UET4: Developing Teaching, Learning and Assessment in Education Report

This report, focused on the UET4 module 'Developing Teaching, Learning and Assessment in Education and Training,' examines the importance of inclusive learning and assessment within an educational setting, specifically using Harrow School as a case study. The report delves into various aspects of inclusive education, including behavior management theories (Skinner's Operant Conditioning and Glasser's Choice Theory), establishing safe and inclusive learning environments, and designing resources and assessments to meet diverse learner needs. It also explores the application of pedagogical principles, the use of initial and diagnostic assessments, and the development of teaching and learning plans that consider individual goals and learning preferences. Furthermore, the report analyzes the implementation of reflection models to evaluate and improve teaching practices. The assignment covers a range of topics from creating a positive classroom environment to adapting teaching methods to accommodate different learning styles and abilities, ensuring all students have the opportunity to succeed.

UET4 – DEVELOPING
TEACHING, LEARNING
AND ASSESSMENT IN
EDUCATION AND
TRAINING

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Theories of Behaviour Management......................................................................................1
1.2 Establishing and Sustaining a safe, inclusive learning environment.....................................2
1.3 Creating and Maintaining safe learning environment considering behaviour management
theories.........................................................................................................................................3
TASK 2............................................................................................................................................3
2.1 Resource Designing to promote equality, diversity and fulfil learner needs.........................3
2.2 Demonstrating flexibility and adaptability in using inclusive teaching and learning
approaches to meet needs of individual learners.........................................................................4
Covered in PPT (2.3, 2.4, 2.5).....................................................................................................5
TASK 3............................................................................................................................................5
3.1 Design assessments that meet the individual needs of learners.............................................5
3.2 Demonstrating flexibility and adaptability in using assessment methods to meet needs of
individual learners........................................................................................................................5
3.3 Demonstrate the use of assessment data................................................................................6
3.4 Communicate assessment information to other professionals with an interest in learner
achievement.................................................................................................................................7
3.5 Explain how own assessment practice has taken account of theories, models and
principles of assessment...............................................................................................................7
TASK 4............................................................................................................................................8
4.1 Applying minimum core elements in planning, delivering and assessing inclusive teaching
and learning .................................................................................................................................8

4.2 Analyse ways in which minimum core elements can be demonstrated in planning,
delivering and assessing inclusive teaching and learning............................................................8
TASK 5............................................................................................................................................9
5.1 Analyse the application of pedagogical principles in Chemistry...........................................9
5.2 Evaluate the effectiveness of use of creative and innovative approaches in Chemistry........9
TASK 6..........................................................................................................................................10
6.1 Use of initial and diagnostic assessment to agree learner's individual goals and learning
preferences.................................................................................................................................10
6.2 Scheme of work taking account of needs of learners, the delivery model, internal and
external requirements.................................................................................................................10
6.3 Designing teaching and learning plans that take account of individual goals, needs and
learning preferences of all learners............................................................................................11
6.4 Identifying opportunities for learners and others to provide feedback to inform inclusive
practice.......................................................................................................................................12
6.5 Explanation of the way in which own practice in planning inclusive teaching and learning
has taken account of theories, principles and models of learning, communication etc.............13
TASK 7..........................................................................................................................................13
7.1 Use of theories and models of reflection to evaluate effectiveness of own practice in
planning, delivering and assessing inclusive teaching and learning..........................................13
7.2 Analysis of the way in which own practice in planning, delivering and assessing inclusive
teaching and learning can be improved.....................................................................................14
CONCLUSION..............................................................................................................................14
REFERENCES..............................................................................................................................15

INTRODUCTION
In the field of education and learning, it is very important to conduct assessment of it on
daily basis as it can help to analyse that learners are able to adopt the knowledge which is
provided by teacher to them. Its important for the educators to identify and fulfil individual needs
of all students so that they can reach their career goals successfully (Ashcroft and Foreman-Peck,
2013). With the help of appropriate learning and teaching people will be able to develop their
skills and knowledge which will be beneficial for them for a long period in future. It is vital for
all the teachers to make sure that all the learners are able to grasp the information which is being
delivered by them. Main aim of this report is to understand and assess importance of inclusive
learning for students. The educational institution which is selected for this report is Harrow
School that is an independent boarding school for boys. It is mainly established in Harrow,
London, England. It was founded in year 1572 by John Lyon.
This report aim at analysis of various topics such as application of theories of behaviour,
principles and models of learning and communication, assessment of learning in education and
training, expectations of the minimum core in planning, delivering inclusive learning etc. Along
with this, investigation of own practice, assessment of principle of inclusive teaching,
implementation of reflection models and theories are also covered under this assignment.
TASK 1
1.1 Theories of Behaviour Management
Its important for the instructor to apply the correct theory of behavioural management in
the classroom specifically based on the individual needs of the learners. The two most distinctive
theories of this discipline are discussed as under:
Skinner's Operant Conditioning Theory Glasser's Choice Theory
B.F. Skinner's theory states that learning
behaviour is a function of any change
occurring in overt behaviour. Also, primary
reinforcers such as good performance must be
paired with secondary ones that include token
economies, praise, prizes and high grades
This theory states that one's behaviour is
determined by the choices they make
throughout their lives by fulfilling five basic
needs viz. Survival, power, freedom, fun, love
and belonging.
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In the classroom, this theory can be applied by
the educator through provisioning small
amount of information to the pupils at a
particular period of time (Bell and Harris,
2013).
Thus, a classroom must induce an environment
which satisfies individual learning needs of the
pupil, all at once. Teachers' role is to ensure
that a positive relationship is developed with
students in a classroom which induces
creativity, activeness, self-evaluation with
minimal coercion (Boud, 2012)
For instance, the teacher would teach a small
portion of the chapter during which the
learners are required to remain silent and only
contribute to the class by raising their hand. If
this is not followed, the teacher can punish the
learner as they may deem fit.
For instance, if the student has been familiar
with a topic being taught by the teacher they
may engage in providing inputs on topic of
discussion or be allowed to complete the
questions given at the end of the chapter or
they may be allowed to read another story
during the classroom reading time.
1.2 Establishing and Sustaining a safe, inclusive learning environment
It is crucial for the learning environment to be safe as this facilitates generation of ideas
and opens learner's mind to think more creatively and listen actively. An inclusive learning
environment is one which aims to consider a diverse set of learners' needs and backgrounds by
promoting equality and value diversity. At Harrow School, development of a coherent
curriculum along with intellectually curious environment is what the teachers and other faculties
aim for within as well as outside the classroom. Being a Chemistry Teacher, I continually strive
to achieve this goal. For this purpose, I am always supportive and fair towards my pupil. In
addition to this, any negative behaviour is dealt with personally discussing the issues with the
learner. Value-Added Analysis and adopting community approach is what I aim for while
teaching the subject throughout the semester. This enables in ensuring that the students feel
comfortable and do not find me unapproachable when dealing with any kind of issue. As
Chemistry requires conducting a series of experiments with chemicals, mishandling of such
ingredients can result in drastic impact on learners' health. Hence, before any class, I make sure
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that all the necessary safety measures in terms of equipment and safety wear is available for
smooth conclusion of the session.
1.3 Creating and Maintaining safe learning environment considering behaviour management
theories
In order to create and maintain a safe learning environment, it is important for the
educator to keep in mind the effectiveness of relevant behavioural management theories such as
Operant Conditioning and Choice Theory. Through this, they would be able to ensure that
individual learning needs of pupils are met successfully (Crane and et.al., 2012). These theories
mainly promote the idea of equality, value diversity and constructivism. Hence, an environment
where there is presence of discrimination, competition and coercion would result in the downfall
in the quality of experience delivered as well as cause dissatisfaction among the learners. Also, it
is important for the educator themselves to be in possession of necessary skills that reduce the
possibilities of misbehaviour and induce productivity among the learning audience. Being a
Chemistry Teacher, I seek to integrate the operant conditioning and choice theories in the
teaching style at all times. For instance, the internals require students to create an assignment that
constitutes 25% of their total grades, the first three high-scorers are rewarded by tokens that can
be exchanged for meaningful rewards at the end of academic term. By implementing Skinner's
Theory on Operant Conditioning as well as Glasser's Theory of Choice, I was able to ensure that
no coercion existed in the classroom environment as well as considerable amount of reinforcers
were set in place to acknowledge punishments and success of the learners. Thus, resulting in
maintenance of discipline and freedom of choice, all at the same time.
TASK 2
2.1 Resource Designing to promote equality, diversity and fulfil learner needs
Handout I: Promotion of Equality and Value Diversity
Different learners tend to have diverse set of needs as well as backgrounds, this makes it
important to consider equality and diversity value at all times. At Harrow School, there are
students flocking from various countries every year. Hence, whether inside or outside the
classroom, it is the responsibility of the educator as well as learners to encourage a community
approach. Specifically, one which ensures that no kind of discrimination, bullying or coercion is
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faced by pupils of different shades, nationality, religion or culture. This can be achieved by:
 Celebrating Themed weeks or months;
 Setting-up cuisine based luncheons;
 Holding Debate and Discussions on different cultures;
 Celebrating international occasions through story-telling;
 Hosting impairment games to build empathy towards such communities
Handout II: Meeting identified needs of Specific Learners
Harrow School has been considerate towards the fulfilment of needs of all the children enrolled
in its curriculum. The school provides facilities all around the school premises which help in the
catering of individual learner needs. For instance, for students with disabilities or a medical
condition have lenient timings in relation to the time taken to commute between the classes.
Also, they are provided with kinaesthetic learning material that facilitates strength-based and
student-centred learning through the execution of physical activities. Commonly, these may
include role-playing, drama, dances, races, field trips and projects among others.
2.2 Demonstrating flexibility and adaptability in using inclusive teaching and learning
approaches to meet needs of individual learners
In order to demonstrate an environment that depicts an inclusive teaching and learning
approach, it is important to keep in mind that students tend to respond proactively when they feel
that their contributions are valued and respected in a equal manner (Dann, 2012). In the context
of classroom teaching, it is quite apparent for the learner to feel excluded if there opinions or
initiatives are not fairly rewarded. This can be remedied on the part of the educator by ensuring
that individual learner needs are taken into account as well as recognised. Different learners have
different set of needs, for instance, learners with disabilities may have aural or kinaesthetic
preferences which may require them to engage in learning styles that require physical
movements rather than being dependent on bookish education.
For instance, all the subjects taught at Harrow, including Chemistry, employ a Universal
Design Learning Approach which enables them to utilise both technologies such as Personal
Computers, Projectors, Documentaries along with offline teaching methods such as conducting
workshops, field trips and seminars to engage learners and help them in meeting needs both
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kinaesthetic or aural as well as non-kinaesthetic ones. This approach ensures that any kind of
hurdles that could come up are significantly eliminated or minimized so as to meet specific
learner needs in an effective manner.
Covered in PPT (2.3, 2.4, 2.5)
TASK 3
3.1 Design assessments that meet the individual needs of learners
Assessment method Meeting individual learner needs
Practical activities:
 Lab experiments;
 Projects and Assignments
to draw inferences from a
series of experiments
undertaken
 Resources and instruments can be easily alternated
based on individual needs and preferences
 Additional time can be given- a week for students on
sick leave and two weeks for those with medical
condition or disability.
 Formative Feedback can be provided regularly until the
final submission.
 Learners would be able work cohesively with their
peers (Darling-Hammond, 2017)
 Suitable for learners with kinaesthetic preferences
Discussion:
 Groups discussions and
debates
 Enable learners to assertively put forward their views
and opinions
 Suits a range of learning preferences
 Discussion helps in receiving of additional information
from peers themselves.
Peer assessment:
 Marking one another for
the experiments or
presentations given in the
classroom.
 Helps in inclusion of learners in evaluation of peers
 Suits a range of learning preferences
 Additional support can be provided and suggestions can
be given that help in improvement of each other.
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3.2 Demonstrating flexibility and adaptability in using assessment methods to meet needs of
individual learners
In order to demonstrate flexibility and adaptability in using assessment methods, it is
important to make sure that the capabilities of individual learners is taken into account. In the
context of classroom teaching, every student has a different learning need. As a result, what
works for one may not work for another as far as assessment methods are concerned (Edwards
and et.al., 2014).
For instance, a student having kinaesthetic preferences would perform comparatively
lower as compared to his or her peers as they would not be able to grasp the concept taught in the
class as effectively as others. Hence, it is important for the educator to integrate a combination of
both offline and online methodologies that cater to the needs of such individual. At Harrow, this
is largely observed at every level. The school's curriculum is one that ensures that all subjects
taught in the institution, including Chemistry, have a wide assortment of assessing tools and
techniques embedded in the lesson plans from start. Assessing group presentations, discussion
and projects submitted in the form of experiments are a common observation for the students as
this helps them in learning teamwork as well as enables them to be more coherent with one
another. This will help in giving a fair opportunity to the students who have kinaesthetic needs
or are comfortable with presenting their inputs through group discussions. Thus, ensuring that
any kind of hurdles are significantly eliminated or minimized so as to meet specific learner needs
in an effective manner.
3.3 Demonstrate the use of assessment data
Assessment Data helps in understanding how well a learner has been able to grasp the
concept and able to achieve the goals set for the successful completion of coursework. The use of
assessment data can help in monitoring learners’ achievement, attainment and progress (Gardner,
2012). This is possible specifically under formative assessment wherein a series of regular
assessments are carried out over the course of the learning programme. Mainly, by way of tests,
quizzes and other classroom activities such as debates and role-playing among others. I usually
use practical methods such as group presentations and lab experiments to assess whether the
various topics taught during a week are successfully understood by the pupil or not. Through
the data collected, specifically in the form of marks awarded to the students, during these
assessment activities I am able to record outcomes for every student. This enables me to set
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targets for each learner as this data helps in knowing where the student ranks in the classroom
and how they can improve by identifying key areas of weakness. Apart from this I am also able
to plan subsequent sessions as I am able to ascertain whether the class requires some more recaps
of what was studied earlier or teach them a new topic in the next session.
3.4 Communicate assessment information to other professionals with an interest in learner
achievement
A teacher continually assesses their students throughout the span of academic term. Thus,
communication of such information to professionals having an interest in learner's achievements
becomes crucial (Gaudin and Chaliès, 2015). Here, a learning professional can be one who
continually provides inputs to the learners in order to reach their short-term as well as long-term
goals based on their strengths and weaknesses. The role of such professionals is of paramount
importance in the progression of learner throughout their academic years.
Commonly, they are associated with the school as career counsellors who have
connections with the outer world such as colleges and universities. Thus, it becomes their
responsibility to continually review the progress of learners through the assessment information
supplemented to them from the student's faculty. As the counselling sessions taken by such
professionals are carried out in complete confidentiality, a learner is able to discuss their
concerns without any bias. This is due the fact such information is highly essential for the learner
to gain an admission in a reputable college or university of their choice while pursuing higher
studies. Hence, communication of such information becomes important. Usually this exchange
of information is done through the results of aptitude tests or mock examinations conducted
occasionally so as to know where the student stands among their peers and the role of bias is
eliminated from the communication process altogether (Griffin, Care and McGaw, 2012).
3.5 Explain how own assessment practice has taken account of theories, models and principles
of assessment
As a Chemistry Teacher, I am responsible for closely keeping track of which assessment
practice suits well with the specific needs of the learners and which do not. Since every
assessment method undertaken must be fair and equitable, it is important for me to know what
preferences are most suitable for my students. Hence, the most common instruments of
assessment employed in the classroom are assessments, presentations, quizzes, tests both
objective as well as subjective and group discussions on the latest and significant news related to
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the field. In addition to this, online tests are also conducted which are helpful in knowing the
level of understanding possessed by the learner in regards to a specific Chemistry topic. Panel
interviews at the end of the academic term, specifically for the final year students also helps
them in enhancing their application skills in an effective manner. Through these assessments I
am able to ascertain whether or not the topic needs to be allocated an extension or I need to go
ahead with the next topic mentioned in the coursework.
TASK 4
4.1 Applying minimum core elements in planning, delivering and assessing inclusive teaching
and learning
Minimum Core elements can be defined as the enablers of integrating a wide array of
inclusive teaching and learning practices among the learners (Knight, 2012). They have been
demonstrated as under:
Minimum Core
Element
Opportunities for learners to develop skills
Literacy  Reading and writing
 Identifying grammatical errors
Numeracy  Counting, measuring, budgeting, calculating, weighing, estimating
 Handling data
 Problem solving and Analysis
 Investigating shapes, dates, percentages and money
Integrated
Communication
Technologies
 Using iPads/tablets and other Visualization Tools
 Personal computers or laptops, scanners, printers and photocopiers
 Computer programmes and software, internet, emails, social network
 Producing presentations, spreadsheets and graphs
Language  Speaking, discussing, listening and asking questions
4.2 Analyse ways in which minimum core elements can be demonstrated in planning, delivering
and assessing inclusive teaching and learning
The effectiveness of employing these assessment methods into practice is mostly
dependent on the tutor's personal experience as well as academic knowledge gained while
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preparing under teaching and education programme (McConnell, 2014). Mainly, the minimum
core elements include literacy, language, numeracy and utilization of Integrated Communication
Technologies. These elements can, thus, help in development as well as enhancement of
functional, analytical and interpersonal skills among the learners which are beneficial even after
they have finished their Initial academic education. Ultimately, resulting in the inclusion of
behavioural management theories and concept of inclusive learning implemented in the
classroom.
Thus, ensuring that the tutor is able to plan their subsequent sessions, monitor the
performance of individual learners based on the assessment data acquired and provide immediate
feedback to the pupil so as to encourage progression. It is worthy to note that inclusive teaching
and learning approach involves the promotion of equality, value diversity as well as conducive
environment for generating ideas creatively, implementation of minimum core elements in such
a manner would help in planning, delivering and assessing of the approach itself.
TASK 5
5.1 Analyse the application of pedagogical principles in Chemistry
Pedagogical Principles relate to the academic framework which enables the formulation
of curriculum units, assessment of performance and instruction of guidelines that result in
gaining deeper knowledge about a certain topic among the pupil (Moon, 2013). Chemistry is a
combination of practical as well as theoretical concepts which requires a learner to not only
grasp the theories and principles properly but also to implement them in the laboratory. For this
purpose, it is important for me to know what are the possible consequences of any error
committed on the part of the learner while mixing one or two chemical elements. Hence, one of
the main pedagogical principles applicable in Chemistry teaching is to have deep understanding
regarding the subject both theoretically and practically.
In addition to this, I make sure that individual learning needs are fulfilled for all the
learning audience, hence, I also make use of Power Points for deliverance of sessions, E-Mail for
the notification of assignments. As far as assessment is concerned, online tests and quizzes are
also held occasionally for the students as a part of their internal as well as final assessment
grading.
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5.2 Evaluate the effectiveness of use of creative and innovative approaches in Chemistry
The effectiveness of using creative and innovative approaches in Chemistry is that one is
able to question the existing scientific principles and gain their own opinions and views
regarding a particular topic taught in the classroom (McKenney and Reeves, 2018). For instance,
learners with Kinaesthetic preferences are able to learn in a much quicker and comfortable
manner which does not require them to be forced to understand the topic in an environment
which is not conducive to them. For this purpose, I strive to include role-playing and
demonstration based learning which helps such learners to observe and learn as and when the
session occurs.
Apart from this, adoption of peer assessment methods also helps in providing informative
feedbacks and insights into how a particular student perceives a topic taught and what keywords
they focus on while trying to memorize them. For instance, one may learn the organic elements
table in the form of a song or a story which would help them memorizing a wide array of
elements in an effective manner.
TASK 6
6.1 Use of initial and diagnostic assessment to agree learner's individual goals and learning
preferences
Initial and diagnostic assessment is used by teachers for the purpose of analysing skills,
qualities, knowledge, strengths and abilities of learners. With the help of it all the weaknesses of
students can also be measured and it guides educators to form learning and teaching plans
according to capabilities of them (Murdoch‐Eaton and Whittle, 2012).
Both these elements helps teachers to agree learner's individual goals and learning
preferences because it supervise them to analyse all the strong and weak points of students. If
these are not taken in to consideration while formulating plans then it can affect knowledge of all
the individuals. Initial assessment is the process of observing learning and support needs of
learners so that learning and teaching plan can be formulated according to their capabilities to
learn. With the help of it they can set structure for their teaching program. Diagnostic assessment
is mainly used for the purpose of diagnosing difficulties that are faced by students while
learning. Afterwards all the analysed topics are used by them to form the teaching plan in order
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to make sure that each and every individual get detailed knowledge regarding topics discussed in
the class.
6.2 Scheme of work taking account of needs of learners, the delivery model, internal and external
requirements
Scheme of work is a type of teaching plan which is formulated by a teacher in order to
provide appropriate knowledge to the students according to their requirements (Ozdamli, 2012).
With the help of it learners can grasp the information which is being delivered by their teacher to
them. A scheme of work which is being prepared by Chemistry teacher of Harrow school
according to requirements of all the students is as follows:
Week Needs of learners The delivery model Internal and external
requirements
Week 1
to 5
Understanding of
organic chemistry
Conducting classroom
activities for reactions and
reagents
Classroom, projector,
permission of principle,
feedback forms, board
and charts of DNA and
other elements.
Week 6
to 10
Analysis of physical
chemistry
Classes in chemistry lab Permission of principle,
sources to provide
information to students,
presentation, worksheet
for analysis.
Week
11 to 15
Improved knowledge
of analytical chemistry
Practical in lab with
analytical chemistry
instruments
Flask, test tubes, beaker,
lab coat, gloves,
microscopes, litmus
paper, instructions for
safety and security
measures.
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6.3 Designing teaching and learning plans that take account of individual goals, needs and
learning preferences of all learners
It is very important for teachers to develop or design teaching or learning plans for
students as it helps to provide appropriate information to the learners in order to meet their
individual needs (Richards, 2013). A detailed plan for teaching which is generated by a
chemistry teacher of Harrow School is as follows:
Week Topics to be studied Individual goals, needs
and learning
preferences
Curriculum
requirements
Week 1 to 4 Alkanes, cycloalkanes and
functional groups
Develop understanding
of alkanes, cycloalkanes
and functional groups
Books, notes, classroom
activities, quiz etc.
Week 5 to 8 Alkenes and alkynes Gather knowledge of
alkenes and alkynes with
their uses
Weekly analysis of
performance, projects etc.
Week 9 to
12
Chemical kinetics, surface
chemistry etc.
Enhance understanding
of different Chemical
kinetics and surface
chemistry
Different educational
programs
Week 13 to
15
Solid state chemistry,
spectroscopy etc.
Conducting analysis of
solid state chemistry and
spectroscopy
Classroom notes, study
material etc.
6.4 Identifying opportunities for learners and others to provide feedback to inform inclusive
practice
For all the teachers it is very important to take feedback from the students in order to
analyse that they are able to understand the information which is delivered to them. For this
purpose direct interaction or question answer rounds can be conducted with learners which will
be beneficial for the purpose of taking feedbacks (Stewart, 2014). There are various
opportunities for learners to provide feedback to their teacher. These are by telling them that they
were good and students have acquired knowledge delivered by them. Another opportunity to
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provide feedback is that learners can meet the teacher formally and tell them that about their
learning experience. With the help of all these activities or initiatives educator can enhance skills
to deliver lecture in appropriate manner. In order to facilitate students to share their experience
with instructors it is vital for them to establish good relations with them so that the way in which
information is gathered by them can be discussed without hesitation.
Providing feedback on the teaching abilities of teacher help students to share their
learning experience with them and also make sure that they have gathered the information which
is being delivered by their teacher.
6.5 Explanation of the way in which own practice in planning inclusive teaching and learning has
taken account of theories, principles and models of learning, communication etc.
It is very important for a teacher to take all the theories, principles and models of
learning, communication and assessment in to account as it guides them to form plan in
appropriate manner. As a chemistry teacher in Harrow School I was responsible to make plans
for learning and teaching for students. I have prepared them by focusing on different theories
such as behaviourist, cognitive, constructivist and social constructivist. With the help of them
appropriate plans were formulated by me for learners. It has guided me to analyse their
behaviour and ability to learn different lessons taught by me. In order to ensure discipline, I take
use of operant conditioning that helps in implementing reinforcers such as rewards and
punishments to recognise the learners' behaviour in the classroom. Apart from this,
communication of any assessment test such as Quiz is done through the token economies
wherein the first three students who rank the highest in performance and conduct in class are
rewarded with tokens which can be exchanged for a reward at the end of the learning
programme.
TASK 7
7.1 Use of theories and models of reflection to evaluate effectiveness of own practice in
planning, delivering and assessing inclusive teaching and learning
There are various types of theories and models which could be used by educators for the
purpose of analysing their own practices and their effectiveness in planning, delivering and
assessing inclusive teaching and learning. With the help of it they can analyse that the practices
that were used by them while delivering the lesson to students (Tight, 2012). These are personal
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skill audit and SWOT analysis. It helps to identify all the skills that are weak and other strong
characteristics of them. With the help of it they can develop a personal and professional
development plans which can help to enhance all the weak qualities and develop ability to fulfil
requirements of the job role.
In order to measure effectiveness of my teaching and learning skill I have also used these
two methods which has guided me to analyse all my strengths and weaknesses. I have planned to
overcome all my weaknesses in future so that possibility of their negative impacts can be
reduced in future. It has helped me to identify that the practices that were used by me in the
teaching plan were effective and I was able to direct all the students to clear all their doubts
regarding the topic taught by me.
7.2 Analysis of the way in which own practice in planning, delivering and assessing inclusive
teaching and learning can be improved
It is very important for all the individuals to identify opportunities for improvement
because it helps them to become better and better. For this purpose feedback can be taken from
learners which can guide educator to identify the field where improvement is required. There are
various other ways in which improvement can be made one of them is taking assistance from
senior as it can help to perform different tasks appropriately (Torrance, 2012). For the purpose of
improving own practice in planning, delivering and assessing inclusive learning it is vital for
teachers to focus on learning theories, models and principles. With the help of all of them they
will be able to build their ability to formulate learning and teaching plans in appropriate manner.
For Chemistry, I usually encourage the junior students to pair with a senior for at least one
project. This helps them in knowing more about the subject in a much more comfortable
environment and provides them an equal opportunity to give their inputs in a sustainable manner.
CONCLUSION
From the above project report it has been concluded that learning and teaching are two
major elements which should be focused by a teacher in order to make sure that student grasp the
knowledge delivered by them. While preparing plans for learning it is vital for teachers to take
different learning theories, models and principles in to consideration in order to make sure that
appropriate information is delivered by them to students. While preparing for a lesson it is vital
to prepare a scheme of work and plans in order to meet individual needs of learners. Another
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aspect which should be focused by teachers after delivering the speech. With the help of it, it can
be analysed that teacher was able to fulfil all the requirements of learners or not. It is essential
for an educator to keep good knowledge of the topic which is going to be taught in the class as it
can help to deliver appropriate information to learners. While planning for learning and teaching
it is very important for a teacher to focus on each and every individual's needs so that knowledge
of all the students can be enhanced.
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