Effective Teaching, Learning, and Assessment Methods: A Report

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Developing Teaching, Learning and Assessment in Education and
Training
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Table of Contents
Introduction......................................................................................................................................3
TASK 1............................................................................................................................................4
TASK 2............................................................................................................................................7
TASK 3..........................................................................................................................................10
TASK 4..........................................................................................................................................15
TASK 5..........................................................................................................................................17
TASK 6..........................................................................................................................................18
Conclusion.....................................................................................................................................23
Reference List................................................................................................................................25
Bibliography..................................................................................................................................27
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Introduction
In the curriculum, teaching, learning and assessment are the three main aspects, which fall under
the responsibility of the teacher. The teachers in the lifelong learning sector are expected to value
their learner individually and equally. The teachers are committed to attain professional
development and attempt to achieve continuous development through the reflective practice. So
the teachers must create opportunities which are stimulating and effective by providing best
quality of teaching to the students. This enables the students for development and progression.
Therefore, this report focuses on teaching, learning and assessment aspects of the teachers.
Teaching can be defined as engagement with the learners to enhance their skills of
comprehension and applicability of knowledge on a practical level. Further, the process of
learning can be defined as process of attaining knowledge or skills by different methods like
studying, applying it practically and experiencing. After teaching and learning process, the
teacher conducts assessment process to test the learners’ knowledge.
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TASK 1
Introduction
The task is going to shed light on the different issues, which science learners face in their studies
and application of effective principles and certain theories of behaviour management. It will help
the teacher to improve the motivation level of the learners and helps them to continue with their
studies properly.
Using three practical examples taken from the teaching practice in your specialist subject
area analyse the pedagogical principles and theories of behaviour management that you
used to manage student behaviour and also evaluate the effectiveness of your use of
creative and innovative approaches to classroom management.
Pedagogical principles in teaching are focused on the arrangements and methods of teaching and
learning as well as the relationship between the learners and the environment of learner along
with the general principles related to education, skills and attitudes of the learners (Personal,
Learning and Thinking Skills (PLTS) Checklist for the Learning Support Apprenticeship
Framework, 2019). On the other hand, the behaviour management can be defined as the process
of shaping the behaviour of students within the classroom environment in order to make the
learning process effective. In a classroom environment, a learner can get noticed for his/her
behaviour, whether it good or bad (Rogers, 2015). In a classroom setting, 50 students are
managed differently while teaching science through some specific pedagogical principles. This
can be explained through the following examples:
a) Some learners are noted to not be able to comprehend the traditional teaching method. While
teaching science, the students are not able to comprehend the applications of some formulas and
encounter difficulty in comprehending the functioning of human system.
b) Students are noted to have poor research skills, which does not help them to widen their
knowledge area. Hence, the students are not able to understand the lesson being taught because
they are not prepared regarding the topic.
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c) Some specific students are complex to manage, as their behaviour affects the harmony of the
class and it impacts other students in their learning process.
In order to tackle the problems faced by the students, as the teacher of science, the pedagogy
used requires some changes. The pedagogy requires being more specific to technology and
practical application of the knowledge. If the students are taught the topic or lesson using audio
visual aids that is the students are shown some videos related to the topic; it shall help them to
understand the topic better. This will further make them more capable of applying the formulas
or theories practically. Further, the teacher can also divide the students into groups and assign
them tasks related to the topic taught. The students shall be encouraged to research or read more
about the topic, which will enhance their knowledge base. Moreover, the students can be given
simple activities related to the topic or they can be shown some day-to day activities involving to
those topics (Wallace, 2011). Apart from these, the students can be explained using different
types of examples and models, which help them to understand the topic better and do the
experiments in the practical classes effectively. Therefore, it can be stated that the students needs
to make the lesson more practically based.
The occurrence of the learners’ issues mentioned above is because of certain reasons. Learners
unable to cope up with the studies comprehend the content in the books because they are lacking
motivation and morale. Another reason might be that the learners are unable to interact with their
co learners and in the class which hinders them to clarify their issues in the class.
Therefore, in order to manage the issues the teachers can use effective theories of behaviour
management such as the Maslow’s theory and Belbin team roles for improving the skills of the
students and managing their issues.
Maslow’s hierarchy of needs: It implies that an individual comprises of various kinds of needs
and such as self actualisation needs, esteem needs, belonging needs and safety needs and
physiological needs (Stoyanov, 2017). Therefore, the teacher can improve the motivation by
communicating friendly with the learners, identify and solve their issues as soon as possible,
provide them better place to sit in the class and with the students they want, consider their esteem
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needs and do not scold them in the class, rather the teacher can calmly solve the confusion of
learners. It will help the teacher to satisfy the needs of learners and enhance their motivation.
Belbin team roles: It imply that there are different types of roles played by the members in team
such as the team worker, monitor evaluator, shaper, complete finisher and others (Lynch et al.,
2018). By the help of this theory the teacher can develop a team of learners and teach them
accordingly in order to improve their skills and knowledge. By teaching the learners in team, the
teacher can develop a healthy relationship amongst the learners, establish a sense of coordination
amongst them, which can help the learners to evaluate their skills apply those into their studies
so that they can continue with their subjects properly. The learners will a level to monitor their
performance accurately, learning in a team This theory develop effective team spirit amongst the
learners which can helps the teacher to teach explain the content of the science related books and
also provide a wide knowledge to the learners. This will help the teachers to manage and
improve the behaviour of the learners.
Conclusion
By the end of the task, it can be concluded that the learners face various kinds for issues in their
studies, which can create negative impact on their career. The behaviour and attitudes of learners
vary from each other. Therefore, the teacher can apply different theories of behaviour
management, for increasing motivation of employees and solving their issues effectively. The
pedagogical principles can assist the teachers to solve the problems of the learners and enhance
their skills for helping them to study properly. There are different types of diagnostic activities,
which can help the teachers to develop prior knowledge and skills.
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TASK 2
Introduction
The task will shed light on the preparation of learning program of five days by the teacher for
assessing the strengths and weakness of the learners and taking steps to clarify the issues of the
learners and improve their knowledge. The task will include portfolio containing the relevant
points such as scheme of work, individual learning plan and sample resources.
Learning Program
In order to develop an effective learning programme, the teacher is required to identify the
internal as well as the external requirements of the learners. The learners might have require
experience friendly teachers inside the institution premises who can provide better understanding
to the learners reading the science subjects and solve their queries related to the studies (Kidd W
& Czerniawski G, 2011). On the other hand, outside the premises of the institution, the leaner
might require a private tutor or certain electronic gadgets for understanding the subjects and
continuing with the leaning. Therefore, considering the needs of the internal and external
requirements of the learners the teacher will execute a five-day learning programme to improve
the skills of the learners and help them to be comfortable with the science subjects.
The diagnostic assessment is defined as a kind of pre-examination, which helps a science
teacher in determining the skills, knowledge, weaknesses and strengths of the learners (Wiliam
and Thompson, 2017). This assessment is applied for diagnosis of the difficulties of the learners,
for guiding lessons as well as curriculum planning (Tummons J, 2011). On the first day, the
teacher will identify the strengths and weaknesses of the learners by the help of hinge-point
questions. According to the hinge point questions, the teacher will ask questions related to the
science subject to the learners on reaching to specified point of lesson.
This will help the teacher to assess whether the learners understand the meaning and significance
of lesson. Based on that, the teacher will move further. If the learners do not understand the
meaning, the teacher will explain the lesson to the learners and clarify their issues and then move
to the next part of the lesson. There are some learners who can memorise the book content in an
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effective manner but are unable to interpret the message to be conveyed by the content. On the
other hand, some learners are unable to memorise the content, however, are able to comprehend
the message of meaning of the content.
Formative assessment is defined as collection of informal and formal assessment processes
applied by the teachers at the time of the learning procedure for modification of learning and
teaching activities for improving leaner attainment (Wallace S, 2011). On the second and third
day, the teacher will improve the learning comprehension skills of the learners by teaching them
through the round robin chart method (Harlen, 2018). According to this method, the teacher will
form teams of five to six learners. The learners’ team will be provided with a chart full of
questions related to science and every team will have to discuss the ideas with each other to
answers the questions on a proportionate basis. After answering the questions, the team will pass
it to another team to answer questions of their part.
After answering all the questions the all the learners will present their discussion in the class.
This will help the learners to memorise the answers and comprehend the answers to the
questions. This will help the teachers to improve their learning skills and satisfy their
requirements (Gravells A and Simpson S, 2011). As this activity will help the teachers to make
the learners learn the lesson in the class, it will reduce the burden of memorising the content at
home.
The summative assessment is defined as methods for the teachers for evaluating the knowledge
and skills level of the learners. This assessment is performed when the teacher finishes teaching a
particular topic to the learners (Dixson and Worrell, 2016). On the third day the teacher will
prepare questions related to the lesson and on the fourth day, the teacher will conduct tests and
quiz sessions for the learners in order to assess the how far the learners have understood the
lesson and whether they are able to learn the key concepts of the lesson. In the activity, the
teacher will orally ask questions related to science to the learners and mark their score in
answering more number of questions. It will help the teachers as well as the learners themselves
to assess their skills and knowledge. By answering the questions the learners will also be able to
clarify their issues with the teachers and make clear concept of the lesson.
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The teacher, by using the diagnostic activity has observed that one leaner in the class required
more practical observations to improve its concept of the lesson. On the other hand, the other
leaner requires more detailed explanation of the lesson.
Scheme of
Work
Sample
diagnostic
assessment
activity to
show learner
preferences
and agreed
goals
Sample
formative
assessment
activity
Sample
summative
assessment
activity
Individua
l
Learning
Plan –
ILP
Sample
resources
A scheme of
work will be
prepared for
the learners for
providing them
with better
understanding
of things to be
done.
The teacher will
use hinge points
questions
technique for
assessing the
strengths and
weakness,
knowledge and
skills of the
learners.
The teacher
will use round
robin charts for
improving the
learning skills
of the learners.
The teacher will
conduct quiz
sessions and
tests for
assessing the
learners’
memory and
comprehension
skills of the
learners and
clarifying their
issues.
An
individual
learning
plan will
be
prepared
improving
the skill of
the
learners.
Three
sample
resources
will used
Table 1: Assessment Evidence
(Source: created by the learner)
Refer task three for individual learning plan.
Conclusion
By the end of the task it can be concluded, that in order to adopt strategies for improving the
learning skills of the learners, it important for the teacher to identify their internal and external
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requirements. Different activities planned will help the teacher to improve the skills of the
learners and satisfy their needs.
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TASK 3
Introduction
This report focuses on the specific portfolio evidence, which is based on the examples of
contrasting learners taken from the selected six categories. It is the responsibility of the teacher
to assess and monitor the students. An Individual Learning Plan has been provided, which helps
the teacher to monitor the students’ assessment.
Portfolio evidence
Individual Learning Plan
Student Name Date Year
Group
Teacher
name
Student Target:
Actions Review
Date
Date
Achieved
How did you monitor
progress?
1. Monitoring learners’
achievement, attainment and
progress
20-01-19 20-02-19 The progress was
monitored by assigning
different activities related
to the topic being taught
(Mega et a., 2014).
2. Setting learners’ targets 21-02-19 25-02-19 An assessment after
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completion of one topic to
understand the
achievement of the
learner’s target
3. Planning subsequent sessions 26-02-19 28-02-19 After the completion of
one topic and beginning of
another topic, a pre-
introductory class shall be
conducted.
4. Recording the outcomes of
assessment
01-03-19 01-04-19 An assessment record
sheet being prepared post
every weekly assessment.
5. Communicating assessment
information to other
professionals with an interest
in learner achievement
02-04-19 04-04-19 Discussing the individual
performance of students in
the assessments to the
class teacher or mentor of
the class (Suskie, 2018).
6. Communicating with learners,
learning professionals and
others to meet individual
learning needs and encourage
progression.
05-04-19 05-04-19 Discussion or meeting up
learners and the mentor in
order to plan for future
sessions and give
feedbacks to the learners
for their improvement.
How you will support Your Learners: In order to support the learners, the teacher must first
analyse and understand the specific needs of the learners. This will help them to plan their
lessons accordingly and provide support and motivation so that their performance is improved.
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