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Teaching, Learning and Assessment in Education and Training

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Teaching, Learning and Assessment in Education and Training

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Introduction

It is very essential to develop the skills of teaching and learning in order to help and train the learners to acquire and refine their skills and knowledge for their future needs. It also helps the teachers to gain knowledge and ideas to make the learning sessions interesting and full of knowledge sharing. Developing teaching and learning skills will also ensure that the lecturer will maintain high standards and quality as a professional and will further impart the same knowledge to the students. The report includes various elements that will enhance the learning and training process of the teachers as well as the learners along with the plans that will help them facilitate better learning abilities.

Task 1

0.1 My own roles and responsibilities in education and training

My roles and responsibilities in education have been described below with the help of the Training Cycle.

Identification of Need: My first role was to identify my needs and assess them. It has been helpful for me with the help of Initial and Diagnostic assessment. It helped me have a clear understanding of my strengths and weaknesses along with skill gaps that I possess.

Planning and Design: My second stage role was as a planner. It has been my responsibility of designing a learning program which will help in enhancing the requirements and needs of the learners.

Delivery: My next role was as a lecturer. I am involved in sharing my learning process and knowledge with the students in an engaging way. I am responsible for promoting appropriate behaviour within the classrooms, facilitating equality and diversity, avoiding stereotyping and keeping away personal bias (Asadollahi Kheirabadi and Mirzaei, 2019).

Assessment: In this stage, I give my students the necessary feedback along with helping them record and assess their progress so that they can achieve their deadlines and objectives.  I clear their doubts and help them with their learning process so that they can work on enhancing their skills and subject knowledge.

Evaluation: In this stage, I act as a reflector which helps me improve the process and methods of my teaching and meet the needs and requirements of my learners (DeLuca and Johnson, 2017).

Figure 1. Training Cycle (Source: Gould, 2014)

0.2 Key aspects of legislation, regulatory requirements and Codes of Practice

The teachers are required to adhere by the various codes of practice in order to protect themselves. This guides the teachers to be a good lecturer and helps them ensure that they practice high standards of teaching and impart learning to the students. With the changing society, the teachers have been a very important aspect to change the educational system and help the students with the learning process.

0.3 The relationship and boundaries between teaching roles and professional roles

Boundaries are essential within teaching and help in ensuring that the professional standards are being maintained. The teachers should be able to maintain equality and refrain from practicing personal biases which might affect the grades and the learning process of the students. The teachers are responsible to have a proper understanding of the difference in opinions, emotional factors, physical and cultural backgrounds of the students without discriminating against them.

0.4 Points of Referral to meet the needs of the learners

It is very crucial to meet the individual needs of the students and identify them. Most of these are two referral points that affect the learning process of the learner. These are the school organisation and the external factors outside the school. These may be the financial distress, the conflicts in the family of the learner. Students needs will be met within the organisation through the help of the support and services of the students, the learning mentors, the international offices (Bezanilla et al., 2019). The external organisations are the job centres and the local councils.

Task 2

2.1 Importance and identifying the needs of an individual learner

It is essential to identify and meet the various needs of the individual learners in order to achieve quality within the classrooms. It also helps in developing the skills and talents of the individuals. It images the learners in the process of learning and helps them to actively take part within the activities of the classroom. This ensures that an effective method of learning process is being facilitated within the classroom and all the learners are motivated, supported and feel empowered as a part of developing optimum learning.

2.2 Role and use of Initial and Diagnostic assessment in context of individual learning goals

The diagnostic assessment helps in identifying the abilities and future needs of the teachers as well as the learners. This helps a student understand whether they are capable of completing the assignment and enhance their learning goals. It also helps them understand which group they should be a part of and what additional lessons they would be requiring in order to enhance their knowledge and skills for future use. It helps the students as well as the learners to understand which area to focus in and invest their energies on Napal (Fraile et al., 2018).

2.3 Methods of initial and diagnostic assessment to agree individual learning goals with learners

There are many methods which help in assessing and agreeing with the learning goals of the individuals. It is very crucial that there is a form of skill and knowledge assessment. The methods could depend on various factors such as the policy and practice of the provider, group of the learners and so on. These methods include the interviews, the multiple choice questions, quiz, practical tests, discussions, and questionnaire, verbal and non-verbal communication and so on. The subjects such as English, Maths can also be included as a part of the initial assessment.

2.4 Record of the individual learning goals of the learners

The learner’s individual goals are being recorded via the Individual Learning Plan (ILP) with the help of Pro Monitor. This is the software that helps the learners to record the date and progress of the goals of the learners along with providing them proper feedback so that they can develop and improve their skills.

Task 3

3.1 Work Scheme in accordance to the internal and external requirements

The scheme of work helps in formulating plans that will enhance the work training and learning process of the students along with the teachers. The work scheme helps to formulate the plans based on the internal and the external requirements

3.2 Design teaching and learning plans

Figure 2. Learning Plan (Source: Forbes)

3.3 Ways in which planning meets the needs of the learners

As a trainer, it is essential to making learning accessible to both the learners and the tutors. This helps and enhances the skills of the students along with helping them promote their learning abilities. This also helps them maintain their current skills and create new ones.

3.4 Ways in which teaching and learning plans can be adapted

It is essential to develop and create strategies that will enhance the learning of the individuals. It is also necessary to promote diversity and equality within the classroom to facilitate effective learning and training of the individuals where they can actively participate and develop their skills. It is also essential to adopt different and innovative teaching and learning methods to help the students learn and receive proper training

3.5 Identification of Opportunities of the learners to provide feedback

The process of learning and receiving feedback is essential as it helps the students to clear their doubts and conflicts. It helps them participate actively in developing knowledge and understanding of their skills and learn new concepts with the help of the feedback methods. The feedback of the teachers help the students understand the areas they are lagging in and create an environment that is rich for studying. Through feedback and questioning, the students and the teachers both involve themselves in the learning and the interactive process (Hussain, 2021).

Task 4

4.1 Importance of promoting appropriate behaviour and respect for others

Promoting appropriate behaviour within classrooms will facilitate better operational aspects of the classroom along with effective learning and sharing of knowledge will be facilitated within the classrooms. These will help in organising the learning abilities of the students along with helping them achieve their personal goals. Promoting equality and diversity within the classroom will help the students maintain the standards of learning along with quality of their behaviour.

4.2 Ways to promote equality and value Diversity

There are many ways in which one can promote equality within the classrooms and value diversity. These can be achieved by challenging the attitudes that are negative among the students. There should be refraining of the stereotypes in the resources of the curricular. One can also formulate a clear set of rules in terms of how one can get treated and treat another. It also includes treating the staff and the students equally and creating an all-inclusive environment for the staff and the students (Pellegrino, 2017).

4.3 Establishing and sustaining a safe, inclusive learning environment

It is very important to create a safe and sustainable learning environment which facilitates an all-inclusive student’s environment. This environment will provide the students with a place to put forward their decision making skills and ensure effective learning. This will also create a strong bond between the students and the teachers where the students will be able to refine their skills and improve their learning abilities.

Task 5

5.1 The effectiveness of teaching and learning approaches

The various approaches of learning are inquiry based learning, graphic organisers, cooperative learning, utilising the technologies such as VARK modalities. All these approaches help in facilitating better learning abilities of the students, their capabilities of thinking, fostering social interaction, supporting understanding of the varieties, expanding the maintenance of the students and building self-confidence. These are the ones that will facilitate meeting the needs of the learners (Elzainy et al., 2020).

5.2. Benefits and Limitations of Communication Methods and Media used

The communication methods used by me in the classroom are lectures, discussions and presentations. The lectures can be beneficial for the students to achieve proper knowledge and insight about the subject matter. The presentations help the students to have a learning through visual presentations. These methods of communication can impart knowledge and learning to a huge range of students. Although lectures and these methods does not provide an understanding of the students ability to understand the subject matter well enough

5.3 The effectiveness of resources used

In the course of my training and teaching I use resources such as the hand-outs, technology such as voice recognition, software packages, the whiteboards, the worksheets and the devices that will facilitate learning in a better way. As the hand-outs are given to the individual students they can go through the notes and can clear their doubt with the teachers, if any. I provide my students with the clarity and the feedback they require to enhance their skills and knowledge (Smaill, 2020)

5.4 Teaching and learning approaches including technologies

All-inclusion learning and teaching is the approach where the individuals can actively take part within the decision making and discussion forum. These help the students learn and share knowledge with each other. They can discuss topics at a group level and can help them to practice their skills along with accomplishing their goals and objectives that they want to meet. This enables the students to actively take part in the activities of the class along with gaining more knowledge from their peers.

5.5 Ways to promote equality and value diversity

There are many ways in which one can promote equality within the classrooms and value diversity. These can be achieved by challenging the attitudes that are negative among the students. There should be refraining of the stereotypes in the resources of the curricular. One can also formulate a clear set of rules in terms of how one can get treated and treat another. It also includes treating the staff and the students equally and creating an all-inclusive environment for the staff and the students. Celebrating occasion and learning languages together also promote diversity and equality within classrooms

5.6 Adapting teaching and learning approaches and resources

Being the lecturer, I have adopted ways such as flash cards and boards so that the students find it interesting and engage them in the learning process actively. I involve the students who have low self-esteem so that they can enhance their self-confidence while answering the short answers (Hellne-Halvorsen et al., 2021). I have also facilitated learning through recording the learning lessons of my classes so that the students do not miss out on any lecture and can use it as a guide to revise and learn more. I provide them with additional resources they can learn for such as PDFs and study materials.

5.7 Communicating with teach professionals to meet individual needs

It is essential to communicate with the learning professions as they are the ones to clear the doubts of the students. The students who are lagging behind in a subject can ensure that the teacher will help them out by providing them additional classes. Communication with the teachers can be done via mails, phone class and meetings. In all these forms, the professionals of learning provide the students with the additional resources they are in need of.

Task 6

6.1 The purposes of assessment types used in education and training

The purpose of assessment is to improve the learning and training of the students. Assessment helps the teachers to understand the progress of the students and enable them to set up goals for them. These goals help them to meet the standards of the learning and measure the learning of the students along with demonstrating their skills and abilities. It also helps the teachers to improve the effectiveness of their teaching and enhancing the learning programs

6.2 The effectiveness of assessment methods

Summative assessment helps in the understanding of the internal and external requirements of the learners and ensures that the learners have been able to understand and learn the concepts well enough (Adams et al., 2021). The diagnostic assessment helps in shaping up the course and the curriculum of the process of learning. The summative assessment helps the students to analyse whether the goals and objectives of the students are being met and addressed to.

6.3 Types and methods of assessment

The peer assessments are being used to grade the tasks of the students; the self-assessments are being used by the learners to help them evaluate their own performances. All these methods of assessment have to be valid and meet the objectives of the students along with providing them with the insight of their learning abilities.

6.4 Use of questioning and feedback to contribute to the process of assessment

The open ended questions help the learners to evaluate on their ideas and reflect their learning processes. The questioning method enables them to have a clear understanding of their requirements and helps them resolve their doubts and conflicts. The feedback of the teachers help the students understand the areas they are lagging in and create an environment that is rich for studying. Through feedback and questioning, the students and the teachers both involve themselves in the learning and the interactive process (Hussain, 2021).

6.5 Record the outcome of assessment to meet internal and external requirement

The assessments should be adhered to both the internal and external specifications of assessments and abide by the standards of the external compliance. The assessment should be done in a place which is safe and reliable. The record of the assessments should be fair and free of bias.

6.6 Communicating assessment information to other professionals

The information of assessment should be done to the other professionals with the help of the report cards so that the teachers have a detailed analysis of the development of the students and their progress as far as academics is concerned. Communicating assessment will enable the students to learn and develop their skills further through a process of feedback and guidance received by the teachers (Lam, 2016).

Task 7

7.1 Ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning

The elements of minimum core are

  • Literacy
  • Numeracy
  • Language
  • ICT skills

These skills are required for the teachers. These skills are required by the teachers to develop the needs of the learners and help them in the subject areas that have to be demonstrated.

7.2 Application of minimum core elements in planning, delivering and assessing the inclusive teaching and learning

All the teachers are required to have an understanding of the various minimum core elements in order to implement them in the planning, delivering and assessing them. These enhance the best way of teaching and supporting the development of the skills of the learners. Application of these elements have enabled and ensured the learners to engage in situations that are real and be creative and innovative in their course of study.

Task 8

8.1 Reviewing the effectiveness of planning in delivering, planning and assessing

I have been able to analyse and implement my own learning program that has helped me in enhancing the curriculum I have designed along with evaluating my SMART goals so that I am in the position of achieving the targets I have made for myself. I have worked on the feedback in order to enhance my skills and knowledge that will be helpful in my future course (Maba, 2017).

8.2 Identifying the areas of improvement in own practice

I need to upgrade my professional and vocational qualifications along with the need to improve on the action planning of my specific field. This is mainly because it helps in concentrating the steps I need to implement in order to enhance my skills and plan out SMART goals to improve my functionality. I need to further improve my responsiveness towards the students I teach and also towards my colleagues (Looney et al., 2018).

Conclusion

Roles and responsibilities in education helps in cultivating knowledge and helps the students make informed decisions. It is very essential for a teacher to adhere to the various rules and regulations along with the boundaries of their profession in order to ensure high standards of teaching and learning programs. Having a deep insight and understanding of the various roles and responsibilities a teacher needs to follow, I have been able to retain my students and help them achieve their personal goals. With the help of knowledge sharing, I have been able to foster positive attitudes of my students towards the process of learning and developing their skills that would be beneficial to them in the future aspect.

References

Adams, A., Feng, Y., Liu, J.C. and Stauffer, E., (2021). Potentials of Teaching, Learning, and Design with Virtual Reality: An Interdisciplinary Thematic Analysis. In Intersections Across Disciplines (pp. 173-186). Springer, Cham.

Asadollahi Kheirabadi, M. and Mirzaei, Z., (2019). Descriptive valuation pattern in education and training system: a mixed study. Journal of Humanities Insights, 3(01), pp.7-12.

Bezanilla, M.J., Fernández-Nogueira, D., Poblete, M. and Galindo-Domínguez, H., (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking skills and Creativity, 33, p.100584.

DeLuca, C. and Johnson, S., (2017). Developing assessment capable teachers in this age of accountability.

Elzainy, A., El Sadik, A. and Al Abdulmonem, W., (2020). Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. Journal of Taibah University Medical Sciences, 15(6), pp.456-462.

Hellne-Halvorsen, E.B., Lahn, L.C. and Nore, H., (2021). Writing Competences in Norwegian Vocational Education and Training:-How Students and Apprentices Express their Professional Competences. Vocations and Learning, pp.1-22.

Hussain, H., (2021). Quality Issues in Teaching–Learning Process. In Computational Intelligence in Digital Pedagogy (pp. 137-148). Springer, Singapore.

Lam, R., (2016). Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in higher education, 41(11), pp.1900-1917.

Looney, A., Cumming, J., van Der Kleij, F. and Harris, K., (2018). Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 25(5), pp.442-467.

Maba, W., (2017). Teacher's Perception on the Implementation of the Assessment Process in 2013 Curriculum. International Journal of Social Sciences and Humanities (IJSSH), 1(2), pp.1-9.

Napal Fraile, M., Peñalva-Vélez, A. and Mendióroz Lacambra, A.M., (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), p.104.

Pellegrino, J.W., (2017). Teaching, learning and assessing 21st century skills.

Smaill, E., (2020). Using involvement in moderation to strengthen teachers’ assessment for learning capability. Assessment in Education: Principles, Policy & Practice, 27(5), pp.522-543.

 

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