Teaching

Teaching
Name
Institution
Table of Contents
Introduction ................................................................................................................................ 3
Task 1: Reflection report on ways to promote appropriate behaviour and respect ................... 3
Task 2: Analysis of the role and use of initial and diagnostic assessment in agreeing
individual learning goals with your learners .............................................................................. 6
Task 3: 20 Hours teaching practice ............................................................................................ 9
Task 4: Teaching Methods and Learning Plans ....................................................................... 12
Task 5: Self Evaluation ............................................................................................................ 23
Task 6: Assessment Types ....................................................................................................... 25
Task 7: Communication Theories and Methods ...................................................................... 31
Task 8: Analysing the effectiveness of teaching and approaches to the individual needs of
learners ..................................................................................................................................... 36
Conclusion ............................................................................................................................... 39
References ................................................................................................................................ 41
Introduction
Education is one of the best assets that a parent can bequeath their children. It is in school
that children can learn the most variable lessons in life. School prepares kids with the
necessary skills and competencies to face the world which is full of challenges. Besides,
children also learn to relate to others as well having the desirable behaviours. However, this
huge task rest on the teachers who are mandated to ensure that student learns various concept
and idea; besides, they can use them effectively to solve life problem. To this end, a teacher
has a more significant role to play in term of planning, teaching and assessing the progress of
kids. Adopting the best approaches and teaching method will ensure that the desired
objectives are meant. In addition, as a teacher, passing knowledge is more of a vocation
which I undertake wholeheartedly
Task 1: Reflection report on ways to promote appropriate behaviour and respect
Practically, a teacher has a bigger role other than just passing knowledge and skill to children.
Promoting appropriate behaviour and respect are among other key roles, as teachers are
highly responsible in upbringing children. For an adult to depict required behaviour and
respect there must be a firm foundation built on them. As a primary school teacher, there are
different ways I have been using information to promote appropriate behaviour and respect
among children (Anastas, 2010). Among these ways include: being a role model, pay heed,
keeping my word, not preaching to the children, verbally children’s effort, acknowledging
their feelings, interest and being proud of them.
Being a role model
Having in mind that I spend more time with these children than their parent, I have to depict
the best behaviour because children learn from what they are seeing. This is because the
environment has a big impact on a child's behaviour. This is what makes the difference
between human beings and animals. Animals are brought up in a hostile environment, where
no one cares, and the fittest survives. With that in mind, I can instil appropriate behaviour and
respect; I have to behave appropriately too and give them respect. A young child has an
empty mind, so they will adopt and uphold what is taking place in their immediate
environment.
Pay Heed
In reference to psychology, best listeners are best readers. This means that if you keenly
listen to children without interrupting them while teaching. They will do the same, and they
will be ready to be corrected because there will be a conducive environment for learning,
both academic and behaviour. Listening is one of the most influential tools, which makes
children feel as if they are part of the issue or event. I also avoid judging as in most cases,
children behave to their best of knowledge. With this, there is equality as children appreciate
their diversities.
Keeping my word
I have learned that children understand a simple logic of yes or no. It is us adults who try and
fix other possibilities of "maybe" in their lives. If I promise that the child who completes a
task will get a token, I should respect my words and do exactly what I promised. If I promise
a child if he/she shares the truth he/she will go unpunished, that is exactly what I should do.
The trend also promotes equality because award is by merit. It is a strategy to pass respect
and appropriate behaviour among children. The method also helps in creating trust; they will
share their worries and problems easily.
Others
A child's behaviour and respect is also dependant on their self-esteem. Therefore, to improve
their self-esteem, it is important to acknowledge their efforts. With this, I can acknowledge
their feelings and interest. Knowing that he/she will be appreciated is important, as they will
strive to make their guardians happy. By so doing, they will learn to be respectful and portray
appropriate behaviour.
Summary of flexibility and adaptability in the use of inclusive teaching and learning in
education
Inclusive learning and teaching practices are vital in maintaining and creating an environment
where all stakeholders are fully respected and engaged. Such a platform creates room for
exchange of ideas, thoughts, and perspectives thus highly flexible and adaptable. The practice
also creates a learning platform inside a learning environment. Therefore, there is optimal
benefit. When a child learns an idea from his/her classmate, they develop the spirit of
equality and value diversity. The practice is the best tool to eliminate superiority complex.
Inclusive teaching and learning are highly flexible and adaptable. It does not have any form
of technicalities in its implementation. It highly boosts cultural diversity which is crucial in
any learning institution. The basis of the practice is to undermine stereotypes and biases
which impede teaching and learning. The aspect of keeping transparency and accessibility in
mind when designing the coursework or assignment is among key objectives in inclusive
learning. This makes coursework or assignment compatible across borders. An ideal example
is the education system in the UK; the curriculum has been adopted in other countries around
the world because of its inclusive aspect. Therefore, any country around the globe can
appreciate it and adopt it easily.
From my experience, there is the need for frequent workshops and training about inclusive
teaching and learning. This is because one has to collect as many ideas and thoughts as
possible. One has to update his/herself with the current issues among different cultures and
races so as to effectively implement the practice. Among other methods to promote inclusive
learning and teaching are the taking part in community projects, peer assessment, group
assignment, and student-student empowerment sessions.
Task 2: Analysis of the role and use of initial and diagnostic assessment in agreeing
individual learning goals with your learners
When examining documentation relating to initial assessment, one begins to understand the
purpose of formal assessment with the objective of ascertaining the suitability and relation of
learners to a given subject. The initial assessment is a way of collecting learner's knowledge
in a specific subject. This allows the tutor to make critical decision in the process of selection.
This process should take place at the beginning of qualification, and it is used to dictate
whether the learner needs other inclusions to succeed. The assessment also notifies the tutor
the amount of knowledge the learner is expecting as well as the depth of studies the learner is
willing to engage in. The task also helps tutors in identifying areas that require special
attention. Learner's strengths and weaknesses are also identified through the same process.
The strengths form the basis of acquiring knowledge and skill, while the weaknesses are
eliminated by use of extra tutoring. This process enhances equity and diversity, as each an
individual has the right to success regardless of the fact that different people have different
capacities. Initial assessment and diagnostic start with the initial application; the process
continues throughout the continual assessments until the learner completes the course of
meets the required qualification.
It is very important to identify and meet an individual learning objective. This is because it
forms the basis for motivation in understanding what is expected of them by the tutor. The
same creates a basis for creating lesson plans and schedules, tailored to specific individuals.
With the identification of learners goals, a tutor will also have an easy time in administering
knowledge to the learner; this is because the learner is already set to understand and
cooperate. Identifying and meeting learners learning objectives also creates a learner's centred
learning platform. This is because the tutor will not feed the learner with unnecessary
information. It will also form a basis for personal tutoring.
At the beginning of any new class, it is imperative that a diagnostic assessment takes place in
the first lesson. By so doing, the teacher will have the knowledge of the level of preparedness
by the learners. It will also help the teacher in identifying areas where a specific learner needs
more attention to extra guidance and support. An ideal example is where I was taking
communication skills class with my students. After the diagnostic assessment, I learnt that
almost all students did not know that library skills are a chapter in communication skills. So I
knew I would have to give the special chapter attention to pass the required knowledge to the
learners. In other cases, one can deliver one-on-one tutorials, and student with any further
difficulties can be referred to extra classes or tutorials. The initial and diagnostic assessment
also has a big role in identifying areas that can be added in preparing to lesson plans. This
ensures that there is equality in the level of understanding as there is no any single student
who is left out in any specific area of study. Specific areas can also be added to students
needing extra tutorials and support.
I was introducing the library skills class; I developed an initial assessment (course-specific),
which is related to my subject area. This was very helpful as it facilitated in planning my
sessions. In noticed that Basic Skill initial and diagnostic assessment for Citing Sources,
Referencing, and Avoiding Plagiarism were very generic for the course. This made me take a
different direction when it came to covering them in class.
It is also important for tutors to evaluate and understand learners agreeing goals: previous
achievements, skill gap, current skills and gap, weakness, and ownership of learning. This is
because they are among the fundamentals in creating the basis of feeding the learner with
new ideas and information. I use this method to identify areas which I should create emphasis
on when administering knowledge to learners. A good example is where the learner is good
content writer (he/she is good is drafting poems and short stories), I will not waste his/her
time on basics. Instead, we will dwell on making her writing broader.
My course objectives were clear and were set out in every session and students have to rate
themselves on a scale of 1-10. This is a strategy of collecting feedback from learners. Initial
assessments enhance and encourage learners into looking into their areas of weaknesses. It
forms a diagnostic tool, which aids students in meeting their learning objectives. However,
this method is not the best because it depends on learners' confidence. It is also embarking on
whether the learner is sincere. An example is where a confident student will rate him/herself
9/10 in cases where they have not grasped every learning detail. The tutor may disagree with
the self-assessment rating, thus posing a challenge in collecting feedback.
Information collected during admission of students or enrolment in new classes can be of
importance in building up a picture of the learner. An ideal example is when one is learning
course related to the family. The age of the learner, as well as family background, can help
me in tailoring the programme. This applies to a specific scenario and relevant learners. The
data collected in enrolments can also be used in making lessons plans. I can easily meet
individual learning goals easily (Turner, 2002).
Other important methods of initial and diagnostic assessment are C.V, interview, basic skill
testing, training and learning need analysis, and application forms among others. From a C.V
or interview, a tutor can write a summary of what the learner expects. This forms an accurate
judgment is making the lesson plans and schedules. A good example is where a tutor learns
that a learner is passionate about football and he has painted it all in the C.V as well the
personal interview. It will be of importance to incline his learning in that angel as he will
appreciate and be ready to grasp every detail administered to him. Learning or training needs
analysis, also forms reference point in agreeing to an individual's learning goals. An example
is a case where after learning needs analysis, it is open that the learner is passionate about
business and investments; it will be a waste of time enrolling such a student in history or
political science class.
Agreeing on goals with learners is important. This is because it builds the continual progress
of the learner. Learners objectives are goals set by the learner in a specific time frame. Once
they are met, learners get the sense of achievement, which propels them to the next level of
study. Tutors are obliged to support learners by providing guidance and support in cases of
need. By so doing, tutors will help learners in achieving their goals which is a success to the
tutor too. Tutors can also try and engage learners in different amplitude test to identify other
strengths, which can be used in making learners, achieve their ultimate goals.
Task 3: 20 Hours teaching practice
Weeks
Session per week
45 Minutes Per
Session
Scope
(20 hours in total)
Orientation
and
registrations
-
Orientation and registrations
1st
First
Caring out of Diagnostic Assessment in
relation to Communication and Library
Skills
Second
Open discussion on the diagnostic
assessment
2
nd
First
An introduction of the topic stating the
objective and the overall goal of library
skills
Second
Discussion the purpose of this course work
3
rd
First
Teaching of the various topic and concept
which involve the utilization of various
communication methods.
Second
Open discussion on Communication
Etiquettes
4
th
First
Class assignment and discussion of the
assignment in class
Second
Teaching students different referencing
methods around the globe (APA, Harvard,
MLA, Chicago, Oscola, Oxford, etc)
5
th
First
Teach learners why different formatting
methods apply in different fields of study.
Second
Teach how intext citations are done under
different formats.
6
th
First
Assessment
Second
Discussion of the assessment in class
7
th
First
Writing letters and C.V
New formats being adopted in the days.
Second
Assignment where peers write official
letters to each other, grade them and give
comments.
8
th
First
Assessment on Writing letters and C.V
Second
Discussion of the assignment
9
th
First
Group discussions on Library Skills (Give
students different open book assessments)
Second
Spending time in the library and practice on
steps followed in borrowing a book from the
library.
10
th
First
Have an open session where learners ask
questions regarding the scope of the class.
Second
Undertake a peer review assignment.
11
th
First
A continuous assessment test
Second
Discussion of the Assessment
12
th
First
Discussion of group assignment and
finalizing of the course work.
Second
Summary of the whole class
13
th
First
Open discussions where learners ask
questions on areas they never fully
understood.
Second
Final exam
Task 4: Teaching Methods and Learning Plans
Lesson Plan for English Class: Communication and Library Skills
Class: Key Stage 2 (8-11 years)
Lesson 1
Diagnostic Assessment
Teacher’s Guide
Student Feedback
Objective
To evaluate
learners ability
To help in planning
for subsequent
lesson
To enhance
objective teaching
{Filled after class}
Opportunities to
address
What the learner
has in mind?
What the learner is
willing to engage
in?
What the learner is
confidence in?
{Filled after class}
Verification
{Filled after class}
Was the class a success or not?
Assessment
Give homework
based on the lesson
Filled After
Homework
Summary of the
class or comment
{Filled after class}
How was the
{Filled after class}
How were the
class?
Was the objective
met?
learners?
Was the objective
met?
Specific issues of
consideration
1. Learners Attitude
2. Learners Mood
3. Overall Mood of the class
Lesson 2
Open discussion on Communication Etiquettes
Teacher’s Guide
Student Guide
Material Needed
Course Book
Objective
Learning
acceptable
communication
Skills
Learning the
mode of
communication
in different
environments
Learning
effective
{Filled after
class}
listening skills
Gathering
information
phone etiquette
Opportunities to
address
How to answer and
official call?
How to respond to an
official email?
How to communicate
in an official
platform/environment?
{Filled after
class}
Other Resources
Videos
Presentations
Verification
{Filled after class}
Was the class a success or not?
Assessment
Give homework based
on the lesson
{Filled after
homework}
Teaching method
Participative
method
Summary
{Filled after class}
How was the class?
Was the objective
met?
{Filled after
class}
How were the
learners?
Was the
objective met?
Specific issues of
consideration
N/A
Lesson 3
Teaching students different referencing methods around the globe (APA, Harvard, MLA,
Chicago, Oscola, Oxford, etc)
Teacher’s Guide
Student Guide
Material Needed
Course Book
Teachers Hand
Manual
Objective
Learn
different
referencing
formats
Learn proper
citation skills
Avoiding
plagiarism of
idea/content
{Filled after class}
Opportunities to
address
How to
develop
proper
content
How to
address
quotations
from authors
How to
{Filled after class}
Other Resources
Videos
Presentations
avoid
plagiarism
Verification
{Filled after class}
Was the class a success or not?
Assessment
Give homework
based on the lesson
{Filled after
homework}
Teaching method
Participative
method
Summary
{Filled after class}
How was the class?
Was the objective
met?
{Filled after class}
How were the
learners?
Was the objective
met?
Specific issues of
consideration
N/A
Lesson 4
Writing letters and C.V
New formats being adopted in the days
Teacher’s Guide
Student Guide
Material Needed
Course Book
Teachers Hand
Manual
Objective
How to write
official
letters
{Filled after class}
How to
design C.V
Opportunities to
address
Learning to
make formal
communicati
ons using
letters
Learning
sells one’s
skills
through the
C.V
{Filled after class}
Other Resources
Videos
Presentations
Verification
{Filled after class}
Was the class a success or not?
Assessment
Assessment
Write a letter and
attach your C.V
seeking employment
as the chief
librarian.
{Filled after the
assessment}
Teaching method
Participative
method
Summary
{Filled after class}
How was the class?
Was the objective
{Filled after class}
How were the
learners?
met?
Was the objective
met?
Specific issues of
consideration
N/A
Discussion of the Teaching methods among other inclusions in the lesson plan
For purposes of smooth flow of learning, proper methods of learning should be put in
place to ensure that learning is a success. Learning methods can be widely categorized
into four major groups namely: Teacher-centred methods, learner/student centred
methods, content centred methods and participative methods.
Teacher-centred methods
In this method, the instructor casts him/herself as the subject matter. The instructor here
becomes the centre of attraction; the learners assume the role of sheer spectators, all the
participation comes directly from the teacher as the students' role is to pay keen attention
to the knowledge that the teacher has to impact on them. The instructor here is presumed
as the sole source of knowledge. Such methods are also called close ended methods due
to their one-dimensional nature; a good example is the lecture method.
Student-centred methods
As opposed to the teacher-centred, a student centred method is two dimensions as
knowledge input comes both from the tutor and learners themselves. Here, the teacher
acts both as the tutor and the learner at the same time He/she acts as a source of
reference rather than the authoritarian, the tutor is open to questions, criticism from
students, the teacher is ready to receive point of correction and is open to new
knowledge that can be raised by the learners. A good example of such methods is the
discussion groups (Stronge, 2007).
Content-centred methods
In this method, the most important aspect of learning becomes the content to be studied.
It takes a good example in the shape of notes that have been prepared by the teacher and
made into Microsoft PowerPoint slides, the learners, and the teachers submit to the
contents to be discussed, they are supposed to follow it to the latter and are not allowed
to alter the contents or to criticize the content as that may lead to change in meaning.
Participative method
This method somewhat borrows from the previous three methods of learning discussed
above; it integrates; teacher-oriented, student-oriented and participative approaches, it
tends to try and merge the mentioned methods, as it seeks to strike an equilibrium of the
best possible method to ensure proper learning.
Objectives of the session
During my teaching practice time in London, I had an English grade three class in the
afternoon; I took them through the nouns, adjectives, verbs, and conjunctions. My
objectives were:
For the students to understand the meaning of Nouns, their types, and
applications.
For the students to understand the meaning of adjectives, conjunctions,
and adverbs.
Topics Covered
The topics that I covered together with my students included:
Introduction to nouns, verbs, and adjectives.
The various types of nouns, types of adjectives and types of nouns.
The various descriptions of conjunctions, their classifications and their application
in spoken word and the usage.
The role that the English language plays in the society when well used.
Teaching Methods and Learning Activities
I employed various teaching methods to ensure that students got most of the concepts
right. I employed Lecture method and discussion methods.
Lecture Method
I used lecture method to give the students a brief introduction of the various
terminologies, describing the meaning of nouns, verbs, adjectives, conjunctions, adverbs
and their various classifications (Dunn, 2011). As I was doing the talking, the
explanations, reading aloud the meaning of various terminologies associated with the
various parts of speech, the students were paying keen attention to the distinct meanings
of the terms nouns, adverbs, adjectives, etc. and quietly taking down key notes. Due to
my experience in lecturing, I ensured that my lecture was short, precise and enjoyable. I
made it short in that I ensured that it took only 30 minutes, I was up to a point, and I gave
a brief explanation and made sure that my lecture started from known to unknown.
Discussion method
After an introduction of the topic matter to my students, I organised them into various
discussion groups, each group I served with a flowchart that contained detailed well
dawned and labelled chats of the various parts of speech, categorizing them into their
meanings, classification (types) and example in a well-constructed sentence. In their
discussion groups, they keenly studied the chats, and raised questions where necessary
and inputted knowledge where necessary.
PowerPoint Presentation
After their discussions in their various groups, I instructed them to re-assemble in the
class to further put emphasis on nouns (names of places, people, etc.), verbs (doing
words), conjunctions (connecting words) using the 10 page PowerPoint slides that I had
prepared to on the parts of speech, at this point. We developed content-oriented learning
such that both the students and I paid great attention to the slides that I projected on the
wall using a projector.
Opportunities Brought Forward
I brought to the attention of the students the relevance of this lesson into the day-to-day
aspects of life as the various parts of speech form a very fundamental part of English
language. Thus smoothing communication between two sets of individuals or groups, it is
essential for students to understand in their deep meanings, the individual parts of speech,
to be able to differentiate one from another, to be able to learn the various types of nouns
such as names of people, places, etc. To understand that verbs are doing words, the
learners were able to appreciate these parts of speech and were able to construct the well-
structured sentences.
Resources used during the lesson
A lot of resources I with the help of the student body and the school had to avail to ensure
that the lesson is a success (Committee on Undergraduate Teaching, 1967). First, we had
to ensure of power back up in case of a blackout by buying fuel that was to be used in the
school generator to enable the projection of prepared slide notes using projector onto the
wall for presentation. Pieces of chalk, rubber, textbooks and well-labelled chats were also
available. I also availed academic videos which helped foster the lesson.
Assessment
After finishing my lesson, I assessed students to gauge their understanding of the lesson
of the day; I did this by asking oral questions that surrounded all aspects learnt, I asked
them to define the various parts of speech, classify them and construct grammatically
correct sentences which my students did seamlessly.
Feedback
I, therefore, had no other business for the day but to commend them for the work well
done and call it a day.
Task 5: Self Evaluation
Lesson planning verses Learners needs
For proper learning to take place, a proper lesson planning must be put in place to meet
learner's needs; various researchers discovered various learning methods that today help
inform our planning. The various methods put down include bloom's taxonomy and Kolb's
learning styles. When lesson planning is designed for two different students with different
levels of understanding, different approaches that suite their understanding need to be laid out
to enhance proper learning.
Blooms Taxonomy
Bloom categorised learning to include: acquiring of knowledge (cognitive), gaining of skills
(psychomotor) and lastly developing attitude (effectiveness). In simple terms, after the lesson
has ended, the tutor should ensure that learners have acquired knowledge, skills, and the
attitude. To ensure that this has happened successfully, the tutor should be able to among
others, ensure that the learner is creative, i.e. the learner can develop a new idea from the
knowledge acquired in class, to evaluate the knowledge acquired. This can be looked into by
asking questions like criticize between two contradicting factors,; analysis skills can be tested
via asking questions such as compare, distinguish, etc., other skills that can be tested include,
application of knowledge learnt, etc.
Kolb’s learning styles
Kolb diverged into four distinct stages which he further categorised into different styles.
These include the following stages of learning; concrete experience, observation,
conceptualization and finally experimentation, these stages can further be looked at different
styles including, diverging (feeling the concept taught), assimilating the concept (watching
and thinking about the knowledge acquired), converging and accommodating the knowledge
acquired.
Merging the Lesson plan with Learners needs
On a broad perspective, the tutor needs to plan his/her lesson in such a way that the learner
can get the most of the knowledge, skills, and acquire the right attitude. Different learners at
different levels of understanding may require different types of lesson planning to suit their
diverging needs. In one of my teaching practice assignments, I encountered four sets of
students:-
The Diverging Group
This was grade, six east class; the class was made up of individuals who love to watch rather
than do, they are emotional, a little bit lazy and are emotional. After studying an asserting this
personality that they possess, I concentrated my teaching on the use of academic videos,
presentation chats and did little of talking and dictation.
Assimilating Group
This happened to be my grade two group; the group of students who are not into watching but
pay too much attention to details, they can take in detailed explanations and can master a
great deal of knowledge at a concise time, they are the geniuses of the school. My lesson plan
included the use of dictation, discussion sessions, and an hour of open and closed questioning
sessions.
Accommodating Group
These are the practical learners; they get turned off by too much dictation, detailed
explanations, but are much active when the knowledge learnt in class is put into practice.
They love the practical aspect of learning; this happened to be my favourite class, grade four
west classes, in my lesson plan, I ensured that field trips were a must.
Converging group
This is the doing and thinking group; these are the people that will be very keen in class,
grasp all the possible knowledge they can, be active, involve the teacher in their learning, ask
and answer many questions and are able to apply the knowledge acquired in class to their day
to day life to be in a position to solve various issues. This was common among my grade five
was class in the famous high way prestigious school, to suit their thirsts, I ensured that I
carried various local dailies to class such as the daily posts to make learning more relevant.
Task 6: Assessment Types
Assessment refers to an examination carried out by an instructor to a learner with an intention
of making a correct judgement in relation with the learner’s capability and capacities. There
are different assessments; tutors engage learners in a specific assessment based on the
purpose of judgement.
Type of assessment
definition
Formative Approach
This is a form of assessment which does not
contribute to the final grade of a student in
school. However, this assessment plays an
integral part of the student performance
since its guide teaches by use of feedback.
The form of assessment is used to assess the
strengths, weakness, and competences
before instruction. To this end, the report
guides the teacher on how to capitalise on
the strengths of the student (Webb, 2006).
Also, the teacher can work on the weakness
of the student also. This method of
assessment help teacher to capitalise on the
weakness and strengths of the teacher.
Summative assessment
This form of assessment is included in the
final grade at the end of the module. It
measures the success of a student to
following instructions. Also, it also helps
the teacher to gauge the progress of their
students. The assessment is also essential
for adoption and integration of new
methods. Formative assessment is very
applicable especially in the early stage if
inclusive teaching (Spencer, 2011).
Evaluative assessment
This is a form of assessment targeting
overarching performances within a
department, schools, of institution. Among
other objectives of this type of assessment is
to support accountability and management
of different tasks and operations within a
learning institution.
Diagnostic assessment
This form of assessment seems a bit
different, especially when compared to
formative assessment. It tends to take a
backward approach since it accesses the
students already know even before the
learning has started. The methods have the
ability to identify the difficulties which the
student might face; this helps the teacher to
work on areas of the student which might
impend child learning (Webb, 2006).
Dynamic assessment
This form of assessment is used to
determine what a student can achieve if a
teacher introduces a concept or an idea
which is from a different field. It helps to
gauge the general learning/knowledge of a
student specifically those from a
disadvantaged background. This form of
assessment is used to advance the various
teaching practices.
This form of assessment tends to compare
the performance of student based on
previous student standard or against a
previous assessment (Dunn, 2011). These
help teachers to gauge the progress of a
student. Besides, it all help teachers to
correlate, as well as integrating
motivational efforts which are aimed at
bettering students' performance.
Criterion-referenced assessment
This form of assessment gauges the student
performance based on a set standard. The
teachers or the school set a certain level of
standards. There are later used to measure
each student performance against the set's
standard. For example, an English teacher
might have grade A as the standard gauge.
This means that performance of each
student will be assessed based on the
standard grade set.
Norm-referenced assessment
This assesses the student performance by
comparing with the national performance.
Besides, in some instances, a specific group
is used to compare the student performance.
Synoptic assessment
This assessment encourages the student to
merge different parts of learning and also to
showcase their gathered knowledge and
interpretation of the different concepts
(Dunn, 2011). This type of assessment
enables students to test their capacity to
integrate and apply knowledge and concepts
Assessing the effectiveness of assessment criteria
Open Class Forum
Diagnostic assessment is one of the major measures used to skill in students. The form of
assessment is used to test the ability of student before learning. A teacher can utilize this
form of assessment by developing questions. To effectively use the method, the teacher
should provide general questions to students. The questions need to familiar for all the
groups. The question should be more of general knowledge with other may be involving
critical thinking. Such questions are quite imperative; since they are aimed at getting to know
learned in school.
Interim/ Benchmark assessment
This is a form of assessment which
measures the student performance
periodically (Moss, 2011). The data
collected in the different interval can be
used to predict the future performance of
such student. This form of assessment
largely depends on the knowledge of
statistics which are used to predict.
Integrated assessment
This form of integration aim at expanding
the knowledge alongside academic
development. In this form of assessment,
teacher integrates aspects of work to have
the student to develop such skills.
the strength of the student as well as the weakness. The teacher should then take the different
responses given by the various students (In Pokorny, 2016). The response should guide what
should be discussed in the next class. The topic of the next lesson should be based on the
different responses and outcome given by student regarding the question. Depending on the
type of answers given by the student, the teacher will be in a position to identify areas of
weakness as well as strengths of the various students. As an English teacher, it would be
essential to come up with situational analysis questions (Lieberman, 2007). This type of
questions is critical since they can capture the abilities of different students. This assessment
method is quite imperative since it enhances the student performance; teachers can capitalize
on the strengths of the students. Besides, the teacher can solve the shortcoming of the
different students. The method has proved to be quite reliable since it gives vital information
on students.
Class test/Exams
A test is one of the major way used to assess the performance of the student in various aspect
of aspects. In such instance, the teacher can use criterion-referenced assessment to measure
the ability of students to understand the content taught by the teacher in class. This form of
assessment, the teacher set a set of standard grade which he/she set to test the ability of the
student. For example, a teacher can set a grade of A as the standard grade in a certain exam.
The assessment is made by comparing student's grade with that set by the teacher. Such
assessment helps the teacher to gauge the effectiveness of his/her teaching methods. Also, it
also aids the teacher to monitor the progress of students.
Group discussion
This one of the method used by teachers to assess the effectiveness of their teaching methods
and approaches; teachers can use summative assessment to access the ability of students to
follow instructions. A teacher can set instructions which will be followed by group
discussion. At the end of the session, the tutors can use the summative approach method to
assess the ability of students to follow instructions. This technique helps the teacher to build
confidence in students especially those with low self-esteem. This method has been
instrumental in the improvement of the overall performance of students.
Task 7: Communication Theories and Methods
Communication theories
Communication refers to the process of exchanging views, ideas between sets of people, in
day-to-day activities, communication runs the day. In teaching and learning, proper
communication is of the essence to enable smooth, relentless and better learning. Different
theories of communication have been formulated by different scholars from different spheres
of the world to try and understand the process of exchanging ideas. They include Piagent,
Bernstein, and Vygotsky, etc. These three theories will enable us to understand the various
methods used today to relay information between the various communicators with their
various audiences but in a more restricted manner, the instructor and the targeted learners.
Piagent’s Theory
Swiss Psychologist called Jean Piagent formulated this theory. Piagent believes in the gradual
knowledge understanding and development of humans. He believes that as someone grows
from childhood into adulthood so is the understanding, so that an adult has a better
conceptualization of facts and ideas as opposed to the young ones who have little
understanding. This theory believes in the biological maturation of beings, and also humans
grow up, they interact more with their cognitive environment hence become more mature. An
Example is when a young one is taken to school, at the age of say six, already the child has
learned from the parents, from their environment, and from their biological orientation,
changes, and experience. When the child gets into the classroom, he/she will be introduced to
new education tool to learn. The child is likely to find the contents rather strange and
unfamiliar; these materials may well to some extents contradict the knowledge the child
acquired through his environment. A problem hence crops in, but the intellectual maturity of
the child owing to the little advance in age, parental upbringing and environmental
orientation will enable the child to integrate the two schools of knowledge and make the
various adjustments where necessary. Direct application of Pigents theory is the child-centred
classroom learning. Piagents theory was received by a lot of excitement and a lot of research
put to it, but the limitation it has is that it concentrates on sharp rather than continuous
knowledge growth within human beings.
Bernstein Theory
British sociologist Basil Bernstein formulated this theory of communication in 1971. He
diverged in language coding since language is the tool used in communication, except in
instances of sign (language) communication; his theory is very meaningful in today's
communication and hence learning. Beinstein categorised language coding into two broad
categories; Restricted and Elaborate language coding.
Language code refers to the set of organizing principles that determine the language used by
a certain group of people in the society (Stephen, 2002).
The restricted language code is used by insiders who share an assumption and an
understanding of a certain topic. This coding is very economical with words as their words
are rich in meaning and vocabulary, people in the high class mostly use it, it is also used by
members of a family, a certain group, profession as it creates a sense of belonging. It can be
used by a set of people to keep their line of communication confidential from others deemed
not to be in the same family or group. This coding can mostly be applied between tutors,'
example when discussing the progress of children as teachers are in the same class of thought
and intelligence hence can be economical with their wording, but Restricted language coding
is not ideal for teacher-learners interaction since it can result in language barrier which can
result in learning paralysis.
The elaborate language code is more explicit, more thorough, has most explanations as it
does not assume that the perceived audience has an understanding of certain issues. This is
the code used by a manager relaying information to his/her audience; it's the most ideal to
classroom learning as the teacher must be as elaborate as possible to ensure that the learners
understand the various concepts of learning. Its use tries to a greater extent to eliminate
language barrier that can be brought about by restricted code hence making the learning
experience smooth.
Vygotsky Theory
This theory was put forward by Lev Vygotsky in 1974; his theory came forward to contradict,
improve and bring more meaning Piagent theory, which was formulated three years earlier in
1971. In contrast to Piagents theory which argued that the uptake of cognitive knowledge by
learners improves by age, so that as a child grows, so is their understanding. Therefore, older
people is brighter than the young people.
Piagents theory is at times not binding as two sets of people of the same age may have
different intelligent levels. Vygotsky argued that the uptake of knowledge by learners from
their respective teachers may well be influenced largely by the socio-cultural makeup of an
individual's background. In simple language is such a scenario: A learner who comes from a
background where the parents are mostly into domestic violence, and the other learner that
comes from a family which is peaceful devoid of domestic violence. These two may have
different understandings since the one from a peaceful family may have a clear undisturbed
mind as opposed to the one from the violent family as he/she will be mentally disturbed by
issues back home which will be pre-occupying his/her mind. This minimises their
concentration levels hence a situation arise from a different understanding between two
individuals of the same age.
Vygotsky further argued that cognitive development varies between different cultural
backgrounds as opposed to Piagents theory which assumes that cognitive development is
universal across all cultures as Piagent only took to consideration to a large extent the sharp
age development. Vygotsky further asserts that adults are a very important source of
cognitive development as they pass the information down to the young beings. A scenario
hence arises between two children, say an orphan and the other having parents, the one
having parents is likely to be more knowledgeable as opposed to the orphaned one due to the
knowledge passed on from the live parents.
But both Vygotsky and Piagent both agree that children are born with the various tool of
intelligence, so as they grow up and interact with their environment, the tools of intelligence
eventually develop into sophisticated and effective processes.
Communication of Methods
Various methods of communication exist; they include verbal communication, the use of
media and the use of modern Information communication technologies.
Verbal communication
Refers to relaying information by word of mouth, this can be done in various ways such as
via dictation, tutor talk, presentation, discussion, open and close questioning. An ideal
example is where the tutor engages a leaner in discussion with the purpose of passing
knowledge. In my teaching, I have exhausted these avenues to my success and that of the
learners. Dictation involves reading out aloud notes without writing them down on the
chalkboard as students take them down, this is after have expounded the various learning
objectives, and to a greater extent, the students have thoroughly understood the various
concepts. Presentations can take different forms and mostly use chats, which are well drawn
and labelled to explain certain concepts. I also at times organise my students to various
groups to discuss covered topics too much success for both parties. After completing my
lessons, do open a door for the question answering session.
Verbal communication has numerous benefits as it provides first-hand information to the
student. I ensure that I maintain close eye contact with my students to enable effective
learning. I also ensure that my code of language is elaborate to eliminate any chances of
language barriers, presentation using well-labelled chats help create a lasting impression on
the learner's mind hence they can recall the various diagrams during exam time. Group
discussion help the children raise concerns not talked in class as they can do their detailed
research and if they encounter any obstacles, they can inform me so that I iron out matters
arising. The open and close questioning session after class enables the learners to raise points
not taken in during the class session hence enhancing their understanding.
Verbal communication has few limitations; as it is limited to learners who can hear, dictating
notes can at times be slow as some students have spelling challenges, so I take a lot of time to
spell different words slowly. Some students are short-sighted hence strain to perceive chats.
Some students I have encountered also are shy to ask or answer questions. But all in all,
verbal communication is an essential and very crucial method.
Media
Involve the use of written materials, use of images to explain the impact of learning, the
impact of topics, etc. I use various newspapers, posters to try to bring into the practicality of
the topic learnt. The day I was teaching English, and there was a passage about racism, white
supremacy, and discrimination, to bring the children into the practicality of this passage. I
brought to the classroom a daily mail publication that dated back to 2009, an article was
written by columnist George Moss, where he did an article that explained in details how
American Citizens had triumphed over racism, discrimination and black supremacy by
electing a black American in the shape of Barrack Obama to lead them. It made the class
lively as it removed boredom in the classroom. The learners were able to appreciate the
relevance of the passage as they were able to trace it back to real issues. I have not
encountered major disadvantages using this method. Other examples of media
communication are journals, news papers and news articles.
ICT
This is an acronym for Information Communication Technology; involve the use of computer
power point applications during presentations, and the use of audio and visual methods, audio
include academic radios which are tailor-made with the school syllabus, visual methods
include the use of projectors during presentations (Moss, 2012).
In my teaching, I have used all of these methods of modern technology. I mostly use
PowerPoint to explain various content as it reduces the traditional chalkboard, dictation
methods. The use of audiovisual sources such as educational television leaves a lasting image
in the learner's mind and makes the class lively. The few disadvantages that these methods
have to include; the use of computers, laptops rely heavily on electric supply and are mostly
interrupted when power supply gets disconnected. PowerPoint becomes impossible to use in
places with no electric supply. Audiovisual methods are also difficult to employ when dealing
with special needs students who can't see nor hear. Those with sight problems may also be
affected. An ideal example is where I design PowerPoint presentations with the purpose
introducing new areas of studies to learners.
Task 8: Analysing the effectiveness of teaching and approaches to the individual needs
of learners
The process of teaching learners is quite fulfilling especially if the tutor has mastered
the content of the subjects at hand. Besides, proper planning and using the right approach on
the various topics has proved to be quite beneficial if not imperative. To this end, my
approach that I have used has delivered the anticipated results. As a tutor, I first provide the
content that I have regarding different topics. Later, I give my learner an opportunity to have
an inclusive discussion. The approach has been quite useful since the students have a chance
of expressing their view regarding the topic at hand. Besides, the class has a different cluster
of students who have always fascinated me with the way they reason. This gives each learner
an opportunity to think from a different perspective. Eventually, at the end such inclusive
discussion, I access the understanding of my students based on the fact level of participation
during the inclusive teachings
Inclusive discussions have also helped a majority of my learners to build the self-
confidence. Most of the students lack the courage to speak especially in front of their peers.
However, when we use the approach, they can gain confidence. Self-esteem has translated to
a better understanding of the content as well as, it has enabled most learners to improve their
overall performance. Inclusive learning and teaching have been effective in the delivering of
content; it has also increased the confidence of learners as well develop the ability to perceive
and analysis of different instances. However, if the learner fails to grasp the content of the
topic, they are not able to participate in the discussion full.
A review of the effectiveness of own practice in planning, delivering and assessing
As a teacher it is quite imperative to assess the deliverability of work. As a teacher, I
have managed to keep a soundtrack of my time. This has manifested itself since I have
managed to achieve the set goal within the set framework of time. Besides, I have also
ensured that the student has grasped the content as much as possible. As a teacher, apart from
passion, student performance is what most the teacher get their motivation. As a teacher to
endure that I enjoy delivering content to my kid, I always target to have a good performance.
My method of approach has been effective such that most teachers always seek advice from
me. They admire the level of success I have managed to maintain in this endeavour of
enlightening the students.
As a teacher, I have strong areas as well as weakness. One my strength as a teacher is
that I possess good management skills; this has helped me to achieve most the objective set in
every semester. Besides, I can create a good rapport with my student; this has enabled most
of the student to approach in areas they feel they are not conversant. I have also managed to
provide practical examples to my student especially in the area that such materials are
available. However, as a teacher, I cannot work under pressure as well as I get disoriented
when I record a dismal performance.
Areas of improvement
` Learning is a process that keeps on changing; this means as a teacher we kept
integrating new methods and approaches which are aimed at ensuring that our students get
the best. Such initiative befits the teacher and student. For example, improvement in methods
of delivery helps students to understand the content with less time. Sharing of plan models
among teacher will fellow teacher is one of the ways a teacher can embrace to improve the
methods. Mentor support can also be imperative especially in areas where a teacher feel is not
comfortable. The method, however, need to have the right approach to delivered the
anticipated need
Team teaching is another area which teacher can target to improve the delivery of
content since teacher will be able to review their methods of delivery as well as incorporating
comments from their peers. Besides, the experience is the best teacher. Hence team teaching
with the presence of an experienced teacher will also help to polish up in areas where a
teacher feels he/she is not comfortable. Experienced teacher act as a mentor since they have
taught for quite some time which has helped them to have a better understanding of most
concepts used in teaching. Besides, organizing of inclusive learning between students of the
various classes can also be beneficial. This will help teachers to identify areas of weakness.
To this end, this will help teachers in coming with multiple approaches which are crafted as
result of the various observations.
Assessing is quite imperative since it helps teachers to determine whether their
student has grasped the content taught in class. Conducting of training where a teacher is
taught on some of the changes that have been implemented as far the curriculum is
concerned. Also, organizing an award ceremony will motivate teachers to work on achieving
the desired goals.
Conclusion
Learning is a process which involves a series of steps; each step is imperative since it meant
to achieve specific objectives. To this end, as a teacher, I have a noble role in ensuring that
students get the best out their learning. Using various approaches and strategies allow a
teacher to assess the strengths and weakness of the students. Different methods yield different
results; as a teacher, I always aim to use the best approaches depending on the performance
of the student. Assessment of students has proved to be imperative in determining the
progress of the student. Besides, the teaching method and models adopted by the teacher has
significantly affected the performance of the student as well as the application of the various
concepts. To this end, as a teacher, I have been able to pass knowledge; this knowledge is for
future in the different areas in life.
References
Anastas, J. W. (2010). Teaching in social work: An educators' guide to theory and
practice. New York: Columbia University Press.
Committee on Undergraduate Teaching., & Edward W. Hazen Foundation. (1967). The
importance of teaching: A memorandum to the new college teacher; report to the
Committee on Undergraduate Teaching, C. Easton Rothwell, chairman. New
Haven, Conn.: The Hazen Foundation.
Dunn, D. (2011). How to be an Outstanding Primary School Teacher. London: Continuum
International Pub. Group.
Great Britain. (2010). The importance of teaching. London: Stationery Office.
In Pokorny, H., & In Warren, D. (2016). Enhancing teaching practice in higher education.
Lieberman, L. J., & AAPAR (Association). (2007). Paraeducators in physical education:
A training guide to roles and responsibilities. Champaign, IL: Human Kinetics.
Moss, M. H. (2012). Education and its discontents: Teaching, the humanities, and the
importance of a liberal education in the age of mass information. Lanham, Md:
Lexington Books.
Spencer, P. (2011). Surviving your teaching practice.
Stronge, J. H. (2007). Qualities of effective teachers. Alexandria, Va: Association for
Supervision and Curriculum Development.
Turner, C. (2012). Taking responsibility for learning and teaching: From principles to
practice. New York, NY: Continuum.
Webb, R. (2006). Changing teaching and learning in the primary school. Maidenhead:
Open University Press.

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