Planning, Delivering And Assessing Learners In Own Specialist Area Assignment Sample

Planning, Delivering And Assessing Learners In Own Specialist Area

Introduction - Planning, Delivering And Assessing Learners In Own Specialist Area

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Task 1

Task A: Research Report

1.0 Introduction:

Teaching and learning training are the best observed sections in the education field to teach the students who are needed for the training to learn effectively. A role and responsibility of the teacher is to conduct the experienced and proper education to the students in any subject. This can be done by many areas of support with books, teaching materials, models, methods, etc. As a trainee teacher, it is the best place to serve education to the students and make a proper environment for teaching the significant grounds of skilled areas.

2.0 Discussion:

1. Role and relationship- As a trainee teacher in a DET course, the role and responsibility in education are the gross objectives for them. They are assigned to serve for the student teaching and the development in schools or colleges, and it is the most vital step in the education ground to prepare a student mentioning all the aspects of education. Teaching roles are far more decent than any profession, as it takes the duty to make the future of many generations (Gunawardhana 2020). Relationship in teaching and learning is the most important part of the education system where anyone is liable to the other in respect to learning. In account to the sharing, exchanging information, etc the relation between the teacher and learners must have to be very strong. Thus the teaching can be completed with the grace of teaching-learning techniques with beautiful trust relations. Again, the boundaries between the teacher and student are also a strategic portion of the educational system. Because it should be measured what kind of relation is good for the student and what level of teaching can be perfect that is mentioned in the teacher training course. Boundaries should be mentioned in every part of the teaching ground, because this helps to know the limit of engagement in education and interferes in students' education.

1. ILP- There is some assessment criteria to meet the education training and teaching the students properly. Individual learning goal is one of the best solutions to every student in their life to diagnose their capability of them, not only that, it also helps the teachers to find the features of their learning (Spasova, 2020). By the application forms, interviews, literacy and numeracy tests, teachers can understand the students’ stability in many grounds and assess them in various ways to form an effective learning outcome of their study. The use of individual learning planning is a mechanism to understand the student's ability and disability in learning. The strengths and weaknesses are the two important parts by which a person understands what they have to progress and what they have already positive in their life or learning. On the basis of detection, a student needs to know their loopholes that in future can be removed by the responsible interference of a teacher, so this ILP can help in many aspects of the learning process.
2. Referral points and importance of IFL- There are different kinds of students who are in great need of various things like support, advice, counseling, learning needs, etc. The study support among the students, who are not easily read and write, is very important, because of diseases like dyslexia, dyscalculia, ESOL etc. Also the financial and mental support is relevant on the grounds of education to the students, as all are not same in financial and mental approach (Evmenova, 2018). Counseling is mostly needed in the confusion of the students who can’t properly decide their own things, fail all the time and mentally distressed. There are legislations and codes of practices within the area of education and teaching, that strongly prefer the ground of responsibilities and duties to the own skilled areas. The generic legislations a included the health and safety, data protection, and safeguarding. As a teacher, the area of this conduct must be maintained and improved with the data protection of the students, health and safety actions within the teaching areas and safeguarding the students who are the innocent learners in the institutions (Darby, 2019). The institute for learning includes the codes of practice which are controlled by the legislative part of the education by the authorities.

3.0 Conclusion:

Teachers have the main responsibility to inculcate the right attitude and positive behaviors among students. Right training could enhance the progress of students and build up a proper environment for teaching. Various students have different learning styles, so it is the responsibility of students to understand which learning style is preferable to them. Counseling sessions should be conducted on a regular basis to provide assistance to students. Educators should improvise the techniques of teaching and learning to develop healthy relationships with the students. In order to understand the ability of students, learning planning should be implemented in the course module.

 References

Journals

Darby, F., 2019. How to be a better online teacher. The Chronicle of Higher Education.

Evmenova, A., 2018. Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, 4(2), pp.147-171.

Gacs, A., Goertler, S. and Spasova, S., 2020. Planned online language education versus crisis?prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), pp.380-392.

Gamage, K.A., Silva, E.K.D. and Gunawardhana, N., 2020. Online delivery and assessment during COVID-19: Safeguarding academic integrity. Education Sciences, 10(11), p.301.

 Task 2

Task B: Investigation Report

1.0 Introduction

Becoming an effective teacher or practitioner, the skill set or practices in the education field are undoubtedly significant to the students. Throughout the career of the students, the training can be the trump card to every teacher in teaching and learning throughout the life. The skill set required in the teacher is very intelligently structured in the education training and learning. There are much significance of the teaching and training process and student learning, because a perfect teaching and teacher can enhance the whole environment of sturdy and student development. Throughout the entire process of teaching, the practitioners in education are the application personnel’s who imbibed the entire curriculum into the teaching methods.

2.0 Discussion

1. Importance of learner’s need and implementation- There are many kinds of learners who need various things during their education and learning from the teachers. By the initial assessment, planning and deliverance of the strategic planning, they handled the student within the preview of education (Gross et al 2019). Learning planning are the most innovative planning to the teaching and students’ learning. By the inclusion of reviews of the students and their studies, target setting for the learning & teaching and making adjustments with the teaching criteria’s and student interests are all the creative plans to meet the learner’s need that is highly demanded by them. To implement the plan, they need to understand the learner’s capacity, differentiate the students on the basis of their ability, inclusivity, their preferences in studies and styles of teaching according to their interests. By this process, they can benefit from the learners’ experience and the teaching process.
2. Ways of adapting the strategies- There are several ways of adaptation of the teaching and learning plans among the students or an individual. The activities in the institutions or in tuitions, are the strategic ways to implement any planning to the teaching and learning process. The resources such as books, models of learning, the colored articles and the theories can be very effective for the implementation of the planning. The other area is assessment and it is the important area which can directly analyze the interest, capability, problematic areas etc of the student. This process of assessment of an individual can help understanding the better solution of their problems. The strategies which must be implemented are decided with the analysis of the ways of the educational field. The needs of the learners must be met with the execution of the strategic planning that has to be adapted by the teachers and professionals during teaching.
3. Significance of constructing behavior and values- An educational institution can promote a student’s behavior and attitude with their best treatment for the rest of their life. Behavioral training and respectful to others are the most criteria of proper teaching. The ways to develop the behavior and the training of their attitude is the training material of the trainee teachers who will be the next future teaching asset. There are many rules and regulations available that help to construct the behavior of the students in the institutions (Huang et al 2020). The ground rules by obeying teachers, respecting others, keeping peace in the institutions and don’t quarreling- these are the general regulations that an institution and teacher have to teach their students. The awareness of maintaining the boundaries in the teaching and learning area are the most important factors that safeguard the students who are a little arrogant and aggressive. To teach those values and equality can be the best way to teach them the real meaning of education. A teacher can have the power to teach the values and morals of life throughout the education system. Gender equality, culture and language equality, working pattern understanding are the most important factors that are teacher by the students. This process can be done by understanding the learning needs of the student and each style of learning.
4. Types of assessment in training and education- There are some assessment types in education and training which are very important to construct a student’s career. Among the types, the initial, diagnostic, formative, summative, formal & informal and self-assessment are the most important factors that keep an effect in the education and learning areas (Kaden 2020). The initial stage covers the detection grounds of the students with the problems; again the diagnostic type includes the solution to the problem which may affect the students' learning. Formative and summative styles depicted the graph of the assessment and the entire process of the learning styles respectively. In the formal way of learning and teaching evolves in the higher areas of study and the informal ways of assessing the areas covers the student’s mental understanding. A student is always in need of frank behavior from their teachers, because this is the best way to obey them without anger. Also, self-assessment is the best way to solve issues regarding teaching and training. Education can be better with the help of self-assessment of any individual.

3.0 Conclusion 

The principles of planning and delivering learning are very critical to effective classroom practice. It would help in comprehending the learning practices in a proper manner. It also helps in identification where disruption can occur in the learning process. All students have a unique style of learning and educators must focus on each student's learning style. Feedbacks collected from students must be evaluated to provide effectiveness in the teaching practices. Effective training programs help educators to promote the behavior of students in a positive manner. The curriculum should be revised to broaden the teaching methods and ensure that the teaching practices are aligned to meet the sole purpose of the institution. This would help to develop a healthy learning environment and students would remain motivated and urged to learn a new skill set.

 Reference List

Journals

Gross, B. and Opalka, A., 2020. Too Many Schools Leave Learning to Chance during the Pandemic. Center on reinventing public education.

Huang, R.H., Liu, D.J., Guo, J., Yang, J.F., Zhao, J.H., Wei, X.F., Knyazeva, S., Li, M., Zhuang, R.X., Looi, C.K. and Chang, T.W., 2020. Guidance on Flexible Learning during Campus Closures: Ensuring course quality of higher education in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.

Jenkins, D., Brown, A.E., Fink, J., Lahr, H. and Yanagiura, T., 2018. Building Guided Pathways to Community College Student Success: Promising Practices and Early Evidence from Tennessee. Community College Research Center, Teachers College, Columbia University.

Kaden, U., 2020. COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education Sciences, 10(6), p.165.

Klimova, A., Bilyatdinova, A. and Karsakov, A., 2018. Existing teaching practices in augmented reality. Procedia Computer Science, 136, pp.5-15.

 Task 3

Task C: Portfolio of teaching evidence

2.3 Methods of initial and diagnostic assessments for individual learning goals

Initial assessment is a critical process which is important for the learners prior to starting any course. As a teacher this is very imperative for the tutor to understand whether the learner is on the current course and that also makes an idea for the teacher that how much that learner needs the support of the teacher (Kourgiantakis et al. 2019). This also helps to know about the learner’s previous performance to know their eligibility. This stage can be carried out by documentation of previous reports and sometimes by conducting an entrance test prior to getting into any particular course.

2.4 Learners individual learning goals:

Learning goals of individual learners can be achieved through solving some queries about students and how effectively they study. This can be accessed by conveying curriculum based tests for monitoring. Critical observation of their learning progress and if any difficulty is identified then direct interaction is also carried out. Different frequent evaluation helps them to evaluate them on a learning scale (Martin et al. 2019). Through formative assessment the progress of learners and their feedback helps to know as a teacher how the teaching process can be modified for helping them to achieve learners' goals individually.

3.1 Scheme of work:

There are both internal and external factors and that influence each other to determine the learning quality. The internal factors such as human factors, talent, intelligences, interests and the external factors are the environment in school and family. On the basis of those factors-

1. Learners who perform well enough should be encouraged more to learn new things that make their concept more intense.
2. Learners who have a good intelligence level but not perform that much well need to motivate themselves towards study by making it more interesting for them.
3. Learners who are talented enough in any activity as a teacher this is part of their duty to encourage them for their abilities.
4. Learners who did not have an proper environment to study in their resident place but learner is eager to know more but lack of proper environment is the main cause for them which defeats them from meeting their target, they need to provide proper study environment in school as at library with extra study time in library or can helped out by giving him/her extra classes with personal care.

This way a learner can benefit from those schemes by providing them more opportunities to grow within a proper learning environment.

3.2 Learning plan design

Pl/ No.	Steps	Individual needs and goals for all learners	Curriculum requirements
1	Determination of sectors needs to be learn	What learners already know and what they need to know.	Lesson planning, conducting assessments to know how much they learned
2	Make target points with achievable goals	Learners who are attentive and who have a lack of interest both benefited by making learning objectives.	Short term learning goals in each session help learners to make important long term goals which suit their interest and personalities.
3	Lets learner choose how they willing to learn	How a learner willing to learn things by which process because some wants to learn from book, some from practical and audio visual demonstration and some like to make notes while taking their lessons.	Making audio video study with classroom lectures.
4	Frequent assessment and evaluation	Students who remain unproductive and students who actively engage in regular assessments both needs to be encouraged to track their own progression.	Frequent assessment for evaluation after particular time intervals and comparing the reports with the previous reports and good grades encourage them to maintain this in every assessment.
5	Progress tracking in students portfolio	This is cumulative progress for each individual rather than instant occurrence. This makes them able to see and track their progress.	Speaking about their achievements, commend on their achievements, making individual learner’s portfolio and making regular updates.
6	One-on-one conversation with learner	Learners face problems to meet their goals.	Relevant feedback generation on their assessments, redefining their learning goals, providing guidance to make their targets but not need to make decisions on behalf of them.
7	Encourage learners to make collaborations	Learners some have good ability in group learning and some are more self centered. This helps them to work under a particular environment by making a team.	Making more teamwork assessments or programs and achievement of goals with team

Table 1: Design of learning plan

(Source: self made)

3.5 Learners feedback:

After compilation of any assessment the feedback of learners for teachers and that is mostly left out (McDougall et al. 2018). As a teacher, taking learner’s feedback is equally important as giving them feedback. Feedbacks from individual learners through asking some questions by generating any feedback from offline or in virtual media can help them to make their opinions. From these feedbacks a teacher can access the learner's perspective according to the teaching. They can access the place of improvements by encouraging the learners to give true feedback.

4.3 Establishment of safe and inclusive learning environment:

This is important for learners to feel welcome in a safe and inclusive learning environment as it gives a comfortable space to them where they feel much confident and learn to respect others' comfort values (Munro et al. 2018). This is a concept of making a place welcoming for all learners beyond their culture, background, religions and races in an inclusive learning environment. Learners become confident about whom they are, build kindness and empathy, learn to collaborate, equal opportunity to learn and so on. 

5.5 equality and diversity of values in teaching:

Diversity and equality or multiculturalism is the idea of accepting and promoting the difference between learners. Individual learners should be treated equally beyond their race, age, gender, religion and disabilities (Musa et al. 2018). Diversity recognizes and responds respectfully to the differences which involve creating an all inclusive atmosphere. This is essential for both the teachers and learners.

5.6 Inclusive teaching and learning approach and resources including technology:

Inclusive teaching and learning approaches play an important role which supports the idea of inclusive learning that is advantageous for all learners. Inclusive learning meets the criteria of equality and diversity in the learning environment and this also includes assistive technology that focus on rehearsing learning (Nagro et al. 2019). There is different software available that helps the learners to understand what they learn in the class in a more elaborate way.

5.7 communications with learners and learning professionals to meet individuals need:

Other learning professionals and different individuals need to be involved in encouraging learners on their achievements. 

6.3 Used type and assessment method:

• Learners involvement in assessment:

Different school age learners get involved in this assessment.

• Meet learners individual needs:

All schemes are designed for individual types of students and the scheme helps to make improvements for all category learners.

• Enable learners to produce assessment:

 Frequent assessment for evaluation after particular time intervals and comparing the reports with the previous reports and good grades encourage them to maintain this in every assessment.

• Meet internal and external requirement of assessment:

There are both internal and external factors and that influence each other to determine the learning quality (Nordmann et al. 2020). The internal factors such as human factors, talent, intelligences, interests and the external factors are the environment in school and family. Strategies can satisfy both the internal and external factors of requirement in effective learning.

6.4 Assessment questioning for feedback:

1. Can learners regularly attend classes?
2. Can they regularly be admitted to their home assessments and class assessments?
3. Do the class assessments help them to solve their queries in exams?
4. Are they able to write their assessments in exams from what they learn in class?
5. Does syllabus be completed within a particular time limit?
6. Do teachers do enough and demonstrate while teaching any lesson?
7. Do teachers encourage them to acquire more knowledge?
8. Do teachers help them individually solve their problems?

6.5 outcome of assessment to meet the internal and external:

Learners who perform well enough should be encouraged more to learn new things that make their concept more intense. Learners who are talented enough in any activity as a teacher this is part of their duty to encourage them for their abilities who did not have an proper environment to study in their resident place but learner is eager to know more but lack of proper environment is the main cause for them which defeats them from meeting their target , they need to provide proper study environment in school as at library with extra study time in library or can helped out by giving him/her extra classes with personal care.

6.6 assessment information communication to other professionals with interest in achievement of learner:

On the achievement of any learner other learning professionals and main learners need to gather and should convey a reward program for the success of learners that encourage them for the future.

7.2 minimum core element applications in planning, delivering and assessing inclusive learning and teaching:

The minimum core elements that need to make this successful learning scheme is to make a time based assessment study by making small achievable goals. Encourage learners for their success and that also encourages others (Panadero et al. 2019). Reward programs and giving a token of appreciation on success can also help to make a progressive learning behavior.

Task D: Personal analysis

The segment will aim to perform the analysis that has been observed by me throughout the model. The analysis will be divided into various sections and each section will be responsible for evaluating individual sections. The upcoming paragraph will help to understand my viewpoints on meeting individual needs of the learners.

I feel that the duty of a teacher will be to adopt a personalized learning process and thus the queries and problems of all the individuals will be solved efficiently. The students will be motivated and attracted towards studies (Panyajamorn et al. 2018). The adoption of the VARK model of learning may be beneficial for the teachers and thus the requirements will be met. The implementation of motivation can also be beneficial for the learners. All students do not have the same quality and merit. So motivating them will be crucial and thus all the learners will gain interest. The next paragraph will aim to make the discussion on the advantages and the limitations of various techniques of communication.

An efficient mode of communication is crucial and thus the teachers must concentrate on this module. Communication can be made better with the adoption of various models and techniques. The application of medium and ICT can also be beneficial for the learners. The mode of communication should be smooth and fluent (Pardo et al. 2018). From my own experience as a learner in the past I can say that the adoption of this particular technique can motivate various students and thus the result will be visible. The implementation of an interactive learning environment helps a student to learn efficiently and thus the learning method will be efficient and well organized. The upcoming section will help to analyze and observe the application of resources and assignments in making personalized learning better.

The role of assignments and resources has been crucial in the past and with the evolution of time the techniques have also improved. The analysis and the evaluation of assessments have proved to be crucial and thus the application of innovative techniques has been done. The mode of assignment has changed and learners can solve the assignments through digital mediums in recent times. This has helped the learners to be more comfortable with the study pattern and I feel that this has a huge role to play in the success of a student. But I feel that the diversity may be improved with the application of modern technology and thus the assessment evaluation will be more efficient and well organized (Saykili 2018). The importance of assignments and assessment should be considered and they should be made more inclusive. The application of various digital mediums can be made and the implementation of new techniques can also be done.

I feel that the inclusive teaching and learning process can be the entire innovative area of coverage for the education system. A teacher needs to be skillful in every aspect of teaching whether it is subject, mental teachings or practical teachings. The core skills can be enhanced by the self-assessment process and by this process, a student will completely benefit with the grace of effective learning and knowledge. The literacy skills, numeracy and ICT skills are the best to inherit in the core area of the training by the teachers in presenting the best education to the student.

Task E: Evaluation

The learning approaches utilized are cooperative learning, learning based on inquiry, graphic representation, technology utilization and the modalities presented in the VARK. This is a great criterion which allows new teachers to gain the training methods and develop new skill sets. It also brings in engagement in the quality of the control process in the starting phases along with reflecting on the feedback collected from various students. It would help in the creation of an elevated amount of skills which include thinking, development of social interaction, building of self confidence, and expansion of maintenance in students. From various feedback collected from students, it is observed that students prefer assistive technology to get an opportunity to present their views in front of everyone. Learning approaches can be adapted to meet the requirements of the learners.

In the learning and teaching process of the training, there are some areas that have to be improved by the practice of plan, delivery and assessment. For strategic planning, the teacher needs to understand the student’s perspectives from their point of view; they need to plan the unique style of teaching with the colors and attractive things which will be easily caught by the students (Yurtseven et al. 2020). For the delivering of the teachings to the students, they need to conduct a clear auditoria ground in the classroom and places that can be the soothing sound to the ear of an individual. The assessment process of the students and the teachers in education must be improved, because the proper study sometimes are not delivered. The issues related to the education delivery and planning must be reduced by the assessment process with interviews and questionnaires.

Reference List

Journals

Kourgiantakis, T., Sewell, K.M. and Bogo, M., 2019. The importance of feedback in preparing social work students for field education. Clinical Social Work Journal, 47(1), pp.124-133.

Kourgiantakis, T., Sewell, K.M., Hu, R., Logan, J. and Bogo, M., 2020. Simulation in social work education: A scoping review. Research on Social Work Practice, 30(4), pp.433-450.

Martin, F., Budhrani, K., Kumar, S. and Ritzhaupt, A., 2019. Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), pp.184-205.

McDougall, J., Zezulkova, M., Van Driel, B. and Sternadel, D., 2018. Teaching media literacy in Europe: evidence of effective school practices in primary and secondary education, NESET II report.

Munro, V., Morello, A., Oster, C., Redmond, C., Vnuk, A., Lennon, S. and Lawn, S., 2018. E-learning for self-management support: introducing blended learning for graduate students–a cohort study. BMC medical education, 18(1), pp.1-8.

Musa, A., Shaheen, S., Elmardi, A. and Ahmed, A., 2018. Item difficulty & item discrimination as quality indicators of physiology MCQ examinations at the Faculty of Medicine Khartoum University. Khartoum Medical Journal, 11(2).

Nagro, S.A., Fraser, D.W. and Hooks, S.D., 2019. Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), pp.131-140.

Nordmann, E., Horlin, C., Hutchison, J., Murray, J.A., Robson, L., Seery, M.K. and MacKay, J.R., 2020. Ten simple rules for supporting a temporary online pivot in higher education. PLoS Computational Biology, 16(10), p.e1008242.

Panadero, E., Broadbent, J., Boud, D. and Lodge, J.M., 2019. Using formative assessment to influence self-and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education, 34(3), pp.535-557.

Panyajamorn, T., Suanmali, S., Kohda, Y., Chongphaisal, P. and Supnithi, T., 2018. Effectiveness of E-Learning Design in Thai Public Schools. Malaysian Journal of Learning and Instruction, 15(1), pp.1-34.

Pardo, A., Bartimote, K., Shum, S.B., Dawson, S., Gao, J., Gaševi?, D., Leichtweis, S., Liu, D., Martínez-Maldonado, R., Mirriahi, N. and Moskal, A.C.M., 2018. OnTask: Delivering data-informed, personalized learning support actions. Journal of Learning Analytics, 5(3), pp.235-249.

Rubens, A., Schoenfeld, G.A., Schaffer, B.S. and Leah, J.S., 2018. Self-awareness and leadership: Developing an individual strategic professional development plan in an MBA leadership course. The International Journal of Management Education, 16(1), pp.1-13.

Saykili, A., 2018. Distance education: Definitions, generations and key concepts and future directions. International Journal of Contemporary Educational Research, 5(1), pp.2-17.

Yurtseven Avci, Z., O'Dwyer, L.M. and Lawson, J., 2020. Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), pp.160-177.