BTEC Level 5: Teaching, Learning, and Assessment in Education

This report delves into the critical aspects of teaching, learning, and assessment within the field of education and training. It emphasizes the importance of identifying and addressing individual learner needs through various assessment methods, including formative, diagnostic, and summative assessments. The report outlines a scheme of work that aligns with both internal and external organizational requirements, focusing on creating a teaching plan that caters to diverse learning styles and abilities. It further explores strategies for effectively planning and adapting instruction to meet the unique needs of all learners, including those with disabilities, by incorporating visual, auditory, and kinesthetic learning approaches, and setting SMART objectives. The document also touches upon adapting teaching methods to accommodate different categories of learners, including students with disabilities, ensuring that the teaching and instruction meet the individual learner’s needs for optimal educational outcomes.

Running head: EDUCATION AND TRAINING
Education and Training
Name of the student
Name of the University
Author’s Note

1EDUCATION AND TRAINING
Table of Contents
Task 2...............................................................................................................................................2
Task 3...............................................................................................................................................7
Task 4.............................................................................................................................................14
Task 5.............................................................................................................................................19
Task 7.............................................................................................................................................28
Task 8.............................................................................................................................................32

2EDUCATION AND TRAINING
Task 2
2.1. Importance of identifying and meeting the individual needs of the learners in the classroom
It is essential for every teacher to believe and understand that all the students and the learners
ought to acquire the same hopes. The aspiration for future and education from their learning. It is
essential for the teachers or the educators to identify the needs of the learners with various
another dynamic within their career as a teacher (Box, Skoog and Dabbs 2015). It is to be
remembered by them that the main difference lies on the fact that some of the learners will cope
up quickly and rapidly while some will take the longest time to adapt the knowledge and the
learnings. The five reasons or the factors that are relevant to the context of the importance to
identify and meet the needs of the individual learners while teaching is as follows.
The development of the talents – The young learners of the classroom usually undergoes the
procedure the practical understanding of their skills. In this scenario, the skills and abilities are
the factors of the needs since they require nurturing for development (Decristan et al. 2015). It is
thus essential for the teacher to identify the problem and provide essential support to them that
will eventually help the learners to discover and grow.
The achievement of the quality – In the classroom, there are many of the children who have
emotional, social and behavioral challenges that might limit their ability towards learning.
Hence when the teachers or the educators identify the weakness and applies measures for
overcoming them, the learners tend to acquire the education without any sort of barriers.
Creation of the interest – Effective identification and meeting of the need of the individual
learners boots their morale and encourages them. In case of the individually prescribed

3EDUCATION AND TRAINING
instruction (IPI), these significantly help the learners to understand tad grasp the concepts of the
education (Lai 2015).
Planning for the classroom activities - Familiarity with the personal needs of the learners by the
educators help them to easily plan for their day to day classroom activities so they can cater to all
of them. It is the responsibility of the teacher to plan the timetable for the counselling, the group
interactions, the individual tutoring and the general supervisions.
Classroom organization – One of the best ways for the educators to organise the classroom is by
the identification of the characteristics of each and every learner. This is because it allows them
toward the devotion of the energies which are beyond the regular procedure of teaching towards
effective education which is basically supportive and considerate for each and every learner.
2.2
Towards the effective identification of the needs of the learners or the students in the classroom,
the organization adopts various research methods of the diagnostic and initial assessments. These
play a very important role in the procedure of motivation and learning (Mertler 2016).
Assessments used by the organization to identify and address the individual learning goals is
generally a powerful tool that enhances the education and the learning among the students.
Assessments are evaluated as per the four of the main characteristics that are feasibility,
relevance, validity and reliability. The primary purpose of the assessment in the classroom is to
improve the learning process of the student, the aching process of the teachers (Caro, Lenkeit
and Kyriakides 2016). Assessment for the process of the learning is an ongoing process that
arises out of the interaction among the learning and the teaching. Apart from the simple

4EDUCATION AND TRAINING
diagnosis of the identification of the learner needs, assessments can furthermore be used to assist
the improvements across the system in the entire cycle of continuous improvement.
2.3
There lie various methods of assessments including both the initial and the diagnostic process
that are used by the college authority. Some of the methods or the type of assessment that is used
in the college include the following
Formative Assessment - gather the feedback and the data during the process of the instruction
measuring the progress of the students during the teaching process. It helps in measuring the
progress of both the student and the lecturer (Crusan, Plakans and Gebril 2016). This assessment
helps in the identification of the area that needs improvement.
Diagnostic Assessment - identify the current knowledge of my students regarding a subject or
about their capabilities or the set of skills and to clarify any sort of misconceptions prior
teaching. It helps in knowing the weakness and the strengths of the student (Heitink et al. 2016).
By this assessment method, it is possible to evaluate and help the students by planning better
regarding what and how to teach.
Summative Assessment - gather feedback that sums up the learning and the process of the
teaching. It is product oriented and focuses on the procedure towards the completion of the
learning and evaluation process after the learning (Shepard, Penuel and Pellegrino 2018).
2.4

5EDUCATION AND TRAINING
Some of the learner's goal that was identified during the process of the initial assessment within
the organization is as follows.
Learner Goals Organization requirements
 To face challenging and motivational
activities
 To improve the performance at the
class
 To clarify with the teachers in case of
any confusion
 To cut down the frustration and
boredom in class
 To evaluate the individual knowledge
and the learning
 To compares the skills against some
standards in class
 To identify the learner's position in
terms of their knowledge via
evaluation
 To improve their efforts and activities
in the course
Internal
External
External
Internal
Internal
External
External
External
.

6EDUCATION AND TRAINING
References
Box, C., Skoog, G. and Dabbs, J.M., 2015. A case study of teacher personal practice assessment
theories and complexities of implementing formative assessment. American Educational
Research Journal, 52(5), pp.956-983.
Caro, D.H., Lenkeit, J. and Kyriakides, L., 2016. Teaching strategies and differential
effectiveness across learning contexts: Evidence from PISA 2012. Studies in Educational
Evaluation, 49, pp.30-41.
Crusan, D., Plakans, L. and Gebril, A., 2016. Writing assessment literacy: Surveying second
language teachers’ knowledge, beliefs, and practices. Assessing writing, 28, pp.43-56.
Decristan, J., Klieme, E., Kunter, M., Hochweber, J., Büttner, G., Fauth, B., Hondrich, A.L.,
Rieser, S., Hertel, S. and Hardy, I., 2015. Embedded formative assessment and classroom
process quality: How do they interact in promoting science understanding?. American
Educational Research Journal, 52(6), pp.1133-1159
Lai, C., 2015. Modeling teachers' influence on learners' self-directed use of technology for
language learning outside the classroom. Computers & Education, 82, pp.74-83.
Mertler, C.A., 2016. Classroom assessment: A practical guide for educators. Routledge.
Shepard, L.A., Penuel, W.R. and Pellegrino, J.W., 2018. Classroom Assessment Principles to
Support Learning and Avoid the Harms of Testing. Educational Measurement: Issues and
Practice, 37(1), pp.52-57.

7EDUCATION AND TRAINING
Task 3
3.1 Devise the scheme of the work in accordance with the internal and external requirements of
the organization. Prior to the starting of the planning of the scheme of work, there lie three areas
for major considerations that include the external requirements, the internal process and the
individual needs of your learners.
Figure – The Teaching Cycle
Source – (Miller 2016)
The external requirements of the organization include the organization that is being worked for,
the awarding body of examination and the charity funding criteria. The internal requirements or
the process of the organization includes the curriculum or the syllabus, the units for the
specifications, the set of the competencies and the set of the competencies. The category of the
individual learner needs include the administrative assessments, the initial assessments and the
evaluation of the needs.

8EDUCATION AND TRAINING
The scheme of work of the planning that need approval from the senior leaders is that all the
learners of the students of the organization is capable of learning if an only if they are being
placed in the correct or the right program and are being taught in the specific way in which they
can learn and give any of the help they might be needing.
3.2 Teaching Plan
Aims / Objectives of
session
Content/ Topic that
needs to be covered
The teaching methods The learning
activities
To identify the
current knowledge of
students regarding a
subject or about their
capabilities or the set
of skills and to
clarify any sort of
misconceptions prior
to teaching
The content or the
topic that needs to be
covered include the
curriculum of the
targeted class, the
range of practical
activities including
the topic math,
English, science and
more
 Teacher
centred and
instructor
methods
 Learner-
centred
methods
 Interactive or
participative
methods
 Class tests
 Monthly and
yearly
evaluation
 One to one
oral tests
 Practical
projects that
involve the
entire group
of students in
the class
To help the disabled
students to cope up
with the mainstream
learnings
 The
behavioural
and the
attitude
 To help the
students for
making them
comfortable in
 Provision of
oral
instruction for
the students

9EDUCATION AND TRAINING
correction of
the students
(Reinholz
2016)
 The basic
math and the
number
identification
 The
recognition of
the letters and
understanding
the meaning
of the words
the classroom
with other
peers
 Effective
communication
and
organization
skills
 Learner-
centred
methods
 Content
focused
methods
who have
reading
disabilities
 Frequent
progress
checks to
identify their
range and the
knowledge
and skills
 Immediate
feedback to
the learning
disabled
students
Learning Plan
Learning Goals Needs of the learner(s) Curriculum requirements
 To become more
active in the process
of learning in the
classroom
 Using visually
enhancing boards for
the visual learners in
the class
 Science and
mathematical
curriculum for
advanced study for the

10EDUCATION AND TRAINING
 To become
independent learners
in the classroom
 To identify the
importance in the own
learning process
 Seat or place near to
the activity instruction
boards (Villa and
Thousand 2016)
 Provision of the hand-
outs of the charts and
the essential words for
the vocabulary
 Strong and friendly
relation with the
students
 Support in case of
issues related to
understanding any
topic.
promotion of learning
with understanding.
 Structuring of the
concepts, the factual
contents and the
procedures that
constitute the base of
the knowledge
regarding the
discipline around the
principles of
organization.
3.3
Towards the effective planning to meet the individual needs of the learners in the class among
which some of them have additional needs, my personal insight accompanying notes include the
following factors. These are the scheme of the work and the improved and the revised
curriculum, the timing of the work, the functional embedding skill, the differentiation and the
assessments. Furthermore, I believe that my planning towards the meeting of the individual
needs of the learners will include the components of VAQ that is the visual, auditory and the

11EDUCATION AND TRAINING
kinaesthetic learning abilities and styles together with some my targeted smart objectives
(Coady, Harper and De Jong 2016) .
The process of planning of mine includes the development of the activities with different levels
of difficulty. Adaptation of the different capacities of the students with learning difficulties that
are generally attractive for the higher capacity of students. Furthermore, the creation of the
diverse activities, understanding the need of the students, and planning for the different and
various mode of evaluation for the knowledge and learning are some of the essential factors
within my entire planning.
3.4
There have been various categories of learners both including the students with disabilities and
the normal students of the class. The process of the teaching and the instruction is thus being
adapted for meeting the individual learner’s needs for promotion of the inclusive practices.
 Meeting as a group or a team for close reading and learning from each and every student's
individualized education program
 Modification of the assessments process for making them more accessible to each and
every student (Navarro et al. 2016)
 Survey with the students and asking them regarding their interest and using their
feedback for guiding the curriculum.
 Promotion of a positive climate in the classroom
 Embracing the diversity among the students
 Increase in own cultural competencies (Nathenson and Henderson 2018)
 Encouragement of the student’s interaction irrespective of their physical status

12EDUCATION AND TRAINING
 Fostering class monitors and leaders within the classroom for the promotion of inclusive
classroom
3.5
It is imperative that the learners are given feedback regarding their progression and the areas that
are needed to be looked and worked into each and every lesson. Examples include proper class
discussions where the students or the learners were advised to shout out the two areas they have
been learning and two things they will be working on in the lesson (Causton and Tracy-Bronson
2015). Apart from the class evaluation and the one to one oral tests, the tutorial that helps in the
evaluation of the progress of the learner, homework, class works, parent-teacher meetings and
the rapid oral questionnaire with the students are some of the practices that are essential
feedbacks that helps both the learners and the teachers.

13EDUCATION AND TRAINING
References
Causton, J. and Tracy-Bronson, C.P., 2015. The educator's handbook for inclusive school
practices. Paul H. Brookes Publishing Company.
Coady, M.R., Harper, C. and De Jong, E.J., 2016. Aiming for equity: Preparing mainstream
teachers for inclusion or inclusive classrooms?. Tesol Quarterly, 50(2), pp.340-368.
Miller, B.A., 2016. Assessing organizational performance in higher education. John Wiley &
Sons.
Nathanson, M.B. and Henderson, E.S., 2018. Using student feedback to improve learning
materials. Routledge.
Navarro, S., Zervas, P., Gesa, R. and Sampson, D., 2016. Developing teachers' competencies for
designing inclusive learning experiences. Educational Technology and Society, 19(1), pp.17-27.
Reinholz, D., 2016. The assessment cycle: a model for learning through peer
assessment. Assessment & Evaluation in Higher Education, 41(2), pp.301-315.
Villa, R. and Thousand, J., 2016. The Inclusive Education Checklist:: A Self-Assessment of Best
Practices. National Professional Resources, Inc./Dude Publishing.

14EDUCATION AND TRAINING
Task 4
4.1
As per my personal insight, I believe that it is the part of my responsibility to promote
appropriate behavior and respect for others at my workplace, the college. The workplace
attitudes tend to have an effect on each and every person within the organization or the college.
Positive attitudes in the college generally help towards the development of the prevailing
environment of the workplace that furthermore determines the morale, the productivity and the
abilities related to the team building. I furthermore believe that promotion of the positive attitude
within the college will help the students of the class to adopt the positive practices among their
peers. I believe that the promotion of the positive attitudes and behavior in the college helps in
the development of a positive environment, helps towards the achievement of the goals of the
teaching for the success of the career. Furthermore, the propagation of the positive attitude will
help in the stress reduction and the management of the activities within the college including the
effective teaching strategies to the students and discussing the challenges of teaching with the
peers.
Furthermore, I have summarized some of the facts that behavioral tendencies for the purpose of
the learning are generally not achieved by default. In case of the communication and discussion
in the college with the students with certain disabilities, one of the most effective and efficient
factors are the positive behavioral support and the interventions (PBIS) (Ovseiko et al. 2017).
Some of the actions and the moves that I follow include silent signals, proximity, quiet
corrections, positive phrasing and tangible reinforcers.

15EDUCATION AND TRAINING
Apart from the positive attitude and behavior, one of the major factor that I believe to be
essential is the promotion of respect in my workplace. I believe that it is essential to embrace the
workplace diversity since it increases the pool of talents and brings new and innovative ideas,
skills and perspectives in the workforce (Evans and Amery 2016). Promotion of diversity at the
workplace, college is essential since it will help in the reduction of stress, decrease in the
conflicts and the problems. It furthermore helps in the increase in productivity, understanding
and the knowledge of the lecturers and the trainers of the college.
4.2
The promotion of equality and value diversity in college is one of the essential factors within the
list of responsibilities of my role as a trainee teacher or a lecturer. The process for the practice of
the promotion of these two essential factors in the college need not be a challenge and can be
done within certain positive factors.
 By clearing setting the rules or the principles regarding how the people need or should be
treated
 By challenging any of the negative attitudes
 By initiating the treatment of all the staff members and the students of the college equally
and fairly (Banks 2015)
 To promote equal opportunities for the students in the class irrespective of the gender; to
promote gender equality
 Creation of all-inclusive culture within the classroom so that the student feels
comfortable
 To maintain a strong and healthy relationship with the staff members of the college that is
the other lecturers and the professors of the college

16EDUCATION AND TRAINING
 To avoid stereotypes in the examples and the resources in the classroom
 To use the resources that have multicultural themes
 To actively promote the multiculturalism and the importance of the diversity within the
lessons so that the students can understand its value
 To plan the lessons that reflect the diversity within the classroom
 Ensuring that all the students in the college or the class which I am taking have access
towards equal opportunities and participation
 To use a variety of the teaching methods for letting the students know the essentiality of
the promotion and the value of diversity
Diversity, equality and inclusion are the factors which I think are essential within my
workplace. Since all the individuals who are employed in the college as college staff and the
students who come for learning and knowledge in the college are unique individuals, it is my
responsibility to promote equality for the opportunity for the staffs and the students. I believe
that these forms the basic fundamental to the core values that are fostered (Banks 2015). I
further believe that some of the factors like the inclusiveness, and welcoming nature,
professional attitudes and efficient works, honest and reliable attitude helps in the effective
promotion of the diversity and equality at college.
4.3
It is furthermore an essential note that management of the students or the learners with some of
the different behaviors and attitudes in the classroom is one of the challenging tasks for each and
every teacher. The effective establishment of a safe, inclusive learning environment in my

17EDUCATION AND TRAINING
teaching place needs some of the strategies for the establishments. Effective teaching disciplines
with the encouragement and kind words are sometimes more than the rebukes and the
reprimands. Some of the strategies and the actions that I follow for the promotion of the
inclusive learning environment are an examination of my assumptions, learning and using the
name of the students, the practice of the model of the inclusive language, establishment of the
ground rules for the interactions, examination of my curriculum and more.
 I tend to overcome my resentment, frustration and anger and try to remain calm within
the classroom
 I set a positive tone and model an appropriate response in the classroom to promote a safe
and inclusive environment within the workplace
 I make sure that all the students within the classroom understand that their different
nature (if any ) are not liked by the other peers and me in the class (Roksa et al. 2017)
 I tend to give a chance to the student whose different behavior might have disrupted the
class environment
 I avoid the win-lose conflicts to promote an inclusive environment
 I try to remain courteous towards the face of hostility or anger
 I treat and behave respectfully and politely with all the students in the classroom
irrespective of their disabilities if any.
In short, I tend to promote an inclusive earning environment and help my students towards good
and effective learning. I furthermore focus on recognizing and regarding of the acceptable
behavior and discourage antisocial and rudeness in the classroom.

18EDUCATION AND TRAINING
Reference
Albrecht, S.L., Bakker, A.B., Gruman, J.A., Macey, W.H. and Saks, A.M., 2015. Employee
engagement, human resource management practices and competitive advantage: An integrated
approach. Journal of Organizational Effectiveness: People and Performance, 2(1), pp.7-35.
Banks, J.A., 2015. Multicultural education, school reform, and educational equality. Opening the
doors to opportunity for all: Setting a research agenda for the future, pp.54-63.
Evans, E. and Amery, F., 2016. Gender and politics in the UK: Banished to the
Sidelines. European Political Science, 15, pp.314-321.
Ovseiko, P.V., Chapple, A., Edmunds, L.D. and Ziebland, S., 2017. Advancing gender equality
through the Athena SWAN Charter for Women in Science: an exploratory study of women’s and
men’s perceptions. Health research policy and systems, 15(1), p.12.
Pradhan, R.K., Jena, L.K. and Kumari, I.G., 2016. Effect of work-life balance on organizational
citizenship behaviour: Role of organizational commitment. Global Business
Review, 17(3_suppl), pp.15S-29S.
Roksa, J., Trolian, T.L., Pascarella, E.T., Kilgo, C.A., Blaich, C. and Wise, K.S., 2017. Racial
inequality in critical thinking skills: The role of academic and diversity experiences. Research in
Higher Education, 58(2), pp.119-140.

19EDUCATION AND TRAINING
Task 5
5.1
Towards meeting the individual learner needs in the area of the specialism of education and
training, the effectiveness of the assessment methods can be stated s follows. The effectiveness
of the methods of the assessment in relation to meeting the needs of the learners in the area of
education and teaching in college can be explained in three steps. The assessment, the evaluation
and the decision making (Erten 2015). It is a systematic procedure of the assessment including
the process of the evaluation and the decision making. The resultant data of the assessments that
include the observations, the examination, the essay and the self-reflection are analysed on the
basis of the judgement of the data.
• Being clear and precise regarding the instructions prior to starting the process of teaching
– this observed teaching practice session includes the diagnostic assessment. Some of the
types of assessment in this teaching practice include pre-tests, interviews, and discussion
board responses.
• Involving the students in decision making, peer learning and classroom discussion - this
teaching practice includes formative assessments like observation during their class
activities, the questions and answer sessions, in-class activities (Caro, Lenkeit and
Kyriakides 2016).
• Gathering engagement for the collection of feedbacks – this teaching practice includes
the summative assessment like final examination, term papers, and student evaluation and
instructor self-evaluation.

20EDUCATION AND TRAINING
5.2
While initiating teaching in the area of teaching and education, some of the relevant
communication theories that influence the learning activities together with the influence of the
media are the following.
The two-step flow of information theory – This theory by Berelson and Hazelduadet states the
important aspect regarding how the influence of the mass media has improved the decision
making and the learning. The theory refined the ability towards the prediction of messages of the
media on the behavior of the audience. This theory gave way for the diffusion of the innovation
theory.
Bullet/ Hypodermic Theory – This theory implies that the mass media has a direct and
immediate effect over the audience. It is the model of the communication of the direct influence
that is generally based on the early observations regarding the effects of the mass media.
The impact of the communication theories on the learning and the teaching process are various in
nature. In the case of the effective practice of communication, the theories of communication
state how both the learners and the teachers tend to benefit from communication. This is because
as per the models and the theories, the communication makes the process of the learning easier,
helps he, students, to achieve their goals, increases the opportunities for expansion of the
learning, strengthen the connection and the teachers and the learners and thoroughly creates an
overall experience of positivity. In the process of the communication, some of the tools of the
media that are generally being used in the college include the platform of the social media the

21EDUCATION AND TRAINING
learning and educational videos, the blogs, the mass media, the print media, audiovisual media
and the instructional media.
Benefits of communication methods in teaching practice include the following
 The better understanding of the topics by the learners
 Development of good relations among the learners and the student
 The teachers or the lecturers of the organization can easily identify the areas of the
challenges that are faced by the students
 Understanding and helping the students to improve in their level of knowledge and
sharpening their skills
 Effective and good practice of communication furthermore helps the teacher to co-
operate with the learners with disabilities
Limitation of communication methods in teaching
 Barriers for the students who are suffering from hearing impairments
 Limitation of the time frame of each of the class since excessive communication may
limit the time
 Excessive communication may hamper the teachers or the lectures to complete the
syllabus or the curriculum
 Communication with the individual who belongs from other cultures with other language
is a problem in the class
5.3

22EDUCATION AND TRAINING
The purpose of the utilization of the teaching and the learning resources in the class is for
assisting the lecturer and the teacher with the presentation and the transmission of the content of
the education and for the achievement of the objectives of the education. Some of the common
needs of the individual learners which I target to meet with the efficient teaching resources and
the technology includes the motivation of the student, the development of the creativity, the
evoking of the prior knowledge and encouraging of the process of the understanding, decoding,
organizing and the profiling of the different values and the abilities.

23EDUCATION AND TRAINING
Source: (Sulistiyo et al. 2017)
The flow chart above illustrates the effectiveness of the learning and the teaching resources in
the area of education and training towards meeting the learner needs and providing high quality
knowledge.
5.4
Some of the resources that I use in my practice of teaching education and training in the college
in relation to the meeting of the individual needs of the learners are as follows.
BlackBoard – The effectiveness of this teaching resource is the most valuable. This is because
as a lecturer or a teacher uses the blackboard to write down the important points while teaching
in the classroom so that it is visually presented before the whole class of students
Technology – The technology and the applications of the technology are the blessings for the
lecturers since these provide help to both the students and the lecturers (Valiandes 2015). Use of
media for the purpose of the propagation of learning is one of the main factors towards effective
learning and teaching.
Books and journals – Teachers and the lecturers uses journal articles and books to teach the
students in the class
Collaborize classrooms – This resource is a very big supporting tool for supporting the teacher's
in-class instructions and helping the success of the flipped classrooms (Matuk, Linn and Eylon
2015). This helps the lecturer to quickly launch the personal learning site that addressed the
concern of the students and leaving the students to be more prepared for the in-class activities.

24EDUCATION AND TRAINING
Class assessments – This resource help the teachers or the lecturers to identify the laws and the
challenges faced by the students in the classroom by evaluating them on the basis of their
performance in the tests.
5.5
Explanations regarding some of the methods that I have used towards these of the teaching
resources that furthermore includes the technology are the following.
Active engagement of all the learners - I have encouraged all the students of the class to engage
in the group projects and the class discussions so they can develop bonding among them thus
enhancing the chance for peer learning
Empowering of the individuals – I encourage the students or the learners who have a learning
disability or have lagged behind in the academics by motivating them with their skills and the
uniqueness within them. I furthermore help them with their studies in my free time at college.
Management of the group and the peer activities – I resolve any sort of conflict that arise within
the groups or the peers with effective, friendly communication practices
Proactive nature – I showed by proactive nature by organizing visual LED boards and audio-
visual display boards for the visual learners of my class so that they can easily understand the
lectures
Addressing the supporting needs - I help the students are in need of support in my free time.
Positive use of the authority for the promotion of equality and diversity in teaching practices – I
treat all my fellow staff members equally and students fairly. I furthermore encourage the
students by telling them the benefits of the diversity within the class.

25EDUCATION AND TRAINING
5.6
I have different categories of learners with different levels of experiences and needs. My
classroom constituted of diverse student learners including the learners from ethnically, racially.
Culturally and linguistically diverse communities and families from societies. Some of the
strategies I use as my teaching and the learning approaches together with resources and
technologies for addressing the need of the students of my class include the following.
 Facing of the achievement and the diversity gap and respecting it
 Educating the diverse students of the class
 Maintenance of high standards and demonstration of high expectations for all the
culturally, ethnically and linguistically diverse students of the class
 Showing the students my care by initiating to know their individual needs or
requirements together with the strengths and sharing of their hopes, concepts and dreams.
Some of the different learning styles that I have used for the diverse range of the students in the
class are the visual learning style and the reading or the writing style. The alternative pace of the
delivery was done by me with the help of seeing and observation of the things that include the
diagrams, the pictures, the written directions and more (Roman 2017). This spatial style of
teaching and learning has been the alternative pace of delivery that included the whole group
activities together with the use of peer teaching in this activity.
5.7
As the training teacher of the college, it has been important for me for effectively communicate
with the learners and the learning professionals for meeting the individual needs by looking at

26EDUCATION AND TRAINING
the appropriate languages and the level as per the varied level, tone and placing. Some of my
strategies for communicating with the diverse students in the class include the following factors.
 Using the ice breakers as the appropriate
 The building of the rapport with the learner (Dalgarno et al. 2016)
 Demonstration of capacity towards communicating clearly for facilitation of the learning
 Using the critical skills of listening and techniques related to questioning
 Using proper terminology and the language of the industry or the profession
 Provision of clear and concrete options and advice

27EDUCATION AND TRAINING
Reference
Dalgarno, B., Gregory, S., Reiners, T. and Knox, V., 2016. Practising teaching using virtual
classroom role plays. Australian Journal of Teacher Education, 41(1), pp.126-154.
Erten, İ.H., 2015. Listening to practising teachers: Implications for teacher training
programs. Procedia-Social and Behavioral Sciences, 199, pp.581-588.
Matuk, C.F., Linn, M.C. and Eylon, B.S., 2015. Technology to support teachers using evidence
from student work to customize technology-enhanced inquiry units. Instructional Science, 43(2),
pp.229-257.
Roman, M.O., 2017. Study on a willingness to communicate in L2, strategies and lexical
availability: Results from Spanish EFL 4th of ESO students.
Sulistiyo, U., Mukminin, A., Abdurrahman, K. and Haryanto, E., 2017. Learning to teach: A case
study of student teachers’ practicum and policy recommendations. The Qualitative Report, 22(3),
pp.712-731.
Valiants, S., 2015. Evaluating the impact of differentiated instruction on literacy and reading in
mixed ability classrooms: Quality and equity dimensions of educational effectiveness. Studies in
Educational Evaluation, 45, pp.17-26.

28EDUCATION AND TRAINING
Task 7
7.1
Minimum core elements are essential since they help in the promotion of the understanding that
underpins the literacy, the language, the numeracy and the ICT skills that are needed for the
learners for succeeding and achieving their qualification (Stronge 2018). The minimum core
elements encourage the development of the inclusive practices within the classroom for
addressing the language, the literacy and the numeracy of the needs of the diverse learners. I
have furthermore used the minimum core elements for planning, delivering and assessing for the
inclusive teaching in the classroom. In terms of the planning, delivering and inclusive teaching,
some of the strategies and the actions that I have been taking include the following (Petersen
2016). In the context of the literacy, the use of the handouts, the setting of the written homework
and self-participation on the written board work and the presentations are some of the major
factors. In the context of numeracy, usage of the laser cutter and using of the measurements for
the work on the computer and setting of the wordings for small essays or home works are some
of the factors (Shirozu, Yashiroda and Murata 2015). In the context of language delivery in
inclusive training, having the learners participate in the group discussion is one of the essential
factors. Some of the practical examples for supporting my analysis are as follows.
Planning – I planned to promote resources to support teachers and learners of the teaching
qualifications. I initiated to show videos and e-learning materials
Delivering – I delivered quality training and assessed supports to the teaching and the learning of
the procedure of the assessment in the class. I encouraged each and every individual to come up
and ask me queries in case of any challenges or difficulties.

29EDUCATION AND TRAINING
Assessing – Some of my actions related to the assessing includes the carrying out of the
calculation, interpretations, evaluations and measurements (Fisher 2017). Besides these, I have
taken care of the e-learning activities, virtual learning environment, e-mails. Applications, video
conferencing, digital devices, programs and the softwares.
7.2
Teaching practice portfolio
The minimum core consists of four of the major elements. The major factors included in the
portfolio practice of teacher includes literacy, language, numeracy, information and
communication technology (ICT).
Minimum Core
Elements
Planning Delivering Assessing
Literacy I planned the concept of
literacy for implying it on
the students
I planned to deliver the
literacy to the students of
the class for easy of their
understanding
I assessed the
understanding level of
the students of the
class by the monthly
evaluation and tests
Language I planned the concept of
letters and language for
implying it on the students
I planned to deliver the
language to the students
of the class for easy of
their understanding
I assessed the
understanding level of
the students of the
class by the monthly
evaluation and
language tests

30EDUCATION AND TRAINING
Numeracy I planned the concept of
numbers and numeracy for
implying it on the students
I planned to deliver the
numeracy to the students
of the class for easy of
their understanding
I assessed the
understanding level of
the students of the
class by the monthly
evaluation and literacy
tests
Information and
communication
technology
I have planned for
projecting information and
communication technology
in the classroom that
includes diverse students
I have delivered
instructions related to
technology like the e-
learning videos, methods,
technologically advanced
electronic boards and
more in the classroom so
that the students can
benefit from the
components of the
information and the
communication
technology
I have assessed this
component of the
minimum core by
meeting the needs of
my learners whose
levels of the literacy
and the numeracy
skills are low. I take
extra hours from my
tuition classes to help
these students with
online study materials
and educational videos

31EDUCATION AND TRAINING
Reference
Fisher, A., 2017. Minimum Core and the Right to Education.
Petersen, A., 2016. Perspectives of special education teachers on general education curriculum
access: Preliminary results. Research and Practice for Persons with Severe Disabilities, 41(1),
pp.19-35.
Sailor, W., 2017. Equity as a basis for inclusive educational systems changes — Australasian
Journal of Special Education, 41(1), pp.1-17.
Shernoff, D.J., Sinha, S., Bressler, D.M. and Ginsburg, L., 2017. Assessing teacher education
and professional development needs for the implementation of integrated approaches to STEM
education. International Journal of STEM Education, 4(1), p.13.
Shirozu, R., Yashiroda, H. and Murata, S., 2015. Identification of minimum Rpn4-responsive
elements in genes related to proteasome functions. FEBS letters, 589(8), pp.933-940.
Strong, J.H., 2018. Qualities of effective teachers. ASCD.

32EDUCATION AND TRAINING
Task 8
8.1
SWOT analysis
 Strength – confidence, adaptability, flexibility, respect to others, valuing diversity
 Weakness – lack of time management skills, lack of knowledge of diverse language skills
 Opportunity - Good teaching abilities, permanent teacher or lecturer, increment,
recognition
 Threats – Chances of getting replaced by other trainees
Learner’s Feedback
The analysis from the collected data set and the review together with the feedback from the
learners has been very diverse in nature. To my surprise, most of the students in the class stated
that they love my teaching and learning approaches. Some of them even mentioned their name in
the feedback form stating how they love the way I assess in the class and approach the inclusive
teaching habits of essentiality of diversity.
Feedback from mentor
Some of the feedback from the mentor and my peers include good wishes and the factors which I
can identify to improve my skills and abilities towards effective teaching practices.
The effectiveness of minimum core, communication and feedback in practical teaching
Communication plays a very important role in teaching since it has helped me to communicate
with the students and understand their challenges. Communication has furthermore helped me to
initiate help to these students for their issues related to understanding and academics.

33EDUCATION AND TRAINING
8.2
Areas for improvement in teaching practices
Some of the areas that I have highlighted for myself for the development of the teaching
practices include the following.
 Using technology and the technological equipment's
 Taking lessons from colleges
 Effective communication and time management skills
 The building of positive and energetic relationships with peers and students
 Focusing on the students belonging from different religious and cultural groups
 Listening to the students regarding their daily challenges in case of the students with
disabilities
Two assessment observations:
1. I saw some of the students having different mother tongues and belonging from other
cultures suffering to meet new people, make friends and communicate with the teachers
Some of the students in the class faced social isolation from the majority of the class students
due to their different religion which has led these students to feel discriminated and marginalized
thus hampering their knowledge gaining process.