Developing Teaching, Learning, and Assessment in Education and Training

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