Teaching, Learning, and Assessment in Education and Training Report

This report comprehensively addresses teaching, learning, and assessment within the context of education and training. It begins by outlining key concepts and responsibilities of educators, emphasizing the importance of creating a safe and inclusive learning environment. The report then delves into the significance of identifying and meeting individual learning needs through initial and diagnostic assessments, exploring various assessment methods and the role of these assessments in shaping individual learning goals. It further examines the development and implementation of teaching and learning plans, including schemes of work and opportunities to address core curriculum elements. The report also discusses the promotion of appropriate behavior, equality, and diversity within the learning environment, alongside the effective use of resources and inclusive teaching approaches. Assessment methods, including questioning, feedback, and recording outcomes, are explored, with an emphasis on communicating assessment information effectively. The report concludes with a review of the student's own practices and identification of areas for improvement, reflecting on various communication theories and the effectiveness of different teaching and learning approaches.

TEACHING, LEARNING AND
ASSESSMENT IN EDUCATION AND
TRAINING

Table of Contents
TASK 1............................................................................................................................................1
1.1, 1.2, 1.3 Covered in PPT...................................................................................................1
TASK 2............................................................................................................................................7
1.4 Point of referral to meet learners needs............................................................................7
2.1 Importance of identify and meeting individual learning needs........................................7
2.2 Role and use of initial and diagnostic assessment in individual learning goals with learners
................................................................................................................................................8
2.3 Methods of initial and diagnostic assessment..................................................................9
2.4 Record learner's individual learning goal.........................................................................9
TASK 3..........................................................................................................................................10
3.1 Scheme of teaching practice...........................................................................................10
TASK 4..........................................................................................................................................11
3.2 Teaching and learning plan............................................................................................11
3.4 Ways through which teaching and learning plan can be developed...............................12
3.5 Opportunities for address aspects of the minimum core................................................13
4.1 Significance of promoting appropriate behaviour..........................................................14
4.2 Ways to promote equality...............................................................................................15
4.3 Establishing and sustaining safe, inclusive learning environment.................................15
5.3 Effectiveness of resources..............................................................................................15
5.4 Inclusive teaching and learning approaches...................................................................15
5.5 Ways to promote equality...............................................................................................16
5.6 Adaption of teaching and learning approaches..............................................................16
5.7 Communication with learners and professionals............................................................16
6.3 Types of assessment and purpose...................................................................................17
6.4 Use of questioning and feedback in assessment process................................................18
6.5 Recording of outcome of assessment ............................................................................19
6.6 Communicate assessment information...........................................................................19
7.1 Ways to demonstrate minimum core element in planning.............................................19
7.2 Application of minimum core elements.........................................................................19

TASK 5..........................................................................................................................................20
3.3 Meeting own needs through own planning....................................................................20
TASK 6..........................................................................................................................................20
6.1 Purpose and types of assessment....................................................................................20
6.2 Effectiveness of assessment methods.............................................................................20
TASK 7..........................................................................................................................................20
5.2 different theories of communications and the impact on learning.................................20
TASK 8..........................................................................................................................................21
5.1 Analysis effectiveness of teaching and learning approaches........................................21
8.1 Review own practices to plan, deliver and assessment..................................................22
8.2 Identification of areas for improving own practices.......................................................24
CONCLUSION..............................................................................................................................24
REFERENCE.................................................................................................................................25

TASK 1
1.1, 1.2, 1.3 Covered in PPT
Notes :
 The ultimate goal or aim of teacher is to enable their learner to understand how to take
responsibility for their own development.
 The teacher should be organised with a clear communication skill.
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Notes :
 Promoting safe and healthy environment for the learner to learn quickly.
 The main responsibilities of a teacher to ensure his own professional in order to improve
the experience and achievement of the learner.
Notes: National Education League : The mass education was vital to the nation's ability to
maintain its lead in manufacture carried considerable weight in Parliament. A Bill which
met many, but not all, of the League's wishes was drafted and introduced.
 1870 Education Act : The Act allowed voluntary schools to carry on unchanged, but
established a system of 'school boards' to build and manage schools in areas where they
were needed. The boards were locally elected bodies which drew their funding from the
local rates. Unlike the voluntary schools, religious teaching in the board schools was to
be 'non-denominational.
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Notes :
 Teachers in their profession are required to maintain appropriate standards and fulfil their
responsibilities, not just to learners, but also to institutions, colleagues and other
professional roles.
 In order to do that a teacher should set professional and personal boundaries, which will
also set their limits and will identify what their professional role involves.
 The teacher should be organised with a clear communication skill.
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Notes :
 The boundaries can have negative effect on us as teachers as well as other professionals
with the organisation.
 A teacher should develop awareness, understanding and professional respect of all the
roles which support them in their effectiveness.
 The major responsibility is maintained the accurate records of all learner information,
organisational processes and procedure and professional conduct, ethics, confidentiality,
respect.
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(c) ways to promote appropriate behaviour and respect for others and also to promote
equality and diversity through the approaches to education and training.
From the above description I learned that the purpose of this training is to enable the
understanding towards teaching and learning strategies and approaches in lifelong learning, and
how to use these to meet the needs of learners. It includes how to create a learning environment
that engages and motivates. I came to learn how to plan, deliver and evaluate inclusive teaching
and learning. I learned to describe the features of inclusive teaching and learning as well as to
compare the strengths and limitations of teaching and learning approaches which are used in its
own specialised areas by meeting the individual trainers. I had an introduction to the key learning
of the learning styles of the different people by raising awareness of the importance of active
learning. I learned how to create the own ideas and where to implement them correctly. I also
had a group discussion on how to make correct sentences, descriptions, key features of inclusive
teaching and learning during the learning sessions.
I learned about the awareness of barriers and challenges in the communication skills. I
learned about the different types of communication and its uses in an individual daily routine. I
came to know about who is teacher and what are the roles and responsibilities. The one of the
main role of a teacher to motivate the students or the learners to develop their ability and
aspirations. I understood the role of teacher is not just about teaching but also to prepare the
questions for the learners by managing the training and education facilities. I realised that the
teacher should be inspiring to the learner to develop and change their personal, social and
professional skills. I learned the various teaching strategies in the sessions and their proper
implementation in the studies. I learned about the various responsibilities of a teacher are
paramount for success and a clear understanding of what is required and important for the
students. The knowledge of a teacher helps the students or the learners to achieve the aim of life.
I learned that the teachers in their profession are required to maintain appropriate
standards and fulfil their responsibilities, not just to learners, but also to institutions, colleagues
and other professional roles. In order to do that a teacher should set professional and personal
boundaries, which will also set their limits and will identify what their professional role involves.
I learned that the professionalism requires us to maintain appropriate standards and fulfil the
responsibilities of the teachers towards the learners. Professionalism has fewer boundaries as
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compared to the teaching role. I learned the various legislation used in the teaching and their uses
for the effective teaching. I learned that the Act allowed voluntary schools to carry on
unchanged, but established a system of board school which helps to build and manage schools in
areas where they were needed. The boards were locally elected bodies which drew their funding
from the local rates. Unlike the voluntary schools, religious teaching in the board schools was to
be non-denominational. I learned to identify opportunities for learners and others to provide
feedback to inform inclusive practice. I came to know about the flexibility and adaptability in the
use of inclusive teaching and learning approaches and resources, including technologies. I
learned the various uses of the technologies in teaching for the best use to students. The
boundaries can have negative effect on us as teachers as well as other professionals with the
organisation. I learned that the many teaching strategies and techniques to solve the problems in
easier and faster way. I also learned and came to know the use of theories and models of
reflection to evaluate the effectiveness of own practice.
TASK 2
1.4 Point that need to be referred for meeting needs of learners
Some point are essential to considere for meeting with the learner's needs. These are as
following: Administration: Teachers need to ensure that learners get proper support from
administration department. They need to inform learners about rules and regulations so
that students can behave accordingly. Government agencies: It is another point which needs to be considered, teachers need to
make their students aware with regulation of government. This will make them aware
with the rights and they can be able to live good life.
 Student services: There needs to be service department's who can wok for resolving
complains of students.
2.1 Importance of identify and meeting individual learning needs
 It is considered that before conducting learning and development programs, it is
needed to analyse an individual's abilities and skills. It is beneficial for enhancing his
learning style and personality development at maximum level. However, he will be able
to improve skills as communication, problem solving, leadership and so on. Similarly, he
will be able to enhance passion and potential towards working in group effectively
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(Henry, Holmboe and Frankel, 2013). In this regard, clear views and structure is
presented regarding strength, weakness, opportunities for his brighter future and
developing spirit for further implementations. Therefore, some essential significance and
usefulness of initial and diagnostic assessment of students can be understood as follows:
 Students' abilities and skills are identified for an individual's development.
 Different ideas are generated for improving students' skills and emerging positive feeling
towards marking and personality development.
 On the basis of clear review, proper strategies can formulate and implement in the future
time effectively.
 Critical evaluation on an individual's ability is determined by which their weaknesses can
be overcome as well effective growth may possible at maximum level.
 Individual's interest and attitude is identified for developing efficiency in a particular
subject as well personality development in the future time efficiently.
Thus, it is recognised that initial and diagnostic assessments are essential for creating
learning plan and conducting developmental programs in the upcoming time (Hwang, Hung and
Chen, 2014). However, actual abilities and skills of students are identified for diagnosing the
weaknesses as well enhancing learning styles efficiently. Therefore, assessment will be helpful
for planning strategies and improving efficiency of a learner more effectively.
2.2 Role and use of initial and diagnostic assessment in individual learning goals with learners
An individual's learning is essential for improving his skills and increasing working
efficiency. For this purpose; assessment of their abilities is done affect personal and professional
development. In this regard, individual's growth is possible also coordinates in team work more
efficiently. Moreover, analysing an individual's learning style, attitude, perception and beliefs
towards job performance impact on working attitude and different skills get improved (Ahmed
and Ward, 2016). Along with this, by analysing his strength and weakness linked with enhancing
standard and professionalism effectively. However, for learning goals and improving personnel's
quality, initial and diagnostic assessments are done can be understood in brief as follows:
 Diagnostic assessment: This assessment is created at the first time of the meeting to
determine an individual's strength, weakness and opportunities to overcome them
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efficiently. For example; when a teacher enters into new classroom and conducts
introduction with students by which each and individual's positive and negative aspects
are determined for improving their learning styles and skills (Chien and et.al., 2015).
Therefore, diagnostic analysis is a kind of critical evaluation which includes both positive
and negative factors. However, different ideas are generated for diagnosing and reducing
the weaknesses as well increasing efficiency and learning styles at maximum level.
 Initial-assessment: This assessment is created at the time of interview, auditing etc.
However, it is done for acquiring prior knowledge and further allowing tutor for using
information and improving abilities. It is also considered as means of selecting the
candidate out of several choices. However, in general skills and attitude of students can
be analysed for learning needs and increasing specification in a particular subject
(Driessen and van, 2013).
Therefore, on the basis of both above mentioned assessments, individual learning plan is
prepared also impacts on his personality development and professional attitude. In addition to
this, variety of ideas are generated for learners and developing their efficiency in terms of further
improvements and enhancing work abilities on large scale (Englander and et.al., 2013).
2.3 Methods of initial and diagnostic assessment
There are several methods of initial and diagnostic assessment. These are as following:
 Interview: It is one of the effective technique through which learners can complete their
assessment. Teachers can make connection with their learners and can get information by
them. This can improve knowledge about job and individual can enhance their
understanding as well.
 Curriculum Vitae: it is another method through which authorities can get information
about the person. This can support in analysing the person and their capabilities.
2.4 Record learner's individual learning goal
 Paper: It is considered as traditional method in which individual can write detail on paper
and can evaluate the learning goal easily.
 Action plan: It is another method through which teachers can develop their knowledge
about goal of learners and can fulfil their needs.
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