Teaching, Learning and Assessment in Education and Training

This document discusses the methods of initial and diagnostic assessments to agree individual learning goals with learners, devising a scheme of work, designing teaching and learning plans, adapting plans to meet individual needs, identifying opportunities for learner feedback, and analyzing the effectiveness of teaching and learning approaches in education and training.

Teaching, Learning and Assessment in
Education and Training
1

Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
Explain how you can use methods of initial and diagnostic assessments to agree individual
learning goals with learners....................................................................................................3
Devise a scheme of work in accordance with internal and external requirements.................3
Design teaching and learning plans which respond to:..........................................................3
The individual goals and needs of all learners...................................................................4
Curriculum requirements...................................................................................................4
Explain ways in which teaching and learning plans can be adapted to meet individual needs of
learners...................................................................................................................................5
Analyse how you can identify opportunities for learners to provide feedback to inform
inclusive practice...............................................................................................................5
Analyse the effectiveness of teaching and learning approaches used in own area of
specialism in relation to meeting the individual needs of learners....................................5
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6
2

INTRODUCTION
Teaching can be referred as the engagement with learners to make them able to understand
as well as execute knowledge, processes and concepts. It involves content, design, selection,
assessment, reflection and delivery (Lefevre, 2015). Without the active participation of student, a
teacher cannot transform. This project covers the way diagnostic and initial assessment methods
can use to approve individual goals of learning with learners. A scheme of work is device
according to the external and internal requirements and the ways through which learning and
teaching plans can be adapted to mitigate the needs of individual learners are covered in the
report.
MAIN BODY
Explain how you can use methods of diagnostic and initial assessments to agree individual
learning goals with learners
During the trainer role, it is significant that each learner has primary point from where to
start the training. It can be found through utilization of primary assessment procedure which is
the vital link to process of learning. It is a formal as well as informal process which ascertain
each learner’s initiation point. The method of initial assessment can be used to determine the
current level of ability of learners and their requirement for support in personal, social and
functional skills. It can provide a chance to analyze current experience and knowledge of learner
and enable trainer to make sure that learner is enrolled on right course which fits their needs
(Foley, 2020). On the other hand, diagnostic assessment process can assist in discovering and
targeting which specific learning area need to develop to accomplish learning goals. There are
many methods and approaches which are used initial and diagnostic assessment. It is very
significant to evaluate the information quality acquired from specific methods. The different
methods of conducting initial and diagnostic assessment are self-assessment, observation,
assessment tools, documents, structured activities and discussion.
Scheme of work according to internal and external needs
Scheme of work is referred as the content and structure of academic course. It is a plan for
something, thus a scheme of work for teacher is their action plan which must make them able to
organize the activities of teaching ahead of time (Chinedu, Olabiyi, and Kamin, 2015).
3

Moreover, it is summarized anticipation of work which a trainer or teacher considers appropriate
for class to cover within specified period of time from the topics which are selected in syllabus.
A well-structured work scheme must include an overview of course content, sequential listing of
learning tasks, relationship between support and content materials and the basis for long range
training, planning and evaluation of course.
Teaching as well as learning plans which answer to:
Teaching and learning plan:
Subject - Economics
Topic - Issues in economy at local level
Duration - 2 hours 30 minutes
Teaching aids - Lecture notes, white board, duster, marker and power point elaborations
General aim - To make the learner able to acquire knowledge of ongoing issues of economy at
local level.
Specific aim - To make the learners able to execute theoretical economics in practical way in
their professional and personal lives to resolve the issues of economy.
Time division -
· Lecture - 30 min.
· Student activity - 30 min.
· Special needs of education - 10 min.
· Ending notes – 5 min.
The individual goals as well as needs of all learners
In order to respond to individual goals and requirements of learners, it is very necessary
to first understand the requirements of curriculum, needs of learners and where the learner is at
any given stage. It is very necessary to know about if any of the learner needs extra support, are
there any learners with special needs to take into consideration as to why they are not performing
to their full potential (Sammons and et. al., 2016). For addressing the needs of learners,
administering them with different learning opportunities like utilizing diversified resources
instead of emphasizing on textbook only is very effective. Apart from this, adopting different
styles of learning, available resources, prior experiences of learning of students to determine
4

their weaknesses and strength also assistant responding to the discrete goals, learning preferences
and learner’s needs.
Curriculum requirements
The lesson in the curriculum plans to mitigate its requirement for individual learners and
group of learners white comprehensively. The curriculum involves all the learners in the process
of learning during initial some minutes which will be practically exercise by learners in next
some minutes. Apart from this, provision of PowerPoint presentations, notes, graphical
presentations, references and any kind of special aid if required, provide the lesson plan a
completion (Izci, and Caliskan, 2017).
Ways in which learning and teaching plans can be adapted in order to meet individual
requirements of learners
Analyse how you can identify opportunities to learners to give feedback in order to inform
wide-ranging practice
Firstly, it is significant that all the teachers and learners render feedback of their
progression at regular intervals which needs to be looked into as well as work on in each specific
lesson. For instance: each learner is provided with group discussion where the teacher asked the
learner to speak on some areas they have learnt from last lessons and this lesson on which they
are going to work on and this I will transferred to white board for further reference in the overall
period. In next class, whiteboard is recapped on if they accomplish what they have said they will
as well as if not, why and the weight can be overcome. Then, one to one tutorial can be hold with
learner so that a discussion on why they have not accomplished the set of objectives in previous
lesson. After that, homework can set out in order to ensure that it is then performed for next
lesson. This is the crucial feedback that individuals are given (Scott, 2020). If the work done by
the learners is not evaluated, then they are not learning. Providing feedback is significant to
make sure the tractors is maintained and learner is accomplishing to their full potential.
5

Effectiveness of learning and teaching approaches utilized in own area of specialization in
context of meeting individual requirements of learners
The learning and teaching approaches utilised in own specialism area individual needs of
learners includes VARK modalities, enquiry based learning, cooperative learning and graphic
organisers. All these approaches are very effective in providing effective learning to the students
and helps in developing more elevated amount of social integration, thinking skills and support
different understandings, develop self-confidence, expand maintenance of student and promotes
good mentality towards topic. With the help of cooperative learning, students are able to develop
communication skills and more engaged in the class (Carpenter and Dickinson, 2016).
CONCLUSION
As per the above mentioned report, it has been concluded that the initial and diagnostic
assessment are assistive in the ability of learners and are significant in evaluating the quality of
information get from specific methods. Scheme of work is action plan for teacher which makes
them able to organise their teaching activities. Cooperative approach is very effective in
developing communication skills among the learners and develop good understanding regarding
the topic.
6

REFERENCES
Books and Journals
Lefevre, M., 2015. Integrating the teaching, learning and assessment of communication with
children within the qualifying social work curriculum. Child & Family Social
Work, 20(2), pp.211-222.
Foley, G. ed., 2020. Understanding adult education and training. Routledge.
Chinedu, C.C., Olabiyi, O.S. and Kamin, Y., 2015. Strategies for improving higher order
thinking skills in teaching and learning of design and technology education.
Sammons, P., and et. al., 2016. Inspiring teaching: learning from exemplary
practitioners. Journal of Professional Capital and Community.
Izci, K. and Caliskan, G., 2017. Development of Prospective Teachers' Conceptions of
Assessment and Choices of Assessment Tasks. International Journal of Research in
Education and Science, 3(2), pp.464-474.
Scott, G., 2020. Change matters: Making a difference in education and training. Routledge.
Carpenter, J. and Dickinson, H., 2016. Interprofessional education and training 2e. policy press.
7