Developing teaching, learning and assessment in education and training (GC0976)

Task 1

1.1 Analyse the application of pedagogical principles in their own area of specialism

If the lesson is delivered in an interesting and practical way within the framework of pedagogical principles, may enhance interest and understanding concepts of the learners.

1. Joint Productive Activity should be preferred that facilitate economics learning of learner. Joint activity of economics experts and novices allows the highest level of academic achievement: using formal, “schooled,” or “scientific” ideas to solve practical, real-world problems related to economy and learner will be more motivated.
2. Developing competence in the economics’ formal language should be a meta goal throughout the lesson plan. Formal academic language and subject matter lexicons are all critical for school success which may be attained through purposeful and deliberate conversation between teacher and learner.

• Contextualization i.e Connecting School to Students’ Lives — and connecting new knowledge to previous increase students engagement with the learning activities

1. Challenging Activities— Challenge students toward cognitive complexity.
   Students at risk of educational failure, are often forgiven any academic challenges on the assumption that they are of limited ability, or they are forgiven any genuine assessment of progress because the assessment tools are inadequate. There are many ways in which cognitive complexity has been introduced into the teaching of students at risk of educational failure. There is good reason to believe, for instance, that a bilingual curriculum itself provides cognitive challenges that make it superior to a monolingual approach.
2. Engaging students through dialogue, especially the Instructional Conversation is another effective pedagogical principle. Thinking, and the abilities to form, express, and exchange ideas are best taught through dialogue, questioning and sharing ideas and knowledge. IC achieves individualization of instruction; and sensitive contextualization, and precise, stimulating cognitive challenge (Teaching Tolerance, 2016).

1.2 Evaluate the effectiveness of the use of creative and innovative approaches in own area of specialism

Applying creative and innovative learning techniques to classes is in fact a win-win for both students and teachers. Innovative methods of teaching can help learners get the most out of their education. The effectiveness of creative and innovative approaches in economic class can be evaluated on three bases;

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Unit 501 Developing teaching, learning and assessment in education

Study Skills for Higher Education with the University of Suffolk

1. Visualization Skills:

If an economics learner is equipped with visualization skills, he will be able to better understand, recall, and think critically about economics concepts. A lesson plan that is organized and connected to concepts with a goal of mastery, including the ability to visualize the concepts, can lead to the ability to transfer knowledge and lead to a deeper, longer-term understanding of what is taught.

2. Wisely managed classroom technology

Computers, tablets, digital cameras, videoconferencing technology, and GPS devices can enhance a student’s learning experience. Possible uses of classroom technology include using video games (Economic oriented), leveraging Skype, or multimedia projects that allow students to explore subject matter using film, audio, and even software they create.

3. Active learning: Peer instruction, discussion groups, and collaborative problem solving

According to the Johns Hopkins Center for Educational Resources (CER), devoting time to active learning projects is one way to get students thinking, talking, and sharing information in the classroom. Students break into small groups to do research online, chart out ideas, and discuss ways to meet the challenge. Groups upload their work to a Blackboard site, where the teacher can review it. At the end of class, each group shares what they’ve learned with their peers (Concordia Univeristy, 2013).

Task 2:

2.1 Use initial and diagnostic assessments to agree with learners’ individual goals and learning preferences

An initial assessment provides the basis of where a student ought to begin their studies. It is, therefore, an essential and imperative part of the process of agreeing on individual learning goals; So I use a variation of questionnaires, activities, one-to-one assessments group work and quizzes where self-assessment can be applied, these assessment methods can help ascertain what stage individual learning is at and then goals set accordingly.

While Diagnostic assessment is related to specific skills –they provide a baseline to facilitate me with the relevant knowledge to gauge an individual’s strengths or weaknesses, learning preferences e.g. visual, aural, read/write and kinaesthetic (VARK), identifying learner’s level and starting point, identifying previous and experience knowledge, etc. This information can then be included in the student’s Individual Learning plan so that they can be addressed as necessary.

2.2 Devise a scheme of work taking account of the needs of learners, the delivery model, internal and external requirements

Scheme of work has been devised keeping in view the needs of the learner, the delivery model, and internal and external requirements and is devised to meet the needs of learners and curriculum content of session plan, through VAK=Visual, Auditory, and Kinesthetic learning styles within the framework of institute’s policy.

On one hand, a perfect blend of both pedagogy and andragogy techniques (delivery modes) meets the learning needs of group learners. While on the other hand, a teacher-driven approach and learner-driven approach is introduced to transfer maximum knowledge.

In order to meet the needs of learners, the teaching plan has been adapted in such a way that approximately 90 minutes of time have been allocated to the lesson plan and is divided into three parts. The first half (i.e 35minutes) emphasizes teacher-driven theoretical learning and the latter half (Next 35 minutes)focuses on student-driven practical learning and the last 20 minutes’ time is allocated to meet the learning needs of individuals i.e. Special education needs.

By assigning sufficient time frame to each area of economics (Syllabus), comprehensive teaching and assessment modes, learning outcomes, time division keeping in view learning needs of the group as well as individual learners,  this scheme of work wholly met all internal and external requirements (Jones, 2013)…………

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