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Level 5 Diploma in Education and Training
Unit: 501: Developing teaching, learning, and assessment in education and
training
Assignment Brief
| Cohort Detail | April 2022 |
| Unit Number and Title | Unit 501: Developing teaching, learning, and assessment in education and training |
| Academic Year | 2022/2023 |
| Unit Module Leader | Pamela Patten |
| Issue Date | 31.10.2022 |
| Submission Date | 05.12.2022 |
| Unit relationship to NOS | This unit is underpinned by the overarching professional standards for teachers, tutors, and trainers in lifelong learning. |
| Unit Aim | The purpose of the unit is to provide the learner with knowledge, understanding, and skills relating to developing teaching, learning, and assessment in education and training. It includes investigating practice in own area of specialism, applying theories, principles, and models of learning, communication, and assessment in relation to planning, delivering and assessing inclusive teaching and learning |
| Submission Format | |
| The submission is formal written assignments in the form of reports, a portfolio of teaching, and a reflective account. This should be written in a concise, formal business style using 1.5 spacing and font size of 12. Preferably you can use Arial or Calibri font style. You are required to make use of headings, paragraphs, and subsections as appropriate and ensure that the report is justified and aligned. You need to bold the headings and subheadings, add page numbers and a clear task and evidence title needs to be given throughout the written assignments. You need to submit your assignments in MS Word format. You need to proofread the assignments for any spelling, grammar, and function errors. You may use digital proofreading such as Grammarly. You may wish to sign up for a free Grammarly account. www.grammarly.com |
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| You must avoid using American spellings in your assignments or in any written work. You are required to use British spellings only. You can use the following link to see the difference as an example: http://www.tysto.com/uk-us-spelling-list.html All tasks must be produced in a professional academic writing style and should include evidence of your research with references. This includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes. You are required to submit original work without plagiarism, and you need to reference your work where required. You are suggested to use Harvard referencing style. You may wish to read the information on the link given: https://www.scribbr.co.uk/referencing/harvard-style/ |
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| Unit Learning Outcomes | ||||||||||||||||
| 1. Be able to investigate practice in own area of specialism 2. Be able to apply theories, principles, and models of learning, communication, and assessment to planning inclusive teaching and learning 3. Be able to apply theories of behaviour management to creating and maintaining a safe, inclusive teaching and learning environment 4. Be able to apply theories, principles, and models of learning, communication, and assessment to delivering inclusive teaching and learning 5. Be able to apply theories, models, and principles of assessment to assessing learning in education and training 6. Be able to implement expectations of the minimum core in planning, delivering, and assessing inclusive teaching and learning 7. Be able to apply theories and models of reflection and evaluation to the evaluation of own practice in planning, delivering, and assessing inclusive teaching and learning |
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| Assignment tasks and guidance |
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| Task A- Report |
| Report relating to your own area of specialism Write a report in which you: a) analyse the application of pedagogical principles (ref. 1.1) ➢ analysed the application of the pedagogical principles. It should include andragogical and pedagogical principles. This may include theories from Piaget, Bruner, and Vygotsky b) analyse ways in which minimum core elements can be demonstrated in planning, delivering, and assessing inclusive teaching and learning (ref. 6.1) ➢ analysed ways in which minimum core elements can be demonstrated in planning, delivering, and assessing inclusive teaching and learning c) evaluate the effectiveness of the use of creative and innovative approaches (ref. 1.2) ➢ evaluated the effectiveness of the use of creative and innovative approaches d) explain how your own practice in planning inclusive teaching and learning has taken account of theories, principles, and models of learning, communication, and assessment. (ref. 2.5) ➢ explained how own practice in planning inclusive teaching and learning has taken account of theories, principles and models of learning, communication and assessment. THEORIES may include behaviourism, cognitivism, constructivism, humanism. MODELS may include pedagogy and andragogy. LEARNING PREFERENCES may include Kolb, Honey and Mumford, Gardiner, Fleming NOTE: You are expected to present your report in a professional academic writing style. You are expected to draw on their literature review and proposal to carry out their investigation. It is envisaged that the report would have an estimated word count of approximately 750 – 1000 words, equivalent to 3-4 pages. The word count does not include the bibliography. An academic form of writing includes linking research coherently to your writing and using referencing, such as a bibliography, citing and quotes. |
| Task B- Investigative report |
| Undertake investigations that enable you to: a) analyse theories of behaviour management (ref. 3.1) ➢ analyse theories of behaviour management. This may include Skinner, Kounin, and Rogers. Reference could be made to Vizard and Dix. Reference can be made to models of transactional analysis, Johari, positive reinforcement, nonconfrontational approaches. |
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| b) explain how your own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management. (ref. 3.3) ➢ explained how own practice in creating and maintaining a safe, inclusive teaching and learning environment has taken account of theories of behaviour management. This may include respect, confidentiality, safe and secure environment. NOTE: The report should demonstrate an understanding of how different aspects of their reading links coherently to the assessing role. You need to employ an academic form of writing which includes linking research coherently to your writing and using referencing, such as a bibliography, citing, and quotes. It is envisaged that the investigative report would have an estimated word count of 500 – 750 words, equivalent to 2-3 pages. |
| Task C- Portfolio of teaching evidence |
| In your teaching portfolio, provide evidence that you have: a) used initial and diagnostic assessments to agree on learners’ individual goals and learning preferences (ref. 2.1) b) devised a scheme of work taking account of: • the needs of learners • the delivery models • internal and external requirements (ref. 2.2) c) designed teaching and learning plans which take account of: • the individual goals, needs, and learning preferences of all learners • curriculum requirements (ref. 2.3) d) identified opportunities for learners and others to provide feedback to inform inclusive practice (ref. 2.4) e) established and sustained a safe, inclusive learning environment (ref. 3.2) f) designed resources that: • actively promote equality and value diversity • meet the identified needs of specific learners (ref. 4.1) g) demonstrated flexibility and adaptability in the use of inclusive teaching and learning approaches and resources, including technologies, to meet the needs of individual learners (ref. 4. 2) h) demonstrated ways to promote equality and value diversity in own teaching (ref. 4.3) i) designed assessments that meet the individual needs of learners (ref. 5.1) |
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| j) demonstrated flexibility and adaptability in using types and methods of assessment to meet individual learning needs and assessment requirements (ref. 5.2) k) demonstrated the use of assessment data in: • monitoring learners’ achievement, attainment, and progress • setting learners’ targets • planning subsequent sessions • recording the outcomes of assessment (ref. 5.3) l) applied the minimum core elements in planning, delivering, and assessing inclusive teaching and learning. (ref. 6.2) m) You should also provide evidence that you have: m) communicated with learners, learning professionals, and others to meet individual learning needs and encourage progression (ref. 4.4) n) communicated assessment information to other professionals with an interest in learner achievement. (ref. 5.5) Guidance: It is anticipated that the portfolio of teaching evidence will be assessed using a number of different assessment methods which should include observation, personal accounts, and product evidence. Please note that there is a requirement to observe and assess practice in this task. |
| Task D- Reflective account |
| Produce a reflective account in which you: a) explain how to own delivery of inclusive teaching and learning has taken account of theories, principles, and models of learning and communication (ref. 4.5) ➢ explained how their delivery of inclusive teaching and learning has taken account of theories, principles and models of learning and communication b) explain how your own assessment practice has taken account of theories, models, and principles of assessment (ref. 5.5) ➢ explained how their assessment practice has taken account of theories, models and principles of assessment. 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 c) evaluate the effectiveness of own practice in planning, delivering, and assessing inclusive teaching and learning using theories and models of reflection (ref. 7.1) |
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| ➢ evaluated the effectiveness of own practice in planning, delivering and assessing inclusive teaching and learning using theories and models of reflection. Models of reflections may include Moon, Gibbs, Donald SchÖn, (1996), Kolb, Johns and Brookfield. d) analyse ways to improve own practice in planning, delivering, and assessing inclusive teaching and learning. (ref. 7.2) ➢ analysed ways to improve their practice in planning, delivering, and assessing inclusive teaching and learning Guidance: Your reflective account should be presented in a professionally written format. It is envisaged that the report would have an estimated word count of approximately 750 – 1000 words, equivalent to 3-4 pages. The word count does not include the bibliography. |
| Recommended Resources Please note that the resources listed are examples for you to use as a starting point in your research – the list is not definitive. |
| ▪ Weston, C. (2013). Five principles of pedagogy https://edtechnow.net/2013/05/12/pedagogy/ ▪ Nind, M. & Lewthwaite, S. (2015). Principles for effective pedagogy – NCRM quick start guide https://eprints.ncrm.ac.uk/id/eprint/3766/1/principles_for_effective_pedagog y_QuickStart.pdf ▪ First LWL Project (2020). The First Learning Without Limits Project: Key Ideas and Principles https://learningwithoutlimits.educ.cam.ac.uk/about/key.html ▪ Pedagogy in Action (n.d.). Teaching Methods. https://serc.carleton.edu/sp/library/pedagogies.html ▪ Orr, K. and Robinson, D. (2013). What is vocational pedagogy and who is it for? http://eprints.hud.ac.uk/id/eprint/18762/ ▪ Lucas, B., Spencer, E. and Claxton, G. (2012). How to teach vocational education: A theory of vocational pedagogy. http://www.skillsdevelopment.org/PDF/How-to-teach-vocational education.pdf ▪ Smith, M. K. (1996; 1999, 2010) ‘Andragogy’, the encyclopedia of informal education. ▪ https://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about adult-learning/ ▪ Caruso, S. (2010). Malcolm Knowles and the Six Assumptions Underlying Andragogy. |
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| ▪ https://hrdevelopmentinfo.com/malcolm-knowles-and-the-six-assumptions underlying-andragogy/ ▪ Kurt, S. (2020). Andragogy Theory – Malcolm Knowles. [online] Educational Technology. ▪ https://educationaltechnology.net/andragogy-theory-malcolm-knowles/ ▪ Center for Excellence in Learning and Teaching (n.d.). 14 Creative Ways to Engage Students • Center for Excellence in Learning and Teaching • Iowa State University https://www.celt.iastate.edu/teaching/teaching-format/14-creative-ways-to engage-students/ ▪ Harvard University (2020). ablconnect. (An online database of active learning efforts in post-secondary classrooms) https://ablconnect.harvard.edu/ ▪ Center for Excellence in Learning and Teaching 226 Active Learning Techniques. https://www.celt.iastate.edu/wp content/uploads/2017/03/CELT226activelearningtechniques.pdf ▪ Shulman, R.D. (2018). 10 Ways Educators Can Make Classrooms More Innovative. [online] Forbes. https://www.forbes.com/sites/robynshulman/2018/11/19/10-ways-educators can-make-classrooms-more-innovative/ ▪ Department for Education (2019). Realising the Potential of Technology in education: a Strategy for Education Providers and the Technology Industry. https://assets.publishing.service.gov.uk/government/uploads/system/upload s/attachment_data/file/791931/DfE-Education_Technology_Strategy.pdf ▪ Nutt, J. (2010). Professional educators and the evolving role of ICT in schools Perspective report. https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/fil es/63/6354cb73-1341-4a78-b643-aae6e5f4c554.pdf ▪ OECD (2015). Students, Computers and Learning: Making the Connection https://read.oecd-ilibrary.org/education/students-computers-and learning_9789264239555-en ▪ Mcleod, S. (2020). Jean Piaget’s Theory of Cognitive Development. https://www.simplypsychology.org/piaget.html ▪ Mcleod, S. (2019). Bruner – Learning Theory in Education https://www.simplypsychology.org/bruner.html ▪ Mcleod, S. (2020). Lev Vygotsky’s sociocultural theory. https://www.simplypsychology.org/vygotsky.html ▪ Smith, M. K. (1997, 2004, 2014) ‘Carl Rogers and informal education’, The encyclopedia of pedagogy and informal education. https://infed.org/mobi/carl-rogers-core-conditions-and-education/ ▪ Ofsted (2019). Education inspection framework 2019. https://assets.publishing.service.gov.uk/government/uploads/system/upload |
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| s/attachment_data/file/772056/School_inspection_update_- _January_2019_Special_Edition_180119.pdf ▪ Gould, J. (2009) Learning theory and classroom practice. Exeter: Learning Matters. ▪ Gould, J. and Roffey-Barentsen, J. (2014) Achieving your Diploma in Education and Training. London: Sage. ▪ [Online] Available from: www.learning-theories.com ▪ [Online] Available from: www.infed.org/mobi/learning-theory-models product-and-process ▪ [Online] Available from: www.learningandteaching.info ▪ [Online] Available from: www.simplypsychology.org ▪ [Online] Available from: www.excellencegateway.org.uk ▪ Learning and Skills Improvement Service (2012). Effective practice guide to initial and diagnostic assessment | Excellence Gateway. https://www.excellencegateway.org.uk/content/eg5378 ▪ Desautels, L. (2014). Addressing Our Needs: Maslow Comes to Life for Educators and Students. https://www.edutopia.org/blog/addressing-our-needs-maslow-hierarchy-lori desautels ▪ Kline, T. (2019). Applying Maslow’s Hierarchy of Needs In Our Classrooms. http://www.changekidslives.org/actions-4 ▪ Kurt, S. (2020). Maslow’s hierarchy of needs in education. https://educationlibrary.org/maslows-hierarchy-of-needs-in-education/ ▪ Dix, P. (2007) Taking care of behaviour – practical skills for teachers. Harlow: Pearson Education. ▪ Petty, G. (2004) Teaching Today. 3rd Ed. Cheltenham: Nelson Thornes. ▪ Pike, B. and Arch, D. (1997) Dealing with difficult participants. San Francisco: Jossey-Bass. ▪ Vizard, D. (2007) How to manage behaviour in further education. 2nd Ed. London: Sage Publications. ▪ Petty, G. (2009) Teaching Today. 2nd Ed. Cheltenham: Nelson Thornes. ▪ Department for Education (2014) Equality Act 2010: advice for schools https://www.gov.uk/government/publications/equality-act-2010-advice-for schools ▪ Disability Equality in Education www.worldofinclusion.com/inclusion_education.htm ▪ Equality and Diversity Forum (Equally Ours) www.edf.org.uk ▪ West, R. (2010) Understanding Interpersonal Communication: Making Choices in Changing Times. Boston, MA: Wadsworth, Cengage Learning. |
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| ▪ SKILLS YOU NEED (2011). What is Communication? https://www.skillsyouneed.com/ips/what-is-communication.html ▪ Black, P. and Wiliam, D. (1998) Assessment and classroom learning. Assessment in Education, 5 (1), 7–74. ▪ Ruth Dann (2014) Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice, Assessment in Education: Principles, Policy & Practice, 21:2, 149-166, DOI: 10.1080/0969594X.2014.898128 ▪ Wiliam, D. (2006). Assessment for Learning: why, what and how. https://www.dylanwiliam.org/Dylan_Wiliams_website/Papers_files/Cambridg e%20AfL%20keynote.doc ▪ Gibbs, G and Simpson, C. (2004) Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education vol.1 pp.3-31. ▪ Gipps, C. (2002), Beyond Testing. Oxon: Routledge. ▪ Lambert, D. and Lines, D. (2000), Understanding Assessment: Purposes, Perceptions, Practice. Oxon: RoutledgeFalmer. ▪ Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education. 31(2), 199-218. ▪ Ollin, R., Thompson, R. and Tummons, J. (2010) Assessment. In: Teaching in Lifelong Learning. Milton Keynes: Open University Press. pp. 163–180. ▪ Race, P. (2010) Making Learning Happen. 2nd Ed. London: Sage (specifically Chapter 4 – Assessment driving learning). ▪ Cambridge Assessment International Education (2011). Getting Started with Assessment for Learning https://cambridge-community.org.uk/professional development/gswafl/index.html ▪ O’Neill, G., McEvoy, E. and Maguire, T. (2020). Developing a national understanding of assessment and feedback in Irish higher education https://hub.teachingandlearning.ie/wp-content/uploads/2021/06/95.-NF- 2017-Expanding-our-Understanding-of-Assessment-and-Feedback-in-Irish Higher-Education.pdf ▪ Race, P. (2010) Making Learning Happen. London: Sage. ▪ Assessment in education http://www.tandfonline.com/toc/caie20/24/1 ▪ Chartered Institute for Educational Assessors www.ciea.org.uk ▪ Methods of assessment https://www.reading.ac.uk/engageinassessment/different-ways-to assess/eia-different-assessment-methods.aspx ▪ Types of assessment https://www.marketing91.com/types-of-assessment/ |
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| ▪ Tummons, J. (2007) Assessing learning in the lifelong learning sector. 3rd Ed. Exeter: Learning Matters. ▪ Guidance on choosing evaluation methods and processes https://www.betterevaluation.org/en/start_here/decide_which_method ▪ Ten Steps Towards Designing a Questionnaire https://www.wireuk.org/knowledgebase/ten-steps-towards-designing-a questionnaire/ ▪ Casey et al. (2006) [Online] Available from: https://dera.ioe.ac.uk/22311/1/doc_3188.pdf ▪ The Education & Training Foundation (2016). Minimum Core Guidance https://www.feadvice.org.uk/sites/default/files/Minimum%20Core%20Guidan ce%20November%202016.pdf ▪ Maths CPD resources by The Education & Training Foundation https://www.et-foundation.co.uk/supporting/professional development/maths-and-english/maths-cpd/ ▪ English CPD resources by The Education & Training Foundation https://www.et-foundation.co.uk/supporting/professional development/maths-and-english/english-cpd/ ▪ Reece, I. and Walker, S. (2006) Teaching, Training and Learning: a practical guide. 6th Ed. Sunderland: BPE. ▪ Wolfe, K. (n.d.) Self-Assessment: The Reflective Practitioner. https://www.utm.edu/departments/ncate_continuous/docs/standard3/Clinical Practice_Reflective_Practitioner.pdf ▪ Cambridge International Education Teaching and Learning Team (2019). Getting Started with Reflective Practice. https://www.cambridge-community.org.uk/professional development/gswrp/index.html |