Developing Teaching and Learning in Education and Training - Report Writing - Arts and Humanities Assignment Help

Assignment Task

Task A (Report) covering the Assessment Criteria of 1.1, 1.2 2.5 6.1

1.1 An analysis of the application of pedagogical principles. It should include andragogical and pedagogical principles.

Define Andragogy ( art of student centred teaching and learning) and discuss Andragogical principles, e.g intrinsic motivation, need to know, experience, Inclusive practice, learner centred approach, ownership of learning.

Define Pedagogy (art of Teacher centred teaching and learning) (cite and reference your source) and analyse the concept of Pedagogical principles by discussing the following points (ucl, 2022);

Analyse how you apply pedagogical principles?Use examples from practice to support your points and include the strength and limitation of each discussed principle.

Include at least 3 of the following points e.g concept of specialist knowledge, experiential learning (kolb`s learning cycle) , kinaesthetic principles (Gardner`s theory of Multiple Intelligences), multisensory models (hearing, touching, seeing, smelling, feeling, watching etc) , taxonomy of learning (Bloom), mastery learning, scaffolded learning (Bruner, Vygotsky ), actively engaging in learning process, shared outcomes

1.2 An evaluation of the effectiveness of the use of creative and innovative approaches when teaching

Evaluate the effectiveness of creative and innovation approaches in teaching in own specialist area.

(please make sure to use your own experience in teaching using (“I” form) and include strengths and limitations of each point)

Include at least 4 of the following points e.g learner centred, interactive, self-directed study, extension activities, project based, practical application and practice of skills, blended learning, flexible online learning, supported independent study, promoting collaborative working, peer teaching, activity- based learning.

2.5 An explanation of how your own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment.

Here, you need to start by defining inclusive practice

Explain what theories you use when planning for inclusive teaching and learning

Include at least 1 of the following points e.g. use of experiential learning (kolb) multisensory approaches (Gardner), mastery learning to develop skills (Bloom) learning styles (honey and Mumford)

What principle do you use in planning inclusive teaching and learning?

Promote equality and diversity

Access to learning

Differentiation opportunity

How do you plan communication to meet inclusive teaching and learning? (link to theory, principle, models)

Include at least 2 Communications e.g. adapting language ( key words are defined), recognising and addressing barriers , engaging learners in own communication.

How do you plan assessment to meet inclusive teaching and learning? (link to theory, principle, models)

Include at least 2 Assessment e.g. achievable targets (SMART target, bite size), individualised learning (adapted according to learners needs e.g the use of an individual learning plan, initial assessment, self assessment, self reflection), medal- and mission (Hattie), ownership of goals.

6.1 An analysis of ways in which minimum core elements can be demonstrated in planning, delivering, and assessing inclusive teaching and learning

Define minimum core (skill of life initiative, moser 1999) embed functional skills( literacy, language, numeracy, ICT) in all teaching and learning practice.

As a (specialism) teacher, how do you plan to embed minimum core?

Include at least 2 of the following points in Planning, e.g. embedded approaches , opportunities for actively involving learners, group activities

Explain the ways that you incorporate minimum core in your delivery and assessment

Include at least 3 of the following points in delivery, e.g. integrated activities,

(literacy, language, numeracy and ICT), meaningful activities, learner centred, individual research

Include all on assessing, e.g. making use of naturally occurring evidence, developing skills for the workplace.

Include at least 3 of the following points in delivery, e.g. integrated activities,

(literacy, language, numeracy and ICT), meaningful activities, learner centred, individual research

Include all on assessing, e.g. making use of naturally occurring evidence, developing skills for the workplace.

Task B (Investigative report) covering the Assessment Criteria of 3.1, 3.3

3.1 An analyse theories of behaviour management.

Define behaviour management

What are the factors that influence behaviour management?

Include at least 2 of the following points in Factors, e.g. previous experience, individual needs, threat (e.g lack of resources), fear of change, conflict

Analyse theories of behaviour management (include strengths and weaknesses on each theory)

Include at least 1 of the following theories e.g. Skinner (operant condition and positive reinforcement), Kounin model (class management),

Include at least 1 behaviour management through motivation e.g Maslow’s theory of needs, Herzberg Motivation theory

Include at least 1 behaviour management through communication e.g Transactional analysis (Berne) , Johari’s window

3.3 Explanation of how own practice is creating and maintaining a safe, inclusive teaching and learning environment taking account of theories of behaviour management.

As a teacher, how do you manage behaviour to ensure an inclusive teaching and learning environment?

Briefly explain how you manage group behaviours.

Include at least 2 of the following points to be considered e.g. respect and valuing each other, mixing skills and abilities, opportunities for working with others, peer teaching and behaviour agreement.

Briefly explain how you manage individual behaviour.

Include at least 2 of the following points to be considered e.g. ownership, individual involvement and choice, learning to learn, skill development, positive reinforcement and motivation.,

Task C

Attach: initial assessment for 2 learners

Attach : ILP for 2 learners

Attach: Scheme of Work (at least 8 weeks)

Attach: Lesson plans

Attach: session Observation

Attach: Learner feedback

Attach: formative and summative Tracking sheet

Attach: Worksheets, handouts, presentations

Task D (Reflective Account)

(4.5) Explain how your delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication.

include at least 4 on Communication models, e.g. appreciating the significance of language in the learning process, recognising and addressing barriers to communication, empowering the learner, two-way process.

□ Further guidance: Theories, principles, and models, e.g.: procedural v declarative knowledge (Anderson) –skills development (Gagne), situated approaches to learning (Lave and Wenger), scaffolding learning (Bruner/Vygotsky), constructivist approaches, knowing that/knowing how (Ryle), Inductive (Bruner) v deductive (Ausubel) approaches, competency-based models, learning as change in behaviour (Skinner), learner-based models (Dewey/Rogers), Formal v non- formal learning (Erraut) banking concept of education (Freire),

(5.5) Explain how your assessment practice has taken account of theories, models and principles of assessment. (Analyse theories, principles and models of assessment)[reflective]

Include at least 4 on Assessment theories, e.g., initial, or diagnostic, raining or learning needs analysis, standardised national assessment (OFqual), Regulated qualification framework (RQF) ; measure of skills, aptitude or knowledge; credible and compatible with learning programme, promoting learning MODELS may include competency and non-competency models, linkage between learning theory and assessment, assessment of, as and for learning, Black and Wiliam. PRINCIPLES may include reliability, validity, currency, authenticity, transparency, efficiency, sufficiency, developmental feedback, medals and missions.

Include at least 4 on Assessment practice, e.g. holistic or integrated, flexible, use to promote learning, learner ownership of achievement, embedded assessment opportunities, use of naturally occurring evidence, development of skills needed to support assessment.

(7.1) An evaluation of the effectiveness of own practices in planning, delivering and assessing inclusive teaching and learning using theories and models of reflection.

Include at least 4 on Models of reflections may include Moon, Gibbs, Donald Schön (1996), Kolb, Johns, and Brookfield. Reflection, e.g. as part of learning cycle, reflecting in and-on-action, Plan-Do-Review, evaluating and applying own learning from new situations, use of SWOT analysis to identify strengths and areas for improvement. Effectiveness, e.g. session evaluation, reflective journal or individual learning plan and formal self-appraisal review.

(7.2) An analysis of ways to improve the practice in planning, delivering, and assessing inclusive teaching and learning.

Include at least 3 on Own review of planning, e.g. fit-for purpose, time management, meeting goals, content coverage, skills opportunities, targeted.

Include at least 4 on View of others on delivering, e.g. formal and informal feedback from learners, tutor or mentor observation feedback, learner satisfaction survey, inspection. Make sure you use academic form of writing in your reflective account. This includes linking research coherently to their writing and using referencing, such as a bibliography, citing and quotes

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