logo

UET4 – Developing, Teaching, Learning and Assessment in Education and Training

18 Pages6470 Words133 Views
   

Added on  2021-02-19

UET4 – Developing, Teaching, Learning and Assessment in Education and Training

   Added on 2021-02-19

ShareRelated Documents
UET4 – DEVELOPINGTEACHING, LEARNINGAND ASSESSMENT INEDUCATION ANDTRAINING
UET4 – Developing, Teaching, Learning and Assessment in Education and Training_1
Table of ContentsINTRODUCTION...........................................................................................................................1TASK 1............................................................................................................................................11.1 Theories of Behaviour Management......................................................................................11.2 Establishing and Sustaining a safe, inclusive learning environment.....................................21.3 Creating and Maintaining safe learning environment considering behaviour managementtheories.........................................................................................................................................3TASK 2............................................................................................................................................32.1 Resource Designing to promote equality, diversity and fulfil learner needs.........................32.2 Demonstrating flexibility and adaptability in using inclusive teaching and learningapproaches to meet needs of individual learners.........................................................................4Covered in PPT (2.3, 2.4, 2.5).....................................................................................................5TASK 3............................................................................................................................................53.1 Design assessments that meet the individual needs of learners.............................................53.2 Demonstrating flexibility and adaptability in using assessment methods to meet needs ofindividual learners........................................................................................................................53.3 Demonstrate the use of assessment data................................................................................63.4 Communicate assessment information to other professionals with an interest in learnerachievement.................................................................................................................................73.5 Explain how own assessment practice has taken account of theories, models andprinciples of assessment...............................................................................................................7TASK 4............................................................................................................................................84.1 Applying minimum core elements in planning, delivering and assessing inclusive teachingand learning .................................................................................................................................8
UET4 – Developing, Teaching, Learning and Assessment in Education and Training_2
4.2 Analyse ways in which minimum core elements can be demonstrated in planning,delivering and assessing inclusive teaching and learning............................................................8TASK 5............................................................................................................................................95.1 Analyse the application of pedagogical principles in Chemistry...........................................95.2 Evaluate the effectiveness of use of creative and innovative approaches in Chemistry........9TASK 6..........................................................................................................................................106.1 Use of initial and diagnostic assessment to agree learner's individual goals and learningpreferences.................................................................................................................................106.2 Scheme of work taking account of needs of learners, the delivery model, internal andexternal requirements.................................................................................................................106.3 Designing teaching and learning plans that take account of individual goals, needs andlearning preferences of all learners............................................................................................116.4 Identifying opportunities for learners and others to provide feedback to inform inclusivepractice.......................................................................................................................................126.5 Explanation of the way in which own practice in planning inclusive teaching and learninghas taken account of theories, principles and models of learning, communication etc.............13TASK 7..........................................................................................................................................137.1 Use of theories and models of reflection to evaluate effectiveness of own practice inplanning, delivering and assessing inclusive teaching and learning..........................................137.2 Analysis of the way in which own practice in planning, delivering and assessing inclusiveteaching and learning can be improved.....................................................................................14CONCLUSION..............................................................................................................................14REFERENCES..............................................................................................................................15
UET4 – Developing, Teaching, Learning and Assessment in Education and Training_3
INTRODUCTIONIn the field of education and learning, it is very important to conduct assessment of it ondaily basis as it can help to analyse that learners are able to adopt the knowledge which isprovided by teacher to them. Its important for the educators to identify and fulfil individual needsof all students so that they can reach their career goals successfully (Ashcroft and Foreman-Peck,2013). With the help of appropriate learning and teaching people will be able to develop theirskills and knowledge which will be beneficial for them for a long period in future. It is vital forall the teachers to make sure that all the learners are able to grasp the information which is beingdelivered by them. Main aim of this report is to understand and assess importance of inclusivelearning for students. The educational institution which is selected for this report is HarrowSchool that is an independent boarding school for boys. It is mainly established in Harrow,London, England. It was founded in year 1572 by John Lyon. This report aim at analysis of various topics such as application of theories of behaviour,principles and models of learning and communication, assessment of learning in education andtraining, expectations of the minimum core in planning, delivering inclusive learning etc. Alongwith this, investigation of own practice, assessment of principle of inclusive teaching,implementation of reflection models and theories are also covered under this assignment.TASK 11.1 Theories of Behaviour ManagementIts important for the instructor to apply the correct theory of behavioural management inthe classroom specifically based on the individual needs of the learners. The two most distinctivetheories of this discipline are discussed as under:Skinner's Operant Conditioning TheoryGlasser's Choice TheoryB.F. Skinner's theory states that learningbehaviour is a function of any changeoccurring in overt behaviour. Also, primaryreinforcers such as good performance must bepaired with secondary ones that include tokeneconomies, praise, prizes and high gradesThis theory states that one's behaviour isdetermined by the choices they makethroughout their lives by fulfilling five basicneeds viz. Survival, power, freedom, fun, loveand belonging.In the classroom, this theory can be applied byThus, a classroom must induce an environment1
UET4 – Developing, Teaching, Learning and Assessment in Education and Training_4

End of preview

Want to access all the pages? Upload your documents or become a member.

Related Documents
Developing Teaching, Learning and Assessment in Education and Training
|20
|6710
|43

Developing Teaching, Learning and Assessment in Education and Training (Doc)
|18
|5862
|490

Teaching to Ensure Students' Success through Assessments - Desklib
|20
|6007
|356

Developing Teaching, Learning and Assessment in Education and Training
|18
|5571
|2

Developing Teaching, Learning, and Assessment in Education and Training
|13
|4063
|84

Developing Teaching, Learning and Assessment in Education and Training
|21
|7184
|201