Effective Teaching and Learning Strategies

This assignment explores the importance of effective teaching and learning strategies in educational settings. It discusses the need for core elements such as literacy skills, language skills, and numeracy skills to enhance communication skills and improve learning outcomes. The document also touches on the effectiveness of own practice in planning, delivering, and assessing inclusive teaching and learning with the use of theories and models. Additionally, it provides ways to improve own practices by utilizing variety of teaching strategies, diversifying the curriculum, and providing flexibility in demonstrating knowledge.

DEVELOPING TEACHING,
LEARNING AND
ASSESSMENT IN EDUCATION
AND TRAINING

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
TASK 2............................................................................................................................................2
TASK 3............................................................................................................................................5
TASK 4............................................................................................................................................6
TASK 5............................................................................................................................................7
REFERENCES................................................................................................................................9

INTRODUCTION
It is very important to develop teaching and learning in education and train the learners
so that they are able to enhance their skills and knowledge. It also helps the teacher to make
innovative idea to make the learners understand the lessons. Report includes application of
pedagogical principles and different approaches of innovative teaching. It also tells about
different theories of behaviour management and their individual goals and learning
preferences(Assiter, 2017). Further report includes different Scheme of work with respect to
needs, delivery model. It also tells about internal and external requirements and plans related to
teaching and learning. It includes different resources that promote equality and value diversity so
that learners need can be met out. Report tell about Opportunity for learners so that they can have
a secure learning environment to meet needs of learner and use flexibility and adaptability in
teaching and learning approaches that gives different ways to promote equality and diversity in
their own teaching. Report have used assessment data to monitor learners achievements and
progress so that different targets can be set for the learners by having planning sessions and
recording outcomes of assessment. Further report elaborate about the practices in creating and
maintaining a safe with the help of different theories and models of learning and communication.
It also includes core elements to demonstrated plans with the use of theories and models of
reflection to evaluate the effectiveness of own practice in planning, delivering and assessing
effective teaching and learning.
TASK 1
1.1 Practice of principles of pedagogical in Teaching
If learners are getting practical knowledge about the lessons it will be more interesting
and with different framework of pedagogical principle's teacher may enhance there interest
toward the lesson so that they are able to get knowledge about all the concepts related to
it(Darling-Hammond, 2017).
Pedagogical principles are as follows:-
 Motivation:-Different activities can be assigned to the learners where they have to work
in groups. This helps to improve there academic performance as they are able to solve
practical problems and get motivated.
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 Deliberate conversion:-There must be a purposeful conversation between teacher and
learner. The language used must be formal and understandable as it helps in building a
good relation with the learners.
 Instructional conversation:- With the help of questioning, sharing of ideas that are
knowledgable for the learners, teacher is able to form an ability within the learners to
express and exchange ideas(Bryan and Clegg, 2019).(Kurtz, Draper and Silverman,
2017).
1.2 Creative and innovative approaches power in teaching
Innovative learning is beneficial to both teacher and learner as they can have more and
more from the education. These approaches are as follows:-
 Classroom technology:- Having digital technology in hand like Computers,
Videoconferencing etc. can enhance the learning experience of the learners. Students can
explore their subjects with help of different projects on videos, audio and software.
 Visualization skills:- It is useful for the learners as it makes them understand in knowing
the things in better way so that they easily got their concepts clear. Ability to visualize
the concept helps in deeper understanding and easy transfer of knowledge is
seen(McKenney and Reeves, 2018).
 Discussion group and problem solving:- Different learning projects helps the learners
to think, talk and get different knowledge that is shareable.
3.1 Behaviour management theories
 Assertive discipline:- This states that teachers are leaders and have to use punishment to
control the learners' behaviour but may become negative approach.
 The love and logic model:- This model is developed to decrease the use of punishment
and use problem solving process to enhance behaviour of learners(Schonert-Reichl,
2017).
 Ginott's model:- This model says that teachers must create a pleasant environment for
all the learners.
TASK 2
2.1 Goals and learning preferences of Learners
Individuals learning goals and preferences is an essential part. I have used different
assessments and activities that helped out in assessing stage of individual learning so that there
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goals can be set. Different questionnaires and quizzes made my work more easy in identifying
their strength and weaknesses and there preferences towards the learning. All this analyses
helped me out in making learning plan for them.
2.2 Scheme of work with respect to needs, delivery model and internal and external requirements
Scheme of work is formulated on bases of different needs of the learners and delivery
model used to fulfil their internal and external requirements.
Subject:- Accounts
Year:- 2019
Term:- 6 weeks
Name of instructor:- XYZ
Date:- 9/08/2019
UNIT TIME CHAPTER LEARNINGS DELIVERY
MODES
ASSESSMENT
MODES
Accounting
for partnership
firms and
companies
1 Accounting for
partnership firms
Features and
deeds of
partnership,
Partnership act
1932,
Goodwill,
Reconstitution
and dissolution
Notes
Lectures
Audi visual
Charts
Home work
Assignment
group discussion
quizzes
Case study
presentation
2 Accounting for
companies
Financial
statement
analysis
3 Analysis of
financial statements
Share and share
capital: Types,
Accounting of
share capital
and debentures
Private
placement and
ESOP,
Notes
Lectures
Audi visual
Charts
Home work
Assignment
group discussion
quizzes
Case study
presentation
4 Cash flow
statement
5 Computerised
accounting
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balance sheet,
Computerised
accounting
system, DBMS
Project work 6 Research Project
submission
To meet the needs of learner all the lessons are divided into various parts and 90 minutes
of time is allocated. First 30 minutes emphasizes on theoretical learning while 40 minutes on
practical concepts. 20 minutes are allocated for special education needs. Different assessment
modes and time division helps in meeting internal and external requirements.
2.3 With respect to goals, needs, learning preferences different teaching and learning plans
Subject:- Accounts
Topic:- Tools for financial statement analysis
Duration:- 2 hours
Number of lectures:- 12
Teaching aids:- Marker, white board, power point, notes
General aim:- To make the learners aware about the Comparative statement, common size
statement, cash flow analysis and ratio analysis of company
Specific aim:- Theoretical overview and its practical applications
Time alloted:-
 Theory- 30 minutes
 Practical:- 30 minutes
 Special education needs:- 20 minutes
 Ending notes:- 10 minutes
Individual goals, needs and learning preferences:-
I understand the curriculum requirements of all learners and also their needs in different
stages. As a teacher it is my duty to understand the students special needs that is extra support is
required or not. I provide them diversified resources instead of just focusing on textbooks and
with help of different medium I found there strength and weaknesses.
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Curriculum requirements:-
This plan helped in meeting curriculum requirement for all the learners as it helped in
engaging the learners to gain theoretical knowledge about the topic during first 30 minutes and
same is exercised practically in next 30 minutes. 20 minutes are given to special education needs
and help of power point, chart, notes was taken to complete the plan in effective manner.
4.1 Meeting identified needs of specific learners with help of resources that promote equality
It is important for me to maintain equality between the learners as there language, sex,
religion and culture are different from each other. I use different techniques:-
 I make them free to come up with there own experiences and share them.
 I keep in mind the element of diversity during the learners are grouped
 I make them read research papers from different backgrounds.
5.1 Assessment in meeting individual needs of learners
Key areas Needs of Individual learner Assessment adaptability
Written Vs verbal Different learners are there
some prefer writing in exams
and some prefer in answering
the questions verbally
For such learners I prefer oral
assessment method that make
them more confident to answer
Time Conditions are there that
learners face medical issues
They are allowed to take more
time so that they can complete
there coursework
Exam vs coursework Some learners face problem
during the examination as they
are not able to do hard work as
they put in course of the year
I assess the students according
to there coursework
Exam Phobia There are many learners
suffering mental effects as
there is phobia of exams in
their minds
I make them sit in smaller halls
and make them feel
comfortable
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TASK 3
2.4 Opportunity to provide feedback
It is very essential for learners and teachers to get feedbacks on regular bases so that they
can make improvement in there practices. To know whether the lessons are clear to the learners
I randomly ask questions from the previous topics and give time to time homework. This helps in
knowing the issues that learners are facing during the lectures and giving feedback to them helps
them to achieve there full potential. To know there feedbacks I randomly distribute feedback
cards and that helps me to improve my strategy and make it more effective.
3.2 Assist a safe learning environment
 I allow learners to get the information with help of technology like websites, videos and
podcasts and also from non tech ways like books and magazines.
 I Ensure that learners are prepared for the exams
 I take extra time and efforts to make them understand about the topics.
4.2 In meeting needs of learners demonstrate flexibility and adaptability in learning approaches
 I ensure that my voice is clear and messages are understandable to all the learners
 To make it more effective I use interactive dashboard, audio and visual presentations.
 I make them sit in circle to discuss the problems and time to time assign them different
group projects that develop confidence among the learners.
4.3 Promote equality and diversity in own teaching
Its a huge responsibility for me in maintaining equality among the learners during lecture
period. I make sure that there is proper interaction between the learners and me and for the same
I ask them about there backgrounds so that there learning level can be identified by planning
with help of different strategies. I give them case study from diverse cultures that helps them to
understand other culture, and they respect it by understanding its value.
5.2 Meet individual needs with Flexibility and adaptability
 According to individual needs of learners I make adaptable arrangements.
 I allow the learners to choose there way to express their skills and learnings and provide
them alternative assessment options.
 Choice of coursework is also given so that the learners are comfortable.
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TASK 4
4.4 Communicate with learners and professionals in meeting individual needs
I create a learning environment where learners are set free to raise their issues. At the end
of every session I ask them about there queries regarding different topics and respond to them
very patiently so that all there doubts are solved. Learners are also given permission to make
contact if query is thereafter classes. For the same I have provided my contact number and email
address. I never underestimate them and make them self confident by motivating them.
5.3 Use of assessment data and recording outcomes to monitor learners achievements
 I keep a record of assessment throughout the course and evaluate the progress of learners.
Accordingly, set targets for them with the help of assessment models, theories and
techniques.
 In meeting learners and teachers needs assessment is very useful. I give quick feedback
so that learner can improve in their behavior. Formative assessment enable the strategies
and activities on bases of learners understanding and performance. I try to make my
classes more interactive by conducting quiz or discussions as formative assessment tools.
 I use written assignment and conduct chapter wise tests for Interim assessment.
 To identify strength and weaknesses of students I use summative assessment and give
instructions so that they can improve.
5.4 With an interest in learners achievement assessment information to other professionals
 I have developed a good communication with all my senior professionals as I discuss
various topics with them and always comes with innovative ideas.
 By discussing different plans they help me by giving idea and compatible method that
can give new learners knowledge and skills.
TASK 5
2.5 Planning an effective teaching and learning with respect to theories, principles and models
Most of the times I apply many theories during the lectures to make my teaching more
effective. It helps in knowing learners previous knowledge so that learning gaps can be
overcome by arranging special learning techniques. I used humanistic theory to make plan for
my lessons so that they are easily understandable and also used motivation theory so that less
interested learners also get interest.
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3.3 Behaviour management theories in own practices to create and maintain a safe and effective
teaching and learning environment
 I usually take care of the needs of learners and use positive and negative reinforcement to
encourage the learners by giving rewards for good performance and make there mistakes
correct by punishing them.
 I also use extrinsic motivational approach so that not interested learners are also
developing interest.
4.5 Theories, principles and models of learning and communication in own delivery of effective
teaching and learning
 I apply authoritarian approach to deliver lessons and I use either whiteboard or
presentation to deliver the lectures in my first 30 minutes.
 I apply Humanistic approach in second half and motivate my learners to work in groups
and enhance there behavior. I also conduct group discussions where they evaluate and
analyse different behavioural changes and work on it.
5.5 Theories, models and principles in own assessment practices
I design my assessment with the help of different theories, models and principles and it is based
on the initial diagnostic assessment. For the initial of the assessment produced through the
analysis of the curricular and extra-curricular eligibility of learners. Also, for assessment use the
progressive learning of learner where it records the weekly and monthly progress report.
6.1 Planing, delivering and assessing effective teaching and learning with help of core elements
For designing inclusive learning of subject ore elements are needed. These core elements
are for increase teaching and learning. It can be use hand outs and set written homework which
increase literacy rate. To enhance number knowledge solve past problem related to numbers and
practice more. So that teaching and leaning could be implemented according to plan. Give
students problems and take a group discussion over that issue(Vázquez and Ellison, 2018).
6.2 Minimum core elements in planning, delivering and assessing effective teaching and learning
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To apply minimum core elements for teaching and learning, lessons have to be planned
on bases of literacy skills, language skills and numeracy skills for learners to enhance
communication skill by giving presentation on case study. It also improves literacy skills by
analyse case study. Also, by classroom blogs and information communication learning skills also
increase(Vickerman and Maher, 2018).
7.1 Effectiveness of own practice in planning, delivering and assessing inclusive teaching and
learning with the use of theories and models
Through reflective theory I found that After effective planning I deliver the lesson
carefully. I supervise the lessons with different ways which allows me to make my plan more
effective. After the completion of session I analysed my teaching skills through feedbacks which
are given by learners. Which help me to evaluate and boost for the better performance ahead.
Through Reflection, I get clarity of learning from the learners' feedback. Reflection also help me
to improve the communication skills by the development.
7.2 Ways to improve own practices to plan, deliver and assess inclusive teaching and learning
For this I utilized variety of teaching strategies, use the diverse learning styles and
abilities. Also, by diversify the curriculum. And when its possible, provide flexibility in the way
learners demonstrate their knowledge and how to learners asses knowledge and development.
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REFERENCES
Books and journals
Assiter, A., 2017. Transferable skills in higher education. Routledge.
Bryan, C. and Clegg, K. eds., 2019. Innovative Assessment in Higher Education: A Handbook
for Academic Practitioners. Routledge.
Darling-Hammond, L., 2017. Teacher education around the world: What can we learn from
international practice?. European Journal of Teacher Education. 40(3). pp.291-309.
Kurtz, S., Draper, J. and Silverman, J., 2017. Teaching and learning communication skills in
medicine. CRC press.
McKenney, S. and Reeves, T.C., 2018. Conducting educational design research. Routledge.
Schonert-Reichl, K.A., 2017. Social and emotional learning and teachers. The Future of
Children. pp.137-155.
Vázquez, V.P. and Ellison, M., 2018. Examining teacher roles and competences in Content and
Language Integrated Learning (CLIL). Linguarum Arena: Revista de Estudos em Didática
de Línguas da Universidade do Porto. 4. pp.65-78.
Vickerman, P. and Maher, A., 2018. Teaching physical education to children with special
educational needs and disabilities. Routledge.
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