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Sample Essay on Developing teaching learning and assessment in education and training

Developing teaching, learning and assessment in education and training

1.1 The application of pedagogical principles in own area of specialism

Learning disabilities is a specialty area where it is critical to focus on children with one or more shortfalls in academic areas. Children with learning disabilities have deficits when it comes to processing skills in sectors such as auditory or visual perception, memory and the thought process. It makes them have trouble in one or more academic areas. Common characteristics related to learning disabilities include difficulty in making interpretations on what is being read, difficulty in handling numbers, oral skills and also reading, and memory challenges. Some of the common conditions in this area include dyslexia (Steele 1)where a child has difficulty in reading and dyscalculia where a child has a problem with numbers. The pedagogical principles associated with my area of specialization are based on constructivism and behaviorism.

Constructivism

One of the basic tenets of this ideology is that the learning process should have meaning, in addition, to relating it to real life experiences (Steele 2). It makes it easier for students with learning disabilities to generalize such that they easily relate to situations outside the classroom. A good example is having students take part in role-playing when explaining about leadership and its influence during a social study class. Another basic principle is building content from what students already know. It entails instructors giving a review on what has already been learned, clarifying areas which the students might still be experiencing difficulty, and relating the concepts to the new concepts. It assists in boosting the self-esteem of children with learning disabilities in addition to giving them courage from experiences that have been unsuccessful. It becomes easier for them to comprehend new concepts when they are related to what they are already familiar with and hence, less challenging.

Activities such as brainstorming and mapping are considered powerful techniques when it comes to linking up information. For example, when introducing the topic on leadership, the instructor may request the learners to brainstorm on what they understand about the topic before teaching it. Another basic principle is an instructor laying emphasis on main ideas and relationships between the ideas in a subject and in other subjects. Here, the instructor puts emphasis on the relationship between main concepts instead of approaching them separately. For example, issues such as management, planning, and decision-making can be linked up when referring to the aspect of leadership. Another principle is on active learning whereby a student is actively involved in the learning process for maintaining their attention. It may include activities such as experiments, group discussions, and projects.

Behaviorism

One of the basic principles of teaching students with LD is breaking down complex tasks into simple tasks such that students follow a systematic process in analyzing a concept (Steele 3). Students with LD find it difficult handling tasks that appear to be complex and hence breaking them down becomes less challenging and manageable for them. Another principle is modeling whereby an instructor depicts a particular behavior such that the students copy from what he or she is doing and employ it when learning. For example, a teacher may use a particular tactic in solving a task on the white board. It allows students to follow what he or she has done and hence be in line with the taught content. Another principle is explicit learning whereby a thorough analysis or review of content is done until the students understand what is being taught. It guarantees that no one is left out when going through concepts.

Source

Steele, Marcee. “Teaching Students with Learning Disabilities: Constructivism or Behaviorism.” Current Issues in Education (2005): 1-5.Print

1.2 The effectiveness of use of creative and innovative approaches

The innovation and creative approaches entail enhancing the learning process of learners by the teachers such that students benefit from the methods (Cachia, Ferrari and Ala-Mutka 29). Innovation strategies make the learning process meaningful as several elements of the learning process are put into use rather than just employing the traditional methods of learning (Cachia, Ferrari and Ala-Mutka 19). Furthermore, students are involved in creating tools utilized in the approaches and hence, it becomes easier for the learners to understand the content. Furthermore, making the tools enhances collaboration among the students such that they exchange ideas and learn from each other. Also, innovation strategies make the learning process interesting which boosts their memory as they easily grasp content from concrete ideas rather than abstract. An example of an innovative approach is using mapping where students are able to link information such that they make generalizations for the ease of comprehension.

When learners view mind maps, they are able to review easily what they have been taught by just looking at the maps. Furthermore, they tend to put the brain at work when learners are figuring out the connections. From a general perspective, innovative and creative approaches make it easier for students to comprehend information, in addition to enabling them to become more creative and innovative as they are highly involved and it gives them a chance to reason out of the box.

Source

Cachia, Romina, et al. “Creative Learning and Innovative Teaching.” Scientific and Technical Report. 2010.Online

2.1 Diagnostic assessments

Lack of efficient diagnostic assessments has resulted in the wrongful classification of learners in addition to unexpected occurrences of cases regarding LD. Wrongful classification causes individuals that have LD to be excluded from the classification and classifying persons without LD in the category (Rechly 41). It can be accredited to the fact that there is a lack of proper definition of students with learning disabilities (Rechly 41), inadequacy in accommodation techniques for learners with learning disabilities, lack of adequate number of professionals specialized in carrying out the assessments and also the wrong perception that every individual that exhibits poor performance has LD (Rechly 42). It is important to note that when assessing students with learning disabilities, issues regarding reliability and validity have to be considered.

Some of the diagnostic assessments that can be used in determining the individual goals and learning preferences for learners with LD include a contextual assessment that involves analyzing the learning environment of a student (in and out of school) and assessing the history of a student (mostly by going through the school records). It also extends to carrying out interviews with individuals that associate with the learning process of a student (teachers, parents, and classmates) and making observations such that proper evaluations are made regarding social and academic issues. After the assessment, an important tool referred to as an individualized Education Program (IEP) has to be factored in as it involves a multidisciplinary approach in identifying appropriate methods that students prefer for the learning process. The IEP ensures that a student receives an individualized plan such that they receive full focus that guides them on how to handle their education. When a method does not produce the expected results, the team involved in the IEP goes back to the assessment strategies and begin again evaluating the most effective learning strategy for a student.

Source

Rechly, Daniel. “Identification and Assessment of Students with Disabilities.” The Future of Children special education for students with disabilities (1996): 40-54.Print

2.2 Scheme of Work: Introduction to Leadership (Third Grade Class)

Lesson 1: Characteristics of leaders

Teaching Time: 1 hour

Specification content

Learning outcomes

Learning activities

Resources

Learning Objectives

Recall the definition of the term leadership

Identify some of the leaders in the society

Identify characteristics of leaders

By the end of the lessons, the learners should be able todetermine characteristics of leaders

By the end of the lesson, should be able to determine leaders in their surroundings

Class discussions on leadership

Group discussions on leadership

Note taking

Index cards

Spider Web Graphic Design

Post-its

Assignment Sheets

Course Textbook

Lesson 2:

Specification of Content

Learning outcomes

Learning activities

Resources

Learning Objective:

Recap on the concept of leadership

Recap on examples of leaders in the society

recap on the characteristics of good leaders

Role of leaders

the significance of real leadership

By the conclusion of the lesson, learners should be able to:

1. Clearly define leadership

2. outline at least the characteristics of good leaders

3. identify the roles of good leaders

4. recognize the significance of real leadership

Group discussions

Class discussion

Mind map in groups on the concept learned regarding leadership

Note taking (Brooks 13)

The course textbook

Mind Maps

PowerPoint presentations

Video showing the significance of real leadership in relation to specific individuals

Source: Brooks, Greg. The effectiveness of intervention schemes. Sheffield: The Dyslexia-SpLD Trust, 2013.Print

2.3 Lesson plan

Lesson 1: Characteristics of good leaders

Pre-Assessment (20 minutes)

Students will be given index cards and requested to write on one side their definition of leadership. On the other hand, the pupils will be asked to list names of people that they think are leaders. After the activity, students will be invited to pair with their neighbors and teach each other on what leadership entails in a span of one minute for each student. Next, the teacher will request the students to turn their cards and explain to their partners why they think some people are leaders; also in a span of a minute for each student. Then, the teacher will pick the cards to assess after the lesson.

Later, the teacher will pin a chart paper and construct a spider web graphic designer on it with the main idea being leadership. Each learner will be issued with 2 post-its. The teacher will then request students to think about the qualities of good leaders. Next, the teacher will instruct the students to stick their post-it notes on the chart such that they surround leadership. After the pinning, the teacher will go through the post-it notes with the students such that a discussion is developed regarding the characteristics.

Introduce Tiered Assignment (Robinson 1) (20 minutes):

The teacher will divide the class into groups that include the excellence group (require little support), achievement group (require moderate support) and the readiness group (require a lot of support and attention). The excellence, achievement, and the readiness groups will go by the names red, blue, and yellow respectively.

N/B: The groups are divided as per the needs of the learners and not the intellectual ability

The groups will each receive sheets, as per their needs. The teacher will instruct them on how to utilize the sheets whereby on the assignments with squares, they will each be requested to fill the multiple choices; allowed to pick any activity on the squares and attempt them individually. It will be in addition to cutting out the selected activity and meeting the teacher individually, in order, to make an analysis of the chosen activity. Also, for the assignments on circles, the teacher will hand the students instructions, where they will be expected to tackle them in groups of three with each group will receiving support from the teacher on a need-to-know basis. Also, miniature groups will be formed by the students and the groups will be requested to select one activity from the circles and allowed to present their findings throughout the next classes. Each group will meet the teacher to analyze content regarding their selected work.

Individual Work Time (10 minutes):

Students will be invited by the teacher to seat as per their class arrangement and then allowed to read and choose assignments individually. Next, the class will spend time going through the spider web graphic designer in the remaining class time.

Homework: (5 minutes)

The teacher will request the learners to brainstorm on their selected assignment and write possible ideas regarding the next lesson in relation to the main topic.

Source:

Robinson, Linda. Tiering to avoid tears: Developing assignments that address all learners’ needs. 2016. Web. 15 June 2016 <http://www.learnnc.org/lp/editions/every-learner/6680>.

2.4 Identify opportunities for students and others to provide feedback to inform inclusive practice

Through frequent formative assessments, students are provided with opportunities to give comments in an inclusive setting. Formative assessments refer to assessments that are done during the learning process to ensure that learners are in line with the content being taught(Benett 6). Another technique is active participation during the class discussion whereby the teacher reviews taughtmaterial together with the students and then engages in a question and answer activity to ensure frequent feedback from the students. Furthermore, group work or discussion also provide opportunities for regular feedback as students cluster questions they haven’t understood and inquire from the teacher as a group in addition to giving each other support when the teacher asks questions.

Source

Benett, Randy. “Formative assessment: a critical review, Assessment in education.” Principles, Policy & Practice (2011): 5-25.Print

2.5 Explain how own practice in planning inclusive teaching and learning has taken account of theories, ideologies, and models of education, communication and assessment

In applying the concepts learned from the theories and models, the learning processes of the students are integral and hence, put into consideration. When planning the schemes of work and lesson plans, it is ensured that the learning activities and resources are differentiated (Brooks 13) such that the needs of all students are met rather than incorporating only one strategy in the learning process. The utilization of Beck’s ‘inner speech’ theory enables the instructor to ask the learner what they are working on and the reason as to why (Sommers-Flanagan and Sommers-Flanagan 313). It allows the student to open up which is significant for cognitive and social development.

Sources

Brooks, Greg. The effectiveness of intervention schemes. Sheffield: The Dyslexia-SpLD Trust, 2013. Print

Sommers-Flanagan, John and Rita Sommers-Flanagan. Counseling and Psychotherapy Theories in Context and Practice: Skills, Strategies, and Techniques. Hoboken, New Jersey: John Wiley & Sons, 2012.Print

3.1 Analyze theories of behavior management

One of the principles of behavior management in the learning environment is through the Ginnott Model. According to the model, the behavior of students can be influenced through teacher-student interaction. Here, the teachers show kindness and understanding to students; focus on active communication such that the self-esteem of students is not damaged(McDaniel 72). It enhances discipline in the classroom and ensures frequent use of congruent communication. It also prevents or deters punishments that may trigger students to engage in frequent misconduct. The model focuses on the interaction between teachers and students such that problems that may affect their behavior are eliminated on time.

Another efficient model regarding behavior in the learning environment is the Kounin model. The model focuses on elimination of factors that may interfere with the learning process (O’Neill and Stephenson 3). The teacher ensures that lessons are conducted as per the plan, homework is brought on time, and any negative behavior is dealt with before it escalates. The teacher may be regarded as strict and conservative, which may cause fear among the students. Therefore, he or she has to ensure that there is a balance. Such a teacher may take part in activities such as managing the debate clubs and sports to ensure interaction with the students.

Jones model is also an effective behavior management theory that focuses on the aspect of controlling behavior in the learning process. In this model, the teacher may employ non-verbal cues to communicate particular information (Jones 1). For example, a teacher may nod his or her head when a student is speaking to show that the student is in line with content and as a method of motivating them to talk. It boosts the self-esteem of students as they feel that their opinions are important. The model also focuses on the classroom arrangement as a method that may improve or deteriorate learning. According to the model, students should sit in positions that allow them to reach each other and most especially during discussions. It also emphasizes on the need for praise as praise motivates students to continue taking part in the classroom activities.

Sources:

Jones, Brett. “Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation .” International Journal of Teaching and Learning in Higher Education (2009): 1-14.Print

McDaniel, Thomas. “Developing the Skills of Humanistic Discipline.” Association for Supervision and Curriculum Development (1984): 71-74.Print

O’Neill, S and J Stephenson. “Evidence-Based Classroom and Behaviour Management Content in Australian Pre-servicePrimary Teachers’ Coursework: Wherefore Art Thou?” Australian Journal of Teacher Education (2014): 1-23.Print

3.2 Launch and sustain a safe, inclusive learning environment

One method of building a safe and inclusive learning environment is through differentiation. Students have different ways of learning and, therefore, it would be appropriate to acknowledge these differences during the learning process. Some of the methods to incorporate include using group discussions, individualized learning, using role-play or drama, magazines, books, and utilizing media such as videos, pictures, and music. Such tactics make the learning environment more enjoyable and comfortable such that no one is left out.

Forming relationships with the students is also another approach that can create a safe and inclusive learning environment. Using a calm voice and responding to students without any judgment are some of the ways that a teacher can use in developing strong relationships with his or her students. Here, the teacher takes the time to learn about the students from a personal perspective in order to level their emotional aspects such that he or she does not behave in a manner that hurts the students’ feelings (Bucholz and Sheffer 7). When students feel that they can trust their teacher through the established relationships, they easily approach him or her and confide in them on issues that are affecting them. The grading of students in a healthy manner results in a safe and inclusive learning environment. Here, the teacher avoids deducting points on issues such as interruption and lateness. The idea is for the teacher to focus on the strengths of the students such that he or she notes the strengthof the assessment or report book. One way that a teacher may ensure good grading is by conducting frequent formative assessments and ensuring that regular feedback is given to students regarding their improvement. It motivates them to continue to take part in the learning process. Also, during tests, a teacher may repeat questions on several quizzes to enhance healthy grading; when a student fails the first time, and the question is repeated in the next quiz, he or she exhibits high chances of scoring.

Source:

Bucholz, J and J Sheffer. “Creating a Warm and Inclusive Classroom Environment: Planning for All Children to Feel.” Electronic Journal for Inclusive Education (2009): 1-14.Print

3.3Practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behavior management.

By ensuring that the learning setting is safe and inclusive through establishing relationships with the learners, focusing on their strengths more than their mistakes while working with them on their weaknesses and maintaining frequent feedback from them(Ofsted 7), in practice, incorporates the theories of behavior management. It is evident that a personal approach makes it easier for a student to relate to the teacher easily and freely, without any fear. The theories of behavior management mostly look at the relationship between the teacher and the student and hence, understanding and meeting their needs has enabled the formation of good relationships with the students.

Source:

Ofsted. “Teaching, Learning and Assessment in further Education and Skills- What works and why.” 2014. Document

Resources that actively endorse equality and value diversity

It is significant to embed equality and diversity into each and everything that is done. Most importantly, in the classroom, resources should be directed towards the deterrence of marginalization, victimization, and discrimination under the nine endangeredfeaturesof the Equality Act 2010 (Scior and Werner 107).When designing handouts or other paper-based resources, it is crucial to customize them in line with the student’s abilities or weaknesses. Secondly, allow for an equal opportunities induction session in the first lesson plan. The resources can extend to the addition of an equality of opportunity curriculum in the schemes of work.

Source:

Scior, Katrina and Shirli Werner. “Changing Attitudes to Learning Disability.” The Voice of Learning Disability (2015): 1-25.Print

Demonstrate flexibility and adaptableness in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners

As aforementioned, some students showcase particular learning difficulties (dyslexia) with others having cognitive challenges. In the report, they are highlighted as those with complex learning disabilities, severe LD, and mild LD. It means that the students have their own individualized learning profiles. Strategies or approaches to consider- resources and technology- to demonstrate flexibility and adaptability in inclusive teaching are as follows(Hertfordshire Adult and Family Learning Service 15):-

The utilization of visual cues e.g. graphics and pictures that should accompany text
Motivate learner independence
Encouraging help requests and avoiding repetition.
Limiting the use of paper-based resources and the utilization of learning support assistants appropriately.
The Implementation of differentiated learning
Identify what has functioned and what has failed in the learner’s past experiences

Source:

Hertfordshire Adult and Family Learning Service. “Equality and Diversity Checklist for Learning and Teaching.”2016. Document

Ways of promoting equality and value diversity in own teaching

For the area of specialism, material design such as handouts customized to conform to the particular needs of each student. For example, the utilization of English with limited jargon and large texts, practical assignments and group discussions with the different classifications for the readiness group. The tiered assignments (red, blue, and yellow) customized according to the comprehension levels. In ensuring inclusion, active learning can be utilized as it is better recalled, enjoyed, and understood. Learners can develop their own meanings and hence, individual conceptualizations. It is critical to include an equal opportunities induction session in the first lesson (Hertfordshire Adult and Family Learning Service 4).

Time	Content	Method	Resources
3 Minutes	Introduction and Learning Outcomes	Talk to the whole group	Whiteboard
10 Minutes	Reflection of daily experiences as concerns prejudice and stereotyping	Group discussion	Getting to know each other handout
3 minutes	Information of available equal opportunity services	Distribution of leaflets and discussion	Complaints Guide

The students shall be requested to conduct case analysis of leaders from their diverse backgrounds in the small groups and five-minute presentations made in class. It is aimed at eliminating the stereotypes and appreciation of diversity among the students with LD.

Source:

Hertfordshire Adult and Family Learning Service. “Equality and Diversity Checklist for Learning and Teaching.”2016. Document

4.4Communicate with learners, learning professionals and others to meet individual learning needs and encourage progression

For students with LD, it is important for the teacher to communicate and work with others in an aim to create surroundings that support both individual and collaborative learning, positive interactions, active learning and personal motivation among the students. The creation of a safe and positive haven that promotes inquiry, openness, and where respect is matured is essential (Scior and Werner 17). The teacher engages the students using verbal and non-verbal cues in ways that respect the diverse cultural backgrounds. To encourage progression, the teacher can utilize a variety of approaches that involve learners in assessing their learning environment and collaborating with them to make the suitable changes. It is also necessary for the teacher to work together with other learning professionals and colleagues to mature shared values and expectations among the learners for consistency, interactions, and academic discussions.

Source:

Scior, Katrina and Shirli Werner. “Changing Attitudes to Learning Disability.” The Voice of Learning Disability (2015): 1-25.Print

4.5Explain how own delivery of inclusive teaching and learning has taken account of theories, principles, and models of learning and communication

The approach utilized for inclusive education takes into account some theories and principles of learning and communication. Vygotsky’s theory accentuates the fact that ‘self-taught’ and ‘peer-taught’ methods to learning are integral since the student is first educated socially before development progress(McLeod 1). However, in implementing his theory, it would seem difficult or a challenge to educate persons with LD and other that need special attention. Therefore, Piaget’s theory is deemed feasible. He acclaims the fact that individuals are born with the innate ability to learn, and if this is not harnessed at a tender age then there would be no reason or justification to try (Jean Piaget 1).Establishing a balance between control and inclusive teaching is significant. The engagement of students with their environment and promotion of interactions is a principle eked towards social learning. Beck’s theory of “private speech voice” underlies encouraging students to think, and it can be achieved through questioning of what they are doing and why they are doing it.

Sources:

McLeod, Saul. Jean Piaget. 2015. Web.15 June 2016 <http://www.simplypsychology.org/piaget.html>.

Mcleod, Saul Lev Vygotsky. 2014. Web. 15 June 2016 <http://www.simplypsychology.org/vygotsky.html>.

Design assessments that meet the individual needs of learners

The appropriate models for addressing the individual needs of students are the group format also referred to as the Informal Assessment Checklists (Black and Dylan 45), and the individual dynamic format. Both designs assist in determining the strengths and weaknesses of learners as per the goals of instruction and the students’ personal goals. Furthermore, the modelshelp teachers in finding common needs among students, evaluating each student’s individual needs in addition to constructing plans regarding the instruction process such that all requirements are catered for. The difference between group and individual formats is that assessment is done groups in-group formats such that analysis is done to check whether a learner performs better when in a group. On the other hand, individual format entails assessing each student and making comparisons of their performance with their previous performance.

Source:

Black, Paul and William Dylan. “Assessment and Clasroom Learning.” Principles, Policy & Practice (1998): 1-65.Print

Demonstrate flexibility and adaptableness in using types and methods of assessment to meet individual learning needs and assessment requirements

For the group format, I would apply the assessment as an example of formative testing whereby it entails assessing learners throughout the whole learning process until the summative test that occurs at the end of a term. Using group formats as formative tests make it easier to analyze learners’ motivation when it comes to the learning process (Benett 31). Also, formative testing will be beneficial for the individual format as it allows critical analysis of the progress of each learner and ensures frequent interaction and feedback for both the teacher and student.

Source:

Benett, Randy. “Formative assessment: a critical review, Assessment in education.” Principles, Policy & Practice (2011): 5-25.Print

5.3The use of assessment data

In monitoring pupils’ achievement, attainment, and progress, formative assessment will be used as it will allow frequent and immediate feedback that will assist students to work on their weaknesses and improve their strengths (Black and Dylan 46). In setting learners’ targets, the assessment will be done as per the instructions and students goals and objectives such that learners are able to check whether they have improved in the areas that they find challenging to comprehend. In planning subsequent sessions, formative assessments will be done such that every course will be evaluated as per its objectives. Also, in recording the outcomes of assessment, comparisons will be made such that current and previous results will be analyzed to check whether learners have performed as expected.

Sources:

Black, Paul and William Dylan. “Assessment and Clasroom Learning.” Principles, Policy & Practice (1998): 1-65. Print

Communicate assessment information to other professionals with an interest in student achievement

For the full potential of the student to be realized, it is essential and a standard for a professional instructor to communicate assessment information with professionals such as colleagues and psychologists for the particular students. It extends to parents and guardians who may be termed as other concerned parties as regards the progress of the student. The communication to professionals can be utilized to enlighten and build shared expectations. For parents, it can be used to supplement what is learned at school- social learning as forwarded by Vygotsky(McLeod 1).

Source:

Mcleod, Saul Lev Vygotsky. 2014. Web. 15 June 2016 <http://www.simplypsychology.org/vygotsky.html>.

Explain how own assessment preparation has taken account of theories, models, and principles of assessment

The formative practice is founded on the principles of high-quality quality feedback and a way which, students or learners can be able to self-assess their growth and self-correct challenges (Nicol 3). It presents an opportunity for the instructor to encourage positive motivational beliefs and self-esteem that are essential for learners with disability. The formative assessment also provides or invokes an opportunity for self-reflection. It is because it gives evidence and benchmark against a set standard and hence, a logical action can be presumed according to Dewey’s theory (Giaimo-Ballard and Hyatt 2).

Sources:

Nicol, David. “Principles of good assessment and feedback: Theory and Practice.” Assessment design for learner responsibility (2007): 1-9. Print

Giaimo-Ballard, Cindy and L Hyatt. “Reflection-in-Action Teaching Strategies Used by Facultyto Enhance Teaching and Learning.” Networks (2012): 1-11.Print

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

It can be highlighted that the minimum basic elements accrue to the instructor’s basic knowledge and skills and thus, need to be progressed on a perpetual format (Gravells and Simpson 107). There is a myriad of teacher training schemes. Therefore, it is a credible and progressive idea to endeavor to continue maturing oneself in terms of teaching practice. For my person, a career in teaching is an opportunity for development of personal knowledge and that of students. The development of inclusive learning practice is critical. Personally, learning appropriate technological software such as Adobe will assist in the creation of visual graphics for inclusive learning and develop personal proficiency in information and communication technology (Gravells and Simpson 107).

Source:

Gravells, Ann and Susan Simpson. Passing Assessments for the Certificate in Education and Training. London: Sage Publications, 2014.

Apply minimum core elements in planning, delivering and assessing inclusive teaching and learning

Minimum core elements are definable as the skill set required by the teacher to accurately deliver and transfer to the student. Therefore, the instructor needs to maintain the minimum core elements at a high level. With the advent and rapid growth in computer technology and associated software, it has become necessary for the teacher to keep up with the technological changes, in order, to comprehend better and assist the millennia generation. In a situation where there are students of different cultures – which is common- the utilization of demonstration and evoking ‘inner speech’ according to Berk’s theory can be of great assistance (Sommers-Flanagan and Sommers-Flanagan 313). It is because the instructor can transfer knowledge to the student without the utilization of speech. The Laird’s sensory stimulation principle can be utilized to involve students with limited language experiences or oratory skills. It can be highlighted through the theory that most learning is accomplished through seeing and then hearing. Nonetheless, touch, smell, and taste account for the less efficient but remain necessary.

Source:

Use theories and models of reflection to evaluate the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning

There are many models of reflection. Dewey defines contemplative thought as an active, persistent, and careful analysis of value or principle in light of the grounds that sustain it and further deductions to which it tends (Giaimo-Ballard and Hyatt 2) that can be accrued with Bertrand Russell’s and Immanuel Kant’s approach. The theories used in the development of inclusive teaching and learning are subtle- Vygotsky’s and Berk’s theories. It is because they are backed by existing and proven scientific rationale. In employing the Gibbs reflective cycle(Park and Son 1), it is felt that the planning is sufficient as noted during pre-assessment. The utilization of visuals, interactive and experiential learning can be deemed useful for children with learning disabilities. However, the holistic approach is another theory that one would want to put into consideration in implementing inclusive teaching and learning practice.

Sources:

Giaimo-Ballard, Cindy and L Hyatt. “Reflection-in-Action Teaching Strategies Used by Facultyto Enhance Teaching and Learning.” Networks (2012): 1-11.Print

Park, Ji-Yong and Jeong-Bae Son. “Expression and Connection: The Integration of the Reflective Learning Process and the Public Writing Process into Social Network Sites.” MELROT Journal of Online Teaching and Learning (2011): 1-5.Online

Analyze ways to improve own practice in planning, delivering and assessing inclusive teaching and learning

The process of analyzing ways to improve own practice significantly in planning, delivering and assessing inclusive learning and education is through self-reflection. The process is aimed at becoming a regular part of the daily activities. It can be denoted that reflection should lead to an improvement in practice. However, there are some cases where one would feel it is not enough or sufficient to warrant a change. In employing theories such as Dewey’s rationale in education, one can be able to take action properly to well-thought-out considerations (Giaimo-Ballard and Hyatt 2).

Source:

Giaimo-Ballard, Cindy and L Hyatt. “Reflection-in-Action Teaching Strategies Used by Facultyto Enhance Teaching and Learning.” Networks (2012): 1-11. Print

Work Cited

Benett, Randy. “Formative assessment: a critical review, Assessment in education.” Principles, Policy & Practice (2011): 5-25.Print

Black, Paul and William Dylan. “Assessment and Clasroom Learning.” Principles, Policy & Practice (1998): 1-65.Print

Brooks, Greg. The effectiveness of intervention schemes. Sheffield: The Dyslexia-SpLD Trust, 2013.Print