Answer

Revised Developing Teaching, Learning and Assessment in Education and Training

Task 1

1.1 Application of Pedagogical Principles in My Area of Specialism

Studies have indicated that lessons delivered to students in practical and interesting manners within the definitions and framework of the principles of pedagogy enhance students’ interest and comprehension of concepts taught. There are a number of pedagogical principles that can be applicable to my specialist, as explained below. First pedagogical principle is involving students via dialogue, particularly the instructional conversation. Thinking, along with the capability to form, exchange, as well as express opinions, ideas, thoughts, and notions are best taught to students via conversation/dialogue, through probing, questioning, and sharing opinions or notions, and knowledge. Ashcroft and James (1998) state that instructional conversation realizes personalization of instructions along with sensitive contextualization. It is as well stimulating and offers precise a precise cognitive challenge to students (Wallace, 2010). Second is contextualization. This involves linking school to leaners’ lives, as well as linking new knowledge to former rise in students’ involvement with learning initiatives.

Third, pedagogical principal is to provide challenging activities, that is, creating or employing activities that challenge students toward cognitive intricacy. Learners who are at educational risk failure, are in most cases exonerated of academic challenges based on the assumption that they are of restricted capabilities, or they are exonerated of any formal or genuine progress assessment since assessment apparatuses are considered inadequate (Wallace, 2011). There are a number of strategies in which cognitive complexity has been incorporated into the training and teaching of students who are at the danger of educational failure. There is sufficient evidence to believe, for example, that a monolingual curriculum provides cognitive intricacies that make it inferior to a bilingual approach. Another principle is to develop competence within my area of specialism’s formal language, which ought to be a meta-goal all through the lesson plan. According to Tummons (2011), formal academic language, along with subject matter lexicons are all significant and critical for educational success which may be realized via deliberate and purposeful conversation between a learner and instructor. Last is the joint productive activity. This approach ought to be preferred since it allows for learners’ highest academic attainment to solve real and practical world challenges that are associated with my area of specialism and it helps motivate learners.

1.2 Effectiveness of Use of Creative and Innovative Approaches in My Area of Specialism

Roffey-Barentsen and Malthouse (2009) reason that the employment of innovative and creative learning methodologies/techniques in classes creates a win-win situation both for instructors and learners. Innovative and creative learning techniques of teaching can assist students acquire the most out of their classwork education. Effectiveness of innovative and creative strategies in economic class, my area of specialism, can be assessed based upon three basses. First, visualization of skills. Economics students who are equipped with visualization skills have been shown to have better understanding of economics topics and have a better ability to critically think and recall issues and subjects regarding economics (Powell & Tummons, 2011). Lesson plans that are organized as well as linked to theories with an aim of mastery, including the capability of visualizing the theories, can result in the capability to transfer knowledge as well as lead to a longer-term and deeper understanding of what is taught to students.

Second is a cleverly managed classroom knowhow. Digital cameras, tablets, videoconferencing, computers technologies, and GPS devices can function to help enhance a learner’s learning experience. Possible employment of classroom knowhow include employing video games (that are economics oriented), multimedia projects, or leveraging Skype that permit learners to explore subject matters using audio, film, and software that they create.

Last is active learning. Active learning through discussion groups, peer instruction, along with collaborative challenge solving are very crucial in students’ learning process. Petty (2009) notes that dedicating time to active learning initiatives and projects is among the strategies that can be employed to get learners talking, thinking, and sharing ideas, notions, thoughts, and information in their classrooms, a finding supported by the Johns Hopkins Centre of Education. Learners break into small units for purposes of doing research online or discuss and chart out possible ways of solving a challenge. The units then upload their findings and work to a common Blackboard where their instructor can access the work and review them. The instructor gives the learners the feedback and the units meet to share out what they have been able to learn from their discussions and searches with their peers.

Task 2

2.1 Using Initial and Diagnostic Assessments to Agree Learners’ Individual Goals and Learning Preferences

Initial assessment, according to Kidd and Czerniawski (2011), functions to provide the foundation for where a learner should begin his/her studies. Thus, it is a crucial, integral, and imperative element of the process of agreeing personal leaning attainments, achievements, and goals. For this reason, I employ a range of activities, questionnaires, and a one-to-one evaluation group quizzes and work where individual assessment can be employed. These evaluation techniques can assist in ascertaining the stage or phase at which a personal learning is so that goals and objectives can be accordingly and befittingly set.

Whereas diagnostic assessment, according to Gravells and Simpson (2010), are associated with particular skills, they provide me with pertinent knowledge that can be employed in: gauging a person’s weaknesses or strengths; learning preferences, like aural, kinaesthetic, visual, and read/write; identifying students’ starting point and level of understanding; and identifying former and experience knowledge, among other things. After collecting this information regarding students, the same can be included in the learner’s individual learning plan for purposes of addressing them as may be deemed right and appropriate.

2.2 Scheme of Work

When developing a scheme of work, there are three main facts that are often taken into consideration: learners’ needs, the delivery model, along with external and internal requirements. The development is aimed at meeting learners’ needs and curriculum component of session plan via visual, kineasthetic, and auditory learning methodologies within an institution’s policy framework.

Subject: Economics

Year: 2019                                                                                                                                           Semester: First (12 weeks)                         

Instructor’s Name: M

Start Date: January 5, 2019                                                                                           Date of Revision: _________

To meet learners’ needs and external and internal requirements, a perfect blend both of andragogy (modes of delivery) and pedagogy techniques would be employed. As well, instructor driven technique and student propelled technique would be employed to transfer optimal knowledge.

Similarly, to meet learners’ needs, then teaching plan is adapted so that about 1 hour 30 minutes of time is allotted to the lesson plan and is subdivided into three categories. The first half of the plan stresses on instructor compelled theoretical learning and the last half concentrates upon learner propelled practical learning and the very last 20 minutes are allotted to meeting the learning requirements, outcomes, needs, and objectives of individuals, for instance special education requirements and needs.

By allotting sufficient amount of time to each of economics’ areas according to the subjects’ syllabus, detailed assessment and teaching modes, learning outcomes, time divisions while keeping in mind and view learning requirements of personal and group students, this scheme of work as whole meets all external and requirements.

2.3 Teaching and Learning Plans

Subject: Economics

Topic: Economics at domestic level

Duration: 3 hours

No. of Students: 40

Teaching Aids: Lecture notes, duster, white board, power point/graph illustrations and elaborations using computer

General Objectives: To enable students to get knowledge regarding ongoing economic issues at domestic level

Specific Objectives: To enable students to practically apply theoretical economics in their localities or lives and within their professional or career lives in solving and resolving economic issues.

Time:                     Theory – 35 minutes

Student activity – 35 minutes

Special learning requirements – 15 minutes

Ending notes – 5 minutes

Individual needs, goals, and learning preferences of all students

To meet the individual needs, goals, and learning preferences of my learners, it is essential that I begin by understanding curriculum needs along with the individual needs of my students and to get to understand the stage at which each of my students is. I ought to determine and know if any of my students needs additional support, if any of the students has special requirements, or family issues to justify why their work is not attaining its highest possible level. Should I identify a student with dyslexia, impaired sights, or hearing challenges, I will take that into consideration while developing a learning and teaching plan.

To address my students’ needs and requirements as far as education is concerned, I offer them with a wide range of learning opportunities like employing diversified resources as opposed to concentrating on textbooks only. I equally employ various assessment and teaching modes, including but not limited to available resources, learning styles, learner’s desired results or outcomes, previous learning experiences to gauge or establish the students; weaknesses and strengths. By assessing these areas, I will be able to acquire a better and informed idea of my students’ personal learning requirements and this helps in devising an appropriate curriculum, and teaching and learning strategies for them.

Curriculum Needs

This lesson plan fulfils curriculum needs both for individual and group students since it is sufficiently detailed. It equally involves all learners during the first 35 minutes of the process of learning, a process that is practically exercised by the learners in the next 35 minutes. The last 15 minutes is assigned to special education requirements, a time which serves to fulfil learning requirements of individual learners. Giving of notes, PowerPoint and graphical presentations, references, and any other special education aid, should there be need, gives this plan an accomplishment.

2.4 Opportunities for Learners and Others to Provide Feedback to Inform Inclusive Practice.

To begin, it is of great significance that at regular intervals, all instructors and students are provided with feedbacks regarding their individual progress on needs that should be worked upon and looked into during each lesson. For instance, in the middle of the lesson, I create a group discussion during which time I ask each of my learners to publicly express three things or areas that they have learnt during the lesson and that they are going to continue researching about and working on during and after the lesson and I transfer these to the board for their future reference across the period. During the second phase of the lesson, whatever was written on the board is recapped so that I may be able to determine whether the learners have achieved what they said they would. If they have not achieved that, I would proceed to ask why they have not been able to achieve the same and how the challenge hat hindered them from achieving that which they had intended be overcome. Thence, I proceed to hold a one-on-one tutorial with the individual learners, a tutorial aimed at talking about why the individual students was unable to achieve what they had set out to during the past lesson. After this, homework can be given to ensure that this challenge is tackled in the next lesson. This way, both group and individual feedback will be given. From my side, I am able to get feedback from my students by assessing their individual and group works. If learning is not taking place, feedback is crucial since it serves to ensure best practice is upheld and that a student achieves her/his full education potential or capability. In my daily practice, I randomly deal out feedback cards to my learners at the beginning of lessons and collect them back at the end of the lessons. The students’ feedback is important since it helps me in formulating and devising more effective and efficient teaching methodologies for my next lessons.

2.5 Planning Inclusive Teaching and Learning to Take Into Account Theories, Principles and Models of Learning, Communication and Assessment

In most cases, I employ more than a theory at any single time in class with the aim of making inclusive teaching is efficient and effective. Diagnostic, along with initial, assessment provide me with a general and holistic view and understanding of my students’ former knowledge in addition to the degree of learning gap that exists for the students’ future lessons and equally if there is a need for any special learning preparations. Informed by the humanistic theory, I have the tendency to plan my class and lesson based upon two key features: genuineness on the facilitator’s part and learner’s care (Gould, 2012).  I largely and mostly concentrate upon individual and group needs of my learners and structure and adapt my lesson plans so that the needs are taken into consideration. Equally, I make special preparations for my individual students. I deliver lessons through visual, kineasthetic, and auditory styles, information communication technologies, and interactive sessions which make the process of learning more efficient and effective.

In addition to the above techniques and strategies, I employ the motivation theory, particularly the extrinsic motivation to the learners who have less interest in a particular lesson, topic, or subject. By praising, motivating, and providing rewards to my students, my students have been motivated to take part in all lessons’ activities. By them joining my lesson activities, learning processes in my classes have proved to be extra effective. Gadsby (2012) states that extrinsic motivation can as well assist in developing intrinsic motivation in people, hence the tendency by my students to join my lessons’ activities.

Task 3

3.1 Analysis of Theories of Behavior Management

There are a number of theories regarding behaviour management. First is assertive discipline. The assertive discipline assumes the fact that instructors are the classroom leaders and that they ought to make use of punishment to bring order and control to classrooms, if need be. Regrettably, should assertive discipline fail to subdue ill-behaviour(s), the employment or warnings and threats in most cases compromise the effectiveness and usefulness of this theory of behaviour management (Beere, 2010).

Second is the logical consequences theory or model which was developed by Dreikurs (1968). According to Teaching Tolerance (2016), the assumption behind the logical consequences theory is that motivation for classroom behaviour(s) may be to draw or appeal to attention. Concordia University (2013) reasons that other motivational areas like displaying inadequacy, exacting revenge, or exercising power, regrettably are all interferences that can never be corroborated via direct observation. In some cases and circumstances, logical consequences can be regarded as a punishment.

Third is the logic and love model which was developed by Fay (1981). The model was developed to decrease the employment of punishment and lead learners through a given problem-solving process, making it one of the most effective techniques or means of transforming students’ behaviours (lynnxtrotter, 2013). However, Fay failed to give precise and concise techniques and procedures for employing when using then model.

The next theory is the Glaser’s reality therapy. This model, which is a positive one, states that learners’ behaviours are influenced by whatever their instructors do during lessons and in classrooms and that the students’ behaviour management ought to be positively based (Andrea, 2013). The model is contradictory to the notion that learners are never at liberty to do anything that they want or desire since their instructors set up boundaries for the students’ behaviours.

Next is Kounin’s (1970) model that recommends the employment of firm and vivid desists. The Kounin theory is found to be effective and valid for low-degree misbehavior(s) where desists cam help solve behaviour challenges from ongoing (Curriculum Development, 2013). Last is Ginott’s theory, which asserts that teachers have the prerogative of doing anything that can be done to make a learning atmosphere extra conducive and pleasant for learning and to learners (olivier1983kenni.blogspot.com/, 2013). Positive disciplinary techniques as opposed to punishment procedures function to encourage learners to learn extra favourably.  The challenge with Kounin and Ginott models is that they lack a mechanism built for learners to continue misbehaving and do not have evaluation criteria for determining why learners misbehave (Innovative Learning, 2016).

3.2 Establishing and Sustaining a Safe, Inclusive Learning Environment in Classroom

Learners come from various and diverse backgrounds and of various levels of competency. To create an inclusive learning atmosphere, I consider employing the following three tactics. First, I allow learners to engage with and use information in a number of formats, like videos, podcasts, and websites, among other possible sources of information. Periodicals, journals, and magazines provide a lot and rich non-tech avenues and ways for learners to progress and move across materials. The choice of assessment for students represent and opportunity for learners to display or showcase their individual understanding in different ways. Examples entail presentations, oral examinations, and portfolios. Secondly, I discourage take off points in my classes for negligible behaviours such as talking while in the classroom or lateness for classes. Instead, my concentration is usually upon what learners do not know as I allow that to appear in my grade record. Making sure that learners are well prepared for an examination equally increases the possibility of initial success, which according to Sagepub (2016) functions to build purpose and confidence in learners.

Thirdly, I adapt some of the most effective strategies to build an inclusive learning atmosphere, like forming meaningful linkages with my learners. By putting additional effort and giving more time to viewing each of my students and truly believing that each one of them can succeed, I become a partner with my learners in their success. Setting my learners’ educational and emotional needs ahead is crucial since without feeling understood and safe, no educational approach will be efficient or effective. By forming a strong connection or bond between my learners and myself, as well as providing a sound instructional framework for their success, real learning will take place in my classes.

3.3 How My Practice in Creating and Maintaining a Safe, Inclusive Teaching and Learning Environment Considered Theories of Behaviour Management

ASCD in Service (2015) posits that changes in conduct or behaviour in an individual is the outcome of a personal response to stimuli (events) that happen within the individual’s environment. In upholding an inclusive, safe teaching and learning atmosphere within my economics class, I have the tendency of always focusing upon my students’ needs. In my teaching, I employ the Skinner’s operant conditioning techniques and positive reinforcement strategies with the intention of encouraging a conduct in my students by providing rewards. In some cases, I equally employ then negative reinforcement, punishment (in warning forms), and extinction only to discourage certain odd conducts among my learners.

Furthermore, I also employ extrinsic motivation strategy with the goal of creating interest and good attitude towards a topic or lesson in students who are uninterested in learning such topics or lessons. Through extrinsic motivation, praise, and motivation, students have proved to steadily show interest and positive attitude towards a subject, topic, or lesson and have also stopped feeling insecure from a topic and other lesson activities. In this way, I am always able to make my class atmosphere inclusive and safe for my learners hence sure of realizing the ultimate of my students’ individual and group educational objectives and achievements.

Task 4

4.1 Designing Resources Used To Deliver Lessons

Since my students come from different ethnic extractions, religions, cultures, and are of different sexes, ages, and language, it is imperative for me to uphold equality in such a diverse students’ group. For this reason, I have employed different practices during my lesson or class sessions with the goal of ensuring that I uphold inclusivity and promote equality and diversity in my practice. Among the practices that employ include making students’ groupings while taking into consideration the multiculturalism and diversity. I make sure that members of each and every subgroup are from various cultures and backgrounds, in addition to ensuring that both sexes are involved. As well, language of the group members is taken into consideration. Their communication as well as interaction often culminate in a feeling of extra pride and confidence in their individual identities.  Secondly, I allow my students to share their individual cultural stories and religious beliefs, events, and experiences so that I make my learners understand and acknowledge the significance of diverse cultural backgrounds. Thirdly, I make sure that the learner evaluation system is fair to all my learners notwithstanding their individual sexes, ages, cultural background, or race among other factors. Equally, I have made sure that learners read research papers and journals that are developed by authors and scholars who hail from various backgrounds and races and are of various sexes, ages, and religious beliefs regarding various aspects of my economics subject. Lastly, celebrating as well as wishing festivals and holidays, and events of various races and cultures. I have also made the celebrations and events compulsory for my class so that I allow my students to stay off class on such holidays, events, and festivals.

4.2 Demonstration of Flexibility and Adaptability in the Use of Inclusive Teaching and Learning Approaches and Resources

From my inclusive learning and teaching methods, it is evident that my main objective is to employ all possible efforts and resources which may effectively and efficiently help me impart optimum knowledge into my students while involving all students in the learning and teaching process. For this reason, I have to sometimes make adaptations within my pedagogy via adaptability and flexibility methodologies according to my learners’ needs and requirements.

In my teaching process, I introduce flexibilities and adaptabilities in an instructor-propelled technique wherein I often keep my message and voice as vivid as possible and make it sufficiently comprehendible for my students.  Equally, I also write on the board whatever I say so that my students who are unsatisfied with the talking and listening process may be able to use written points for their individual learning during a lesson and after the lesson. I employ the significance of interactive dashboard, audio-visual presentations, and recaps of lectures of my lectures. In some cases, I equally employ graphical and pictorial presentations and charts during my teaching process. The use of information technologies, projectors, and PowerPoint presentations also serve to enhance my presentations and help my students to better comprehend concepts that I teach at any given point.

To enhance the effectiveness and efficiency of inclusive learning in my classes, I also use group discussions. For the group discussions, I ensure that my learners sit in circles during group discussions. The sitting in circle arrangement helps in building cooperation and harmony among my learners within a given group (Trainaid, 2016). I equally assign small-level plans and projects to each and every group with the aim of making the individual groups develop the ability to make decisions regarding very aspects of an economy. Through the group arrangement, learners are able to develop practical knowledge regarding particular facets of an economy and confidence in dealing with such subjects.

4.3 Ways to Promote Equality and Value Diversity in My Teaching

Having a group of learners that is exhibiting a high degree of diversity is a substantial issue on my part as a teacher. To ensure that education requirements and students’ needs are met, I often do my possible best to uphold equality and harmony among my learners during my lesson delivery. As such, I often interact with my learners from then diverse extractions, taking light interviews concerning their individual extractions and beliefs. Through this approach, I am often able to get more information regarding my students’ knowledge regarding their individual experiences and levels, which assist me in formulating class notes, documents, and decorum along with panning methodologies that may help in bringing equality among my students.

In addition to the one-on-one  exchange with my learners hailing from various backgrounds, I also constantly explore various cultures, religions, along with races in addition to their ‘bads’ and ‘goods.’ This process of exploring various races, cultures, and backgrounds assist me in devising and polishing my own teaching methodologies so that I am able to highlight and appreciate the ‘goods’ of my learners’ backgrounds and cultures by way of positive reinforcement styles and techniques and discourage ‘bads’ by way of negative reinforcement techniques. Assessment of various case studies belonging to various religions, beliefs, cultures, and races among other factors also assist my students to comprehend, value, and appreciate each other’s backgrounds, beliefs, races, or cultures.

I have equally set ‘good performance’ along with ‘talent’ as benchmark tools notwithstanding colour, culture, religious belief, age, sex, or nationality. Additionally, I also more often than not review my teaching and pedagogical tactics and try eliminating any kind of discriminatory aspect that may possibly be existing. Generally, these practices function to bring subliminal changes within my students by making them feel valued, appreciated, and valued regardless of their creed, class, age, sex, cultural background, race.

4.4 How Various Resources Are Used To Communicate With Learners, Learning Professionals and Others

Undeniably, communication forms the foundation and bedrock to realizing overall teaching objectives. Since working jointly as a team is significant in the teaching practice, communication is crucial. During my practice, I usually give my learners free and comfort zones with the intention of allowing them to communicate with me vividly regarding their opinions, views, and issues regarding our learning experience and exchange. Normally, I dedicate the last five minutes of my lesson for discussion with my students during which time they question me on various issues that are likely to hamper their knowledge acquisition. During such exchanges, I provide responses to queries shot at me one after another to eliminate any barrier that may be hindering my students’ learning. In addition, I also commit some of my times to solving and resolving issues concerning my students even if they may be from without the class. To enhance this strategy, I have given my students my contact details (like email address, cellphone number, and my blog address) so that they can be able to reach me and communicate at any time a challenge arises. I often help in solving and resolving emotional, psychological, and educational challenges of my learners by not assuming and or underestimating the students’ problems, but giving the best approach they deserve. These strategies help learners progress with their studies in more prestigious and confidence ways.  

4.5 How My Delivery of Inclusive Teaching and Learning Has Taken Account of Theories, Principles and Models of Learning and Communication

In most cases, within the first half of my lessons, I employ the authoritarian approach and deliver lessons while observing pedagogical methodologies. For this reason, I make use of books, projector, PowerPoint, and whiteboard. During this stage, I deliver concepts to my learners, explaining each and every concepts. After this, I proceed to the second half of my lesson duration during which time I employ the humanistic approach. Employing this strategy, I role play as a facilitator during the learning process. As such, I try modelling appropriate behaviours and avoiding inappropriate conducts. Moreover, I often tend to encourage my students to take part in group discussions, while at the same time learning my learners’ individual needs (Use my Ability, 2016). I as well allow students to explore their individual knowledge via observation by making learners observe their own changes and behaviours.

Similarly, I divide my learners into small collaborative sub-divisions for purposes of group discussions. During group discussion sessions, I encourage my learners to comprehensively assess conducts of peer group and compare with their own. This assessment, as has been shown by MCISD (2016), assists in building learners individual and collective growth and meets the objective and purpose of inclusive learning.

Normally, in my attempts to deliver effective lessons, I make sure that my message and voice are first clear. I equally make sure that every lesson, concept, or message is precise and topic related. I also employ convergent media tools to help facilitate students toward their optimum education gain. Additionally, I make use of feedback and assessment procedures as integral components of my pedagogical techniques, a strategy that makes sure there is a two-way communication between my students and I and make inclusive learning as effective as may be possible.

Task 5

5.1 Design Assessments That Meet the Individual Needs of Learners

When designing assessment for my students, I ensure that the designed techniques of evaluation meet my learners’ individual needs. To meet this, I make flexibilities in five main areas with the intention of meeting my learners’ needs.

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Verbal versus Written Some learners find examinations or writing tests stressful. Such students prefer to respond to questions verbally. To such students, I normally give them a chance for verbal evaluation. This kind of assessment is often done outside examination rooms.
Examination Fear In some conditions, some students struggle in test atmosphere. As a result, some students even sometimes develop physical or mental side effects or challenges. To such students with examination phobia, I normally allow them to sit examinations within the same conditions with the rest of the students, but in some smaller examination rooms instead of large halls. Also, I help them solve issues that often trigger their examination phobia.
Extra Time Situations sometimes often become intricate in cases where a student is suffering from a given medical condition like Dyspraxia and Dyslexia. Such conditions may slow the ability of a learner to grasp and answer questions during examinations. Outside examination rooms, such students may be given more time. This is done to avoid distracting the other students.

5.2 Demonstration of Flexibility and Adaptability in Using Types and Methods of Assessment to Meet Individual Learning Needs and Assessment Requirements
To ensure inclusive learning and teaching, flexibility and adaptability are very crucial. To ensure flexibility, I often carry out any possible evaluation based on inclusive learning and teaching methodologies by showing both flexibility and adaptability with the ultimate goal of assisting my learners to get evaluated. I normally make special evaluation plans that are adaptable to my individual students who are having impairments or disabilities to help them prove their learning.
While proving adaptability and flexibility, I normally provide my students with alternative evaluations in addition to allowing the learners to have choices and opinions regarding how they prove their individual skills and knowledge. This way, I normally allow my students to demonstrate their individual skills and knowledge by use of various formats. To ensure that all my students are taken care of, I provide my students with disabilities with alternative assessments. What is more, I also conduct verbal assessment for my blind students while attaining the fairness judgment criteria. Lastly, I also have opportunities in my teaching and learning plan for my students who are uncomfortable with undergoing examination or test process.
5.3 A Demonstration of the Use of Assessment Data in Various Situations
Usually, I formulate and structure my evaluation strategy of my students and keep the records of results of the assessments across a semester or year. To perfectly assess my learners’ progress and the extent to which they have attained their individual educational objectives, I normally refer back to these records. Alongside these, I make follow-ups on my students to know what should be done to better their individual accomplishments. To effectively enhance a holistic evaluation of my students, I employ an amalgamation of several assessment techniques, models, and theories for the achievement of students’ educational targets so that I am able to meet various recognized learning requirements of the learners. As such, assessments help me and my students in attaining our learning and/or teaching requirements.
Additionally, formative assessment assists me in devising a plan for my next lessons and sessions. Simultaneously, through formative assessment, feedbacks regarding students’ progress is immediate, thus allowing me to better my students’ individual conducts and understandings as soon as possible. When setting students’ targets, as supported by Cornell University Center for teaching excellence (2016), formative assessment equally enables me to abruptly or suddenly change my focus, opinion, conduct, activity, and review, reorganize, and rethink my pedagogical activities, approaches, and content depending on my learners’ performance and understanding. Normally, I hold very interactive class activities discussions, or unexpected quizzing for purposes of formative evaluation whereas for interim evaluations, I often tend to employ strategies like projects, researches, written assignments, along with chapter tests. Through the interim evaluations, I am usually able to identify the gaps and needs in my students’ instruction and understanding, thus allowing me an opportunity to address them before moving to a new topic or lesson.
At the end of my lessons, I normally hold summative assessments based upon previous formative, interim, final examination or project and performances’ assessment. Owing to the fact that after summative evaluation, students do not normally have opportunities to be reevaluated, the summative assessment often has the least effect upon bettering a student’s personal performance or understanding. I employ the evaluation techniques to help me identify weaknesses and strengths in my instruction and curriculum strategies and methodologies, alongside improvements that affect the subsequent year’s/term’s learners, whereas a student may employ summative evaluation results for purposes of eliminating shortcomings in the subsequent session(s).
5.4 Showing How I Communicate Assessment Information to Other Professionals with an Interest in Learner Achievement
At the economics department, I have developed a good communication with my colleagues and other junior or senior professionals. In addition preparing my lesson and class plan, I have always kept on discussing various associated issues, topics, areas, and other topics that are associated with professionalism with my colleagues.
In an attempt to keep abreast with time, my colleagues and I often attend trainings to help us learn new ideas and help us be innovative so that we are able to give up to date information that are able to meet our learners’ present needs. This communication functions to provide a close concentration upon my learner’s attainment and valuable sources of information for purposes of planning my curriculum. Recently, a colleague of mine shared with me information regarding modern ways of conducting formative evaluation of students after he attended a training at a workshop that was conducted at a time when I was conducting assessment for my learners. Through information and knowledge sharing and sharing information regarding learning and teaching experiences, we are able to assist one another in evaluating our students based upon most compatible, appropriate, and updated techniques.
5.5 How My Assessment Practice Has Taken Account of Theories, Models and Principles of Assessment As Outlined By My Mentor
To meet educational and teaching or learning needs, I normally formulate my evaluation strategy by combining different principles, models, and theories of evaluation, including but not limited to diagnostic and initial assessment, summative assessment, and formative assessment. Diagnostic and initial assessments is usually a compulsory procedure to assess my students’ extra-curricular and curricular eligibility. Non-paper tests, written tests, interviews, dialogue, and group discussions prove to be very effective diagnostic and initial evaluation tools.
For purposes of periodical or regular evaluations, I have formulated my formative evaluation system such that it evaluates my students’ continuous learning. Evaluation methodologies such as surprise quizzes, case study analyses, presentations, as well as individual interviews prove very effective evaluation apparatuses. Formative evaluation equally entails weekly continuous report along with monthly progress report.
The principal evaluation of my students, that is, the summative evaluation is often employed if a student has attained the real learning objectives or not. It is as well founded upon general outcome of formative evaluations across a course and dissertation, thesis, or project results. Owing to the fact that these evaluations are founded upon initial and diagnostic evaluations along with regular formative evaluations, their outcomes contribute to an extra fair evaluation for all learners and also allow students to get satisfied since students have an opportunity to adapt their progress with the passing of time.
Task 6
6.1 Ways in Which Minimum Core Elements Can Be Demonstrated In Planning, Delivering and Assessing Inclusive Teaching and Learning
I have formulated my inclusive learning so that it go hand in hand with the minimum core elements. In an economics lesson or subject, the employment of language, information technology, and language has not been challenging to fix in the lesson and class plan. During written evaluations and assessments of my students, I normally give the students theoretical and numerical problems, which largely include numeracy and language (English). It is very crucial to fix in the minimum core elements whenever there is possibility in a lesson planning and lesson and this is something that I often endeavour to achieve in al lessons as much as possible. To start with, during my initial teacher training, I realized that it is considerably challenging to prove whether fix these personal minimum core elements. However, I currently implement the minimum core elements without taking thoughts of my lesson or class planning. For instance, for literacy, I normally use set written home assignments, use hand-outs, and individual involvement on written whiteboard works and presentations. For numeracy, I normally use general economic issues and numerical. For language, I normally have students participating in group discussions and sitting with my students on a personal basis and delivering verbal and interactive tutorials and encouraging them to talk concerning their individual works. Regarding information technology, I normally use computers for purposes of carrying out research.
6.2 How I Apply the Above Minimum Core Elements in Planning, Delivering and Assessing Inclusive Teaching and Learning In My Class.
In planning for my lessons, I normally employ the minimum core elements by incorporating language skills, literacy skills, and communication technology as well as information skills by giving researches, case studies, and presentations based upon written assignments to my students. While presentations to help students enhance their individual language, speaking, presentation, and listening skills, assessment techniques, like case study assessment and term papers help in enhancing students’ literacy skills like reading and writing skills (Trainaid, 2016). Most assessments that I provide to my students often make my students carry out online researches both for classroom blogs, class resources, and pertinent information from their peers. As such, through the technique, the communication and information technology skills of my learners is also enhanced through the process. Generally, my teaching plan involves minimum core elements like language, literacy, and communication and information skills, which are crucial in students’ development.
Task 7
7.1 Using Theories of Reflections in Planning, Delivering and Assessing Inclusive Teaching and Learning
According to Schon (1983)’s theory regarding reflection both in and on action, after developing an effective planning, I normally carefully deliver the lesson plan. I both assess and supervise my lessons and classes through various strategies and ways that allow me the chance to adapt the lessons and classes according to my lesson plans or scheme of work as required. After each and every session is accomplished, I normally conduct a reflection that is aimed at analyzing and evaluating my teaching via evaluation and feedback (from my students) procedures. This reflection after a session is completed help in informing my next lesson or class planning as well as preparation that I need to employ in the next class or lesson, making the cycle to continue as long as improvement can be realized eventually. Equally, I hold Boud’s triangular representation that implies that reflection leads to learning, and this learning can never be accomplished and is equally transferrable from one lesson or class planning to another.
Essentially, for me, reflection functions specifically in areas of practice where I encounter confusing and unique situations. It is worth acknowledging that through exchanges with my students during diagnostic and initial evaluation stages, I am normally able to get a vivid information regarding my students’ learning levels, based upon which I normally reflect and revise my lesson plans in accordance with syllabus, curriculum, and required educational attainments. Such exchanges and interactions provide me with solid experience which I am able to further reflect upon before going for the next lesson or class and this is totally in agreement with the Kolb (1988)’s learning cycle.
7.2 Using Various Ways to Improve My Practice in Planning, Delivering and Assessing Inclusive Teaching and Learning
Inclusive learning techniques, as noted by Sagepub (2016), function to address students’ requirements with a wide range of abilities, learning styles, and backgrounds. There are several ways to enhance individual practice in inclusive learning and teaching. They include: utilizing a wide range of teaching activities, assignments, and strategies that will stomach students’ needs with varied learning abilities, backgrounds, experiences, and styles; by employing diversity into then general lesson and curriculum; by modifying course activities, assignments, materials, and/or examinations; by devising a safe learning atmosphere by making use of ground principles; by employing universal design rules for the sole reason of creating accessible classes, like presenting information both visually and verbally to take care of those learners with auditory and/or visual challenges along with students with different learning preferences; by providing flexibility in the way in which learners prove their learning and knowledge and you evaluate their development and knowledge; by varying evaluations and evaluation techniques (for instance, by incorporating individual and collaborative assignments) or allowing choice or preference in assignments (for instance, giving students several project topics from which they select one to do); by ensuring a high level of clarity regarding how students will be assessed as well as graded with reasons for such choices; and taking time to evaluate the classroom temperature by getting or gathering mid-semester feedbacks from then students.

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