals to be aware about diverse cultures
effectively.
 Identified needs of specific learners: For certain learners who had learning difficulties,
as well as visual impairment, teaching were given through fun activities, along with
recorded lectures and Braille respectively.
Demonstrate flexibility and adaptability
There are several ways through which flexibility and adaptability has been showcased
throughout the teaching. For instance, within inclusive teaching, multi cultural themes and
videos of companies of different localities were used to make students understand how different
locations use management. As for technologies, projectors and presentations were used to adapt
towards advanced learning and to ensure that each student receives equal education and
appropriate attention (Van Manen, 2016).
Demonstrate ways to promote equality and value diversity in own teaching
There are different ways in which I promoted equality and valued diversity. As an
example, I created an inclusive culture since the very start by organising weekly meetings and
sessions with students. Moreover, the learning materials used were evaluated in a way in which
they do not go against a person's cultural belief.

Design assessment that meet individuals needs of learners
Certain assessments were designed in this teaching which were related to meeting
individual needs of learners. For instance, the tests were designed in a very subjective manner,
where better explanations could be given, that would help in analysing the teachings provided on
the subjects. Moreover, the group discussions were also subjected on this unit in a way that
contributed towards enhancing knowledge of individuals about management (Chorley, and
Haggett, 2019).
Demonstrate flexibility and adaptability in using types and methods of assessment
The assessments that were planned were subjected on the conceptual clarity of
individuals on the subject, along with planned in a way that diversity is maintained in the
methods. For instance, the tests were inclusive of both written and oral, along with surprise test
where activities were organised to ensure this conceptual clarity. Moreover, the group
discussions in form of debate were directed towards engaging students towards communicating
their viewpoints about the subject which enhanced their creativity, as well as accomplished the
assessment requirements as well.
Demonstrate the use of assessment data
The assessment data was used in variety of manners within teachings. Some of these uses
are reflected below: Monitoring learner's achievement: The assessment data has been used in monitoring
learner's achievements. Indicators in forms of grades have been used to determine as to
whether the learner has understood the subject effectively or not. Setting learner's targets: The grades also served as the targets for different learners,
which helped in moulding the teaching to suit their needs. Planning subsequent sessions: The sessions after Week 3 were planned in a way which
provided special attention to students scoring low, by including them within the sessions.
 Recording the outcomes of assessment: For this, marking criteria and grade reports were
formulated to effectively record the outcomes of different assessments (Fleming, 2018).

Applied the minimum core elements
There are several core elements that have been applied in planning, delivering and
assessing inclusive teaching and learning. For instance, flexible schedules were set in order to
ensure that students could approach for any query, issue or extra classes. Moreover, online tests,
such as VARK and presentations were used to deliver the element of technology in an
appropriate manner.
Communication with Learners
All the learners were communicated simultaneously through one-on-one sessions prior to
delivering the teachings and after the questionnaire assessment to determine their learning needs
and work accordingly. Moreover, professionals in field of psychology and teaching were
communicated by e-mails so that their insight and regular monitoring could be acquired in
context of the teachings.
Communication with Professionals
Each assessment information were digitally formulated and mailed to professionals so
that structured plans could be developed in order to enhance the teaching practices and future
outcomes of teaching (Costa, and Lowery, 2016).
TASK D
Explain how own delivery of inclusive teaching and learning has taken account of theories,
principles and models of learning and communication
As a management teacher, I have designed inclusive learning plan that can go
simultaneously. There are various concepts in management like theories and models of
management, marketing strategies, product development, etc. In the assignments, I give my
students theoretical problems so that I can analyse their learning ability. It is essential for me to
adopt minimum core in lessons. I applied minimum core elements in my lesson plan by
incorporating language skills, literacy skills, communication technology, management skills, by
giving presentations, and analysing case studies effectively. I have used various assessment
techniques such as term paper and case study analysis and I ensured the literacy skills like
writing, reading, theoretical knowledge, etc. When the reflection on action is delivered, lesson
plans are made properly. I have used various theories, models and principles of assessment while
explaining lessons in class. I have monitored and assessed lesson through various ways that helps

for making adaptations in my lesson plan. When the sessions are complete, there is reflection
which determines analyses and evaluation of teaching by assessment and feedback from the
learner. The feedback is taken seriously by me and I improve my way of teaching according to
the requirements of students. I used to interact with learner at initial and diagnostic assessment
stage. As per my views, reflection is helpful for enhancing learning abilities. As per my
viewpoint, I have done the assessments in proper manner (Quattrucci, 2018). I have helped my
students to do well and manage their work properly. I am always there for the students whenever
they had any problem. I have taken initiative for personally talking to every student and take
their feedbacks. I have good knowledge of management and my main aim is to to provide
support and guidance to students so that they can build their careers. Inclusive teaching strategies
help in analysing the needs of students and learners. In this way, I am able to teach the students
in more efficient manner. I have developed good communication skills and as compared to other
professionals, students understand my lessons more clearly. I prepare my lesson plan two days
prior and I keep discussing important management theories and models for enhancing their
knowledge. I have also attended training for understanding new and innovative ways of teaching.
I have learnt that formative assessment is useful for me to make new learners comfortable. This
also enhances the way in which learner share his or her knowledge and skill with me. By
analysing various theories, I have chosen diagnostic, formative and summative assessment.
These procedures will help in analysing and evaluating extra curricular and curricular eligibility
of learners (Vidergor, 2018). The assessment techniques I used included surprise tests, quizzes,
personal interviews, presentations, etc. I have increased attention of students towards learning
new concepts of management. I have analysed that I am good at teaching people and they will
remember my way of learning throughout their life. A continuous monitoring is provided by me
as it helps to develop student's knowledge and skills.

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