Comprehensive Report: Developing Learning, Teaching, and Assessment

This report delves into the crucial aspects of developing effective learning, teaching, and assessment strategies within an educational context. It begins by examining pedagogical principles and their application in fostering strong teacher-student relationships, emphasizing the use of innovative and creative approaches to enhance student engagement and problem-solving skills. The report then explores various learning theories, including cognitivist and behaviorist theories, and their implications for creating inclusive and safe learning environments. It highlights the importance of initial and diagnostic assessments in understanding learner needs, utilizing models like VARK to identify learning preferences. Furthermore, the report discusses designing effective teaching plans, incorporating curriculum requirements, and providing regular feedback to ensure student understanding. It also emphasizes the significance of maintaining diversity, promoting equality, and adapting teaching methods to accommodate diverse learner needs, including those with specific learning challenges. The report concludes by addressing various assessment methods, such as formative assessments, and providing strategies for supporting students facing challenges like exam phobia or needing extra time. Overall, the report offers a comprehensive overview of best practices in education, aiming to enhance the learning experience for all students.

Developing teaching,
learning and
assessment in
education and training

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK A...........................................................................................................................................1
1.1................................................................................................................................................1
6.1................................................................................................................................................1
1.2................................................................................................................................................1
2.5................................................................................................................................................2
TASK B...........................................................................................................................................2
3.1................................................................................................................................................2
3.3................................................................................................................................................2
TASK C...........................................................................................................................................3
2.1................................................................................................................................................3
2.2................................................................................................................................................3
2.3................................................................................................................................................3
2.4................................................................................................................................................4
3.2................................................................................................................................................4
4.1................................................................................................................................................4
4.2................................................................................................................................................4
4.3................................................................................................................................................5
5.1................................................................................................................................................5
5.2................................................................................................................................................5
5.3................................................................................................................................................6
6.2................................................................................................................................................6
4.4................................................................................................................................................6
5.5................................................................................................................................................7
TASK D...........................................................................................................................................7
4.5................................................................................................................................................7
5.5................................................................................................................................................7
7.1................................................................................................................................................8
7.2................................................................................................................................................8

CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................9

INTRODUCTION
Developing teaching, learning and assessment in education and training will assist to
determine the exact need of student. In the same way, current report also help to develop
understanding related to teaching method and learner's need. For that, report investigate the
practice of own area of specialism by using application of pedagogical principles. Further study
apply theories, principles and model of learning as well as communication under inclusive
teaching and learning. Also, provide the importance of providing safe and healthy environment
using effective ways. Report, also implement the expectation of using minimum core in
planning, delivering and assessment inclusive teaching. Lastly, using model of reflection, report
also evaluate own practice in planning, delivering and assessing inclusive teaching and learning.
TASK A
1.1
Pedagogy is used to describe art of teaching and its principles are motivation, exposition,
direction of activity, criticism and inviting unreal. Thus, the use of these principles are used by
teacher in order to develop a good relationship between the student and teacher. These principles
assist teacher to reduce the chance of failure at each stage and provide an opportunity to
establish own presence as well as personality by articulating the key facts and own learning
objectives (Jones and Powell, 2019). For example, the principle assist to develop an opportunity
which helps to provide better education, like digital learning activities are specially designed that
automatically integrated with learning management software.
6.1
In order to demonstrate the minimum core skills, teacher must have enough knowledge
and understanding of literacy, language, numeracy and ICT that are required for teaching
qualification. Moreover, to demonstrate inclusive teaching, minimum core skills includes
reading, writing, checking spelling as well as grammar, punctuation for literacy, under language,
teacher should speak an listen well. On the other side, for numeracy, teacher may demonstrate
by carrying out calculation, interpretation, while for ICT, must use effective e-learning activities
and e-mails, application that easily reflect inclusive learning and teaching.
1.2
Using innovative and creative approaches in education will assist to encourage teacher
and student to explore research as well as use all the tools in order to learn something new. Thus,
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these techniques involve different way of looking at problem and resolve the same. Hence, the
thinking process while using innovative and creative tool also assist student to develop their
creativity and problem solving skills as well. Creativity approach also reduce the stress as well
as anxiety and also improve the ability to focus too. Using smart tool for teaching also assist
teacher to encourage lifelong learners (Powell and Jones, 2019). Hence, this shows that by using
brainstorm approach, role play activity within class will assist student to explore their ideas and
learn new things as well.
2.5
Theories of learning provides a viewpoint on the subject which is backed by the
evidence. Hence, theories are made up of principle that assist to explain the need of learning. For
example, congnitivist theory provide a big picture which is directly link to the previous
knowledge. Further, communication assessment is also assist to recognize that people can easily
communicate with each other and this further assist to encourage the use of variety of
techniques. If teacher posses inclusive communication skills that it will assist to exchange
everyday thoughts, provide chance of positive and effective interaction with people.
TASK B
3.1
Behavior theory of management is also known as human relation theory which state
human dimension of work. Thus, by applying this theory will assist to understand the human
aspect and this in turn helps to encourage teacher to determine student's point of view. Thus,
theories also contribute to gave control of each candidate present in classroom that assist to
make the teacher proud because they perform best at workplace (Lam, 2016).
3.3
In order to provide and ensure safe environment, I usually use conditioning tactics of
Skinner and also adopt enviable support that assist to determine the objectives, in addition to
this, I also use extrinsic inspirational model which assist to build the interest among students
who do not have any concern related to their learning activities. Additionally I also use negative
reinforcement or punishment in the form of warning if needed, because it assist to discourage
some odd behavior among some students in order to lead towards positive working environment
as well. Apart from this, I make sure that fair system of learner assessment is also provided
without discriminating the people on the basis of class, culture and backgrounds.
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TASK C
2.1
It is quite important to use initial and diagnostic assessment which agree to individual
learner goal because initial assessment is a vital link to a learning process and it is also formal
and informal process which identifies learners starting point. Hence, initial assessment also
provides a chance to assess the learner's current knowledge as well as their experience that also
enable a teacher to make sure that learner is enrolled on correct because it suits to their needs
(Hollinrake and et.al., 2019). On the other side, diagnostic assessment is that process which
assist me to determine the target which particular area of learning needs to be developed in order
to meet the learning goals. For example, using VARK model, a student also assist to determine
their strength and weakness and thus, it is the main reason of using initial and diagnostic
assessment under teaching method.
2.2
The need of learner is easily identify by using VARK model which helps to determine
the learning preference. Further, it is also used to identify the learner's level and their previous
experience level too. Once, the need is identified then, teacher may use both pedagogy and
andragogy as a delivery modes which meet the learning needs of the learners. Along with this,
teacher driven and learner driven approach is also used that assist to introduce the transfer
maximum knowledge (Pennington and Rogerson-Revell, 2019). After determine the need,
sylllabus and comprehensive teaching and assessment modes, time division are also keeping in
view that assist to meet all the internal and external requirement.
2.3
In order to designing effective plan for teaching and learning, a teacher must have to
fully understand the curriculum requirement as well as individual needs for all learner during
each stage. For that, teacher should know whether a student require any extra need and support,
if yes, they must provide the same. Further, make sure that teacher provide all necessary
resource i.e. textbooks, notes and also make effective and appropriate teaching strategies as well.
As per the curriculum requirement, teacher should also make sure that proper and
effective time schedule should be provided in order to provide them learning. For example,
provide 45 minute session to the student while on the other side, for special education need
student, provide extra 15 minutes in order to meet the curriculum needs.
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2.4
It is quite necessary and essential for the teacher as well as learner to take regular
feedback from each lesson. This will assist to determine whether the learner are able to
understand the term or not (McDevitt and et.al., 2019). For example, being a teacher and in mid
lesson, I make a group of three person where I ask to present two areas which they learn during a
lesson. Hence, this is clearly reflect that this will assist to identify whether the student learn or
not. Another way, is to hold one to one tutorial with a learner, in which we may talk about the
lesson which not achieved and homework that not done. Thus, this way assist to determine
whether learner is evaluating their work and given feedback also assist to ensure the best
practice for attaining full potential.
3.2
For providing sustain and safe learning environment, being a teacher I use three tactic
such that I also allow student to use ICT in which website, blogs are uses that assist to encourage
student to take interest in studies or learning. Hence, to increase inclusive learning among
student, I also make sure that I perform some co- curricular activity through which student may
show their caliber and interest apart from learning (Costa and et.al., 2018). Further, I make sure
that negligible behavior did not cause any negative impact upon the student such that lateness,
indiscipline etc. Third, I also provide some extra time to the needy student so that they also
focus upon their studies and it brings confidence.
4.1
It is quite important to maintain diversity environment and that is why, being a teacher I
make learner's grouping which assist to interact each and every student belongs to different
culture and develop confidence among them. I also allow each student to share their cultural
story that further aid to understand the importance of diverse culture. Along with this, ensure
that the fair system of learner assessment without considering class, culture and background.
Even I make sure that my class, celebrate as well as wish the festivals of different culture and
race that helps to understand the story behind celebrating each festivals. This will assist to
promote equality and diversity in classroom.
4.2
Using flexibility and adaptability techniques as per the need of learner is another way of
inclusive teaching and learning (Subheesh and Sethy, 2020). For that , I keep my conversation
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clear and write all the important things on board in order to understand the things in better
manner. In the same time, I also make use of interactive dashboard, in order to present graphs,
charts. Along with this, using presentation, projector also assist to learner to understand the
things in more better manner. This is consider one of the finest method to keep engaging student
because it provide brief detail of each topic which aid to learn the things. Also, I use group
discussion in order to understand the level of learning and increase their communication too.
4.3
Being a teacher, I make sure that I maintain harmony and equality among learner and for
that I keep making group discussion in order to interact the student from different culture. I
personally, interact people with different caste because it provide me opportunity to learn their
culture and polishing my own teaching profession as well (McCarty, 2020). To promote equality
and diversity, I also read different case study that assist me to understand other value and
culture. Thus, in classroom, also set some benchmark without considering culture, race, which
assist my learner to feel equal and valued at classroom.
5.1
Extra time: This situation requires when the learner are suffering from Dyslexia and
Dyspraxia and also takes longer time to understand the issue. Further, in order to meet this,
parents may also contact with outside of exam learner that help to compete the work.
Exam Phobia: There are many situation where a learner may struggle in the atmosphere
and it also cause negative impact upon their physic. As per the assessment abilities, teacher must
allow them to sit in separate room under the same condition which help them to overcome
anxiety (Machin and et.al., 2020).
Exam or Coursework: Many students are struggling in an examination and, even doing
hard work they did not get high score. At that time, teacher must allow the student to do the
coursework as a method of assessment which assist to determine the need of a learners.
5.2
Being a teacher, It is essential to use different types of assessment such that formative
assessment is used which helps to determine the current status of the student performance. Also,
it does not add to the final marks but in the same time, it also affect teacher as well as student
plan in the future learning. In the same time, I also perform oral assessment while assist to meet
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the judgment criteria and provide flexibility and adaptability to determine the need of learner.
Similarly, I also use diagnostic test which allow to improve the learner's knowledge.
5.3
Monitoring learners' assessment: For this, use of assessment strategy is better because
it evaluate the progress of each learner. Along with this, use of blend of all kind of assessment
models, theories and techniques fro the learners' need.
Setting learner's target: For this, feedback is the best technique that assist to determine
the need of learners (Vinten, Cobb and Mossop, 2020). Therefore, formative assessment is used
that understand the performance of the student and also hold the very interactive class discussion
in order to examine the need.
Planning subsequent session: For this, Diagnostic assessment is used through which
learners' knowledge is improved. Beside this this method only look forward and determine the
difficulty areas as well. Through this, teacher may easily make planning for the subsequent
session.
Recording the outcome of assessment: For this, summative assessment is used which is
based upon the formative and interim exam that evaluate the overall performance of the learner
and determine the exact need as well. Through this teacher also determine the strength and
weakness of the student.
6.2
Every teacher use minimum core element with consist of literacy, language , numeracy
and ICT through presentation, case study and research. It is so because it helps to deliver the
exact knowledge to learners. On the other side, assessment may also conduct that helps to
determine the performance of each student and also, effective teaching plan should be used
(Kneubil, 2020). Along with this, it is also analyzed that teacher may conduct assessment by
browse internet for resource and also use classroom blog in order to take advice from peers in
order to deliver the best to student.
4.4
For communication, teacher must provide comfort zone to their student in which they ask
question. During this, teacher must have to respond their queries and also remove any
complication at the time of learning process. Even, teacher have to solve the queries outside the
class because it help to develop a personal and professional relationship with them. May also
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conduct an open session where every student may easily communicate their education,
psychological and emotional issue with the teacher that assist to meet the individual needs and
also encourage progression too.
5.5
It is essential to keep communicate with other professional because it leads to generate
different ideas and enhance current knowledge as well. Apart from this, teacher must have to
attend some training session in which they gain different learning and innovative ideas which
may assist to meet the learning need of learners (Tien, Ai and Nhu, 2020). Hence, through
knowledge sharing with other professional assist each other to keep all update with new and
compatible methods. Make sure that, can communicate with both junior as well as senior
because it will assist to enhance current knowledge and determine the current scenario of
market as well.
TASK D
4.5
During starting time, around 15 minutes I use Authoritarian approach and also deliver the
lesson by complying with pedagogical technique, in which I use whiteboard, power-point and
projector. Also, make sure that everyone understand the lesson. Further, in second half time, I
use Humanistic approach in which I try to motivate learner and foster group working as well. In
this, I let student to explore their knowledge and share their views and I only observe the
behavior of student. Further, to deliver the effective lesson, I communicate my views with others
and also use of convergent media and then take feedback as an assessment tool for inclusive
learning.
5.5
I design assessment strategy with different theories, model which include diagnostic,
formative as well as summative assessment. For example, under diagnostic test I use VARK
model that assist to determine strength and weakness of student. On the other side also used
periodical assessment under formative assessment that helps to determine the progress of
student (McCrady and et.al., 2020). For instance, I also use surprise quiz, personal interview that
show weekly and monthly progress of the student. Moreover, I also use summative assessment
which is a major assessment and it evaluate if the learner has met the actual and mega objective
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of learning. Also, this method completely based upon the overall result of formative and
diagnostic assessment. Hence, this will assist to done a fair assessment and also get learner gets
satisfied with the progress too.
7.1
Using Gibbs model of reflection, I come to understand that a teacher must posses strong
communication skills which assist them to deliver exact knowledge to their student. Through
this model of reflection, I also come to know about my strength and weakness and for that I also
use different plan in order to overcome my weakness. Also, using Kolb learning style I come to
realize that I work as a facilitator in which I keep motivate others to work as a team.
Additionally, using cognitive learning theory, I come to know that individual's thoughts and
process through which teacher may set the target by analyzing the need of student. Moreover,
7.2
 Being more clear about the own message.
 By making changes in the curriculum and material provided.
 Changing the technique of old teaching and also creating safe learning environment.
 By make changes in the assessment and also provide different assignment that helps to
determine the status of the student's learning.
 Take time to determine the classroom climate and also take proper feedback from the
learners to examine the overall strength and weakness,
CONCLUSION
By summing up above, it has been concluded that different principles of pedagogy are
used by teacher in order to determine the area of specialism. Further, by using effective plan and
scheme of work will assist to develop different opportunity for learner, also there is a need to
provide the safe and inclusive learning environment for which, teacher may use group work that
assist to promote equality and diversity at working area. Moreover, report also concluded that by
flexibility and adaptability in the teaching and learning will assist to meet the individual learner
and even through effective communication, teacher may easily share their views to student and
get back feedback to determine their need of learning. Report also concluded that there is a need
to apply minimum core of element that may easily assist to deliver and assessing the inclusive
learning and teaching
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REFERENCES
Books and Journals
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health undergraduate courses. Ciencia & saude coletiva.23. pp.3779-3787.
Hollinrake, S. and et.al., 2019. Do we practice (or teach) what we preach? Developing a more
inclusive learning environment to better prepare social work students for practice through
improving the explorationof their different ethnicities within teaching, learning and
assessment opportunities. Social Work Education.38(5). pp.582-603.
Jones, S. and Powell, D., 2019. Using ‘teacher talk’to reimagine FE-based research as a basis for
teaching, learning and assessment: Report from the Research and Scholarly Activity
working Group. Journal of Studies in Practice and Culture in Education.2(1).
Kneubil, F. B., 2020. Epistemological difficulties in implementing a teaching-learning sequence
on the concept of mass. Revista Brasileira de Ensino de Física.42.
Lam, R., 2016. Assessment as learning: examining a cycle of teaching, learning, and assessment
of writing in the portfolio-based classroom. Studies in higher education.41(11). pp.1900-
1917.
Machin, L. and et.al., 2020. A complete guide to the level 5 diploma in education and training.
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McCarty, T., 2020. How to Build Assessments for Clinical Learners. In Roberts Academic
Medicine Handbook (pp. 83-90). Springer, Cham.
McCrady, B. S. and et.al., 2020. Education and training in substance use disorders and
addictions: The University of New Mexico integrated training model. Training and
Education in Professional Psychology.14(1). p.60.
McDevitt, A. and et.al., 2019. Utilization of the Clinical Reasoning Assessment Tool Across a
Physical Therapy Curriculum: Application for Teaching, Learning, and
Assessment. Journal of Physical Therapy Education.33(4). pp.335-342.
Pennington, M. C. and Rogerson-Revell, P., 2019. Using Technology for Pronunciation
Teaching, Learning, and Assessment. In English Pronunciation Teaching and
Research (pp. 235-286). Palgrave Macmillan, London.
Powell, D. and Jones, S., 2019. Using ‘teacher talk’to reimagine FE-based research as a basis for
teaching, learning and assessment. Journal for the Centre of Studies in Practice and
Culture in Education.2(1).
Subheesh, N. P. and Sethy, S. S., 2020. Learning through Assessment and Feedback Practices:
A Critical Review of Engineering Education Settings.
Tien, H. T. H., Ai, H. T. and Nhu, T. T. Q., 2020. An Analysis on the Pedagogy and Assessment
of Transversal Skills in Vietnamese Technical and Vocational Education and Training
(TVET).
Vinten, C. E., Cobb, K. A. and Mossop, L. H., 2020. The Use of Contextualized Standardized
Client Simulation to Develop Clinical Reasoning in Final-Year Veterinary
Students. Journal of veterinary medical education.47(1). pp.56-68.
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