Developing Teaching, Learning and Assessment in Education and Training TABLE OF CONTENTS INTRODUCTION

Developing inclusive teaching, learning and assessment in education and training TABLE OF CONTENTS INTRODUCTION 1 TASK 11 1.1 Behaviour management theory1 1.2 Inclusive and safe learning environment 1 1.3 Implementing behaviour management theory in safe learning and teaching environment 1 TASK 22 2.1 Resources meeting diversity and needs of learners 2 2.2 Adaptability and flexibility within inclusive teaching 2 Micro teaching3 2.3 Ways to promote value diversity and equality in teaching 3 2.4 Communication to encourage learning progression and needs 3 2.5 Role of learning theories and communication 3 TAS

Developing teaching, learning
and assessment in education
and training

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
TASK 1 ...........................................................................................................................................1
1.1 Behaviour management theory .............................................................................................1
1.2 Inclusive and safe learning environment ..............................................................................1
1.3 Implementing behaviour management theory in safe learning and teaching environment...1
TASK 2............................................................................................................................................2
2.1 Resources meeting diversity and needs of learners ..............................................................2
2.2 Adaptability and flexibility within inclusive teaching ..........................................................2
Micro teaching ............................................................................................................................3
2.3 Ways to promote value diversity and equality in teaching ...................................................3
2.4 Communication to encourage learning progression and needs .............................................3
2.5 Role of learning theories and communication.......................................................................3
TASK 3............................................................................................................................................3
3.1 Assessments meeting the individual needs of learning .........................................................3
3.2 Flexibility in choosing assessment methods .........................................................................4
3.3 Various uses of assessment data ...........................................................................................5
3.4 Conveying information to other professionals ......................................................................5
3.5 Integrating theories and assessment principles in assessment practice ................................5
TASK 4............................................................................................................................................6
4.1 Ways to demonstrate minimum core elements .....................................................................6
4.2 Core element and inclusive teaching ....................................................................................6
TASK 5............................................................................................................................................6
5.1 Pedagogical principles ..........................................................................................................6
5.2 Innovative approaches in specialism area..............................................................................6
TASK 6............................................................................................................................................7
6.1 Diagnostic and initial assessments.........................................................................................7
6.2 Scheme of work ....................................................................................................................7
6.3 learning and teaching plan.....................................................................................................8
6.4 Opportunities to provide feedback ........................................................................................9

6.5 Own experience of integrating theories in inclusive teaching ..............................................9
TASK 7............................................................................................................................................9
7.1 Reflection ..............................................................................................................................9
7.2 Improvement methods ........................................................................................................10
CONCLUSION..............................................................................................................................10
REFERENCES .............................................................................................................................11

INTRODUCTION
Inclusive teaching and learning (ITL) is defined as the teaching practice which aims to
create a learning environment in which all learners are fully engaged and are free to share their
perspectives and ideas without any restrictions. This teaching approach enhances the learning
capabilities and teaching skills as well. The report will develop effective teaching assessment
using suitable communication and behavioural management theories. It will also analyse the real
of diversity, reflection and minimum core in efficient teaching planning and delivery of
education.
TASK 1
1.1 Behaviour management theory
To maintain the discipline in the class assertive discipline theory is employed which
describes teachers as the leaders. Thus, teachers must use punishments and rewards to encourage
learning. In certain situations threats or warnings can also be used to suppress the ill behaviour of
students. As per Glasser's reality theory the behaviour of teachers also influences the learning
and response of students. Thus, for promoting the inclusive teaching teachers must motivate their
students, however certain limits must be set so that safe learning environment can be maintained.
Further teachers must also try to create a pleasant environment which helps in sustaining the
focus and interest of students irrespective of their ability and interest.
1.2 Inclusive and safe learning environment
For creating a safe environment it is essential that teachers must assure that diversity and
variations must be respected within classrooms. The emotional and learning needs of students
must be addressed without any biasing so that learners can feel safe and can learn effectively.
Another approach which can be used by the teachers is that students must be allowed to express
openly. Teachers must appreciate and encourage the ideas and suggestions for the teachers. The
same practice must also be taught to students so that they provide respect to other learners.
Within classrooms certain ground rules and regulations regarding behaviour, time management,
communication and discipline must also be implemented so that conflicts can be avoided. It will
also allow the learning in controlled environment so that efficient outputs can be obtained.
1.3 Implementing behaviour management theory in safe learning and teaching environment
Behaviour management theories emphasis that for increasing the productivity human
behavioural elements such as conflicts, motivation, expectations and group dynamics must be
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improved. For instance in the learning environment conflicts between two learners can affect
their attention and communication. It has adverse impact on their participation in the learning
activities. Thus, in such situations teachers must understand the reason of conflicts and motivate
them so that they can overcome their personal differences and conflicts and can focus on gaining
knowledge. For enhancing the safety of learning environment teachers must try to use teaching
methods which motivate students to actively participate in the learning process.
TASK 2
2.1 Resources meeting diversity and needs of learners
The teachers must use multicultural resources which supports the diversity and promote
equality. For instance the images used by the teachers for demonstration must consist of variety
and different cultures instead of emphasising on only one particular themes. Similarly, the fun
activities organised within classrooms must be based on multiple themes. These resources and
approaches will help students to understand diversified culture (Gargiulo and Metcalf, 2017). It
will also assist in assessing the needs of individual learners. When students identify the resources
related to their own culture then they tend to learn with more focus and creativity. The
integration of different types of music and stories in classrooms also integrates diversity in
learning environment.
2.2 Adaptability and flexibility within inclusive teaching
For following the practices of inclusive learning teachers must have flexibility and
adaptability towards teaching methods. Since in inclusive teaching learners provide their equal
and active participation it is required that instead of following a particular resource or method
teachers must use various teaching methods so that specific needs of individuals can be meet. For
instance some students get better learning through both audio and visual tools while for others
audio techniques are sufficient. Thus, teachers must not only adhere to only one type of
technology or methods (Paris and Alim, 2017). Instead, they must adapt various possible
methods for providing lectures. It will increase the role of students in learning and their
capabilities will also increase along with the reduction in conflicts and behavioural barriers
among students.
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Micro teaching
2.3 Ways to promote value diversity and equality in teaching
The teachers can use several methods for assuring that their teaching practices are
integrated with equality and diversity. Apart from using multicultural theme based resources
teachers must also follow the well defined rules. The classroom rules must be equally applied to
all learners so that there are no conflicts on the basis of discrimination violence of equality laws.
The teachers must also provide training to all students so that they follow fair practices in the
classroom. The teachers must also try to challenge and avoid stereotypes so that equality can be
promoted within teaching and learning practices.
2.4 Communication to encourage learning progression and needs
To encourage the learning process teachers must communicate with the learners so that
their needs can be analysed. The feedback can also help in identifying the improvements which
are required in the teaching methods. The regular communication with the learners can help
professionals in evaluating the teaching process. Another way to enhance the learning is that
teachers can seek suggestions from the learning professionals. For instance while providing
teaching to disabled children in inclusion education teachers can communicate with the experts
to enhance the teaching efficiency. The use of different communication tools is beneficial to
make classrooms more interactive and exploratory.
2.5 Role of learning theories and communication
In my class I apply multiple theories for making communication effective. The diagnostic
assessment helps to identify the needs of learners and their existing knowledge. The humanistic
theory helps to prepare lessons on the basis of learner's care and genuineness of learning
facilitator. It enables me to adapt suitable mode of delivering lessons by means of interactive
sessions, information and communication technology, video, audio and kinesthetic learning style.
The communication also plays critical role in motivating the learners through suitable rewards or
praises. It helps in forcing students to actively join and participate in the learning activity so that
inclusive education can take place.
TASK 3
3.1 Assessments meeting the individual needs of learning
Assessments must be designed in a way such that it meet the needs of individual learners.
While developing assessment following concerned areas must be considered:
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Area Learner needs Assessment adaptability
Time Medical conditions like
dyslexia can cause learner to
take additional time for
learning.
Learners can be provided
additional time outside
examination.
Written and oral The students may have
difficulty in writing and may
desired to give answer
verbally.
Oral assessment methods
can be used.
Scribe Learners with physical
disability may require scribe to
write instead of paper
This type of assistance can
help learners outside exams
so that other learners are not
disturbed (Armstrong and
Tsokova, 2019).
Phobia Exam or the assessment
phobia can influence the
performance of learners.
Anxiety of students can be
eliminated by
communication or by
allowing students to sit in
small or separate classrooms
Exams and course work Some talented and capable
learners may not show their
hard work and efficiency in
exams
Coursework assessment can
be used.
3.2 Flexibility in choosing assessment methods
In order to provide quality teaching I always integrate flexibility and adaptability in my
teaching techniques. For instance the learners with physical impairments may needs special
assessment. The visual assessment is not suitable for the blind learners while for the others it
may seem quick and efficient. Thus, adaptability helps in choosing assessment methods which
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best suits the requirements of learner (Lawrie and et.al., 2017). Similarly, when there are range
of assessment choices for the learners then they can choose the best way to demonstrate their
knowledge. For increasing the participation of the learners in inclusive teaching I also allow my
students to opt for other alternatives when they are not comfortable with the examination
process.
3.3 Various uses of assessment data
By keeping the records of assessment I keep a track of learner's progress and their
achievements. The use of different types of assessment theories and models assist me in
evaluating the learning and teaching needs so that learners can achieve their targets (Graham and
Berman, 2019). The formative assessment assist in planning further assessments as well as to use
feedbacks for understanding the behaviour and needs of learners. Contrary to this interim
assessment help me to identify and analyse the gap in delivered knowledge and understanding of
the students. The summative assessment can be used to analyse the effectiveness of the
curriculum and instructions so that next sessions can be delivered without any shortcomings.
3.4 Conveying information to other professionals
For the preparation of lesson plan communication with other professionals is helpful and
vital. The communication allows and guide me to attend training sessions so that I can keep my
knowledge up to date. The communication also enlighten the achievements of learners and the
valuable information for improving the curriculum planning. The exchange of information is also
helpful in providing innovative ideas and sharing experience with each other. For instance one of
my interaction with colleague gave me idea to conduct non formal formative assessment so that
new learners can feel comfortable and relaxed in the learning environment (Specht and et.al.,
2016). Thus communicate with other professionals improve the learning and teaching process.
3.5 Integrating theories and assessment principles in assessment practice
I used to integrate multiple theories in principles for designing my assessment strategy. In
order to assess the learner's eligibility I use diagnostic and initial assessments such as interview,
group discussion and written test. For the periodic assessment of the learners formative
assessments such as surprise quiz, presentation and case study analysis are used so that progress
can be evaluated. It is also necessary to evaluate that if learning objectives have been fulfilled or
not (Cook and Fleck, 2017). This purpose is served by summative assignments which are in the
form of dissertations or the projects.
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TASK 4
4.1 Ways to demonstrate minimum core elements
My inclusive learning plan consist of minimum core elements and numeracy, ICT and
language has been used in the plan. The written assignments consist of both numerical and
theoretical problems. To incorporate minimum core element I use variety of ways such as
literacy, numeracy, language and ICT. For the literacy set written homework, hand out and
written board work can be used while for the numeracy numerical and economic problems can
be given to the learners (Richards and Armstrong, 2015). To enhance the language and technical
skills computers and group discussions can be encouraged so that goals of inclusive teaching can
be accomplished.
4.2 Core element and inclusive teaching
By including skills such as literacy, numeracy, ICT and language minimum core elements
can be applied to inclusive teaching and learning. For example the presentation can enhance the
speaking and listening skills while the assessment methods like paper writing or case study
analysis improves literacy skills such as reading and writing. During the teaching I can enhance
the teaching practices by using internet resources so that students can also learn information and
communication skills. The teaching plan is developed in a way such that all these discussed
elements can be included in the teaching and learning process.
TASK 5
5.1 Pedagogical principles
For promoting the teaching in practical way pedagogical principle such as joint
productive activities can be conducted. It includes real world problems or use of scientific
approaches to solve the problem. To make the teaching successful teachers must use formal
academic language so that a purposeful communication can be established between learners and
teacher (Berger and Gross, 2018)s. For exploring and enhancing the learning capabilities of the
students teachers must also challenge the cognitive complexity of the learners so that the risk of
educational failure can be minimised and students engagement through dialogue and
instructional conversation can be increased.
5.2 Innovative approaches in specialism area
Innovation and creativity is beneficial for both teaching and learning. When teachers use
innovative visualisation tools then they can make more organised lesson plans as well as
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information can be easily shared with the students. The use of tablets, videoconference and
cameras helps learners to explore the subject using more realistic and practical facts and
information. The learning can be increased by promoting active learning of students (Westwood,
2018). This can be achieved by incorporating practices such as online research, group
discussions and other digital sites at which learners can upload their work so that teachers can
review and help in improvements.
TASK 6
6.1 Diagnostic and initial assessments
Initial assessment is crucial in assessing the learner's ability and needs so that learning
goals can be developed. Different methods such as quiz, group work and questionnaire can be
used for this purpose. Apart from this assessment the diagnostic assessment identify the specific
skills of learners. The assessment assist teachers to understand the learning preferences, learning
ability, previous knowledge and evaluation of the individuals can be performed. The findings
from the assessment is also included in the individual learning plan of students so that
curriculum and teaching methods can address them essentially.
6.2 Scheme of work
The teaching scheme must assess the learners needs as well as both internal and external
factors influencing learning process. For example scheme of work can be formulated in the
following pattern or format:
Unit Time
(week)
Chapters Learning
outcomes
Delivery
mode
Assignment
mode
Market
economy
Week
1
 Basic of
marketing
 Factors
influencing
economy
To understand
the economic
variations and
basic
terminologies
Interactive
white board,
audio, video
Assignment,
practice, case
study
Supply and
demand
patterns
Week
2
 Meaning of
supply and
demand
To gain the
knowledge of
various
Lectures,
notes, graph,
visual tools
Surprise
quiz, group
discussion,
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 Process of
supply-
demand
variation
elements
influencing
supply and
demand of any
product.
practice
Impact of
supply and
demand on
economy
Week
3
 Impact of
supply
variation
 Impact of
demand
variation
 Changes to
economy by
supply-
demand
Understanding
of national and
regional
economy and
factors
influencing
them.
Lectures,
videoconferen
ce, graphs
Presentation,
case study
Project Week
3
Research Project
submission
6.3 learning and teaching plan
Subject: Economics
Topic: Supply demand variation
Number of lectures and duration: 4, 2 hours
Aim:
To enable students to implement theories of economics so that they can understand the supply
and demand variations in the regional and national economy.
Teaching aid: Power point, white board, lecture notes
Time division:
Theory: 30 minutes
Student activity: 40 minutes
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Group discussion and end notes: 30 minutes
Special education needs: 20 minutes
Learning preferences and needs of learners:
At first I must assess the curriculum so that learner needs and the resources can be
identified. It will help me to assess the needs of specific students such as if they need any
additional resources or support due to physical disability or any other learning difficulty. I will
also allow students to have various options to choose the learning opportunities and styles along
with the assessment methods so that they can select as per their comfort.
6.4 Opportunities to provide feedback
Feedback is one of the essential process to measure and improve the progression. Since
feedback helps to evaluate the teaching process as well as the efficiency of teaching style I used
to receive feedback frequently. The feedback cards can be used to receive the response of
students. It is also effective to receive feedback from both individual and group level (Kormos
and Nijakowska, 2017) . The feedback response ensues that learners are evaluating their learning
and teaching methods. The findings also assist in keeping the best practices within learning
environment.
6.5 Own experience of integrating theories in inclusive teaching
Along with the application of the multiple theories in classroom's I also try to analyse the
behaviour of learners so that suitable teaching can be provided. Prior to development of lesson
plan I conduct diagnostic assessment so that goals and learning methods can be developed as per
the requirements. Humanistic and behavioural theory is also used as guideline to improve the
lesson plan.
TASK 7
7.1 Reflection
It is important to assure that lesson plan is delivered as per effective plan. To make
suitable adaptations as per the requirement of learners lesson must be assessed and monitored.
The reflection practices as the plan is accomplished feedbacks and assessment can be used to
analyse the effectiveness of the session. The post action reflection assist in planning and
developing a cycle of continuous improvement. Boud' s triangle demonstrate the effectiveness of
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the reflective cycle and states that reflection practices increases learning and which is then
transferred to prepare next lesson plan with more improvements. The reflection practice assist in
confusing and unique situation which needs in-depth learning and experience for the better
management and delivery of the lectures.
7.2 Improvement methods
To effectively incorporate the inclusive teaching and learning needs various approaches
can be followed. The teachers can use multiple teaching styles so that diversified needs can be
satisfied and safe learning environment can be created. The teachers must also modify the
curriculum, assignments and activities and more flexibility must be provided to students so that
they can easily demonstrate their knowledge and understanding (Armstrong and Tsokova, 2019).
There must be regular evaluation of the classroom's climate and teaching methods so that all
types of learners including disabled students can also access the services. Another method to
enhance the learning is to adopt variable type of assignments such as individual or collaborative
assignments so that students can gain variety of knowledge as per their comfort and needs.
CONCLUSION
It can be concluded that for making the education and training teachers can use various
behavioural management and reflection theories. It will help them to assess the needs of learners
irrespective of the cultural diversity and learning gaps among students. It has been also analysed
that for delivery of quality education safe learning environment must be created so that needs of
individual learners can be addressed.
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REFERENCES
Books and Journals
Armstrong, F. and Tsokova, D. eds., 2019. Action Research for Inclusive Education:
Participation and Democracy in Teaching and Learning. Routledge.
Berger, A. and Gross, J., 2018. Teaching the Literacy Hour in an Inclusive Classroom:
supporting pupils with learning difficulties in a mainstream environment. Routledge.
Cook, G. and Fleck, J., 2017. Teaching and learning briefing guide-bringing inclusive design
into built environment education. CIC Teaching and learning briefing guide-Bringing
inclusive design into built environment education, pp.1-29.
Gargiulo, R.M. and Metcalf, D., 2017. Teaching in Today s Inclusive Classrooms: A Universal
Design for Learning Approach. Nelson Education.
Graham, L. and Berman, J., 2019. Inclusive Practice Through Layers of Learning Intervention.
In Inclusion, Equity and Access for Individuals with Disabilities (pp. 479-495). Palgrave
Macmillan, Singapore.
Kormos, J. and Nijakowska, J., 2017. Inclusive practices in teaching students with dyslexia:
Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open
online learning course. Teaching and Teacher Education, 68, pp.30-41.
Lawrie, G., and et.al., 2017. Moving towards inclusive learning and teaching: A synthesis of
recent literature. Teaching & Learning Inquiry, 5(1), pp.1-13.
Paris, D. and Alim, H.S. eds., 2017. Culturally sustaining pedagogies: Teaching and learning for
justice in a changing world. Teachers College Press.
Richards, G. and Armstrong, F. eds., 2015. Teaching and learning in diverse and inclusive
classrooms: Key issues for new teachers. Routledge.
Specht, J., and et.al., 2016. Teaching in inclusive classrooms: Efficacy and beliefs of Canadian
preservice teachers. International Journal of Inclusive Education, 20(1), pp.1-15.
Westwood, P., 2018. Inclusive and adaptive teaching: Meeting the challenge of diversity in the
classroom. Routledge.
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