TASK 1
a) Analyse the pedagogical and andragogical approaches to teaching and learning, identifying the key aspects of each approach.
Over the years, educational psychologists and theorists have proposed various models and approaches to teaching and learning. Two of the most prominent and widely-used approaches are the pedagogical approach and the andragogical approach.
The pedagogical approach to teaching and learning is based on the idea that there is a body of knowledge to be learned and that the teacher is the expert who imparts this knowledge to the students. This approach is typically used in more traditional educational environments, such as in schools and universities. The key aspects of the pedagogical approach include direct instruction, teacher-led discussion, and assessment of learning through tests and exams.
The andragogical approach, on the other hand, is based on the idea that adults are capable of taking charge of their own learning. This approach is more common in adult education and training programs, as it is more suited to the needs and abilities of adults. The key aspects of the andragogical approach include self-directed learning, collaborative learning, and assessment of learning through experience and reflection. Both the pedagogical and andragogical approaches to teaching and learning have their own strengths and weaknesses. Which approach is more appropriate in any given situation will depend on the specific context and the needs of the students.
b) Explain the processes involved in the Basic Teaching Model.
The Basic Teaching Model by Robert Glaser consists of four components: instructional objectives, entering behaviour, instructional procedures, and performance assessment.
Instructional objectives are what the teacher wants the students to be able to do by the end of the lesson. This could be something like, “by the end of this lesson, students will be able to understand the concept of fractions.” They should be specific, measurable, achievable, relevant, and time-bound.
Entering behaviour is the level of knowledge and skills that students bring to the classroom. This is important because instructions should be given only after the learner’s entry behaviour has been detected.
Instructional procedures are the steps the teacher takes to teach the lesson and the methods by which teachers deliver instruction. This might involve starting with a review of what was learned in the last lesson, introducing new material, and giving the students a chance to practice what they’ve learned.
Performance assessment is how the teacher will know if the students have met the objectives of the lesson. This might be a quiz, a written assignment, or a demonstration of what they’ve learned.
c) Which teaching models are most closely linked to your own teaching methods? Assess elements of your own style that match those of specific approaches.
Since teaching methods can vary significantly from one teacher to the next, the approach or model one adopts depends on several factors. In my own teaching practice, where most students are working professionals in the field of health and social care, I have adopted the andragogical approach and Basic Teaching Model, which puts their existing knowledge into consideration and helps them to relate what they are being taught in class with their own workplace experiences.
In the pre-instructional stages, setting out lesson objectives while putting into consideration students’ prior knowledge allows for a seamless classroom experience. With goals already set, less time is wasted on the instructional stage, where knowledge is imparted, experience is shared, and actual learning takes place. My students are given a chance to apply what they have learned in the previous stage through various forms of assessments.
d) Why is it necessary to embed minimum core elements into your teaching style? Provide three examples of how you have achieved this. Include details of lesson plans to show how you have done this in each case.
As a teacher, you must “continue to develop your minimum core – the minimum skills and knowledge in literacy and language, numeracy and ICT that are expected of you as a teacher.” (Machin, et al., 2016, p. 138)
Minimum core elements are also incorporated in the selection of teaching methods as these help to ensure that all students, regardless of their learning style, have access to the same level of education. Putting in the time and effort to hone own minimum core skills places one in a better position as a teacher to determine how to help students grow in these areas while imparting knowledge. A teacher should be ready to accommodate students whose low proficiency in reading, writing, numeracy, or the use of technology could put their education at risk.
With knowledge in ICT considered a core skill in this digital age, it is an important part of my classroom. Classes are held over platforms like Zoom and Skype, allowing interactive and collaborative learning. Health and Social Care is a very practical subject that often requires visual presentations.
The lesson plan below incorporates the use of Microsoft PowerPoint to present learning resources visually in a way that benefits every student.
This is facilitated through Zoom’s screen sharing, which, from my experience, helps certain students retain knowledge. Students are also encouraged to use the computer to access additional resources on websites such as Scie.org.uk, where they can access and read journals related to topics taught in class.
Literacy and numeracy skills are also essential in my classroom as students often have to read and interpret data in order to understand certain concepts. This is why I frequently incorporate activities that require students to read and analyse information in order to solve problems. I also make use of a lot of real-world examples to help students understand how the concepts they are learning can be applied in the real world.
Language skills are also important as students need to be able to communicate effectively in order to understand and be understood. I often incorporate group work in my classes as this provides an opportunity for students to practice their communication skills. This is especially important for students who are not native English speakers. I also try to create a friendly and welcoming environment in my classroom so that students feel comfortable communicating with me and with each other.
Overall, by ensuring that my own minimum core skills are up to par, I am better equipped to provide my students with an education that meets their needs and helps them to succeed.
e) How do you use reflection in the evaluation of your teaching approach? Demonstrate how you have been able to reflect on how effective the use of creativity and innovation in your teaching has been.
Reflection is a process of critically examining one’s own thoughts, feelings, and experiences. The reflective process is highlighted in Kolb’s Learning Cycle (1984) as a means of drawing meaning and insight from one’s experiences.
In the context of teaching, reflection is often used as a means of assessing one’s own effectiveness and identifying areas in need of improvement. When reflecting on their teaching, educators may consider such questions as: What goals did I hope to achieve with this lesson? Did my students seem engaged and motivated? What could I have done differently to better support my students’ learning?
I use reflection in the evaluation of my teaching approach by constantly thinking about what I am doing and how it is affecting my students. I also solicit feedback from my students and colleagues on a regular basis. This allows me to make adjustments to my approach as needed.
I have been able to reflect on how effective the use of creativity and innovation in my teaching has been by looking at student feedback and engagement levels. I have also looked at how well students have been able to transfer the skills and knowledge they have learned in my class to other areas of their lives, particularly their workplace in the health and social care sector. So far, the results have been positive, and this has solidified my resolve to continue on the path.
TASK 2
a) List the five basic categories of models of behaviour. For two of these, summarise the focus of the concept.
There are basically five categories of model of behaviour:
- Biological models of behaviour focus on the role of biology in behaviour. This includes the study of genes, neurotransmitters, and hormones.
- Behavioural models of behaviour focus on the role of learning in behaviour. This includes the study of classical conditioning, operant conditioning, and social learning.
- Cognitive models of behaviour focus on the role of cognition in behaviour. This includes the study of memory, perception, and decision-making.
- Systemic models of behaviour focus on the role of the environment in behaviour. This includes the study of how the environment affects behaviour.
- Psychodynamic models of behaviour focus on the role of unconscious processes in behaviour. This includes the study of Freudian psychoanalysis and Jungian analytical psychology.
The cognitive model of behaviour emphasizes the role of thoughts and cognitions in determining behaviour. Children are thought to behave in certain ways because they believe that doing so will lead to specific results (e.g., attention-seeking behaviour may stem from a belief that this is how one gets people to notice them). Furthermore, different types of thinking styles are associated with varying levels of psychological well-being or maladjustment – for instance, those who tend to think excessively negatively about themselves or the world around them are more likely to develop depression or anxiety disorders eventually than those whose cognitive style is more balanced.
In general, the cognitive model of behaviour posits that our thoughts and beliefs influence the way we behave. This means that if we want to change our behaviour, we need to first change our thoughts and beliefs. For children, this may mean teaching them more adaptive ways of thinking about themselves and the world around them in order to set them up for better psychological outcomes later on in life.
Systemic models of child development consider all environmental factors that might influence a child’s development. This includes family relationships, cultural influences, community resources, and more. It is important to identify both risk and protective factors when working within this framework.
There are a number of different systemic models of child development. The best-known is probably the ecological systems theory, developed by Urie Bronfenbrenner. This theory focuses on how a child’s development is affected by the different systems they are a part of. For example, a child’s development is influenced by their family, their school, and their community.
b) Why is it important to provide a safe and supportive learning environment? What are the essential benefits of such an environment? Explore how this can lead to effective behaviour management.
A safe and supportive learning environment is important because it allows students to feel comfortable and supported as they learn. This type of environment can help students feel more confident and motivated to learn. Additionally, a safe and supportive learning environment can help reduce stress and anxiety levels, which can improve focus and concentration. Behaviour management is also easier in a safe and supportive learning environment, as students are more likely to follow rules and respect boundaries.
A safe and supportive learning environment is critical for behavioural management. If students feel safe and supported at school, they are more likely to be engaged in their learning and less likely to exhibit disruptive behaviours. A safe and supportive learning environment can help to prevent behavioural problems from occurring in the first place and can also provide a positive and constructive setting for addressing any behavioural issues that do arise.
c) What do you consider to be the most important steps towards establishing effective classroom management?
When it comes to establishing productive classroom management as a teacher, I believe there are a few essential steps that one should take. To begin, it is absolutely necessary to be crystal clear and consistent with the rules and expectations.
The second thing that needs to be done is to ensure that the classroom is a positive and supportive place for everyone.
Third, it is helpful to use various methods to keep students engaged and focused on the task at hand.
To cap it all, it is essential to maintain adaptability and sensitivity to the requirements of each individual student. This has helped me a great deal in managing my classrooms better, even while working with challenging students.
d) Evaluate the use rewards for maintaining a high standard of behaviour within a group.
In order to motivate a class of adults to complete assignments, I proposed using a one-on-one professional advice session as a reward. Prior to this, only about two out of nine individuals were making any effort, but this increased to seven out of nine after the reward was announced.
As someone who often uses rewards to encourage good behaviour, I have found that it is important to be clear about the expectations and rules that must be met in order to receive a reward. Otherwise, individuals may become frustrated or may feel that the rewards are not fair. I always make sure that the rewards I give are meaningful and relevant to the individual and the situation. I also make sure to give rewards in a way that is fair and consistent. Although rewards can be a useful tool, I always keep in mind not to use them to control or manipulate behaviour.
e) Review actions you have taken to use behaviour management to promote inclusion within a group.
In order to promote inclusion in my classroom, I often use behaviour management strategies that are positive and inclusive. This involves using strategies that encourage all students to participate and feel welcome while also discouraging negative behaviour.
Using positive reinforcement, such as praise or rewards to encourage desired behaviour has its positive sides. I also set examples by making sure all students feel included and respected by using positive and encouraging language.
Although I tend to have favourites just like every other teacher, I ensure this does not show in the course of the classroom by focusing on the group as a whole rather than individual students when giving instructions or feedback.
Giving all students equal chances to participate in activities and tasks, encouraging them to work together and help each other, and providing them opportunities to give their input and ideas are some other strategies I’ve been employing.
Despite all of these, I still ensure to deal with negative behaviour in a calm and constructive manner.
TASK 3
a) Evaluate the role resources play in the process of teaching and learning.
Resources can play a role in the process of teaching and learning by providing materials or assistance needed for instruction. They can also help promote and facilitate student-student or student-teacher interaction. In addition, resources can provide clues and guidance to help students understand and remember information. With the right ones, resources can help teachers monitor and evaluate their students’ progress.
Resources can also support the development of personal skills and knowledge, enhance problem-solving skills, and help students develop self-discipline. They can also encourage critical thinking and creative thinking. In addition, resources can help students learn about different cultures and about the world around them.
b) Assess how the use of resources is linked to the theoretical models of teaching and learning.
There is a clear link between the use of resources and the theoretical models of teaching and learning. Theories of learning help to explain how people learn and how they can be supported in their learning. In turn, this knowledge can be used to inform the design and use of resources that support learning. For example, if we know that learners require certain conditions for effective learning to take place, we can design resources that provide those conditions. Similarly, if we know that learners benefit from engaging in certain types of activities, we can design resources that support those activities. If the resources are not well matched to the needs of the students or the content, then the learning may suffer.
As an example, the instructional objectives stage in the Basic teaching Model (BTM) informs the resources that are to be used in supporting learning. The instructional objectives stage of the Basic teaching Model (BTM) helps to ensure that the resources used in supporting learning are well-matched to the needs of the students or the content. This stage of the model helps to identify the specific goals and objectives of the instruction and to determine the best way to achieve those goals. It also helps to identify the resources that will be most effective in supporting learning. By ensuring that the resources used are well-matched to the instructional objectives, the BTM helps to ensure that learning is more effective.
c) Reflect on how the design and selection of resources can help to deliver inclusive teaching and learning.
When designing and selecting resources for teaching and learning, it is important to consider how they can be used to support inclusion. This means thinking about how the resources can be used to meet the needs of all learners, including those with special educational needs and disabilities (SEND). It is also essential to consider how the resources can be used to promote positive attitudes towards diversity and difference.
One way to do this is to choose resources that are flexible and can be adapted to meet the needs of different learners. For example, if you are using a resource with pictures, you could provide alternative versions with symbols or text to support learners who have difficulty understanding pictures. You could also provide different versions of the same resource at different difficulty levels so that all learners can access it.
Another way to support inclusion with resources is to choose materials that are culturally diverse and represent a range of different perspectives. This will help all learners to feel included and valued and will also promote understanding and respect for diversity.
Also, it is important to consider how the resources will be used in the classroom. For example, will all learners be able to access and use them, or will some learners need support? Will the resources be used in a way that is respectful of all learners and that takes into account their different needs and abilities?
By considering these things when designing and selecting resources, you can help to create an inclusive learning environment where all learners feel supported and valued.
d) Outline two examples of the selection of resources that have made a significant contribution to your successful development of an inclusive learning environment.
When selecting resources, it is crucial to consider whether those resources will benefit every student equally. As a teacher, putting equality and diversity into the equation is necessary to create an inclusive learning environment that helps students develop and achieve their full potential.
One way I do this is by ensuring that the resources I select for my students reflect the diversity of the class, as they are from different parts of the world with different cultural backgrounds. I want my students to see themselves and their peers represented in the materials we use in class. I also want them to see people who are different from them in order to broaden their perspective and understanding of the world. For instance, when choosing videos for a particular topic, I ensure selected resources reflect diversity with people of different religions, sexual orientations, nationalities, and ethnicity all represented.
Another way I promote inclusivity in my classroom is by incorporating diverse perspectives into our discussions and activities. I make sure to provide opportunities for all students to share their thoughts and ideas. I also encourage students to ask questions and explore different points of view. This makes everyone in the classroom feel like their opinion counts and are fully included in the teaching and learning process.
These approaches have significantly impacted my classroom as it increases engagement, which is a key aspect of active learning.
e) Critically evaluate how the use of resources might help you promote equality and value diversity in your teaching, with specific reference to situations where communication issues arise.
Equality and diversity are important values in education. All students should feel welcome in the classroom and have their individual needs respected. The use of resources can greatly help in promoting equality and valuing diversity in own teaching. With so many barriers to communication, it is important to pay attention when selecting resources so as not to put a section of the students at a disadvantage.
While teaching a class with a student with low vision, I had to ensure that such a student was not at a disadvantage since reading might be a problem. I ensured that every recommended book had an audio version they could simply listen to. I also incorporated more listening activities in my lesson plans and paid more attention to my students’ body language and facial expressions to ensure they followed along.
Again, considering that some of the students are not native English speakers, for students who had difficulty understanding my accent, I provided them with transcripts of my lectures and made use of visual aids such as PowerPoint slides, pictures, and videos. I also encouraged them to ask questions frequently so that I could monitor their understanding.
TASK 4
a) What are the essential considerations for teachers when designing assessments? Summarise how the individual needs of learners would be met as part of this process.
Teachers need to consider specific essential considerations when designing assessments for their students. Assessment should be designed to meet the individual needs of the students and the curriculum.
If a student struggles in a specific subject, then the assessment should focus on that subject. If a student needs to improve their reading skills, the assessment should be designed to measure how well the student reads. If a student needs to improve their math skills, the assessment should be designed to measure how well the student solves math problems. It is important to keep in mind that as much as the assessment needs to be challenging enough to help the student learn, it should not be so complex that the student is unable to complete the assessment.
An assessment should be designed to provide feedback to the student. The feedback should tell the student what they did correctly and what they need to improve on. The feedback should also tell the student how they can improve. It should also be designed to provide information to the teacher. The information should tell the teacher what the student did well and what the student needs to improve. The information should also tell the teacher what the student needs to know for the next level of the curriculum.
The assessment should be designed to help the student learn the material that is being covered in the assessment and also help the student learn how to improve their skills.
When assessing students, it is essential to measure what is necessary for them. An assessment should be challenging for the student but not so challenging that it becomes frustrating or discouraging. Assessment should provide feedback to the student in a way that is clear and concise. Assessment should help the student learn and improve their understanding of the material.
b) Investigate how the assessment process can be used to improve standards.
The assessment process is a powerful tool that can be used to improve standards in schools. When used effectively, it can help to identify areas where improvements need to be made and identify strategies to address those areas.
One of the key ways in which the assessment process can be used to improve standards is by identifying areas of weakness. By conducting regular assessments and analysing the results, it is possible to identify areas where students are struggling and where the curriculum may need to be revised. This information can then be used to target interventions and support to those areas.
Another way in which the assessment process can be used to improve standards is by setting targets. By analysing data from assessments, it is possible to set realistic and achievable targets for students. These targets can then be used to measure progress and identify areas where further improvement is needed.
Finally, the assessment process can be used to improve standards by providing feedback. This way, teachers can provide feedback to students on their progress and areas for improvement. This feedback can be used to motivate and encourage students to continue working hard to improve their standards.
Overall, the assessment process is a powerful tool that can be used to improve standards in schools. When used effectively, it can help to identify areas where improvements need to be made and develop strategies to address those areas.
c) Explain how you have prepared a specific assessment for a group. Demonstrate the measures you have taken to ensure that they are appropriate for individual learning needs. Include brief details of the assessment in your response.
For a group of students taking classes on health and social care, I prepared an assessment that would test their knowledge on the topic while also incorporating different individual learning needs. I first divided the students into smaller groups based on their abilities. Within each group, I created assessments that were specifically tailored to target each student’s individual needs. For example, some students needed more visuals in order to understand the material, so I created assessments that incorporated pictures and diagrams. Other students needed more hands-on learning, so I created interactive activities for them to complete.
By differentiating the assessment, I was able to ensure that all students had the opportunity to show what they knew in a way that worked best for them.
d) What considerations do you make when marking learners’ work? For each of these considerations, assess the potential impact on learners.
When I’m marking learners’ work, there are several factors I put into consideration. The first consideration is the age of the learner. Different age groups will have different abilities and understanding. For example, younger learners may be still developing their writing skills and may make more mistakes than older learners.
The second consideration is the level of the learner. Different levels will also have different abilities and understanding. For example, lower-level learners may struggle with more complex tasks than higher-level learners. This also needs to be taken into account when marking their work.
The third consideration is the ability of the learner. This includes conditions like dyslexia, ADHD, and other learning difficulties. If a learner has any of these difficulties, they may find it harder to complete tasks and may make more mistakes.
Another factor worth considering is the culture of the learner. This includes factors like the language they speak, their religion, and their customs. Different cultures will have different expectations and understanding.
e) Assess how you would gather appropriate data from an assessment and how you would use this to set suitable goals and inform subsequent planning.
When administering an assessment, it is important to consider what type of data I want to collect and how this data will be used. If I am looking to identify areas of weakness, I may want to give a pre-test and post-test to gauge improvement. However, if I am looking for more general information about student understanding, a single test may be more appropriate.
Once I have collected the data from the assessment, I can use it to set goals for the students. If I identify that the majority of students struggled with a particular concept, I may want to make this a focus for future instruction. Alternatively, if the data shows that the students performed well overall, I may want to set goals that challenge them to maintain or improve their performance. In either case, it is important to use the data to inform my planning so that I can tailor my instruction to meet the needs of my students.
References
Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (pp. 187–249). Jessica Kingsley Publishers.
Kaufman DM. Applying educational theory in practice. BMJ. 2003 Jan 25;326(7382):213-6. doi: 10.1136/bmj.326.7382.213. PMID: 12543841; PMCID: PMC1125068.
Knowles, Malcolm S. “The Modern Practice of Adult Education: From Pedagogy to Andragogy.” Chicago, IL: Association Press, 1970.
“Andragogy Vs. Pedagogy: Key Differences in Learning.” Western Governors University, 24 May 2022, www.wgu.edu/blog/andragogy-pedagogy-key-differences-learning2205.html.
“Ecological Systems Theory – Wikipedia.” Ecological Systems Theory – Wikipedia, 1 Apr. 2008, en.wikipedia.org/wiki/Ecological_systems_theory.
Cooper, John O. “Basic Principles of Directive Teaching.” Theory Into Practice, vol. 13, no. 2, Informa UK Limited, Apr. 1974, pp. 84–90. Crossref, https://doi.org/10.1080/00405847409542493.
Cooper, John O. “Basic Principles of Directive Teaching.” Theory Into Practice, vol. 13, no. 2, Informa UK Limited, Apr. 1974, pp. 84–90. Crossref, https://doi.org/10.1080/00405847409542493.
Kurz, Nan, and Peter V. Paul. “Toward an Inclusive Teacher Education Program.” Journal of Teaching and Learning, vol. 3, no. 2, University of Windsor Leddy Library, Dec. 2006. Crossref, https://doi.org/10.22329/jtl.v3i2.100.
López-Azuaga, Rafael, and José Manuel Suárez Riveiro. “Perceptions of Inclusive Education in Schools Delivering Teaching Through Learning Communities and Service-learning.” International Journal of Inclusive Education, vol. 24, no. 9, Informa UK Limited, Aug. 2018, pp. 1019–33. Crossref, https://doi.org/10.1080/13603116.2018.1507049.
Inglis, M., et al. “Individual Differences in Students’ Use of Optional Learning Resources.” Journal of Computer Assisted Learning, vol. 27, no. 6, Wiley, Apr. 2011, pp. 490–502. Crossref, https://doi.org/10.1111/j.1365-2729.2011.00417.x.
Kilbane, Clare, and Natalie Milman. “Teaching Models.” Designing Instruction for 21st Century Learners, Pearson, 2013.
Joyce, Bruce R., et al. Models of Teaching. 2003, https://doi.org/10.1604/9780205389278.
