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TABLE OF CONTENTS MAIN BODY...................................................................................................................................4 1.1 Importance of identifying and meeting the individual needs of learners...............................4 1.2 Role and use of initial and diagnostic assessment in agreeing individual learning goals......4 2.1 Important to promote appropriate behaviour and respect for others......................................4 2.2 Ways to promote equality and value diversity.......................................................................5 3.1 Effectiveness of teaching and learning approaches used in teaching....................................5 3.2 Benefits and limitations of communication methods and media used in teaching................5 3.3 Effectiveness of resources used in teaching...........................................................................6 3.4 Adapt teaching and learning approaches and resources, including technologies..................6 4.1 Explain the purposes and types of assessment used in education and training.....................6 4.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners..........................................................................................................................7 4.3 Communicate assessment information to other professionals with an interest in learner achievement.................................................................................................................................8 5.1 Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning............................................................8 6.1 Analyse own role and responsibilities in education and training..........................................8 6.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities......................................................................................9 6.3 Relationships and boundaries between the teaching role and other professional roles.........9 6.4 Points of referral to meet the needs of learners......................................................................9 7.1 Devise a scheme of work in accordance with internal and external requirements..............10 7.2a Design teaching and learning plans which respond to: The individual goals and needs of all learners..................................................................................................................................10 7.2b Curriculum requirements..................................................................................................10 7.3 Explain how own planning meets the individual needs of learners.....................................10 7.4 Ways in which teaching and learning plans can be adapted...............................................10 7.5 Identify opportunities for learners to provide feedback to inform inclusive practice..........11 8.1 Effectiveness of own practice in planning, delivering and assessing inclusive..................11 8.2 Identify areas for improvement in teaching........................................................................11 REFERENCES..............................................................................................................................12
MAIN BODY 1.1 Importance of identifying and meeting the individual needs of learners Individual needs of learners is crucial part in understanding the organizational policies and practices of an educational institution. The focus is to assess the individual learning plan (ILP) in terms of reaching the learner's needs and goals through prioritization and negotiation skills. Herein ILP is necessary to strategise the programs on the basis of student/learner's strengths and weaknesses. This is possible when the teacher and the student have clear conversations and monitor the entire reporting process efficiently (Mangope and et.al., 2018). Therefore, the teachers apply methods like written assignments, computerised tests, discussion, verbal or non-verbal communication to establish a relationship and make the learners analyse the needs through systematic adoption of action planning to meet the aptitude, motivation levels and aspirations in context to minimise the barriers. These barriers pose as threat to the learning and attaining the personal goals of individuals. 1.2 Role and use of initial and diagnostic assessment in agreeing individual learning goals The role of initial and diagnostic assessment is based on understanding the learning assessment methods to make the individuals active and participative towards fulfilling the learning preferences. Here the aim is to recognise the targets about the learning strategies and strengths to overcome the challenges that are essential in fulfilling the needs of an individual properly. The teacher here takes this assessment to understand the type of instructions or strategies to be adopted to make a student assertive and open to any difficulty in learning. In this regard, the utilisation of this assessment emphasis on learner centred process and provides a platform to follow an ethical code of conduct in maintaining the action planning to bring improvements at both individual and organizational levels. Here the teachers and students together make the learning goals achievable and in measurable duration. 2.1 Important to promote appropriate behaviour and respect for others Behavioural approachesand respect are important featuresto promote appropriate environment at the workplace.It is important to foster curiosity through creating boundaries and identifying the challenges to understand the factors that lead to inappropriate behaviour at schools or other educational institutions. The learners must be made aware about the importance
of good attitude and its positive implications by adopting strategies like practising persistence, commitment etc. It leads to safe and inclusive learning surroundings for the learners to maintain learning aspects through a common inspection framework in terms of socio-cultural and instructional components. 2.2 Ways to promote equality and value diversity There are many ways to prepare resources to promote equality among students through organising conferences and seminars and use different forms of communicating channels such as presentation, report, newsletters and email (Phillips and Kelly, 2018). Here the teachers must try to be impartial and preach the students to follow code of conduct under the ethical framework. Along with, students from different cultural backgrounds must be treated on same levels and should not be given any flexibility in practising the set of instruction at school premises. This would lay the foundation of equality in diversity in effectual ways. 3.1 Effectiveness of teaching and learning approaches used in teaching There is great need to improve the understanding and cognitive capacities of learners through adopting effective teaching methodologies via implementing the VLEs, VAK etc. The learning approaches such as interactive sessions, use of technologies to promote confidence and motivation among students and making specific lesson planning to minimise waste of resources and time must be implemented in relation to meeting the individual needs of learners (Looney and et.al., 2018). It is done by the professionals like teachers, counsellors, guiders through application of proper legislation and rules in accordance to the management guidelines. Such approachescreatehealthyrelationsbetweenteacherandstudentandmaketheentire communication on transparent and coherent manner. 3.2 Benefits and limitations of communication methods and media used in teaching Benefits: This is useful in making the classes more interactive and interesting. The students would be able to ask queries on the basis of one to one way (Kelly, 2019). It includes accessibility to students regarding complicated topics and help them in taking help of several media such as online platforms like website or using podcasts. Limitations: This do not encourage kids to write and practice which makes them forgetful about the basis principles, formulae etc. Such technological channels has hampered their ability to
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think and solve the questions without any external support. Moreover, it also leads to ineffective interaction due to poor encouragement or lack of confidence. 3.3 Effectiveness of resources used in teaching These resources like VAK,SMOG or polysyllable count has been proved beneficial in giving an interesting angle to the traditional method of teaching. These has assisted in using the readability resources more effectively and give practical knowledge on the students. Alongside, theKirkpatrickmodelofevaluationsupportedinmaintainingboththequalitativeand quantitative information to meet the targets and improve the teaching methods in professional manner (Huber and et.al., 2018). Here IT based approaches has been proved beneficial for learning new concepts and principles for the learners and help the teachers to gain a perspective about the strengths and weaknesses of students. 3.4Adapt teaching and learning approaches and resources, including technologies Adaptationisnecessarytobringbetteroutcomesintermsofunderstandingand implementing parts. Here the approaches are mainly dealing with teachers' negotiation skillsto meet the individual needs of learners. Different students has different learning abilities that leads to their adjustment temperament in an unstable order (González-Calvo and Fernández-Balboa, 2018). For e.g. a bright student would take up any class and understand the concepts easily whereas on the other hand a weak student would not be able to find it easy in learning the basic details. Thus a teacher must use same resources differently to make the learners adapt to same topics conveniently and in accordance to their abilities as well. 4.1Explain the purposes and types of assessment used in education and training PURPOSE OF ASSESSMENT USED IN EDUCATION AND TRAINING The purpose behind the assessment used in training and education are as follows - A teacher and trainer wants to know that how their teaching are effective, this can be done through. Also, assessment provide comparison between 2 year performance of students and trainee to know about the improvement in the performance. It also helps in increase the confidence if their performance are better than previous one. By assessment, teachers and trainee get to know about the weak point of students and trainees which help them to focus on that weak points so that they can do better performance.
TYPES OF ASSESSMENT USED IN EDUCATION AND TRAINING There are various types of assessment used in education and training. These assessments are as follows - Formative Assessment In this assessment, various formal and informal tests and activities are conducting by teachers and trainers during the learning process. This help them to modify the teaching style in order to improve the learning process. Summative Assessment In this assessment, trainers and teachers assess the students and trainees by final exam and final activity at the end of session. The result of final exam and activity determine the knowledge and skills of candidates (Malone, 2017). Diagnostic Assessment In this assessment, trainers and teachers assess the students and trainees before teaching them and try to identify the strengths and weaknesses of students. And accordingly plan about the teaching (what to teach and how to teach). 4.2Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners Analysis of assessment can be done throughKirkpatrick's Four levels of Evaluation. According to this theory, there are 4 level in assessment through which it can become effective. These levels are as follows - Level 1 –Reactions Teachers and trainers must be supportive towards their students and trainees so that their can be creation of understanding between them and students and trainees learn better from them. Level 2 –Learning Teachers and trainers must adopt that teaching methods through which students and trainee can easily and effectively learn. Level 3 –Transfer Teachers and trainers must transfer their skills in order to improve the performance of students and trainees by presenting himself as an example. Level 4 –Results
Teachers and trainers must look at the result to evaluate the learning and teaching methods so that they can bring best out of students and trainees in next session (Axtell, Haines and Fairclough, 2017). 4.3Communicate assessment information to other professionals with an interest in learner achievement It is good to communicate the assessment information to other professionals because it helps schools and organisations to give appropriate rewards to the students and trainees for the improvement in the performance by effectively learning. It also ensures parents of the students and managers/supervisors of the trainees about the education and training quality because it also impacts the learning and development process of students and trainees. It helps in creation of brand image for the schools and organisations in order to provide the best training and education facilities (Hanson and et.al., 2017). 5.1Analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning During planning, delivering and assessing the lesson, it is important for the teachers and trainers to attempt to demonstrated all the minimum core elements. For example, teacher had found that the use of numerical is particularly difficult to fit into lesson plans with the subject of art, but manage to fit it when the student uses measurement to polish pottery and using a laser cutter, which requires the practice of measurement (Fisher, 2017). 6.1Analyse own role and responsibilities in education and training As the teacher, I have following roles and responsibilities - ď‚·Before going into class, I must plan that how to teach and what to teach to the students. ď‚·I should not discriminate and bias with any students. ď‚·I should assess every students' strengths and weaknesses and help them to overcome with their weaknesses. ď‚·I should provide guidance and advices to students for their further education and future careers. As the trainer, I have following roles and responsibilities - ď‚·I should provide all the resources and comfort to trainees in order to best outputs from trainees.
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ď‚·I should have full knowledge about the company, its vision and mission, its process, procedures, policy and strategies and most important Industry so that I can provide them accurate knowledge. 6.2Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities There are various legislations such as Equality act 2010, The education and inspection act education and inspection act 2006, The education act 2011 and Health and safety at work etc. act 1974. As the teacher, it is my roles and responsibilities to follow the above mentioned legislations and apply them to at my workplace. According to the equality act, school can't discriminate between any of the teachers on the basis ofAge, Disability, Gender Reassignment, Marriage and Civil Partnership, Pregnancy and Maternity, Race, Religion or belief, Sex and Sex Orientation. According to theeducation and inspection act, school and teachers has to fully support and provide all the relevant data to the inspection teams. According to the education act, school and teachers have to provide current information regarding education to the students. According to the Health and safety at work etc. act, school has to provide tools and techniques to the teachers and students in order to provide a safety environment. 6.3 Relationships and boundaries between the teaching role and other professional roles Therelationshipsbetweenteachersandotherprofessionalsisbasedonmutual collaboration and interact to gain understanding and knowledge about support agencies and learner's referral (Hazen and et.al., 2018). It is essential to meet the limitations in teaching methods regarding adopting the quality assurance factor. Here the teachers must try to build amiable relationships 6.4 Points of referral to meet the needs of learners This point of referral is significant in understanding the initial assessment and diagnostic teaching methods for the teachers. This is useful in identifying the source of learners support to promote inclusive learning and using support from other staff members (Finley, 2018). Here the learners must understand that this entire assessment method is interconnected and dependent on
each other. Screening is also helpful here to know about the resources to be used in maintaining the effective methods, tools and techniques of teaching and learning. 7.1Devise a scheme of work in accordance with internal and external requirements Here the aim is to maintain a specific forecasting regarding the lessons plan in pre managed manner. The purpose is to divide the students in small groups for completion of projects on time without wasting the resource (Cremin and Burnett, 2018). This helps the teachers to divide the chapters on the basis of subject and the required time to make the students learn about it effectually. This is possible with parents collaboration and the regulatory bodies to maintain the work ethic under supervisory check. 7.2aDesign teaching and learning plans which respond to: The individual goals and needs of all learners Inclusive teaching plans that highlighted the need to accommodate a learner's overall capacities in finishing the tasks and reducing the barriers to access the curriculum in proper ways (Cook-Sather, 2018). 7.2bCurriculum requirements Textbooks, power point presentations, classrooms, AV classrooms Notebooks, stationary 7.3Explain how own planning meets the individual needs of learners My planning is to promote a collaborative and democratic approach to make my students learn about the values and principles to live a successful life in the near future. Additionally, the aim is to bring a healthy environment for the progression in making individual learning effective ad prominent to minimise the barriers like ineffective communication, lack of resources etc. 7.4 Ways in which teaching and learning plans can be adapted There are several ways through giving additional time on weak students or taking extra classes. Along with, the students who are good at studies would be encouraged by teachers to make presentations, posters and interactive sessions (Moran, Briscoe and Peglow, 2018).Making proper schedules to complete the syllabus in orderto meet the individual needs of learners
7.5Identify opportunities for learners to provide feedback to inform inclusive practice Teachers must organise teacher parents meetings (Bryant, Bryant and Smith, 2019). Moreover, suggestion boxes must be installed and in weekly basis, feedback review sheets are give to analyse the students' performance. 8.1 Effectiveness of own practice in planning, delivering and assessing inclusive First of all I try to make a plan that I need to follow which helps me in properly deliver my lessons in an inclusive classroom. I make a schedule of what I need to teach today and make required and related notes regarding the same. Then I plan the way I need to deliver those lessons as in inclusive class rooms both general and special students are there. So I try to teach then explain their in such a way that all the learners can understand the lesson taught more easily. I also try not to discourage any student and if any change is required in time of in my practice then I try to bring those changes in my teaching methods for the students. This way I deliver my lesson as per the view of learners which is suitable for both me and my students. 8.2Identify areas for improvement in teaching There is need to bring changes in the administrative department since it is the foremost level which decide the planning and delivery of services in teaching sector. Here as a teaching professional, I would like to suggest replacement of tabs with hand written assignment to make the kids understand and use of their brains in completion of tasks. Henceforth, this is beneficial and help teachers like usin planning, delivering and assessing inclusive teaching and learning.
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REFERENCES Axtell, S., Haines, S. and Fairclough, J., 2017. Effectiveness of various methods of teaching proper inhaler technique: the importance of pharmacist counseling.Journal of pharmacy practice.30(2). pp.195-201. Bryant, D.P., Bryant, B.R. and Smith, D.D., 2019.Teaching students with special needs in inclusive classrooms. Sage Publications. Cook-Sather, A., 2018. Listening to equity-seeking perspectives: how students’ experiences of pedagogicalpartnershipcaninformwiderdiscussionsofstudentsuccess.Higher Education Research & Development.37(5). pp.923-936. Cremin, T. and Burnett, C., 2018.Learning to teach in the primary school. Routledge. Finley,A.M.,2018.FosteringSuccess:BelongingnessPedagogyforEnglishLanguage Learners.BC TEAL Journal.3(1). pp.37-48. Fisher, A., 2017. Minimum Core and the Right to Education. González-Calvo, G. and Fernández-Balboa, J.M., 2018. A qualitative analysis of the factors determining the quality of relations between a novice physical education teacher and his students’ families: implications for the development of professional identity.Sport, Education and Society23(5). pp.491-504. Hanson, R.K., and et.al., 2017. Communicating the results of criterion referenced prediction measures: Risk categories for the Static-99R and Static-2002R sexual offender risk assessment tools.Psychological Assessment.29(5). p.582. Hazen, A.C. And et.al., 2018. Learning Through Boundary Crossing: Professional Identity FormationofPharmacistsTransitioningtoGeneralPracticeinthe Netherlands.Academic Medicine.93(10). pp.1531-1538. Huber, H.B. And et.al., 2018. Using structural analysis to inform peer support arrangements for high school students with severe disabilities.American journal on intellectual and developmental disabilities.123(2). pp.119-139. Kelly, L., 2019.Adapted physical education national standards. Human Kinetics Publishers. Looney, A. and et.al., 2018. Reconceptualising the role of teachers as assessors: teacher assessment identity.Assessment in Education: Principles, Policy & Practice.25(5). pp.442-467. Malone, M.E., 2017. Training in language assessment.Language testing and assessment. pp.225-239. Mangope, B. and et.al., 2018. Teaching Practice Experiences in Inclusive Classrooms: The Voices of University of Botswana Special Education Student Teachers.International Journal of Whole Schooling.14(1). pp.57-92. Moran, J., Briscoe, G. and Peglow, S., 2018. Current technology in advancing medical education: perspectives for learning and providing care.Academic Psychiatry.42(6). pp.796-799. Phillips, S. and Kelly, K., 2018.Assessment of learners with dyslexic-type difficulties. Sage.