BTEC Education: Teaching, Learning and Assessment in Business

This report, prepared for a BTEC Diploma in Education and Training, examines the multifaceted role of a business management lecturer, emphasizing curriculum design, effective teaching methods, and student assessment. The report highlights the importance of understanding diverse student needs, creating flexible curricula, and balancing professional responsibilities within an educational institution. It details strategies for assessing student comprehension, including the use of regular assessments and providing additional support. The report includes a scheme of work, teaching and learning plans, and discusses activities that promote inclusivity by accommodating various learning styles and addressing social, economic, and individual differences among students. Feedback mechanisms are proposed to gauge the effectiveness of inclusive practices. This assignment, contributed by a student to Desklib, offers valuable insights into creating a supportive and effective learning environment.

Running Head: LEARNING AND TEACHING
Name of Student
Name of University
Author Note

1LEARNING AND TEACHING
Assignment 1
1.1
The role of a business management lecturer is multifold. They have to a lot of things in a
small of amount that is given. Especially for a first time lecturer, there are number of things that
have to be understood by the teacher, the most important thing is to teach the course in a proper
manner (Gecer, 2013). The course has to be understood by the lecturer in detail. Without the
proper knowledge of the course the lecturer might not be able to properly teach in the class, there
are a lot of nuances in teaching business. As it is not a theoretical subject, it requires a lot of
practical experience such as doing the business the first and the steps that are required by the
people who are business enthusiasts to take. These steps have to be explained to the students, the
teacher needs to give an in-depth analysis of the business environment. There are number of
students in the class that might have different levels of understanding, the course is business so
the lecturer cannot skip the part that the student finds difficult and they need to understand that
there might be different requirement for different student but the teacher still needs to clarify all
the things that are required by the student in order to successfully complete the course (McCabe
and O'Connor 2014).
1.2
In order to effectively teach a student, the first step that the lecturer needs to take is to
design an effective curriculum. The curriculum that is designed by the lecturer has to cover all
the subjects that are needed for the course, the lecturer needs to cover all the requirement of the

2LEARNING AND TEACHING
curriculum and by the end of the course all the students in the class needs to be familiar with the
core concepts of business administration (Anra and Yamin, 2017). The curriculum that is
developed by the lecturer has to be flexible; the curriculum should cover the entire requirement
of the course. The curriculum has to designed in a flexible manner because there a number of
students in the class and they might have different requirements and the entire class needs to
completely understand the course. If any students require any special attention then it is the
responsibility of the teacher to bend the curriculum and teach everything to thee students. The
students that require special attention should be given that even though most of the time the
lecturer might not have the required resources to provide that special attention but it is the
responsibility of the lecturer and they have to fulfill it.
1.3
In an organization, where the lecturer is teaching there are a lot of roles that come into
conflict with each other. The main thing that comes in between is the professional role of the
teacher. The teacher needs to maintain his position in the organization. There are certain things
that the organization requires for him such as doing some administrative duties such as paper
works and official signatures and the lecturer needs to fulfill these as well the duties of the
teacher (Noor 2015). There has to be a balance in the roles and responsibilities of the lecturer.

3LEARNING AND TEACHING
Assessment 2
2.1
There a lot of different students in a classroom, with the increase in the diversity of the
students, the needs of all the students vary (Gay 2013). Some of the students understand a lesson
after being taught for the first time however, there are some students that require more effort by
the teacher because they fail to understand a lesson when the first time it was taught (Reid, J.L.
and Kagan 2015). There are also students who are more prepared in the class then the others. It is
the responsibility of the teacher to deal with all kinds of problems and then solve them in the
classroom. If the teacher is unable to do so then the teacher might not be able to properly do
his/her duties. There are ways in which the teacher can identify the types of student that are
present in a class. After every lesson if the teacher takes a small assessment to check whether
every student has understood the lesson, the ones who have not teacher would have to redo the
lesson with them, then only the teacher can successfully cover the entire curriculum.
2.2
The rule that is followed by the university in order to understand the level of knowledge
that the students have acquired is by assessing them at regular intervals (Hsu, Shinnar and Powell
2014). For example, after every two lesson there is a test to understand whether the students are
being able to grasp the concepts or not. If not then the teacher takes extra classes to make sure
that the students have understood everything that was taught to them. These assessments are not
to intimidate the students but to ensure that they have the knowledge about everything that is

4LEARNING AND TEACHING
being taught by them. The assessments that are undertaken by the university are very important
and it is mandatory for the students to attend them as it is for their benefit and if the result of the
assessment shows that there are deficits in the course and in the understanding of the student then
the teacher will have to repeat the lesson or teach it in a different way which will be easier for the
students to understand.
2.3
As mentioned earlier the university conducts periodical assessment in order to check
whether the students have understood the lesson that was being taught to them at the class and if
the results of the assessment shows that the students are not being able to comprehend the lesson
that is being taught to them then the teacher will have to redo the entire assessment so that the
students are clear about the concepts of the lesson (Adilogullari and Senel 2014). The teacher
will be given the kind of resources that is needed in order to provide the extra support. The
method of assessment that is developed by the university is quite effective when it comes to
evaluating the knowledge of the students. The student needs to understand the lesson in detail
then only the curriculum can be carried forward and in order to understand everything in detail
the teacher needs to assess the student hence the method of assessing the student is helpful and
helps the learner and the educator to fulfill the goal.

5LEARNING AND TEACHING
Assignment 3
3.1
Scheme of work
Week Weekly objective activities resources
1  Understanding Business
styles and strategy
 Developing personalized
styles and strategies
 Developing styles and
strategy analysis skills.
Task 1- research and
extract suitable
materials and
resources for
classroom
implementation.
Task 2 – Segregate styles
and strategies for
teaching.
Task 3 – develop
multimedia
resources
Scholarly articles
Internet based
resources
Multimedia
resources.
2  Understanding
brainstorming
 Developing different
types of brainstorming
Task 1 – identify types of
brainstorming and
their
implementation
Internet based
resources.
Scholarly articles.

6LEARNING AND TEACHING
Task 2 – Devise inclusive
classroom activity
for teaching
brainstorming for
business.
Classroom grouped
activities.
3  Understanding theories
of leadership
 Understanding key
leadership skills from a
business perspective.
 Developing personal
leadership skills
Task 1 – identify case
studies of effective
leadership
Task 2 – Devise practical
classroom
activities for
teaching
brainstorming and
developing
brainstorming
skills
Case studies.
Leadership training
program
(resource
personnel)
4  Understanding social
media marketing.
 Understanding digital
marketing and public
relations.
 Understanding online
reputation management
theories and strategies.
 Developing practical
knowledge base for
reputation management
in business
Task 1 – gather resources
and materials on
social media
marketing and
digital marketing
in current context.
Internet resources.
Research paper
Case studies
Academic resources.
Grouped activities

7LEARNING AND TEACHING
Task 2 – obtain teaching
resources on
online reputation
management and
public relations.
Task 3 – Assign group
based
activities/research
projects.
and team
based
research
projects.
3.2
Teaching learning plan
Goals/
object
ives
Content Teaching method Learning activities.
Development
of
busine
ss
styles
and
strateg
 Growth strategy.
 Finding market for new
products
 Strategy for
differentiating products.
 Skimming price.
 Strategy of acquisition
to gain competitive
advantage.
The teaching method
for this task
would involve:
utilization of
texts and
articles,
research on
Active listening
Peer discussion
engagement
Note taking.
Understanding strategy
implementation

8LEARNING AND TEACHING
y
analysi
s
skills.
business
strategy and
scholarly
lectures.
Audio – visual aid to
demonstrate
different
strategy
implementation
Engaging with audio-visual
aid
Post class – Feedback and
discussion session
Development
of
brainst
ormin
g as a
part of
busine
ss
studies
(Rawlinson,
2017)
 Step ladder
brainstorming
 Round Robin
brainstorming
 Rapid ideation
brainstorming
 Trigger storming
Real life demonstration
of each type of
brainstorming.
Problem identification.
Problem solving
through
brainstorming.
Engagement of
students in
problem based
brainstorming
sessions. (Cite)
Active engagement.
Individual/group
engagement.
Inter group brainstorming
challenges to
identify and
implement problem
solution
Post class – feedback and
discussion.
Analysis of

9LEARNING AND TEACHING
challenge results.
Development
of
leaders
hip
skills
(Giltinane,
2013)
 Communication
 Commitment
 Motivation
 Risk assessment and
management
 Conflict resolution.
 Decision making
 Accountability
 Creativity
 Empathy
Implementation of real
life leadership
examples in the
form of case
studies.
Audio-visual tutorials.
Practical problem
solution
(Cite)
Deep analysis of case
studies.
Active engagement with
tutorial lessons
Post class – Discussion and
feedback.
Understanding
of
Social
media
market
ing
and
reputat
ion
manag
ement.
 Goal setting
 Audience identification
 Competition analysis
 Metric establishment
 Content development
 Understanding timelines
 Workability assessment
 Online Reputation
management
 Public relations
Lessons and case
studies on
social media
marketing.
Teaching content
relevancy and
how to build
consumer
friendly articles.
Timeline analysis
through
Active listening and
engagement.
Active understanding of
target audience and
implications of
social media
posting.
Self-study and group based
research into PR
and ORM.

10LEARNING AND TEACHING
(Tuten &
Solom
on,
2017)
practical study
of when most
audience is
online.
Research based study
on public
relations,
Digital
marketing and
ORM.
(Cite)
Post class – discussion and
feedback.
3.3
In developing the plan, I have accommodated certain activities like group based brainstorming
sessions and group based research projects that promote inclusivity in the classroom (Maxam &
Henderson, 2013). It is crucial to identify the diverse groups of learners in a classroom setting
not just from a socio-cultural perspective but also from the perspective of learning styles. Thus
inclusion of Audio – Visual and kinesthetic learner activities also help promote inclusivity
(Gholami & Bagheri, 2013) in terms of different learning styles. Moreover there are individual
learners with specific needs in the class. To accommodate them, group activities, peer learning
engagements and inter group challenges that help develop inclusivity in classroom are also taken
into consideration (Cuevas, 2015).

11LEARNING AND TEACHING
3.4
In the classroom, there are learners with the following differences that are identified.
 Varied learning styles: Visual vs Auditory vs Kinesthetic
 Social differences: communal, religious, cultural or ethnic differences.
 Economic differences: belonging to low income families
 Individual differences: varied levels of cognition and proficiency in subject matter, varied
ability to grasp concepts and implement in practical situations.
Identifying learners based on the above differences, the teaching plan has been devised to
promote inclusivity in classroom. For instance, the use of multimedia resources alongside text
materials ensure that the students with V-A-K based differences are accommodated (Cuevas,
2015). Similarly, the group based projects and challenges take care of the Socio-economic
differences by promoting connectivity among all. The pace of the lesson is developed to be
neither too fast or too slow, thereby accounting for the learners based on their individual
differences.
3.5
The best way to understand if inclusive practice has been implemented is through the feedback
provided by the students. The post class discussion and feedback sessions are developed with the
objective of gathering student feedback on every lesson. This would help indicate if an inclusive
practice has been implemented.

12LEARNING AND TEACHING
Assignment 4
4.1
According to me it is important to encourage the diversity and acknowledge that every
class will have people from different backgrounds and teacher needs to promote the fact there are
a number of people that have different backgrounds and that the students should be sensitive to
the backgrounds of the people (Hurtado, Alvarado and Guillermo-Wann 2015). I believe that in
order to promote diversity in classroom the teacher should make sure that the students have a
basic lesson on intercultural communication and that they respect every student from different
background. The students who have different language and culture from the majority of the class
then the teacher needs to ensure that the student is not being bullied foe different from the others,
even if the language barrier is a problem, the students should at least try to make them a part of
their group and then talk to them (Banks 2015). In every culture there is a problem with the non-
verbal communication as well. The gestures also vary from one culture to another hence the
students’ needs to understand that the gestures they the use might not be similar but they are
valid and has to respected and acknowledged.
There are ways in which inclusiveness can be promoted in classroom. The first important
step that has to be taken is to listen to the people who have a different cultural heritage is to listen
to them. Every individual might not have the same amount of knowledge about the different
cultures of the world so it is important to listen to the people who are from a different
background, talking to them might give the rest of the student an insight into the difference and
the commonalities that the culture have (Bennett and Sekaquaptewa 2014). Listening will also

13LEARNING AND TEACHING
enable the students to become more educated about the things that they do not know. The first
step to promote inclusiveness should be listening.
4.2
The second thing that the lecturer can do to promote inclusivity is letting the student who
comes from a different cultural background to participate in the different activities that is
conducted by the university. There are lots of events that are done as a part of the university and
if the students who come from a different background participate, they will feel like they are also
part of the university and not different in any way from the rest of the group.
4.3
There ways in which I have maintained an inclusive environment in the classroom, the
most important thing that I encourage my students to do is to learn about the different cultures in
the world. there is a lot to learn and lot of things that can be learnt, I encourage my students to
learn about the various cultures talk all the students and listen to what they have to say and that
according to me is the best way inclusivity can be promoted by encouraging the students to talk
and listen and learn new things (Durden, Escalante and Blitch 2015).

14LEARNING AND TEACHING
Assignment 5
5.1
After having taught in the university for the past three months there are certain things that
I have realized works than others. The first method that I felt has worked better with the students
is visualization (Sirelkhatim and Gangi 2015). Bringing the academic documents to visual
learning and practical teaching helps the students learn better. The students can grab more
concepts though visual methods of teaching. By teaching them through videos, PowerPoint
presentation, short documentaries, the student gets to learn a lot more. The students easily
understand a concept when they are visually depicted to them.
5.2
The second method that has worked for the students is the method of co-operative
learning (Dimitrios et al. 2013). This means that creating group activities for the student and
group should be composed of students who are very good at grasping new ideas and the students
who are not as quick as the others, this will help the students have problem with lesson,
understand the lesson quickly with the help of the other students. This has proven to be a very
effective way teaching the students business as it is a practical course and group activities
encourage the students. These are the two methods that have proved helpful with the students
while teaching them business.

15LEARNING AND TEACHING
5.3
While teaching a diverse batch of students, the things that have worked with the business
students are intercultural communication. The class that has to be taught has a lot of people
belonging to different cultural backgrounds and teaching the students the intercultural
communication theories have helped the students learn a lot about communicating with the
students from different background. The theory that was taught to the students is the Hofstede’s
cultural model (Martin and Nakayama 2013). The Hofstede’s cultural dimension theory is a
framework that is used in understanding the differences that exists in cultures across the world.
This framework is used in distinguishing between national cultures and the various dimensions
of culture and the impact that they have on a business setting. This theory was created in the year
1980.
5.4
With the involvement of the various technologies in the classroom, it eased the mode of
teaching because now the in the classroom videos and audios can be shown and that has helped
the students in understanding the lessons better (Stanley 2013). The technology has only helped
the students learn newer things and this has not affected the teaching process in any negative
way. The newer technologies have improved the teaching process as it is no longer dependent on
books and notes and there are a lot of innovative ways through which the students can learn new
things. There are different types of learners in a class and with the help of the newer teaching
methods, these students have been able to grasp new concepts in a small amount of time hence
the use of technology has been positive for the students.

16LEARNING AND TEACHING
5.5
The learning process that was taken involved a group activity where in every single
student would participate and they would have to talk to another and develop a business plan.
This has empowered the students and promoted inclusivity as all the students of the class are
divided into groups of 4 and they participate in the activity. This has helped all the students and
encouraged everyone even the ones that are from different backgrounds to talk to each other.
5.6
There are students from different backgrounds who work in close association with one
another. Sometimes these students do not have the same level of understanding as the other and
hence they need more attention. When the results of the university assessment comes out, and the
teacher notices that there are students who need special attention, then one to one sessions are
conducted where in they are taught exclusively and that is how the teacher can pay special
attention to the students that need more attention than the others.
5.7
There are multiple students at a class, and they require different attention. As a teacher,
the responsibility is to communicate everything to the students so that they are clear about the
work that is going on in the university. To facilitate communication and ensure that the
information reaches to all the students, the teacher has to announce everything at class and make
sure that the students from different backgrounds are clear on what is being taught to them.

17LEARNING AND TEACHING
Assignment 6
6.1
To teach a business administration class a lot of skills are required especially practical
skills as business is a practical subject hence to encourage practical thinking in the students the
approaches of teaching that have been used are mostly related to business presentation (O’Boyle,
and Sandonà 2014). The class have been assigned several tasks such as preparing a presentation
for a start up business and then explain the ups and down of the business. They have also been
encouraged to write a number business proposal and prepare PowerPoint presentation so that
their practical knowledge and skills are developed in the field of business.
6.2
The assessment that are taken by the university are mostly bi-weekly so that the students
can give tests on the lesson that are taught to them daily. However, there are certain assessment
that are taken in the class internally. After every lesson the students are divided into a group of 4
and then asked to prepare a presentation on lesson that was taught to them (Abdullah, Hanafiah
and Hashim, 2013). This method has proven effective because of the fact the groups are usually
composed of different types of student and the help each other out in making the presentation.
The presentation must be explained in class and that has forced the students that were afraid to
speak in class to speak up and overcome their fear. This technique has yielded several positive
results for the students as they have gotten more involved in the class.

18LEARNING AND TEACHING
6.3
The three methods that are used to teach the class of business administration are bi-
weekly assessment, PowerPoint presentations and explaining the lesson in front of the whole
class. These have helped the student in a positive way. The students have become more focused
and attentive in the class (Hair Jr et al. 2015). They participate more and all the students
participate in the group activity it is not limited to few students in the class. The assessment that
are taken bi-weekly have helped the students in understanding the lesson in-depth and the teacher
has been able to assess the level of understanding among the students (Kennedy 2016). The
PowerPoint presentation have helped the students understand the importance of creativity and
how to develop newer ideas with a group of people. The presentations have also increased the
interaction between students. Explaining the lesson in front of the class has encouraged the
students to become more vocal and attentive.
6.4
The students are continuously during the classes are encouraged to ask questions about
the lesson that is being taught to the students. The students also ask a few questions, and this has
also helped the teacher understand the amount of knowledge that is imbibed by the students
(Yakovleva and Yakovlev 2014). Asking questions and answering them has also benefitted the
teacher and the students have also have an in-depth knowledge of the subject.

19LEARNING AND TEACHING
6.5
There are individual learning plans that have been developed by the teacher in response
to the results of the bi-weekly assessment that is taken by the teacher. The lesson plan is prepared
based on the needs of the individual needs of the students. Sometimes in a class one student
needs more attention then the others. The individual lesson plans are prepared so that the
teachers can understand the deficits that each student can improve.
6.6
The lesson plan is communicated to the other teachers during the staff meeting so that
they also understand the lessons that are being taught to the students. Any other teacher who are
wanting to teach the class can easily do so because of the detailed lesson plan.

20LEARNING AND TEACHING
Assignment 7
7.1
The minimum core elements in teaching are literacy, language, numeracy, and
information and communication technology (ICT) skills (Graham and Harris 2013). These are
the skills that are required for any teacher, any discipline requires the basic skills, every teacher
teaching any discipline requires these skills. Every subject that is being taught at any level
requires these skills which includes language, numerical knowledge that is knowledge of basic
mathematics and proper communication skills (Remesh, 2013). These the main skills that are
pre-requisites for teaching any subject be it business or ethics. These core skills have been used
in teaching the students from different background. There are a number of students that come
from different background, all of them are given basic language training. The majority of the
students speak English at the university, the one’s who do not are given the basic language
training. This has greatly benefitted the students who come from different cultural backgrounds
as they have been able to understand the lessons in a better manner and then basic mathematics is
also taught to the entire class. Mathematics is something that is very important to business hence
the entire class is taught the subject (Powell, Fuchs and Fuchs 2013). The students have
benefitted from the mathematics class as it helps them understand business better. The students
are also taught intercultural communication as mentioned earlier. These has helped them
understand that people from different culture have different requirements and they are way of
communicating is also different.

21LEARNING AND TEACHING
7.2
The use of core teaching skills such as teaching basic mathematics, intercultural
communication and basic language training to the entire class have proved beneficial for the
entire class as they now can communicate with all the students (Awang et al. 2013). Each of
these and especially intercultural communication and language training have led to an inclusive
classroom. The students have been able to communicate with the other students who belong to
different cultural groups (Clarke and Braun 2013). They have become more accepting to the
people of other cultures as they have been able to understand the fact that every culture has
certain individualities and they must be respected. The language training has also benefitted them
as there are many who do not speak the language, for them it has been quite beneficial as they
are now being able participate in the mainstream activities in the college.

22LEARNING AND TEACHING
Assignment 8
8.1
For the effective teaching within the field of business research, it is important to ensure
that all the different methods of teaching strategies are taken in to consideration (Muijs and
Reynolds 2017). Furthermore, the effectiveness of the use of teaching methods is also dependent
on the feed backs which is received from the relevant sources such as the students and the
administrations.
Inclusive teaching needs the ability of the teacher to ensure that the needs of all the
students are taken in to consideration (Rogers 2015). This means the ethnic background and the
cultural orientation of the students should be noted by the teachers as the level of their mental
development is highly dependent on the manner in which such students are able to understand
the knowledge imparted to them.
In accordance with the feedback received from my mentors and learner feedback, the
strength of such methods as utilized in the process of learning is that of ensuring that the students
are able to grasp a visual representation of what is being taught to them. In the modern time
period, the use of the methods of presentation and demonstration is necessary for the process of
effective teaching (Harris 20).
However, a weakness of such teaching methods is that often times, the indigenous
students in the classroom are unable to understand such modernized digital technologies. Their
inoperability of such technologies, make such students face a lot of difficulties in understanding
their topic.

23LEARNING AND TEACHING
The opportunity that can be seen with regards to the field of effective teaching is that the
students is given a place of priority within the educational institutions. This acts in favor of the
students whose character development lies with the education and knowledge that is received by
them from their teachers (Harbour et al. 2015).
However, a significant threat that is faced from the teaching methods is that of
development in technology. The teachers need to keep themselves updated not only with the
demands of the students but also with the changing times of the society.
8.2
Areas of improvement
Planning – The teaching process can be improved if proper planning is followed. This refers to
the method of developing the curriculum of the education whereby the different topics to be
taught and the teaching methods are properly enunciated and planned (Rogers 2015).
Delivering – The inculcation of knowledge in the minds of the students depends significantly on
how well such knowledge is transferred to them (Muijs and Reynolds 2017). For this the process
of delivery becomes essential for inclusive learning. Delivery can be improved by the way of
making use of certain digital technologies which has audio visual aid.
Assessing – The process of assessing refers to the method of examination of the knowledge
available for the students. This process can be improved for inclusive learning by holding
continuous short oral or written examinations rather than long tests for the students (Harbour et
al. 2015).

24LEARNING AND TEACHING
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