Developing Teaching, Learning and Assessment in Education and Training

 

Introduction

The learning and teaching process helps to improve the teaching methods and thus developing the academic structure can happen. Pedagogy is the practice method for teaching which helps to develop the academic subject as well as the theoretic concept. It also helps to give and receive the systematic instruction, which includes the aims of the education and thus the ways of the goals which need to be achieved. Effective pedagogies includes a vast range of group work, teaching as well as individual activities which can develop the meta-cognition as well as over thinking process which can improve the skills of questioning. In this assessment, the analysis of several learning practices is being discussed which actually improves the learning abilities.

Task 1

1.1 Analysis of pedagogical principles

The pedagogical principles can be associated with the teaching and learning management, a method by which effective teaching can be possible in an effective manner. The particular teacher has to understand the individual student for effective teaching, for this purpose the individual teacher can use the effective system of pedagogy. The pedagogical principles mainly follow the 5 diverse modules which can be discussed in a particular way. The principles can be classified as follows;

Principles	Explanation
Motivation	In saying, “Teaching is a crap for intellectual judgment” J Bruner taught us about incentive. A successful, engaging training approach also improves motivation for other ideas, but before teaching is offered motivation is necessary. It’s not sufficient. The relevance of the learner’s current experience is a fantastic beginning, but a terrible end. The computer function is inspired by the teacher and helpful in this field (Patton et al. 2017, p. 70). The students can be motivated by the particular teacher in the diverse situation and can learn to handle the situations effectively.
Exposition	The show “Chalk and speech” has a horrible name. It has been transmitted and the student performs a passive and often uninteresting role. On the other hand, the instructor might be motivated to identify his presence and personality and, if done effectively, sum up and convey essential information, concepts and learning objectives. Generally the instruction is inexpensive and straightforward. Excellent exposure is tough to achieve (NíChróinín et al. 2018, p.132). In the learning process or system the situation can be very much effective.
Direction of activity	Therefore, successful education should depend mainly on action because the individual is “learning through.” It’s not one of his characteristics which the individual can divide. The proper direction activity can process the particular individual very effectively or the entire teaching learning process.
Learning activity design	A company creates activities with certain educational aims, particularly when the method of learning is digital (the production of serious games, simulations and creative tools is no trivial matter). Teachers in the classroom are now doing this (usually not very good). This approach may be systematically and fundamental to the key reason behind the impending education revolution: the digital learning activities of a specialized designer must be a commodity that is purchased, shared and automatically related to software administration (Bakhmat et al. 2020, p.207). The effective learning can help the particular student in the various learning process and sphere.
Learning activity delivery	When a learning activity is designed, the activity must take place (Bakhmat et al. 2020, p.206).The proper learning activity delivery can be very much useful in the learning process by the effective implementation.
Learning activities  sequencing and selection	There should be numerous sub-sections governing the selection of teacher training activities. The choice of tasks for the automation of unique software systems (or “progressive management” as the individual originally stated) is entirely acceptable (NíChróinín et al. 2018, p.31). The Proper sequencing of learning activity can help the individual for the proper management of the learning process.

Table 1: Pedagogical Principles

(Source: Self-created)

1.2 effectiveness of innovative approaches in own area of specialism

The completely new type of teaching method which can relieve the particular student from the constant boredom can be termed as effective teaching. The innovative teaching has the special kind of effectiveness which is expansion in various levels which is discussed below.

Multimedia process of learning: Multimedia means that several forms of digital material such as text, images, music or video are integrated into an interactive multi-sensor application or that information is presented in the public spectrum. Traditional teaching approaches resulted in differences between the individual teaching and industrial requirements. Many institutions are involved in problem-driven education to solve creative students’ challenges (Sharma et al. 2017, p. 43). The particular process can help the learning process by using the different portions of multimedia.

Usage of Mind map: In the late 1960s, Tony Buzan created mental maps to assist pupils take notes that utilize important phrases and visuals alone, but teachers may use the mental map to explain things creatively. A non-linear map structure can link and reference different map components (Sharma et al. 2017, p.55558). The basic concept behind mind mapping is that the individual is better equipped to learn and recall from the visual and sensory resources accessible. Images, music, colour, even touch and perfume add to the collection of knowledge in our arsenals of learning (Mohammed et al. 2018, p.8). The proper usage of mind maps can help the individual teacher for teaching psychology for individual students.

The Z to A approach: This first describes a particular subject’s application portion. The teacher should first discuss and define application of a certain topic. For example, the incentive of management is described to make significant use of specific techniques such as award and promotional services to the organization (Mohammed et al. 2018, p.8).The particular approach can motivate the learner for accessing the teaching properly so that they can properly manage the sequence effectively.

 

3.1 Theories on Behaviour management:

The behavioural management theories actually address the human relations movement as they manage the human dimensions. This process helps to manage the conflict, motivations, and expectations in order to improve the productivity practices. There are several theories which are related to behaviour management such as:

Behavioural learning theory: This theory focuses on the learning ability of the students. This theory states that the behaviours are actually learned from the environment, but the inherited or the innate factors are having a small influence on the behaviour. There are 3 key types of the behavioural learning theories which include operant conditioning, classical conditioning as well as observational learning (Saragih and Zuhri, 2019, p. 012006).

Operant conditioning:  This occurs when the behaviour is actually associated with the significant event and thus the voluntary behaviour generates which is also called the operate behaviour as this operates the environment.

Classical conditioning: This is suggested by the theory of Ivan Pavlov.

Pavlov’s theory: The Pavlovian theory involves the pairing of the stimulus with the conditioned response. This theory has been developed by Ivan Pavlove which was conducted and thus he can find that the events or objects could also trigger the conditional responses.

The experiment of the unconditioned stimulus includes the unconditioned response which is being generated without teaching or training. The stimulus process done by the instinctual reaction or the natural process has been mentioned.

Observational learning: This occurs through the process of observing the behaviours of other people. According to this theory this particular form of learning actually does not need any type of reinforcement and requires the social model like parents, teacher, friends or environment.

Behavioural personality theory: This theory actually includes the study of several personality traits through the behaviourism which actually emphasize the objective behaviour and thus considering the cognitive processes as well. This theory states that the particular ways of the learning process which includes observing others in the same social context.

Task 2

Part 1

5 day intensive course

The 5 day intensive courses can save money as well as time as the learner actually needs few sources for their training process, though the comparison of the conventional course are not same. The behaviourism there actually helps to improve the punishments and rewards which can actually improve the student and their responsibility. These courses are actually called as the crash courses which can also improve the better opportunity and also help to revise the key concepts which can actually help to provide several exams and lead through the correct pathway.

Part 2

Strength ·         The data and the information’s which are actually shared and thus the students are actually improve the teaching process	Weakness ·         The problems for the weak learning process are the main problem regarding the educational purpose.
Opportunities ·         several virtual learning processes and websites which can help to study in this current pandemic situation	Threats ·         Problems related to weak processes of learning are actually very threat and thus they are considered as the threats of the processes.

 

Table 2: SWOT analysis

(Source: Self-Created)

Part 3

Making use of ICT to promote the diversity and equity

 

Various technologies are actually getting improved thus they can create several specific descriptions for the job which actually made an appeal in order to remote the diversified environment and thus the recruiting process. Due to the current pandemic process all exams and other learning abilities are performed in the virtual platform and these are helping to reduce the problem regarding the unconscious bias and also highlight the disparity in the compensation related issues.

Task 3

2.4 Identification of the opportunities of the learner and others to give feedback to inform the inclusive practices

The learning practice will be properly effective if the communication between the learners and the teachers are being effective. The Teacher has the high authority over the learners and they can make the environment of learning a interactive one which can encourage the students to provide the feedbacks. The feedback process is the very important part as they can help to guide the correct pathway regarding the provided services or the products which are being offered. Feedback process helps to identify the strong as well as weak areas and thus change the weak areas into the strong one (Febro et al. 2020, p. 101).

The teachers when they get feedback from their students they can also evaluate whether the learners are actually gaining the education or not. Thus the teachers can also devise several new methods which actually help to make the learning process more interactive and also promote a healthy learning environment.

The learners needed to be taught the importance of their teachers as they sometimes lack the opportunities and motivation in order to give voice to their personal opinion. The feedback messages needed to be constructed in a helpful manner which actually highlights the matter in order to create the opportunity for the learners to provide the feedback in order to read them the importance of their specific and brief opinion.

3.2 Establishing the sustaining the safe and including learning environment

The safe and sustainable learning environment actually focuses on the proper academic achievement while maintaining the standards which actually foster the possible positive relations between the students and teachers while encouraging the involvement of the community and parents. The safe environment can resolve the violence and conflicts between the students from different races and also improve their unity and learning abilities (Febro et al. 2020, p. 103).

4.2 Adaptability and flexibility in inclusive teaching

Adaptability and flexibility are the 2 major qualities which can actually help to receive criticism from the advisers and thus it will actually possess the plan of the change and thus change the roles and responsibilities to accommodate the several possible aspects in order to meet with the goals (Saragih and Zuhri, 2019, p. 012006).

4.3 Ways to promote diversity and equality in own teaching

The culture of inclusion and fairness actually involves the management and leadership which helps the learners to identify the problems and receive the feedback in order to make suggestions.

Inclusion training and diversity helps to support equality and thus raise awareness by understanding the contexts and dealing with the sensitive parts. Preventing and identifying the unconscious biases actually affect the decisions and the behaviours and thus coping up with the changing situations. Indirect discrimination needed to be identified and thus prevented.

5.2 Flexibility and adaptability to meet the individual learning needs

The adaptability and the flexibility helps to take over the higher stage of emotional intelligence and thus helps the people to adapt with the new changes and these are important for the teachers as well.

In order to achieve the adaptability and flexibility, focusing mainly on the core values are essential and the learners as well as teachers need to be free and open minded. The learners need to be calm and thus optimistic in nature which makes their plan ahead and thus supports a strong network system between each other (Umam et al. 2017, p. 97).

Task 4

2.5 Own practice of planning the inclusive teaching and learning

There are several learning theories which include:

Social learning theories: This theory suggests the ability of the observational learning which actually done by observing people and models and they include several processes such as:

Attention process: People learn when they are actually helped to pay attention in order to recognize the critical features.

Retention process: The influence of the model actually depends on the action of the model.

Process of motor reproduction: The new behaviour actually grows by observing the model. This process helps to demonstrate the individual which can help to perform the activities.

Reinforcement process: The individuals which are motivated need to exhibit the behavioural models if the rewards or the incentives are being provided (Febro et al. 2020, p. 100).

3.3 Creating and maintaining the safe teaching and learning environment

The learning environment needs to be safe and thus free from the threat of the psychological and emotional harm which actually allows the learners to take the risk and thus exploring several difficult issues and thus share their honest reviews accordingly. In order to create and maintain a safe and supporting learning environment, the teacher needs to support the participation of the students and thus manage several classroom activities in order to maintain the challenging behaviours of different learners. The teachers should also use the ICT responsibly and safely.

4.5 Delivering the inclusive learning and teaching

There are several teaching models which include information processing models, model for social interaction, models for personal development and models for behaviour modification.

The information processing model: this model states about how the people handle the stimuli which are drawn from the external environment and thus it helps to organize data, generate concepts and thus sense the problems and their solutions.

Model for social interaction: this model is concerned with attaining the social aims and benefits.

Model for personal development: realizing the industrial goals are actually belongs to the much more effective domains.

Figure 1: Models of teaching

(Source: Umam et al. 2017, p. 97)

Model for behaviour development: this model states the modification of the behaviour which are related to the theories of the behaviour modifications.

5.5 Analysing the own assessment practice

The theories and the principles needed to be cultures and considered while designing the assessment process. The factors include validity, authenticity, practicality, transparency, reliability, equity and fairness.

Validity: The assessment needs to be accurately measures the major relevant practices for the students which actually focus

Reliability: The particular assessment needs to be reliable which actually fulfils the criteria’s as well as the judgment about the work process and thus review the feedback and the awarded grade (Mohammed et al. 2018, p. 37).

Practicality: The sufficiency and the validity of the assessments need to be improved. (Umam et al. 2017, p. 96)

Authenticity: The students need to check with the plagiarism checker who actually prevents the students from stealing any type of the documents and thus ensure the authenticity of the people.

Equity and fairness: The fairness and the equity in the educational environment needs to be improved which can also enhance the productivity as well as outcome.

Sufficiency: This factor is linked with the competence part which is the major part of the assessment and thus irrelevant to real life.

 

6.1 Analysing the minimum core elements which can be demonstrated the delivering, assessing and planning process

The minimum core elements include language, literacy, numeracy and communication as well as information technology (ICT) skills. The Minimum core skulls are also embedded to weigh the qualifications of teaching. The literacy skills includes the checking, listening and reading skills which change the syntax of the learner’s work and the language skills includes listening and speaking skills. The numeracy skills include the calculation part which also includes the measurements and the interpretations. On the other hand the ICT skills include ability to use the activities performed by e-learning as well as virtual learning such as learning through mass media, e-mails, video conferencing, apps and the software’s.

6.2 Applying the minimum core elements in delivering, planning and assessing the inclusive learning and teaching

The minimum core skills are actually embedded in the qualification of teaching. They are referred to in several languages and thus originally produced by the sector skills and the lifelong learning of the UK. The proficiency of the minimum core skills actually ensure the role of professionalism and thus support them adequately to support their own skills.

7.1 Theories of reflection to evaluate the efficacy of own practice

There are several models of the reflective practices which include:

Kolb’s reflective cycle: this is a 4 stage reflective model derived by Kolb in 1984.

Figure 2: Kolb’s reflective practice

(Source: Umam et al. 2017, p. 97)

Gibbs’ reflective cycle: In 1998, Gibb’s provided a cyclical model which suggest the 6 stage approaches, which can lead the description of the experience through the several conclusions as well as future models. The several stages include: descriptive, feelings, evaluation, analysis, and conclusion and action plan. In this particular way the process of student learning is becoming more and more complex accordingly (Mohammed et al. 2018, p. 1).

Figure 3: Gibbs’ reflective model

(Source: Mohammed et al. 2018, p. 34)

Table 2: rate of pass between micro learning and traditional learning

(Source: Mohammed et al. 2018, p. 4)

 

7.2 Analysing the ways to improve the own practice in delivering, planning and assessing the inclusive learning and teaching

The practice of the delivering and the planning process actually facilitates inclusive learning and teaching. This process actually helps the students to learn and achieve their educational goals in order to determine the efficacy of the teaching. In order to improve the inclusive learning process the teachers should improve the long-term recall process for the students and also inform them about the curriculum and the evidence. They are also providing the learning evidence and thus provisioning the opportunities in order to reduce the anxiety for the students in order to build the content mastery for them.

Task 5

2.5 Own practice of teaching help in inclusive learning and teaching process:

In order to establish a safe and sustainable learning environment the classroom should be clean and structured in an orderly manner. The students need to be allowed to encourage each other and thus be expressive. The students need to celebrate the work in several ways and also stay positive and calm in class. They need to follow the guidelines such as no ragging or bullying, no-name calling etc. the teachers have to trust their students to help them make decisions.

 

3.3 Own practice of creating and maintaining the safe and the inclusive reaching and learning theories

The teaching and learning process actually improves in the long-term and actually helps to recall the students which can inform the students of the curriculum and instruction. The learning instruction needed to provide which actually helps to improve the opportunity which actually reduces the anxiety of the students and thus helps to improve the trustworthiness and confidence.

4.5 Own delivery of the inclusive learning and teaching the theories

The procedural and the declarative knowledge include several principles and models which actually identify as well as differentiate the factual knowledge. The procedural knowledge actually possesses several activities which are actually generated through the illation from the existing knowledge (Mohammed et al. 2018, p.4). The benefits of the procedural knowledge actually encourages the dependency and the self-directed process in order to foster personal efficacy and thus allows the long-term retention process which actually uses the role of the teacher which actually helps to enable and facilitate the modelling process and thus flexible the open-ended and spontaneous context.

5.5 Practice of own assessment by theories and models

The theories include:

Behaviourism: The learning process and ability actually helps to achieve and stimulate the experiences which can also improve the skills as well as the memorizing levels and this understands the levels of the thinking and thus implicates the other theories.

Cognitivism: This theory actually improves the focus as well as the strategy of the visual aids and mind mapping process.

Theory of meaningful learning: This theory actually suggests accelerating the learning process which is led by self and thus socializing the passive elements which actually improve the teaching process in order to improve the facilitation process.

Conclusion

The constantly changing demands of the teaching and thus help the teachers to avoid the feelings of the disengagements and thus avoid the lower commitment to the learning platform. Pedagogical roles help a teacher to perform the structuring, teaching, soliciting, encouraging, discussing and enquiring and the process of group teaching. Five key pedagogical approaches include collaborative, integrative, constructivist, reflective and inquiry based learning. The pedagogic technologies such as PowerPoint presentations are helpful for delivering the scheduled sessions and to provide any type of information the preference will be SMS, Twitter and E mails. For the assignment and examination purposes, the website of the institution, newsfeed and digital library are actually very useful. Improving the minimum core skills actually will actually enable the support of the skills and their development.