(DOC) Developing Teaching, Learning and Assessment in Education and Training

Added on - 12 Nov 2020

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Developing teaching, learning andassessment in education and training
Table of ContentsINTRODUCTION...........................................................................................................................4TASK 1............................................................................................................................................41.1 Theories of Behaviour Management................................................................................41.2 Establish and sustain a safe, inclusive learning environment...........................................41.3 How own practice in creating and maintaining a safe, inclusive teaching and learningenvironment............................................................................................................................5TASK 2............................................................................................................................................52.1 Designing of resources that:.............................................................................................52.2 Demonstrate the flexibility & adaptability in use of inclusive teaching and learningapproaches..............................................................................................................................6TASK 3............................................................................................................................................63.1 Design an assessment that meets an individual needs of learners....................................63.2 Demonstrate flexibility and adaptability in an assessment to meet individual needs andwants.......................................................................................................................................63.3 Demonstrate use of an assessment data............................................................................73.4 Communicate assessment information to other professionals with an interest................73.5 How own assessment practice has taken account of theories, models and principles of anassessment..............................................................................................................................8TASK 4............................................................................................................................................84.1 Analyse ways in which minimum core elements can be demonstrated in planning, deliveryand assessing inclusive teaching and assessment...................................................................84.2 Apply minimum core elements in planning, delivering and assessing inclusive teachingand learning............................................................................................................................8TASK 5............................................................................................................................................95.1 Analyse an application of pedagogical principles in own area of specialism..................95.2 Evaluation of the effectiveness of use of creative and innovative approaches in own areaof application..........................................................................................................................9TASK 6..........................................................................................................................................10
6.1 Use an initial and diagnostic assessments to agree with learner's individual goals &learning preference assessments...........................................................................................106.2 Devising the scheme of work.........................................................................................106.3 Design teaching and learning plans................................................................................116.4 Identify opportunities for learners and others to provide feedback to inform inclusivepractice................................................................................................................................116.5 Explain own practice in planning inclusive teaching....................................................11TASK 7..........................................................................................................................................127.1 Use theories and models of reflection to evaluate an effectiveness of own practice inplanning , delivery and assessment......................................................................................127.2 Analyse ways to improve own practice in planning, delivering and assessing inclusiveteaching and learning............................................................................................................12CONCLUSION..............................................................................................................................13REFERENCES..............................................................................................................................14
INTRODUCTIONTeaching and training is required for every individual to increase performance and abilityto do several things into an effective manner or way of doing. It needs to have long basis practiceor learning for every learner to be familiar with curriculum of what knowledge and informationwill be given and what are its response to an individual performance and opportunity to learnnew things or accomplish desired goals and targets (Whittle, 2012). In the current scenario,development of learning and teaching assessment has become necessary for every individual toget familiar to raise their knowledge and information base to enhance its career and performanceat the greater level.Apart from this, report will cover the discussion over promotion of equality and workbased diversity, meeting different needs of the learner's etc. This report will also focus oncommunication of assessment data to different professional along with suggesting the channelsof communication to transfer it during given period of time.TASK 11.1 Theories of Behaviour ManagementIn behaviour management theory, Fredrick Jones (2000) and Albert Bandura (1997)theories are totally different to each other which influenced the discipline of education. FredrickJones concentrated on by using of good body language and use of proper system in the learningteachers help students to empower themselves by maintaining self-control and also prepare themfor future. But Albert Bandura behaviour theory focuses on students learn from by socialinteractions with one another through observations, imitation and social communication.1.2 Establish and sustain a safe, inclusive learning environment.The various ways to create a safe learning environment for students are by maintain astrong classroom community networks helps students to create supportive and meaningfulrelationship between teachers and students. By using positive non verbal communication like eyecontact, gestures, facial expressions etc. Motivate students by providing team work, provideopportunities to share there views and ideas.
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