Analysis of the Teaching and Learning Cycle: A Reflective Report

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The Teaching and Learning Cycle
Student’s Name:
Student’s ID:
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Table of Contents
Introduction......................................................................................................................................3
Discussion........................................................................................................................................4
a. Define the teaching and learning cycle. Discuss, with examples, each aspect of the teaching
and learning cycle (planning, teaching, and assessment, etc), explain why each element is
important......................................................................................................................................4
b. Describe the methods that are/ were used for initial and diagnostic assessment in your
specialist area (placement or other teaching), and the process of drawing up an individual
learning plan (ILP) for a learner. Evaluate how useful the information gained is/was for the
planning process..........................................................................................................................5
c. Include two lesson plans. Pick one of the lesson plans and provide a detailed rationale for
that session. Evaluate the session (after you have taught it) including reflections on the
learning and teaching that took place..........................................................................................7
d. Briefly describe the summative assessment in your specialist area. Explain one way your
planning takes account of the summative assessment.................................................................8
e. Explain different ways of tracking and evidencing learners’ progress; give examples from
your own area. Provide a tracking sheet and two examples ILPs and tracking you have done of
the learning progress....................................................................................................................9
Conclusion.....................................................................................................................................11
Reference List................................................................................................................................12
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Introduction
The teaching and learning cycle plays the most important role in an individual’s life starting
from childhood to old age since it aids him or her to gain knowledge and learn something new.
The teaching and learning cycle consists of four stages namely, reading or interpretation, writing,
speaking or exclamation and listening. It involves creating or building the framework or context
such that the students are able to understand the topic in a proper way and adopt or incorporate it
in their daily lives. In order to teach effectively, it is very important to recognise the ways in
which the requirements of students can be achieved or met.
In this assignment, the learning and teaching cycle has been explained along with the methods
used for assessment in specialist area has been described. Lesson plans have been included and
the way in which planning can aid in assessment has been described.
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Discussion
a. Define the teaching and learning cycle. Discuss, with examples, each aspect of the
teaching and learning cycle (planning, teaching, and assessment, etc), explain why each
element is important.
The teaching and learning cycle is the process used by teachers to make decisions and finally
execute the decisions made. Teaching is used to make people learn and finally asses it in order to
analyse the knowledge gained. Literacy programs or teaching makes sure that the students learn
reading and writing thereby aiding them to speak and listen (Pedaste et al., 2015). The teaching
and learning cycle aids the students to develop their skills in literature, science, history,
geography, and mathematics. It aids individuals to increase their knowledge and learn or develop
new skills. It aids a person to grow and develop. It assists a person to shape his or her career and
earn for his or her living.
The learning cycle includes introducing the topic, exploring or researching the topic, practicing
it, and finally applying the learning in limited context. After the application of the learning, it is
reviewed and feedback is received. The teaching and learning cycle has four stages, which have
been explained below:
Creating the Field or planning: This stage involves devising plans or strategies to find out the
topics that the students have to learn as per their requirement. This stage is important because it
gives the teachers a framework of the topics that they need to teach the students. It provides a
guideline to the students as well and aids them to have an idea of the topics that they are about to
learn. This stage includes discussions on the topics, and experimenting on the topics. It involves
brainstorming, and taking notes (Drachsler and Kalz, 2016). It also involves building vocabulary
as well as supported learning that is, assisting the students to improve their reading skills with
the support of the teachers.
Modelling the structure and features of a text or teaching: This is the second stage of teaching
and learning cycle where the plans that have been made in the first stage are executed. In other
words, at this stage the teachers teach or explain the topics as per the plan to the students. It
includes discussion of the topics highlighting the key features that aids the students to understand
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the topic in a proper way (Balta and Sarac, 2016). It also includes questions from the student’s
side and other activities that aid the students to understand the topic in a better way.
Guided practice or assessment: In this stage of teaching and learning cycle, the knowledge
gained by the students in the previous stage is assessed or evaluated. This assessment assists the
teachers to check the understanding of the students. It enables the teachers to understand the
areas of doubt and confusions of the students, which in turn is cleared by the teachers so that the
students understand the topic properly (Ebert-May et al., 2015).
Independent composition or execution: This is the last stage of teaching and learning cycle in
which the students apply the knowledge they have gained (Kent, 2017). This process of
application may include writing in which teacher’s guide the students to improve their creativity
and write the texts independently.
b. Describe the methods that are/ were used for initial and diagnostic assessment in your
specialist area (placement or other teaching), and the process of drawing up an individual
learning plan (ILP) for a learner. Evaluate how useful the information gained is/was for the
planning process.
Teaching is a difficult profession because it involves the management and teaching of a large
number of students. It involves understanding their needs and making a plan such that the
requirements of the students are met (Hayden . and Chiu, 2015). Effectively teaching the topic
such that the students are able to understand the topic properly without any doubt is an important
role of the teaching and learning cycle. In order to improve my teaching process it is very
important to evaluate my strengths and weaknesses so that I can overcome my flaws. It is also
crucial to recognise the opportunities and the threats that I have so that I can take effective steps
in order to utilise the opportunities and overcome the threats. It will aid me to improve my
teaching practice and deliver my services effectively (Martin, 2016).
In order to assess my practice or performance in the initial stage SWOT analysis has to be done
so that the flaws can be overcome or conquered and I can make my students understand the topic
properly, that is, my performance can be improved.
Strengths:
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 I have a zeal or passion for teaching
 I have good communication skills that aids me convey the information or data on the
topics properly
 I have completed my degree on teaching and education
 I have good analytical skills
Weaknesses:
 I have less experience in the field of teaching
 My interpersonal skills are not up to the mark
 I lack management skills
 I am not much confident
Opportunities:
 The school where I teach has a huge library from where I can borrow books and increase
my knowledge
 The school is well equipped and has Wi-Fi facility as well which aids me to improve my
practices or lack of knowledge on any topic in case I am caught somewhere
 There are several educational institutes in my city where I can switch after gaining proper
experience for career advancement
 The laboratories in my school are equipped well which can be used to convey
information on the topic effectively
 I will pursue another course in teaching which will assist me to enhance my career
Threats:
 The workload is high in my school
 The competition is high among the fresher therefore it is very necessary to have good
experience in the field of teaching to get a good opportunity
 Due to increased workload it is a bit difficult for me to concentrate on the course on
teaching, that I am doing
Individual Learning Plan:
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 I need to manage my time effectively so that I am able to manage my profession along
with my course
 I have to work on my interpersonal skills and increase my interaction with the students so
that I am able to understand the areas where they are facing problems in a proper manner
Benefits of analysis:
The data that I received after the analysis of my strengths, weaknesses, threats and opportunities
has aided me to recognise my drawbacks and work on that. It will help me to improve my
performance so that I am able to deliver my services effectively and the students are able to
understand the topics in the best possible way.
c. Include two lesson plans. Pick one of the lesson plans and provide a detailed rationale for
that session. Evaluate the session (after you have taught it) including reflections on the
learning and teaching that took place.
Subject: Geography
Lesson Plan 1:
Topics Resources Activity Time
Types of resources-natural & man-
made
Books, presentations Group Discussion 3 days
Classification of Natural Resources Books, presentations and videos Quiz 7 days
Importance of resources Books and videos Group Discussion 2 days
Importance of conservation Books, presentations Group Discussion 2 days
Table 1: Lesson Plan
(Source: Created by the learner)
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Lesson Plan 2:
Topics Resources Activity Time
Land use in selected countries Books, presentations Group Discussion 2 days
Landslides Books, presentations and videos Group Discussion 2 days
Formation of soil, degradation and
conservation of soil
Books, presentations and videos Quiz 5 days
Importance of land Books and videos Group Discussion 2 days
Causes of land degradation Books, presentations and videos Group Discussion 2 days
Importance of soil conservation Books and videos Group Discussion 2 days
Table 2: Lesson Plan
(Source: Created by the learner)
I used books and videos to take the first session on resources in order to make the students
understand the topic properly. I also made presentation to explain the topic classification of
natural resources and conducted activities like quiz and group discussions so that the students are
able to understand the topics effectively. I completed the topics along with the topics within the
stipulated period. The session was effective since as per the feedback I received the students
enjoyed the session and actively took part in the activities. I enabled the students to research and
go to the depth of the topic that increased their learning and knowledge.
d. Briefly describe the summative assessment in your specialist area. Explain one way your
planning takes account of the summative assessment.
Summative assessment has provided a periodical determination of every particular point in the
profession of teaching to understand what the respective students know or understand and do not
understand or know. In associate to the summative assessments the only standardised test is
referred as the state assessment that is utilised specifically as the important part of classroom
programs and district, in taking the only way of summative assessment at the classroom level has
shown the accountability that measures a general use of grading process. The examples include
state assessments, interim assessment, end-of-unit chapter test, end-of-term pr semester exams
and scores that are accountable for the students (Broadbent et al., 2018).
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In taking the most relevant way that is the standardised test in demonstrating the school
accountability are significantly utilised to know the student grades in understanding ability. The
way is a form of test that requires all test takers to answer the similar questions and to select the
question from the entire common bank of questions in a similar way. The second is relevance
area of the test is to score in a consistent or standard manner and makes it relevantly possible to
compare all the relative performances of the student or individual appearing for the test.
e. Explain different ways of tracking and evidencing learners’ progress; give examples
from your own area. Provide a tracking sheet and two examples ILPs and tracking you
have done of the learning progress.
There are various tracking systems that are significantly available for the schools that could be
used to record the progress and attainment of the students. In order to track the progress one-
minute paper, muddiest points, chain notes, Student generated test questions are some of the
different ways that has been determined to illustrate the learner understanding and provide a brief
insights of the knowledge. In the tests has helped me to understand the learner progress with the
academic growths. This has led me to understand the students with less progress and high
capability of progress in the academic session (Scott-Parker et al., 2018).
Progress tracker
Name:
Target set
Date
Current
Level
Target Review
Date
Review
level
Target
achieved
1st March
2019
What the
student is
To transmit the
knowledge the student
plays a responsible area
to absorb the knowledge
therefore to check the
ability of the individual
characteristics.
1st April
2019
Good Yes
2nd April
2019
What the
teacher
does
To focus on the area that
to be transmitted to the
students and therefore to
1st May
2019
Excellent Yes
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understand the additional
responsibility as a teacher
and understand the
student and verify
strategies.
2nd May
2019
What the
student
does
It refers to student-
centered model on
teaching that to focus on
the individual or student
understanding with a
collaborative activity.
1st June
2019
Good Yes
Table 3: Progress tracker
(Source: Created by the learner)
Individual learning Plan (ILP) is a student or user specific program that refers to a strategy of
learning and education and that takes in the consideration of students’ strengths and weaknesses.
Example 1: To improve the utilization of space in during the free-choice time
Activity Time required Resource needed
 To observe the children currently using
different learning centers in during the free
time.
 Documentation of changes in second
observation (2 months)
 10 hours at initial
stage
 2 hours to
document the
change
 Floater tome in
helping the data
collection
 Post analysis time
Example 2: To increase the different ways of children’s cultural heritage
Activity Time required Resource needed
 Inviting the families in order to share the
photographs, artifacts, music instruments
and other cultural heritage
 30 min per
family
 30 minute
extracurricular
activities and time
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 Displaying all cultural items into
curriculum  20 minute a
week
for family supports
Conclusion
Teaching and learning is a vital part of education and is crucial for the mental development of a
person. It makes a person knowledgeable and aids him or her to shape his or her career properly.
Thus, it is necessary to adopt effective teaching practices so that the students are able to
understand the topic properly and effectively.
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Reference List
Balta, N. and Sarac, H., 2016. The Effect of 7E Learning Cycle on Learning in Science
Teaching: A Meta-Analysis Study. European Journal of Educational Research, 5(2), pp.61-72.
Broadbent, J., Panadero, E. and Boud, D., 2018. Implementing summative assessment with a
formative flavour: a case study in a large class. Assessment & Evaluation in Higher
Education, 43(2), pp.307-322.
Drachsler, H. and Kalz, M., 2016. The MOOC and learning analytics innovation cycle
(MOLAC): a reflective summary of ongoing research and its challenges. Journal of Computer
Assisted Learning, 32(3), pp.281-290.
Ebert-May, D., Derting, T.L., Henkel, T.P., Middlemis Maher, J., Momsen, J.L., Arnold, B. and
Passmore, H.A., 2015. Breaking the cycle: Future faculty begin teaching with learner-centered
strategies after professional development. CBE—Life Sciences Education, 14(2), p.ar22.
Hayden, H.E. and Chiu, M.M., 2015. Reflective teaching via a problem exploration–teaching
adaptations–resolution cycle: A mixed methods study of preservice teachers’ reflective
notes. Journal of Mixed Methods Research, 9(2), pp.133-153.
Kent, L., 2017. Examining Mathematics Classroom Interactions: Elevating Student Roles in
Teaching and Learning. International Journal of Educational Methodology, 3(2), pp.93-102.
Martin, D., 2016. Alignment of theory and practice: A cycle of researching, teaching, and
learning. International Journal of Arts and Commerce, 5(1), pp.1-13.
Maseleno, A., Sabani, N., Huda, M., Ahmad, R., Jasmi, K.A. and Basiron, B., 2018.
Demystifying learning analytics in personalised learning. International Journal of Engineering
& Technology, 7(3), pp.1124-1129.
Pedaste, M., Mäeots, M., Siiman, L.A., De Jong, T., Van Riesen, S.A., Kamp, E.T., Manoli,
C.C., Zacharia, Z.C. and Tsourlidaki, E., 2015. Phases of inquiry-based learning: Definitions and
the inquiry cycle. Educational research review, 14, pp.47-61.
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