Teaching, Learning And Assessment In Education And Training Assignment Sample

Introduction of Teaching, Learning And Assessment In Education And Training Assignment

Task 1:

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1.1 Analysis of my own responsibilities and roles in training and education

I consider that I am an inclusive, reflective, and holistic lecturer possessing a facilitator approach to learning. My focus in majority of cases is based on mentoring my students as well as motivating them to realise their capabilities (Antropova et al. 2021). I guide them as well as encourage them to take ownership of self-directed learning. I assumed that it is one of the effective strengths that are useful in case of guiding students to have a better career. I also notice my weaknesses regarding effective knowledge of ICT to impart knowledge and give lectures with advanced technologies. I am also efficient to take my responsibilities to help students to satisfy their individual needs.

1.2 Summarisation of key aspects of legislation, codes of practice, and regulatory requirements

Recent government legislation has observed implementation of “Higher education and Research Act 2017” that can take the place of the act of 1992 in April (2018). According to Musselin (2018), the act can see governance of different higher education as well as research in England that is to be governed by two different organisations such as “Office for students” and “UK Research and Innovation”. Major aims of the organisations are to fund as well as regulate education providers in England. Duties of OFS include mandatory registration, governance, and enforcement of institutions of higher education. It also promotes high standard opportunities for pupils and encourages competition among HE education providers. 

Higher education experiences a number of characteristics that are protected under several sections and one of them is section 4 of the “Equality Act”. As per views of Redley et al. (2019), higher education provided by learning providers must not discriminate against learners through their physical characteristics such as disability, marriage, gender, pregnancy, race, religion, and sexual orientation. Under this act, it is allowed that treating a disabled learner is preferable compared to a healthy person. Additionally, it also comes under the law that reasonable adjustments need to be made in employment as well as education for ensuring inclusive learning and equality in learning and teaching process.

1.3 Analysis of boundaries and relationships between roles of teaching and other professionals

Personal boundaries in case of higher education occur when lecturers provide empathy to learners. Roles of teachers are huge as they have to guide as well as punish their pupils when needed. Job roles of teachers are different from that of other professionals. According to Karacabey et al. (2022), boundaries are essential to maintain in each profession in the form of professional distance. Teachers have a huge responsibility to guide their students to their desired career and professional goals. It is a huge activity that requires a great level of patience among them. Teachers and other professionals need to put back certain issues such as family problems, depression, and other health-related issues.

1.4 Describe points of referral for meeting learners’ needs 

Empathy refers to capability to capture certain subjective experiences of other persons as well as capability to communicate. According to Imants and Van der Wal (2020), it can be considered an intellectual capability for identification of either individuals’ thoughts as well as feelings. Additionally, there are different manners for demonstrating empathy in case of communication in an internal understanding of certain experiences of other individuals in a particular situation. Cambridge University needs to provide efficient lectures as well as deliver pastoral guidance and support whenever possible prior to referring their students to other tutors. Utilisation of various technologies is important to impart knowledge efficiently and effectivity for better knowledge retention capabilities of students.

Task 2: 

2.1 Importance of identifying and meeting individual needs of learners

Meeting and identifying of needs of individual learners boosts morale of learners as well as encourages them to try their best in learning. Additionally, in a majority of cases, learners fail to obtain mass instruction; in this case, they need “Individually Prescribed Instruction”. As stated by Ismajli and Imami-Morina (2018), lecturers need to know about the needs of individual learners to provide IPI for certain students. Lecturer needs to focus on learning patterns of their pupils to understand needs of individual learners. Organisations of a classroom are essential for identification of characteristics of each pupil in the class. It is paramount for teachers and lecturers to meet and identify needs of individual learners during teaching. Planning inclusive learning is essential in case of a cross-cultural environment of learning.

Motivation model of Maslow

(Source: Simplypsychology, 2022)

This type of teaching aid can be efficient in case of motivating pupils to give their best in learning in a cross-cultural environment. Inclusive teaching is effective in higher studies to mitigate cultural barriers among people from the cross-cultural environment. Inclusive learning includes certain dimensions such as designing of contents and curriculum, management and institutional commitment towards inclusive teaching, curriculum delivery and pedagogy, and student assessment (Simplypsychology, 2022). Teachers and lecturers can use a motivational model of Maslow to know basic psychological needs of pupils to understand their individual needs.

2.2 Analysis of use and role of diagnostic and initial assessment in agreeing with learning goals of individual

Initial assessment refers to an essential procedure that each learner needs to undertake prior to starting new courses of study. According to Ohmori et al. (2020), this initial assessment is imperative for lecturers to check whether their learners are in the correct courses. Additionally, this type of assessment is important to support learners during a particular course with specific needs of learning they possess. Initial assessment needs to take place prior to commencement of a course for ensuring that they are on right track. An initial assessment can also provide lecturers with information about current knowledge and experiences of learners. It also provides a suitable starting point for learning to commence as well as this type of assessment varies and depends on type of programs and courses being provided. 

Additionally, students’ self-assessment in this enrolment form with their personal qualification and details of skills required to give 2-4 recent reference details for checking applicants’ details. Application forms are diagnostically examined prior to determining which learners can progress with interview discussion. According to Sutherland et al. (2018), several learners who are unsuccessful in case of initial application can be invited to take numeracy, literacy, and language tests that are appropriate for their cases. After commencing of interview stage lecturers can diagnose all the provided data acquired from enrolment forms of applicants and interviews prior to determining whether students meet requirements required for a particular program. On the other hand, applicants can be offered an alternative course or program and they can be suggested to take a year of a foundation course before starting their chosen program. This can help students to mitigate their skill gaps required for a particular course and program.

2.3 Using of methods of diagnostic and initial assessment to agree with learners on individual learning goals

Diagnostic assessment takes place after commencement of initial assessment and is utilised to highlight major areas in which pupils need additional support and guidance. Discovery and understanding of weaknesses and strengths of learners can assist to determine targets and goals that can be achieved by learners. According to Namoun and Alshanqiti (2020), data collection from different aspects of learners’ application forms and interview discussions helps in case of developing lesson plans on qualifications and tacit knowledge of learners. Initial assessment, in this case, allows for individual and differentiation requirements to be organised. Additionally, it is also helpful in finding out motivations and expectations of learners in the classroom. It is also beneficial for identifying information that requires sharing of knowledge with colleagues and identification of additional needed support that learners need. Feedback from diagnostic assessment can be used for ascertaining preferences in learning such as aural, visual, kinesthetic, read and write (VARK).

Diagnostic learning has potential to enable pupils in demonstrating their recent skill level, understanding, and knowledge. Additionally, it is also beneficial for identification of appropriate levels and starting points for different learners and for identifying gaps in skills, understanding, and knowledge. On the other hand, this is efficient to help learners to overcome skills gaps as well as ensures learners get appropriate guidance and support. Students can be invited for participating in certain foundation courses that help students to gain basic knowledge and acquire skills as well as confidence for proceeding with full courses and programs.

2.4 Recording of individual learning goals of learners

Recording of learning goals of each learner helps lecturers to understand learning needs of individual learners in a classroom. Data protection technologies play a pivotal role in case of storing, sharing, protecting, and capturing data from different pupils. Lesson plans of students are an essential part of students’ profiles and these are unique as they are password protected and encrypted. Students’ portal features learning plans, feedback assessment, assignments, deadlines, and builders of basic knowledge. According to Farashahi and Tajeddin (2018), recording of learning goals of individual students helps to understand effective learning aids that are needed by certain students. Lesson planning for students needs proper knowledge about learning methods that are preferred by particular students. Learners are required to sign off that they have understood and read information provided by tutors, lecturers, staff, and faculties. Individual goals in case of learning of students change according to the life cycle of students as an experience of students changes over time. Several learners think that module combination is not suitable for objectives of their career and they can seek suitable curricula that suit their learning objectives.

An online portfolio of students is a part of students’ profiles that is protected by passwords as well as encrypted. A portfolio of students can involve an agreed plan of students and signed with assessment and feedback as well as goals and targets (Erhel and Jamet 2019). Learning goals can show a wide range of variations starting with development of communication skills to creative thinking. Lectures need to understand and identify distinct learning goals of their pupils to provide effective teaching to them. Recording of learning goals of students is beneficial for lectures in case of altering their teaching plan as per the different learning goals of their pupils in classroom situations.

Task 3:

3.1 Devising a scheme of work according to external and internal requirements

Cambridge University takes initiatives to develop MBA courses by providing deep understanding, vital leadership, and practical application skills. MBA courses in the university tend to deliver engaging and lively learning experiences in a one-year course. Week 5 aims to teach microeconomics to the pupils of MBA degrees and assessment can be based on a “questions and answers” format. Skills and knowledge content needed by learners are based on an introduction to practices and principles of different marketing management. Additionally, in a majority of cases, external factors include time length of the chosen course, number of required sessions in a week, length of sessions, and aspects that are related to calendar including vacations, examinations, and other assessment dates. Challenges that are involved in this scheme of work are logically breaking of contents of curriculum into a suitable sequence. 

University of Cambridge

Course Title: Marketing management Date and time: October to December
Week	Session	Aims	Assessment
1 October 10th	1	Understanding entrepreneurship	Group participation
2 October 20th	2	Management science	Group participation
3 October 30th	3	Cooperate finance	Group participation
4 November 10th	4	Financial reporting and its analysis	Question and answers
5 November 20th	5	Microeconomics	Question and answers
6 November 30th	6a 6b	Organisational behaviour Leadership	Question and answers Group participation
7 December 10th	7	Markets and organisations	Group participation
8 December 20th	8	Management Praxis I	Question and answers

3.2 Designing learning and teaching plans respond to a. Individual needs and goals of learners b. Curriculum requirements

Developing and building knowledge of students through marketing principles, models, and theories with applications and practices of these are helpful for lecturers to alter their mode of teaching. Scheme of work needs to consider external as well as internal factors that are essential in case of planning of lesson (Prieto?Sandoval et al. 2019). ICT is used for different aspects of teaching that require increasing knowledge of students regarding language and research skills. This also needs pupils to possess a good and effective all-round understanding of the language, English. Pupils are needed to adopt different principles while measuring life cycles of products in case of determining “break-even points” and additional funding to maintain sustainability.

Lesson plan on Marketing

Subject: Life cycle of product	Topic: Marketing	Date: April to June

Lesson objectives Marketing mix, Boston Matrix, Life cycle of product Augmented product, Diffusion model Working knowledge of development of products and services Relationship between BCG with PLC
Summary Lectures with the help of ppt presentation, Product life with a question and answers format
Materials Projector, ppt slides for lecturers, pen and papers for students
Books and references

Lesson itinerary 1.00: Preparation of slides for lectures 2.00: Greetings to pupils 2.05: Remind pupils about their course work as well as deadlines 2.10: Recap of previous lessons 2.15: Begin the lecture 2.20: Analysis of slides 3.00: Re-analysis of today’s lesson

3.3 Explanation of ways through which learning and teaching plans can be adapted to satisfy individual needs of pupils

Planning to satisfy individual needs of pupils requires effective communication between students and lecturers. Learning cycle of Kolb suggests that evaluation and reflection refer to an ongoing procedure. This procedure can be initiated at different points of cycle and can move in any direction suitable for the ultimate purpose of learning (Stankevi?i?t? and Savanevi?ien?, 2018). Evaluation and reflection for students and educators as well as other passive onlookers allow them to analyse chosen activities or situations and assess different aspects of positive and negative outcomes of the activity. Communication is a two-way process to empower pupils for taking ownership of their studying. On the other hand, lecturers facilitate autonomy by providing students with certain research tools as well as regular feedback and assessment to satisfy their needs.

3.4 Explanation in which plans of “teaching and learning” can be adopted

Varying and adapting content, as well as sequencing of plans, are necessary for various reasons. Varying content and sequence of lessons can be altered as per the requirements of students’ learning outcomes (Florian and Beaton, 2018). Lecturers need to prioritise requirements and needs of pupils as well as prepare a concise program when needed. Assignment-based courses are good and efficient as they leave a small space area for the occurrence of error. This type of program can rely on students that are able to take decisions about self-directed learning with the help of scaffold methods that are implied across a semester.

3.5 Identification of opportunities for learners for providing feedback to inform different inclusive practices 

Lectures require influencing learners for expanding their knowledge while managing learners from different ethnic backgrounds. According to Thomas et al. (2019), lecturers need to tailor their teaching by using examples on cross-cultural applications to encourage all pupils from different cultural backgrounds. There are various methods of initial assessment utilised by education providers to ensure providing requirements for students of different needs. Authors' organisation tends to use enrolment form of an in-depth application requesting attended colleges and schools and qualifications as well as work experiences or skills and courses acquired.

Task 4: 

4.1 Importance of promoting appropriate behavior and respect for other individuals

Various educational institutions have various policies as well as procedures on behavior and conduct for maintaining professionalism and order at all times. According to White et al. (2019), appropriate behavior toward other members of society is important to minimise various discrimination such as racial, religious, and others. Failure in case of maintains this social behavior can be crucial for educational institutions. Failure for maintaining various institutional policies can be harmful as government can sanction warnings of suspension. On the other hand, social behavior toward other people in communities must be good and appropriate. Schools give a list of different measures for preventing bullying students from different cultural backgrounds. Bullying in educational institutions contributes to serious issues such as mental abuse and physical torture. On the other hand, peer-teaching is an essential part of teaching prior to handling a large group of students in a classroom situation.

4.2 Explanation of ways for promoting equality and value diversity

Promoting equality, as well as diversity in educational institutions requires effective initiatives such as inclusive teaching methods, and a cross-cultural teaching environment. Avoiding stereotyping behavior in classroom situations must be promoted in return for help in acse of promoting equality and diversity in classrooms (Nielsen et al. 2018). On the other hand, all students in educational sectors need to be treated equally without discrimination through their race, religion, and other characteristics. Educational institutions such as Cambridge University need to formulate certain policies that enable students to value diversity in communities and educational sectors. The cross-cultural environment in educational sectors contributes to tolerance of the diversity and differences among people. Additionally, students in this type of learning environment easily collaborate with people from different cultural backgrounds and minority ethnicity. On the other hand, educational institutions guide cooperation with differently-abled pupils and individuals. Additionally, in case of improving inclusive teaching and a diverse cultural environment in learning educational institutions need to alter contents and curriculum designs, pedagogy, assessment of students, and feedback systems.

4.3 Establishing and sustaining an inclusive and safe learning environment

Inclusive classroom needs to follow certain strategies such as defining clear and standard behavior in a cross-cultural classroom situation and enforcing the standards consistently (Ferreira et al. 2020). Additionally, establishment of an inclusive, as well as a safe learning environment, requires dealing with low-level disruption in a healthy way. On the other hand, an inclusive classroom needs to create opportunities for listening as well as paying attention to all pupils. Developing a scaffold approach in case of learning is also effective in case of maintaining inclusive classroom situations as well as a safe-learning environment.

Task 5: 

5.1Analysis of teaching and learning approaches effectiveness that is used in the own area of specialism in terms of fulfilling individuals' needs

As a trainee lecturer in the subject of marketing, in order to meet the needs of learners, I like to use the approach of co-operative learning as it is effective for offering learners more time in regard to individualized learning. It has been seen that the act of individualized learning is crucial for fulfilling individuals' needs (Duran, 2020). In this context, I prefer to divide students into small groups in my MBA classes and allow them to do MBA assignments in a way of cooperative learning. The act helps to create an elevated amount of thinking skills in respect of their study in MBA, expands the variety of understanding, develops more social interactions and overall promotes a positive mentality that helps the learner to be self confidence while learning.

Apart from that, the use of inquiring based instruction can be also effective, especially in group projects for the purpose of meeting the needs of learners at the individual level. In this process, curiosity stimulates the student's brain for learning various marketing concepts and they involve more in analyzing the fact that in turn enhances their learning comprehension (McLeskey, 2019). Thereby, it can be stated that the presence of profound comprehension, helps to fulfill the individual needs in the process of learning and teaching. Although, this strategy requires lots of time for planning and also requires a pre-knowledge base.

5.2Analysis of the limitations and benefits of communication methods that are used in own area of specialism

In the teaching process, the approach of communication that I generally use includes presentations, lectures and discussions. All of those methods are effective in its way of fulfilling the learner's needs in the MBA class. It can be stated that lecture is suitable for auditory learners those are like to learn by listening. It also helps to exhibit a large scale audience in the class without mentioning anyone (Potdevin et al. 2018). In my opinion, the use of the lecture method permits me to present the study materials regarding marketing in an accessible way and have control over the whole process of teaching. In addition, lectures also help to represent experiences and factual materials in such a way that inspire the students learning.

The limitations of this method include ineffective speakers, uninteresting content and a lack of audience openness. Sometimes the methods end up with one way of communication and make the students learning harder to gauge. Furthermore, talks and discussions enable the learner to investigate their area of interest. As the discussion is a comprehensive practice thereby it helps the students to draw in and take participation in questioning, debates, clarifications and other activities (Penner, 2018). The communicative way in the form of talks helps to boost the student's understanding during the MBA class and also aware them of the accountability of a class. In addition, sometimes, discussions can be dominated by a few individuals and the probability of others' participation may be less. Other limitations include students sometimes feeling shy in partaking or teachers may lose control.

5.3Analysis of resources effectiveness that is used in own area of specialism

Resources and material quality both are key attributes for making learning effective for others. A variety of resources and study materials are used in the learning process for making the way impactful. Being a training lecturer, I prefer to use hand out of modules that are going to study on that day. In the way of making the handout, I used various online sources and books from various others to make the resources more insightful. The handout offers the learner a clear guideline and also helps to highlight the required points for the learning (Otukile-Mongwaketse, 2018). In the student handout, I use bullet points and pictures for providing the information in a visual way. For the student with special needs, the pattern of handouts is different including the bold print.

Various assistive technologies such as software packages, voice recognition, whiteboards, worksheets and other electronic devices help to make the learning more attractive. I sometimes use power points and recording devices in my way of teaching with the aim of furnishing the student's needs. Apart from that, the use of electronic technologies sometimes can be expensive and also requires adequate staff which may result in hectic.

5.4 Use of inclusive learning and teaching approaches to meet individual’s needs of learners

Inclusion in education is basically a concept of addressing as well as responding to the learner's needs in a diverse culture by increasing the learner’s participation in the process of learning. In the learning and teaching environment, being a responsible lecturer, I believe in group work in terms of fulfilling the needs of individuals. When teaching about any particular topic of the MBA course, after discussing the session, I ask the students to state any alternate factors or real-life examples by which I am able to know that they have understood the context and met all their needs. 

The use of such a comprehensive approach offers every student to take part and clarify their needs, thereby fostering the essence of equality in the ambience (Napal Fraile et al. 2018). Learner-centered is another approach that is used by me including providing students with a scope to lead the class. The act helps to get students actively engaged with the learning process and gain more from their peers that ultimately fostering the collaborative approach in the educational process.

5.5 Way to promote equality and value diversity in teaching

Value diversity and equality are an integral part of the learning process in order to promote multiculturalism. The fundamental reason behind the promotion of the concept of diversity and equality in the learning ambience is to ensure equal treatment for everyone and raise awareness among cultures. As opined by Minott (2019), the promotion of diversity in the classroom helps to foster the building of an inclusive atmosphere that in turn makes the learning more effective. In addition, diversity in the process of teaching-learning broadens the way for individuals in order to grab various opportunities for personal development. In this context, the promotion of equality in simple words fosters the equal access to those opportunities for individuals.

In various ways, one can promote both of the above-mentioned concepts in the teaching process. It has been evident that self-awareness is the parameter for accelerating the essence of diversity and equality within learning awareness. Thereby, I prefer to embed different learning activities in my MBA class such as group work, debate, and others that allow the students and also encourage the act of equality in the learning process. Apart from that, binding the learning process with setting norms also helps to explicitly openness and inclusion in the classroom (Molbaek, 2018). Further, in the area of own teaching, the taken consideration of students' opinions positively in regard to the learning approach and others may help to build a free environment for sharing opinions that in turn helps to foster an essence of value diversity and equality in the learning ambience.

5.6 Teaching and learning approaches to meet individuals' needs

The sorts of arrangements that I adapt in the approach to learning and teaching include going through the difficult concepts before taking the class. I also use a board and flashcards during the lesson and also try to maintain eye contact with my students from the briefing part onwards. For the students with low esteem, I generally ask questions with short answers rather than long ones to make an interest. I have also seen that some students also have difficulties in reading, in that aspect I use highlighters, which give extra time to read and large prints respectively.

For the students with visual imparity, I use audio tape to make the lesson more attractive. I also used a mind map and tape recorders for the students having difficulties in expressing their thoughts. Designing the lesson as per time table is another effective building block in terms of making the learning process learner-oriented.

5.7 Communicate with learning professionals and learners to meet individual learning needs

Communication plays a vital role in the context of meeting the individual's needs thereafter; I need to work with others in a correspondence way. In terms of communicating with the learning professionals, one should follow the appropriate language and professional voice tone that is precise and quiet (Minott, 2019). It can be stated that I am aware of this kind of body language and gestures and follow this to communicate with the professionals. I further, like to communicate clearly regarding the needed resources, for reporting performance and also assure the security of the learners.

In the context of learners, at the beginning of class, I communicate with them in terms of knowing their expectations, doubts and others that in turn help to foster best practices. Besides, the communication also needs to be based on ground guidelines to reinforce the good behaviors among students and retain the optimal environment of learning (Mboshi, 2018). Flexibility is also observed by me in the path of communication to accommodate the cooperation and assistance in the learning process for satisfying individuals' needs regarding learning.

Task 6: 

6.1 Purposes and types of assessment that are used in training and education

Assessment is one of the processes of obtaining information that is used to make educational decisions such as curricular adequacy, giving feedback, identification of weaknesses and strengths and also to inform policy. 

Various types of assessment are there including informal and formal observations, pencil paper tests, oral questioning, qualitative analysis and others. Formative assessment is used for giving direction to both learner and teacher during teaching, while integrated assessment focuses on the development of competencies and skills among students (Kumar et al. 2018). Diagnostic assessment is intended to assess learners' previous knowledge.

The purpose behind assessment is to improve the experience of learning for both the students and the teachers. The assessment offers the teacher the scope of fostering skills-building among students. It can also be stated that assessment helps to sum up the achievement level as it access the effectiveness of the institutional strategy and demonstrates the understanding level of the learner (kipruto Morogo, 2022). Moreover, assessment helps to enhance the curriculum’s efficacy and trigger teaching effectiveness by reflecting on individuals teaching.

6.2 Analysis of assessment methods' effectiveness

Various methods of assessment are there that possess potential effectiveness in terms of fulfilling the learner's needs. Summative assessment is done regularly and internally in periods that help to cover a lesson in a specific time period. The effectiveness of this assessment relies on the providence of an opportunity for teachers to correct and check that all concepts are well grasped by learners or not.

Types of assessment method

(Source: created by learner)

In the contrast, a Diagnostic assessment is done with the aim of correcting the issue right after the occurrence of a problem. This way of intervention includes plenty of time and resources based and allow the learners to get effective knowledge (Chitiyo and Brinda, 2018). It is also effective in shaping the curriculum and has an effect on the student's motivation. Moreover, by adopting both assessments, teachers can emphasize the transmission of knowledge in a more creative and active way that boosts the learning experience in a positive way.

6.3 Use types of assessment methods

Peer assessment is the potential way to involve learners in the process of assessment and also ensure the covering of learners' needs as well. In this process, learners are enabled of taking responsibility for the work of their peers, which help to meet external and internal requirements thereby doing so learners are easily involved in the assessment. The concept of assessment also helps the learners assess their own performance and cover the low areas by reflecting upon their weakness and strengths. Additionally, the assessment is valid to measure the intended purpose, not against the determined objectives. In the context of meeting requirements assessment need to be authentic and sufficient.

6.4 Use of feedback and questioning

Both questioning and feedback are the fundamental part of good teaching that helps to check the understanding of the learner. In the way of formulating questions, Bloom's taxonomy needs to be followed for the purpose of generating the reasoning’s of higher-order. Furthermore, open-ended questions are suitable for eliciting fresh ideas regarding the concepts that contribute to the building of knowledge among students through brainstorming (Alsarawi, 2019). It also helps to engage learners in a dynamic way in which they can synthesize information’s and drag individuals' conclusions. It can be also stated that an effective questioning framework contributes most to the process of assessment through a pool of ideas, resolves conflict, brainstorming and better understanding. That makes the serving of educational material inspiration for both students and teachers.

6.5 Recording of outcomes of assessments

The assessment should adhere to both external and internal assessment records and specifications for the purpose of appropriate documentation and reporting. Learners should also be involved in the planning process in order to provide constructive feedback and discuss the development areas. It is important for the assessor to ensure the accuracy of the records and consider the arrangements for standardization (Aiello and Sharma, 2018). The recording of the assessment should also be available for verifiers and aligned with the quality improvement process. It comes under the responsibility of the assessors to select a suitable approach for storing and recording all of the information.

6.6 Communication of assessment information

The assessment information can be communicated with other professionals by using report cards, which include a detailed analysis of academic content. In order to communicate with others, I prefer to use the appropriate terminologies for assessment and focus on articulating the insightful meaning of results. In the process of communication, I should focus on avoiding jargon and use simple English for maximizing understanding of the others. In addition, I also should be in the position of explaining various methods' limitations to others in terms of retaining accuracy in the assessment.

Task 7: 

7.1 Analysis of core elements in delivering, planning, and assessing inclusive learning and training

Various core elements such as language, literacy, ICT skills and numeracy are required to demonstrate in delivering, planning, and also accessing inclusive learning. Language is needed to be analyzed throughout the process of teaching as it is a form of communication. In the area of lectures, instruction, debates, writing and other language is a medium of delivery (Adams et al. 2018). Literacy also needs to be demonstrated during the process of learning as without this writing is not possible in inclusive teaching. Furthermore, in the context of making a working scheme, numeracy is another element that has weight age in lesson planning, group discussions, calculation and other embolic way. ICT is also used in various ways in the environment of virtual learning in developed countries and makes the education process virtual.

7.2 Application of core elements

Teachers' understanding is required in terms of applying the core elements in their way of learning. Developing the core skills helps the individuals to consider the best way for students' growth (Duran, 2020). I believe that the application of core elements should be relevant and realistic in the aspect of the subject area. In order to carry out the activities of skill development, I think I need to be more imaginative and creative as well. In order to communicate, I need to focus on learners' areas of doubt along with their prior experience or knowledge. Timing is another vital parameter that is useful for effective applications. I also can use the ICT blended approach to learning to provide an understanding of the various concepts of marketing. Assignments also can be submitted in electronic media so that they can find easily. 

Task 8: 

8.1 Review of practice’s effectiveness in relation to inclusive learning and teaching

In order to deliver learning in an inclusive way, I think about carrying out an initial assessment in order to identify their views that in turn help the making of design appropriate to fulfill the objectives. In the way of my planning, I use a variety of classroom activities and also tried to apply various teaching styles by reflecting on the learner's opinion. I use the plan of individual learning while designing the curriculum and set up some SMART goals. That makes the whole learning effective for the learners. I also ensure that every learner can access equal opportunities to meet their needs. The time for feedback is also considered in my way of planning. Moreover, all of the above indicates an approach of student-centered that is capitalized by me to distinct the learner's needs and also at the same time provide motivation to them in learning.

In the area of strength, my ability to deliver understanding and be friendly while teaching is the core of my strengths. I have a lack of teaching with efficacy on short notice which can consider my weakness. On the other hand, I am also fortunate with the opportunity to apply my creativity in lesson planning. But sometimes due to a lacking of management ability all over the various activities, resulted ineffective in supporting learners.

8.2 Identification of improvement areas in practice

In the context of my own practice, I possess some areas that need to be improved to stay updated in professional qualifications. Taking part in the training practices may prove helpful for me. I need to be more aware of the current requirements that are changing continuously and also need to be sensitive to the student's demands. I also need to be more responsive to the resources and aligning of the core materials with my way of teaching. In the context of inclusive teaching, I should also focus more on the improvement of communication or interaction in the learning process. The building of an action plan can prove beneficial for me in terms of working on the lacking areas.

References

Journals

Adams, D., Harris, A. and Jones, M.S., (2018). Teacher-parent collaboration for an inclusive classroom: Success for every child. MOJES: Malaysian Online Journal of Educational Sciences, 4(3), pp.58-72.

Aiello, P. and Sharma, U., (2018). Improving intentions to teach in inclusive classrooms: the impact of teacher education courses on future Learning Support Teachers. Form@ re-Open Journal per la formazione in rete, 18(1), pp.207-219.

Alsarawi, A., (2019). A Process, Framework, and Set of Tools for Facilitating Co-Planning among Co-Teachers. International Journal of Whole Schooling, 15(2), pp.1-23.

Antropova, S., Poveda García-Noblejas, B. and Carrasco Polaino, R., (2021). Teachers’ Efficiency of CLIL Implementation to Reach Bilingualism in Primary Education. Revista Estilos de Aprendizaje/Journal of Learning Styles, 14(27), pp.6-19.

Chitiyo, J. and Brinda, W., (2018). Teacher preparedness in the use of co?teaching in inclusive classrooms. Support for Learning, 33(1), pp.38-51.

Erhel, S. and Jamet, E., (2019). Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes. Computers in Human Behavior, 91, pp.106-114.

Farashahi, M. and Tajeddin, M., (2018). Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations. The international journal of Management Education, 16(1), pp.131-142.

Ferreira, M., Martinsone, B. and Tali?, S., (2020). Promoting sustainable social emotional learning at school through relationship-centered learning environment, teaching methods and formative assessment. Journal of Teacher Education for Sustainability, 22(1), pp.21-36.

Florian, L. and Beaton, M., (2018). Inclusive pedagogy in action: getting it right for every child. International Journal of Inclusive Education, 22(8), pp.870-884.

Imants, J. and Van der Wal, M.M., (2020). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), pp.1-14.

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Book

McLeskey, J. ed., (2019). High leverage practices for inclusive classrooms. New York, NY: Routledge.

Duran, E., (2020). Teaching English learners in inclusive classrooms. Charles C Thomas Publisher.