Question:

TASK 1

Carry out a research into the theories and models of reflection and evaluation. Using your research, write a report in which;

5. You analyse theories and models of reflection and evaluation (L.O 5.1) (800 – 1000 Words)

Drawing on this research and your experience, write a reflective account that explains ways in which;

5. Theories and models of reflection can be applied to reviewing own practice (L.O 5.2) (800 – 1000 Words)

This reflective account must be presented in a professional written format.

TASK 2

Write a report in which you analyse theories, principles, models of learning and models of learning preferences.  (800 Words) (LO1.1 & LO1.3)

Explain ways in which theories, principles and models of learning can be applied to teaching learning and assessment. (800 words) (LO1.2)

Drawing on this research, analyse how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment. (800 Words)  (LO1.4)

TASK 3

2. You are required to research and prepare a presentation which explains ways in which theories, principles and models of communication can be applied to teaching, learning and assessment. (L.O 2.1) (No word count for the presentation BUT should have enough detailed slides for a one hour teaching session)

2. To support this presentation, produce a research report which details your analysis of theories, principles and models of communication. (L.O 2.1) (1000 Words)

TASK 4

A          Investigate theories, principles and models of assessment.  Then choose an Assessment Scheme from your teaching practice portfolio and write a Report indicating how a range of theories and principles of formal and informal assessment are demonstrated in the design of the scheme.  Provide at least 3 examples of assessments which improved learning and explain the relationship in each between assessment and inclusive learning. (LO3.1) (800-1000 words)

B          Provide 3 completed student assessments, one from each of the three contexts presented above, and evaluate their effectiveness in enabling learning and progression for different learners. (LO3.2) (800 – 1000 words)

C          For your Professional Development Journal/Reflective Journal evaluate what you learnt from your experience of assessing described above. (LO3.1) (500 words)

TASK 5

Carry out a research into the theories and models of curriculum. Using your research, write a report in which;

• You analyse theories and models of curriculum development (L.O 4.1) (800 – 1000 Words)

• Explain ways in which theories and models of curriculum development can be applied in own area of specialism (L.O 4.2). (800 – 1000 Words)

Layout and referencing:

• Present your work in one business report style which should include a table of contents, reference list, foot or end notes and appendices if any
• Include the reference code of this assignment on your assignment submission front page.
• Each page must be numbered at the bottom right hand side.
• Ensure the following information is in the footer on every page:
  • Your name and ID Number
  • The production date of your submission
  • The code number of your assignment brief
  • The page number
  • Name of the Module
• Spell-check the document and make sure there are no grammatical errors.
• Complete all the tasks.
• Produce clear, specific reasoning and arguments in support of your answers.
• Submit your work in a single work processed document of not more than 5000 words for all Learning Outcomes. This word limit is only for guidelines, and is not applied to bibliographies.
• You must include a bibliography at the end to show where your information was sourced.
• Your sources must be identified using the Harvard referencing system. The words used in your bibliography will not be included in your word count.
• Your sources must be identified using the Harvard referencing system. The words used in your bibliography will not be included in your word count.
• The learner must demonstrate the usage of a range of sources of information throughout the assignment by using of appropriate referencing (All tasks).
• Autonomy and independence must be demonstrated throughout the completion of all tasks. This will be evidenced by the level of formative feedback provided by the tutor.
• Exceptional circumstances (e.g. Learning difficulties such as dyslexia) will be taken into consideration
  Answer:

  Task 1:

  A. Theories of Reflection:

  Reflection is something that consists of many facets, for instance, reflection on matters related to work helps in enhancement of its meaning. Reflection that occurs based on experiences persuades imminent and learning of complex nature. Individuals have the ability to cultivate their own growth when learning can be controlled, so it is imperative to do certain reflections alone.

  Kolb Cycle:

  The Kolb Cycle was urbanized for enabling the educators for reviewing their own techniques related to teaching for endorsement of incessant expansion. This was developed in 1984 and it was initially improved for facilitating educators in reviewing their individual teaching in endorsing continuous development (Burke and Bush 2013). The learning theory of Kolb’s is based on four separate styles of learning that are being based on the four-stage cycle of learning. Kolb’s model has been considered as different from others as it provides both ways in understanding the learning style of an individual that has been named as “Learning Styles Inventory” (Kolb 2014).

  The cycle is being attached below:

  -Depending upon the environmental situation, the learners might need to enter the cycle of learning during any point enabling them to study the new task through put into practice of all the four modes (Othman and Chia 2014).

  For example, if one is learning something from his coach:

  -Tangible experience: Consisting a coach that guides in coaching someone else.

  -Active Experimentation: Making use of the skills of people with one what has been learned for attaining one’s own style of coaching

  -Reflective scrutiny: Observing the ways other people coach

  -Conceptual Conceptualization: Going through articles for finding out the pros and cons of various methods

  Figure1. Kolb Cycle

  Source: (Kolb 2014)

  Gibbs Reflective Cycle:

  The publishment of the Kolb cycle took place way before the Gibbs cycle came into the front. It was during 1988 that the Gibbs Cycle was issued in an article: “Learning By Doing: a Guide to Teaching and Learning methods”. The development of the Gibbs cycle was partly supported on the Kolb Cycle. As per Potter (2015), both these cycles were developed in order to be able to be used in any sort of learning circumstances (Kumar 2016). The Gibbs cycle is best suited for the healthcare industry. Both the Kolb cycle and the Gibbs’ reflective cycle envelop the same basic steps, either of the two can be make use of in any sort of learning experience.

  Gibbs reflective cycle engages six steps:

  – Description: What happened?

  -Feelings: What you thought about it and feel about the same?

  -Evaluation: What are the positive and negative aspects?

  -Analysis: What sense can be made out of it?

  -Conclusion: What else could have been done?

  -Action Plan: What will be done next time?

  It has been considered as a cycle as the action one takes during the final stages would pose feedback into the first stage, launching the procedure again.

  Figure2. Gibbs Reflective Cycle

  Murphy Model:

  In 1993, Atkins and Murphy developed this model that unambiguously supports deeper level of reflection. It takes into account the following points:

  – Awareness regarding uncomfortable opinions and feelings

  -Stating the situation inclusive of key thoughts

  -Evaluating knowledge and approaches to situation related to knowledge identification, assumptions of challenges

  -Evaluating knowledge relevance and its ability to solve problems

  -Recognizing any learning that has taken place

  Theories of Evaluation:

  The theory of evaluation has the ability to serve numerous purposes where the most important function of its to work as a guide for practice. There is no approved categorization of theory-based evaluations, though in recent years there has been a propagation of advancements that are theory based with significant disparity within each approach (Bayer et al. 2016). Alexander and Hedberg (1994) run down the representative, drawing near the methods that need to be used in the research related to education over the past fifty years.

  Objective Based: Evaluation can be stated as a procedure of formative degree to a extent where the objectives of education are being attained. This takes into account the scientific custom and is very simple to relate but does not identify the inadvertent outcomes, taking no version of students as those with all the dissimilarity.

  Decision Based: It aims its focus on the decisions that are being taken into consideration during augmentation that could be completed. It is constructive for curriculums having broader scopes and needs co-operation of verdict makers.

  Value based: Evaluation does not believe in goals, but also whether the goals are attractive enough in achieving. Unintended outcomes are taken major care of and the perceptions of learners having learning experience.

  Naturalistic Approach: It takes in the evaluations revolving around participants’ important apprehension and concerns. It acknowledges the context that can be used to assist those being considered.

  B. Reflective Part:

  Scenario:

  I am presently working as a project manager in the school for edifying environment. I am an integral part of the team that is being responsible for deliverance of the information and assisting the Small & Medium size organizations dealing with construction for developing their ways of doing business. The main idea is to reduce the usage of carbon, other wastes and improving their business. My role in this is to convey workshops and assisting the organizations in various subjects as per the needs of the company.

  Feelings:

  The courses that were delivered along with the workshops were on the prior experiences instead of any sort of methodology and studying. The general feeling within me was that I was missing the creativity, innovation and upgraded technologies required in teaching. Another important fact is that I require learning the ways of assessing the learning of the learners. Certain skills are there which I need to develop:

  -Assessment and productive feedback

  -Conniving of the learning materials that can be modernized for different method of learners.

  -Knowing the real teaching techniques

  Certain things are there that I need to know more about:

  -Increasing my consciousness of utilizing IT techniques in learning and encouraging those that do not like the same

  -Techniques of teaching assisting in delivering of the knowledge essential for learners

  -Supervising the students

  Cognitive learning has materialized as an eminent approach to teaching in this past decade. The work of Piaget, Vygotsky and Bruner has offered historical models for constructivist theory of learning. Constructivism displays a model shift from the behavior based on education to the education formed on cognitive theory. Behaviorist epistemology aims its focus on aptitude, objective domains, knowledge levels and corroboration.

  Evaluation:

  The course was good and displayed the most complex points, which are as follows:

  -In this course, themes have been targeted: Feedback along with assessment, designing and reflecting on the new techniques, motivation, strategies related to learning and teaching. My university that boasts of learning and teaching objectives constituting recruiting staffs in the stipulation of high value and experience in learning.

  -Interaction within group and skills exchange: This group has made me learn a lot on things like designing component, creativity in teaching, rules and regulation and trying to understand the a range of needs of students. Working in groups can immensely help students in becoming more active in their process of learning. Working with peers provides them with an opportunity of coherent of ideas and questioning the others’ ideas.

  -Availability of resources: The materials related to the course are being delivered before the session week, offering plenty of time for accessing and going through. The tutors have been of great support regarding any query and their response has been in quick time.

  Among the bad experiences that I had; I being an optimistic person have not recognized any bad effect except from the fact that there was frequent changes of class.

  Analysis: It has been a great experience for me, the course has provided me with ample opportunity for me to study for knowledge. Nothing stopped me from learning and be a learner wanting to know things that are unknown to me.  I am a firm believer of the fact that if people stops learning, they stop offering any benefits.

  Action Plan:

  If I am being provided with the prospect of attending this particular course again, I would be preparing myself to the fullest in learning everything that would help me use creative ways in teaching in future. For the plan, I do have copy of all the handouts and appearance to which I am planning to go through again.

  Task 2:

  A. Learning Strategies:

  A theory can be stated as something that either endeavors or has been demonstrated for explaining certain things. In the psychology of learning, there are three key schools of theory that can be related to the study of the behavior of humans like the Cognitivist School, Humanist School and the Behaviorist School.

  Cognitivist Learning Theory:

  Early twentieth century decade witnessed many such ideas and suppositions of the cognitive psychology with Edward Tolman’s cognitive theory that cropped up in 1932, Jean Piget’s theory of cognitive development, in a way that confronts the limitation of behaviorism because it reduces the behavior of humans to uncomplicated reason and result. According to Stevens (2013), in the present scenario, the two theories have been inclined into a complete cognitive-behavioral theory where both believes that learning that is new must be formed on the existing learning, that can only promote the learner. The only thing on which both these theories seem to disagree is the ways learning should be demeanor.

  Cognitivist learners believe that learning is a procedure of obtaining information through sense, contemplation and understanding. They always rely on internal processes and associations that occur during the learning process. The significant postulation of the cognitive psychology is that there is existence of cognitive procedures taking place and affecting heavily on the things that are educated. Clarification on ways the process of Cognitive works is stated to be theories or models of dispensation of information. In the educational psychology, three components model of information process is being taught. It can be stated as follows:

  -Significant principles of classroom from the psychology of cognitive takes in important learning, organization and amplification

  -Creating an environment where there is existence of many manipulatables, contrivances where an understanding can be developed. An instructor in his duty have the right to ask questions for helping students purify their thinking and identify the areas where they may be erroneous (Hoffman 2014).

  -Failure at times can be considered an excellent thing as it helps in realizing learners that they require learning more

  The instructor’s role lies in monitoring the progress of students and asking them lots of questions.

  Humanist Learning Theory:

  The theory of Humanist Learning can be stated as something that strives hard in addressing the personal development of learner. Learning is a thing that grows in humans according to their potential for the same. According to Schneider, Pierson and Bugental (2014), the standpoint of humanists is humans have the ability to take control of their own destiny and inherently they are good and enjoy limitless prospective of growth and improvement. It depends on the teacher for providing an environment that is conducive to positive learning, where students find themselves in the comfort zone that attempts in building a self-esteem and confidence of students. A positive environment has the ability to increase the desire level of students for learning and that too at his own pace and track. One of the key aspects to the learning theory is the experiential learning that integrates the student’s history and understanding in structuring and guiding their existing learning.

  Maslow considered the key goal to be the process of self-actualization. It defines the person’s need to developing into all that he or she is capable of or desires to become. Other goals that have been taken into consideration are:

  -Acquaintance of set of values

  -Understanding that life is valuable

  -A sense of achievement

  Andragogy concept of Knowles appears to be entrenched in the humanistic theory that fits nicely with the Maslow’s presentation of ideologies. For instance, within the six suppositions of Andragogy as stated by Knowles, the indication was towards a mature, making a shift from the personality of dependability to the more self-directing one. One of the other assumptions is the experience of adults that has been considered as rich learning source. Even Rogers had parallel beliefs of the humanist learning. According to him, both learning and therapy belonged to the same course. Roger’s ‘client-centered therapy’ has often been associated with the learning that is student-centered. Roger has been able to equate such learning with distinctiveness like involvement on personal basis, invasive and learner’s assessment and experiential knowledge becoming part of the total knowledge (Ozuah 2016). It has been similar to Maslow and Knowles, Roger’s characteristics have been on beliefs focusing on individual uniqueness and human values.

  Behaviorism learning theory:

  Behaviorism is a theory of learning that focuses on the impartially apparent behaviors and discounts of any activities of independent nature in the mind. As per Abramowitz (2013), behavior theorists are of the habit of defining learning as not more than the attainment of new behavior identified on the grounds of environmental circumstances.

  Experiments that have been conducted by the behaviorists recognize conditioning as one of the universal processes of learning (Denler, Wolters and Benzon 2014). There exist two kinds of conditioning with each yielding a dissimilar pattern of behavior:

  -Classic conditioning that exists when a natural impulse reacts to a stimulus. A common example that explains classic conditioning is the environment of education having situations where students display illogical fears and concern like the fear of failing, fear of speaking in front of the public and the general phobia existing in general school (Arends 2014).

  -Behavioral conditioning takes into account the reinforcement of a response towards a stimulus. It can be considered as a simple form of feedback. It takes in the incentive or reinforcement that follows the retort to a stimulus, it is then that response becomes more credible in future.

  This can be regarded as one of the simplest theories in understanding as it relies on the behavior of observing describing numerous behavior laws. Its positive and negative strengthening method needs to be efficient.

  B. The ways of learning theories into teaching learning and assessment

  Application of behaviourism theory

  Three chosen theories are behaviourist, cognitive and humanist. As stated by Siemens (2014), effectiveness of the theory depends upon the observation and measurement of human behaviour. This theory can be applied while teaching children. A teacher needs to be careful about the behaviour of the child and the objects, which grabs the attention of the child very much. During the teaching leaning process, the teacher needs to take initiative to replace the unacceptable behaviour with a new one. In the view of Jonassen and Land (2012), desired response needs to be rewarded for learning to take place in the educational environment. In classroom, the behaviourist uses the rewards and punishment.

  If the teacher starts the practice of rewarding for good behaviour and punishing for wrong behaviour, students have general tendency to the show their good behaviour in order to be rewarded. Success of this method depends on the stimulus and response by the students and their association with the learning process. If a student misbehaves in the classroom, teach may create a behavioural contract with the student (Pritchard 2013). The student can be seated in front of the teacher and be given the permission for raising question. He /She cannot leave the classroom without permission. All the contracts may have both positive and negative reinforce. In the view of Morcke, Dornan and Eika (2013), positive reinforce increases the chance of response and negative reinforce acts towards opposite direction. Praising the ability of the student, selecting them for specific project, smiling at the student for correct answer may raise confidence and can correct behaviour after certain days. However, there may be exception. Some students may not adopt the behaviourist approach. Different approach can be used for them.

  Application of cognitive theory

  Cognitive learning theory is applied to gather knowledge through thought, senses and experience. As mentioned by Schunk and Usher (2012), this theory can be divided into two parts such as social cognitive theory and cognitive behavioural theory. These theories are generally used for mental processing of the learners. A learner can easily learn new information and relate with old knowledge. Teacher needs to consider what students require to learn and the effective way of learning of concerned topic. Learning ways may change with the nature of topic as per the ability of the student to understand. As explained by Stevens (2012), when students have multiple source of information such as text, pictures, sounds, they can handle a small portion of the information at one time. Therefore, they become selective about a specific method of learning. In the cognitive learning theory, the learner has the autonomy to choose and discover preferable learning process.

  O’Donnell and King (2014) cited that social cognitive behaviour has three factors such as behavioural factors, environmental factors and personal factors. Learner can gain knowledge by observing other people. Another way developing knowledge is to put the learner in a comfortable environment where learning material scan be easily available and the learners are motivated by the new environment to retain new knowledge to change their behaviour (Riding and Rayner 2013). Cognitive behavioural theory states that students sometimes construct the meaning of learning on their own rather than deriving directly from the environment (Paas and Sweller 2012). This process is more effective compared to previous method as self-learning enhances the understanding ability of the student. Cognitive theory is essentially applicable for the school level students.

  Application of humanism theory

  As explained by Moon (2013), humanism theory advocates for the student centred learning. Students need to explore, inquire, reflect and articulate the learning outcomes with extra initiatives, interest and physical effort. Unlike behaviourist approach, humanist view concentrates on the intrinsic reward to the children during good learning. They believe in intrinsic reward that comes in the form of self-satisfaction. Self-satisfaction comes when the student is able to apply gained knowledge into the practical environment. Through this approach, education can creates needs within children through self-motivation.

  Behaviourism approach states reward from outside and humanism is rewarding himself/ herself. Praise and blame approach taken by behaviourism are rejected by and the humanists as the children can be addicted by praise and may not work if efforts go unnoticed. A humanist acts as a facilitator rather than disseminator. As opined by Kolb (2014), teacher can make learning process attractive so that an interest can row within student to learn and read more beyond that is taught in the class room.

  From the above analysis, it can be evaluated that although cognitive approach is effective method for children, humanism is the most preferred approach from complete skill and personality development of a children. Students are able to develop self-concept through this approach. Students can be motivated in the classroom to use their own capabilities to achieve self-actualisation (Dennick 2012).

  C. Analysis of the individual learning preferences

  At the initial stage of learning processes, there are different types of preferred learning styles such as honey and Mumford, VAK styles. Whereas, Honey and Mumford style has four learning styles such s activists, theorists, reflectors and pragmatists, VAK states three styles such as visual, auditory and kinaesthetic (Jonassen and Grabowski 2012). Considering these approaches, a teacher can prepare the lesson plan using different resources such as presentations, charts, handouts. In the view of Manolis et al. (2013), learners can be categorised into six types such as independent enquirers, reflective learner, creative learner, team workers, self-manager and effective participator. Each type of learner has different learning preference influenced by their abilities and needs. Some of the student may want one-to-one learning session or group learning depending on their personality. Ability of communication is an important factor that influences the learning preferences (Sywelem et al. 2012). Effective teaching requires a clear communication between teacher and student. Inclusive teaching strategies include number of approaches that a teacher can undertake evaluating the learning environment and the ability of the students.

  A classroom has students with different cognitive skills. There may be some students with special abilities. Those students require extra attention to develop their skills systematically. Inclusive learning and teaching environment provides equal value to all students. Teacher needs to emphasis the multisensory learning styles of learners. The auditory learners prefer to listen and remember whatever they learn (Roehl, Reddy and Shannon 2013). They remember the key words the phrases while learn difficult information and play the words on their mind. This kind of learners generally prefer one to one conference, audio books, lectures, voice recorders, PowerPoint stories with audio narratives, interviews, speeches. The children having audio learning preference want to receive instructions aurally from the teacher and speaker. They repeat information loudly and prefer to listen the feedback about their work.

  Students with visual learning strategy prefer to study by reading or viewing. They prefer to receive study materials and difficult information in pictorial form with headings, subheadings, highlighting key words, image and captions. They watch the instructional videos and presentations and visualised the shapes, colour and features of the learned objects. The visual learners prefer use of visual tools. Visual learners like to use diagrams, thinking maps with colour coded pictorial text, pictorial flash cards, PowerPoint presentation, flipbooks, pattern, design, and other materials. However, as argued by Laurillard (2013), student with visual learning preference can be successful, when they can successfully link the visual learning with text. They need to read a detailed description of the required learning product. They prefer to use learning materials such as books, magazines, bullet point notes, reports, diagrammatic representation of study materials, dramatic plays that they can visualise, advertisements, captions and other similar tools.

  Tactile learners prefer to learn using their motor skills. They concentrate on the learning circles, mini whiteboard, task cards, magnetic boards, brochures, tactile journal, and board games. One important feature is that this type of students produces their own instructional resources. In contradiction to above approaches, kinaesthetic learners prefer to learn through real life experiences. They actively participate into the real events and able to depict their understanding to the analyser (Sokal and Sharma 2014).

  A good teacher needs to keep all types of learning preference while preparing lesson plan for each class. The teacher needs to choose teaching style to meet the need of different students with different learning ability and preferences. An inclusive teaching method is applicable to this type of teaching learning environment. As opined by Dallas, Upton and Sprong (2014), a thoughtful teacher requires to understand the differences among individual learners and can appreciate the strengths and weakness of teaching comparing with student needs.

  A teacher needs to be a good communicator first to fulfil the teaching objective. Uses of inclusive languages, which are free from words, phrases, are effective for inclusive teaching. This is the main form of communication in eliminating discrimination in the teaching learning environment. In a classroom where some students having problem with learning and using learning material, they may feel deprived or marginalised in the group-learning environment. Therefore, objective of teaching and learning is hampered. Therefore, the teacher has to identify the teaching style, which would be most suited to the marginalised learners. Cultural discrimination may affect the learning environment of students (Wang and Shen 2012).

  Classroom management therefore is very important aspect of teaching-learning phenomenon while talking about inclusive teaching. Classroom management prevents any disruptive behaviour in the classroom. As learning style and preference are different for different student, marginalised students may feel deprived due to the behaviour of other students with negative attitudes (Gustafson, Rabe and Baudisch 2013). Hence, a competent teacher needs to address the restrictive behaviour of the students in the class. The teacher needs to choose learning style strategically with every different circumstance.
   

  Task 3:

  Analysis of theories, principles and models of communication

  Transactional Analysis

  This model of communicated was created by Dr. Eric Berne, a famous psychotherapist that assisted in making complex interpersonal transactions understandable by recognizing the fact that individuals can do the interaction from one of the three “ego-states” which are considered as “Parent”, “Adult” as well as “Child”. (Stufflebeam, 2014) Every ego-state is regarded being a communication method having its individual language as well as functional aspect. The Parent’s is a language of values, the Adult’s is a language of logic as well as rationality as well as the Child’s is a language of emotions. (Fornaro, 2016)

  In this model, the “sender” is always the person that will be initiating the “transactions” or the communication in respect of interaction. There is always a “receiver” regarding the communication as well as the entire reaction is either considered being complementary or crossed. (Hargaden, 2014)

  Complementary Transactions

  (Source: ExecutiveCochingConcepts, 2012)

  As because, the Adult Ego State is associated with logic as well as rationality, it will be considered ideal in ensuring that every communications within the place of work are Adult – Adult. (Philips, 2014) The reason being that everyone is required acting like adults and this is considered being the foundation in respect of the immense majority regarding workplace communication. In actual scenario, however, it is often not functioning in that manner. (Clarkson, 2013)

  Crossed Transactions

  (Source: ExecutiveCochingConcepts, 2012)

  In a crossed transaction, the major challenging factor is the Parent – Child communication. Primarily, it is required acknowledging certain major facts regarding the model such as,

  We are having all the three Ego States within our consciousness. Someone’s personality is the outcome of an individual’s cumulative experience regarding life. Who an individual is as a Parent, Adult, or Child is a functional aspect of these experiences, irrespective of how much an individual is wishing to depart from them. We will not deal with any psychoanalytic insights in this regard, and this is one of the values regarding the TA model. (Berne, 2016)

  Even though, it is possible learning new behaviours as well as skills, most frequently what we are intending in a transaction is not the way by which the receiver will be interpreting it. (Carpenter, 2016)

  Interactive analysis

  Interactive analysis is considered being a method to encode as well as decode the study pattern associated with teaching as well as learning. Regarding the process of coding, there occurs the establishment of segments regarding classifying statements. There occurs the assignment of a code symbol to every category and a trained observer will be recording by taking down the code symbols. (Knowles, 2014) Within the decoding stage, a trained analyst will be interpreting the display of coded data as well as reconstructing the actual events based on the basis of the data that has been encoded although the individual might not be having the presence when the collection of data will occur. (Wilson, 2014) Even though, there are various methods to code spontaneous verbal communication within the classroom, a typical method regarding interactive analysis will normally be including,

  1. A set of categories, each being explained in a clear manner
  2. An observation process as well as set of rules that will be governing the process of coding
  3. Steps to do the tabulation of data in respect of arranging a display
  4. Following suggestions in respect of certain more common applications (Dwyer, 2014)

  The dimensions of interaction are considered as communication as well as coordination. Communication is the primary interactive dimension regarding communication. To communicate within a specific pair of agents might not be considered easy all the time or even having the possibility and in those cases, there can occur the facilitation of communication through the interposing of a mediating agent. (Edwards, 2013) The next interactive dimension is considered as coordination. Having multiple agents comprising of multiple active objectives, development is having the requirement of agents sharing resources as well as functioning towards certain common objectives. (Pappas, 2013) Different structures of organization, for instance, depending on the market as well as hierarchies of business are being utilized in the process of allocating resources. In respect of independent agents functioning collectively, they must be having the ability for predicting the behavioural aspect of others. (Nkhoma, 2016)

  Application of Blooms Taxonomy of Learning

  There are three areas in relation with educational activities or learning that are considered as,

  1. Cognitive that is associated with the mental skills
  2. Affective that is associated with development in areas of feelings or emotions
  3. Psychomotor that is associated with skills regarding manual as well as physical aspects

  (Source: CommonwealthOfLearning, 2017)

  In this context, the levels of expertise are considered as knowledge, comprehension, application, analysis, synthesis, as well as evaluation. The level of knowledge is described as recalling, or recognizing the terms, ideas, processes, theories and many more. The level of comprehension is described as the aspect of translating, interpreting, extrapolating but not seeing complete implication or transferring to different circumstances that is close to literal translations. The level of application is described as applying abstractions, common principles or processes for specifying specific circumstances. (Dymock, 2013) The level of analysis is described as the aspect of separating a complex idea into its element parts as well as an organizational understanding and association within the parts. The level of synthesis are described as creative as well as mental development of ideas as well as concepts from various sources towards the formation of ideas that are considered complex towards patterns that are considered being new, integrated as well as meaningful. (Adams, 2015) The level of evaluation are described as the aspect of making judgement of ideas through the use of external evidence or personally chosen criteria corroborated by observations.
   
   

  Task 4

  1. A. Assessment is considered as an integral part of to the teaching-learning procedure that facilitates learning of students as well as their improving their instruction. The alignment of assessment with learning, teaching and content knowledge forms a basis for claims for the validity of assessments. When students aggressively participate in assessing their learning interprets their performance. Assessment is considered imperative to the educational procedure. Assessment for learning requires to enable mutual learning where teachers and students share and value the sense-making procedure of one another (Race 2014). The Assessment Scheme that is selected highlights about several new entrants to the TESOL professional experience. There is generally no substitute for teaching practices. The experienced teachers mostly benefits from a professional course that mostly includes EESOL teaching practices. However, it is firmly believed that under Accreditation Council for TESOL Distance (ACTDEC) requires to follow distance-training. Under the portfolio scheme anyone without a teaching experience are likely to undertake a two-month teaching practice program. If they are able to complete the Teaching Practice Portfolio, they will be recognized as well as rewarded. Under this Assessment Scheme, the teachers are able to obtain a Certificate of ACTDEC (Liyanage, Walker and Singh 2015). The certificate comprises the observation of eight lessons that are provided by experienced teachers, which in turn fulfils the requests of successful achievement of the administered teaching practice portfolio.

  The department mostly makes the use of summative assessments as well as evaluations that acts as the way to grasp publicly financed schools that are responsible for providing superior education. The major objective of summative assessment is to measure achievement of the students at the end of a devoted instructional period. Summative assessments, for example, help teachers as well as administrators to enhance curriculum planning (Black 2013). Schools prefer to turn to improved curriculum, when summative assessments illustrate constant gaps between knowledge of the students and learning targets. The data that is collected while making the use of summative assessments help districts, teachers and educational systems. These assessments are also provided at the conclusion of a precise instrumental period. As a result, they are generally evaluative rather than being analytic. Standardized tests are broadly accepted as examples of summative assessment that are administered by states as well as testing companies.

  This process contrasts with formative assessment as formative assessment help teachers and learners during the instruction procedure. The objectives of formative learning can be applied to recognize the areas of improvement at school level in order to promote constructive cultures of assessment. Formative assessment is imperative to increase overall levels of achievement of the students. This type of assessment, for example place emphasis on the procedure of teaching as well as learning that actively involves students in the procedure. The information that is gathered in this assessment is mostly used to shape strategies that lead to improvement at every level of the education system. The educational challenges are mostly solved with the help of formative assessment that helps to meet goals for higher performance as well as high equality of student outcomes. It is considered as a clear pedagogy as it cannot be separated from instruction. Students requires to be involved in the assessment procedure as formative assessments are not practiced as well as incorporated in order to accomplish its overall effectiveness. Several classroom instructional policies are considered as part of the range of good teaching (Glover et al. 2016).

  Figure: The coordination of assessment and evaluation

  (Source: Created by Author)

  The third example of assessment that leads to improved learning is assessment as learning that helps to develop and support metacognitive skills of students. This type of assessment helps students to become enduring learners. The students learn to make sense of information once they get engaged in peer and self-assessment. A sense of possession is also developed by the students, when they use the feedback of teachers in order to make adjustments as well as improvements to what they comprehend (Connolly, De La Cruz and Sullivan 2015).

  Assessment is about obtaining the overall photo album and not just an individual snapshot. If the feedback is provide, summative assessments can be formative and then the students can make the use of this to support them in the future. Inclusive learning strategies refer to any number of teaching approaches that address the requirements of students with several backgrounds. Formative assessment illustrates a broad range of methods that are used by the teachers to conduct in-process estimates of student understanding. It is quite similar to that of inclusive learning as it also connects with and engages with several students. This in turn helps the students to connect with course materials that are appropriate for them. It also helps to recognize teaching requirements as well as issues that help the students develop understanding of their individual academic strengths (Fisher and Frey 2015). On the other hand, summative assessment is aimed at the determination of the inclusive learning outcomes of a scholarly program at the end of the program or at the end of the particular phase of the program. Summative assessment confirms learning. A strong stress is put on summative assessment as it includes powerful indicators that includes a broad range of learning procedures.

   

  1. B. The assessment contexts that have been mentioned previously have been applied for three students in three different learning environments. Welcomingly, these have given successful outcomes in each of the cases. Three students in their formative years had been facing some certain difficulties in their process of learning. Therefore, as a teacher it was necessary to be of assistance to them by applying assessment theories and models most suitable for their individual complexities.

  The First Case: Applying Formative Assessment

  In the first case, the student was receiving poor marks consistently in each of his assignments; even repeated evaluation process did not prove to be of any help. Both the teachers and his parents were unable to understand the reason behind such consistency. Then it was thought that formative assessment process should be applied on the particular case where the student would not only be evaluated on regular basis but also would be given qualitative feedback from teachers of respective subjects (López-Pastor et al. 2013). The steps of applying this particular assessment have been as follows:

  • At first, some factors associated with the student’s learning were considered. His learning requirements and styles were analyzed and discussed among the teachers where he is lagging behind and how he should be helped in modifying this (Palmer and Devitt 2014).
  • Next, his academic achievement was tracked and some similar areas of error were found being repeated that were causing consistent poor marks. Besides, it was also found in which areas the student showed potential to excel.
  • After that, the student was provided with appropriately demanding and motivational activities so that he can work on his weak and strong areas as well (Graham, Hebert and Harris 2015).
  • The next step was to give the student the opportunity of self-assessment by designing deliberate and objective self-assessment model.
  • During the activities, feedback sessions were arranged for both the teachers and the student, which provided a chance to improve content as well as performance (Fisher and Frey 2015).

  Effectiveness of Applying Formative Assessment:

  The application of this assessment model proved to become effective for the student as his educational outcomes improved greatly. Due to this assessment, it became easier for the student to identify his most erroneous points. Supported by those motivational activities he was able to work on them, and thus, overcame his barriers.

  The Second Case: Applying Summative Assessment

  In the second case, the learning difficulty was identified for a particular class who were least interactive and therefore, teachers had to repeat their courses for several times, as they were not being able to fathom the impact of teaching. In this situation, it was decided that summative assessment would be appropriate to apply on the class where it had become necessary to evaluate the students’ learning, their acquisition of skill and academic accomplishment in the end of each course (Herppich et al. 2014). Besides, it was essential to concentrate on the outcome of educational programs for the teachers in order to decide whether they were proceeding in the right way. The steps that were followed to apply the summative assessment model are as follows:

  • To motivate the students in the process of learning midterm tests were introduced just after a particular course was finished in the class. Teachers took tests on their respective subjects individually only to assess progress of learning as well as the teaching outcome.
  • Along with mid-term test, after the completion of each course assignments were given (Black 2013). However, the assignments were not limited on the course only but had ample opportunity to reflect on what they have learned so far. The assignments were supposed to grow their interest in their learned courses as they were provided with the opportunity to think beyond the conventional learning.
  • The students were also given projects before their final examinations, which were thought to be helpful for them in exploring the key facts of their syllabus (Brown, Bull and Pendlebury 2013).
  • To ensure quality evaluation, the results of the summative assessments were recorded in grades and were factored in their permanent academic report cards.

  Effectiveness of Summative Assessment:

  The yearlong emphasis on summative assessments proved to be useful for the class for by several means. In the first place, introduction of the mid-term tests was successful since it raised their effort in learning the lessons on regular basis. Next, the assignments that involved their critical thinking induced their interest in the process of learning and interaction in the class between students and the teacher started. The projects were equally helpful because it has been seen that students prefer learning outside the conventional book-reading curriculum and that their overall grades were also improved. Since the grades were to be factored in their permanent report card, active participation of students was highly noticed.

  The Third Case: Applying Assessment as Learning

  In the third case, assessment as learning was implemented on a class of students to develop individual learning goals and assess how learning contributes to the learning outcomes of the students. At times it becomes necessary to incorporate metacognition in the process of learning and that application of this assessment model influenced the motivation of the students (Dann 2014). The following stages explain how the chosen assessment model was implemented:

  • At first, an array of assessments was designed for the students to experience learning which included assisting the students in lying down their learning goals and monitoring them as well (Fraser 2015).
  • Next, metacognitive questions were framed using several different strategies of peer and self-assessment (Boud, Cohen and Sampson 2014).
  • Finally, some classroom based activities were planned and implemented.

   

  Effectiveness of Assessment as Learning:

  Due to the application of this specific learning model, the metacognitive skills of the students improved largely. This assessment model had another significant positive impact on the students; it enabled them to comprehend any information, associate it to previous knowledge and utilize it when learning something new. Besides, when they were given opportunity to make self-and peer assessment, a sense of possession and efficiency grew in them that eventually would help them to become constant learners throughout the life.

  1. C. The objective of the assessment has become confused with the overemphasis that is placed on harmonized tests. After assessing, I have come across the fact that assessment is often viewed as a different procedure. The objective of the reflective journal assessment is to enhance the critical reflection of the students on the learning experience as well as self-directed learning skills. The ability of the student to reflect on their learning as well as make adjustments consequently has been recognized as one of the most imperative determinants of the success of students. I have analyzed the fact that formative assessments are considered as a part of learning process and they are not required to be graded as summative assessments. Rather, this assessment serves as practice for students that are similar to that of a logical assessment. It has also been suggested by the National Forum on Assessment that opportunities that provided to both individuals and groups. In order to provide a comprehensive assessment to the students, it is imperative to label each assessment as Individual, Partner, Whole Class or Partner. Summative assessment acts as an accountability measure in the classroom level that is generally used as a part of the ranking procedure. District benchmark acts as the major example of summative assessments. The major point is to consider summative assessment as a means to measure the learning of students in relation to content standards. When integrated into classroom practice, formative assessment provides the need for information in order to adjust teaching and learning while it takes place.

  Formative assessment informs both teachers and students regarding understanding of the students at a point when it becomes possible to make timely adjustments. These adjustments help to make sure that students accomplish targeted standards-based learning objectives within the specified time. I mostly evaluated that formative assessments helps to determine next steps that proves to be helpful for the teachers during the learning procedure. A good similarity for the assessment is the road test that is required to receive license of the driver. Another dissimilarity that strengthens formative assessment is the involvement of the students. One of the major components that help to engage students in the assessment is by providing them with descriptive feedback. Decisive factor and goal setting helps the student to engage in instructions as well as learning procedures by generating clear expectations. The general way that will help the students is by helping students to keep record that will help them to have a better understanding about their learning.
   

  Task 5:

  A. Curriculum

  Curriculum can be defined as a framework, which helps in developing a plan that is useful for an appropriate teaching. It dictates the direction to move towards for imparting an effective learning opportunities. Different kinds of elements help in developing a curriculum, which depends on teachers on their approach to take use of the developed curriculum. Numerous of models and theories are there, which help in giving a shape to the curriculum development. Moreover, the product model, the behavioural model, the Tyler theory and the process model are some of the models and theories that help in preparing a curriculum (Parkay, Anctil and Hass 2014).

  On most of the occasions, the curriculum is dependent on the organizational needs and objectives, which seek approval from some external agencies. Moreover, they have all the approval rights on the delivery of syllabus and the guidance. It then becomes the responsibility of the tutors on following the instructed guidelines. Funding can also be provided in some cases from some of the external agencies, which makes this necessary for the tutor to wait for the funding before they could actually go ahead with the learning process. In some of the cases, syllabus might not be available with the tutors, which then puts all of its responsibilities on the shoulders of the tutor. The tutor just needs to concentrate on the potentiality level of the learners, learning needs and the style of learning (Reigeluth 2013).

  Curriculum is required both at the educational centres and at the workplaces. At the education centre, it is developed to instruct the tutor to follow the guidelines to teach the learners (Van Lier 2014). The tutor follows the instructed syllabus to bring the maximum results, which is required to bring productivity from the learners. On a same note, at the organization level, the trainer tries to follow certain guidelines in the form of a curriculum data to make its employees aware of the products and processes. It is important to make the fresh employees aware of their roles and responsibilities whereas it is also important for the experience one for their further skills development. Moreover, training is an integral part of an organization that encourages the management to prepare and develop some form of curriculum that could put forward certain areas of learning (Stufflebeam and Coryn 2014).

  The Product Model

  It hugely concentrates on the outcomes of the course. In a classroom, some teachers mainly focus on the passing criteria instead of caring about what could be taught (Muller 2012). For an example, for a first aid course, teachers might try to skip the subject as a whole by just concentrating on the passing criteria. Moreover, they teach only those things, which are needed to have pass marks or more than that. Training is another example of such practices, which encourages the trainers at the workplace to focus just on the product guidelines. Moreover, the trainer is instructed from the management to be output oriented while giving the training. On contrary to this, in school or degree colleges, product oriented courses can prove to be beneficial for scoring good grades; however, it cannot prove its effectiveness in nurturing the students according to the subject matter. Nevertheless, this model helps in constructing the curriculum by putting priorities on the productivity (Patton et al. 2016).

  Figure 1: Product Model

  Source: (Keating 2014)

   The Behavioural Model

  It governs the curriculum development in the form of a measurable outcome. It is one of the most precise forms of an assessment, which focuses on the learned materials and on the sequential move towards the learning. However, it could not keep it away from some form of criticism such as the affective domain, which takes the learning objectives in the forms of feeling tone, acceptance or rejection and few more. This form of assessment makes this difficult to be assessed, which discourages both the tutor and the learner. It lacks in providing a creative aspect in both the tutor and the learner (Romiszowski 2016).

  Figure 2: Behavioural Model

  Source: (Slattery 2012)

  The Tyler Theory

  To prepare a curriculum, the Tyler theory is supposed to be the most effective of all the models and theories that are in existence to put forward some form of help to shape the development of curriculum (Barrow 2015). It supports the importance of a society and of a learner at the time of a curriculum development. It governs a fact that a never dying social psychology of the society in which we are living must be considered as the highest priority to construct the actual need of the learning module. It focuses on analysing the previously taught courses and the gained experiences to have some ideas on the direction to move in. The designing of the curriculum must be based on all of the previous experiences to give it an effective shape. For an example, at the time of training, the training module needs to be constructed by keeping in view the participation of multicultural employees. The curriculum development needs to be developed in a partnership relation with the employees. This is immensely helpful in preventing any cases of conflicts in the group related to the content of the curriculum. Moreover, this is helpful in preparing a competitive framework for the operation. This indeed is helpful for the entire trainer, the management and the employees (Pinar 2012).

  Figure 3: Tyler Theory

  Source: (Schiro 2012)

  The Process Model

  It focuses on the course contents and the related skills, which are possible to learn and to apply. It depends on various surrounding activities such as the tutor activities, the learner activities and the learning environment. It focuses on educating on the process knowledge, which takes into account the understanding level of the learner. Moreover, it supports the construction of such a model, which encourages the employees on their area of understanding. One of such examples can be derived from such an event that happens when someone pays for a course to some kind of tutorial centres. The aspirant at that kind of tutorial centre would get learning classes on such modules, which the learner has paid for (Gestwicki 2013).

  Figure 4: Process Model

  Source: (Schiro 2012)

  B. Product Model:

  The product model or the behavioural objectives model is based on a predetermined body of knowledge which the students are expected to inculcate. The system ends with assessment the trainer gives the students followed by an evaluation of the curriculum. An example of the product model of curriculum is system of teaching that is followed in schools, colleges and universities. The teachers cover a preset number of chapters in every subject and teach the matter according to the syllabus. The syllabi are set either by educational authorities and the time frames for imparting the knowledge on the modules or chapters are defined. The trainers, referred to teachers and professors conduct examinations on the syllabi or chapters they have taught to assess the students’ understanding power. The teachers allot students marks which indicate their degree of command over various areas of the curriculum. The students are also awarded with certificates, which certify their command besides their mark sheets.

  The behavioral model:

  The behavioral model stresses on the learning outcome of the curriculum in praxctical field rather than assessing it on theoretical grounds. This model of education stresses on the past or conceptual knowledge as well. A classic example of this curriculum is the preliminary induction and training which organisation impart to their new employees. The organisations have their individual mode of operations and often use softwares developed to meet their own specific demands. They often have different employee policies and certain rules and regulations which every employee is required to abide by. The new employees are given a training session where they are introduced to the management and the high officials of the company, may be physically or in any other method. Then they are made familiar with the methods of reporting productivity, attendance and several other aspects. The employees are then provided with the basic training like advanced excel, word and so on. Then the employees are imparted an advanced training session based on their job profile which draws heavily from their educational qualifications and acquired basic knowledge. For example, an teacher whose profile is marketing professor is given a thorough knowledge about various products. The new professors who have joined the college are also trained to report their productivity against set targets assigned to them periodically. The trainers make them aware about their targets and incentive structure. The trainers also give them the knowledge about various products and their unique selling properties. These employees are given knowledge about how to present themselves and the products before the clients.

  The reporting officer keep a record of the productivity, the ultimate outcome of the employees after the training is over and measures their improvement on periodic basis. The managers conduct meeting with their teams of new joiners to educate them about new developments and motivate them. The departmental heads find out the deficiencies among his subordinates and guides them to overcome them. This method of education is followed widely in institutes like Harvard University, Oxford University and all other organisations which sell educate and deal with graduates and post graduates directly.

  Tyler theory:

  The behavioural theory states that the curriculum should be aimed towards outcome. Ralph Tyler in his theory took a more all embracing approach to the behavioural theory. Tyler states that education and curriculum should be framed according to the requirements of the society. That is why organisations not only train their new joiners but also groom them to suit the needs of the consumers and the stakeholders at large. The role of the trainers changes from the autocratic orators to that of a guide to makes the joiners aware of the impact of the ethics and services of the teachers on the students and the society in general. The trainers here educate the trainees about the profession and its benefits to the society.

  The institutes today promote the benefits of their education products to the students to sell their products. The education department often resort to product bundling in order to achieve the high enrolment and generate high revenue. Institutes like universities and colleges include the cost of the courses and the cost of providing campus interviews and projects. The responsible persons are trained to frame their sales pitches which will stress on the benefits students can get in the future by enrolling with the institutes and their programmes. The benefits can be free coaching, extra curriculum and certifications, availing cash back offers on payment of course fees through debit cards and so on. The dealing persons are trained to point out the benefits; after all curriculums are not worth if they cannot help the students to suit their strategies according to the society.

  Process Model:

  The process model eyes curriculums and education as a process which should follow a plan. Today education follows this concept and has evolved into a fully fledged industry. The framework consists of primary schools, secondary schools, higher secondary schools, colleges and universities. The various training institutes which impart specialised training in fields like computer, fashion and so on have led the industry to expand further. The students who intend to get education from these bodies have to pay fees for a preset part of the curriculum. The role of the teachers here are those of the guides to impart the portions of the entire curriculum. For example, the preschool curriculum introduces the students to the basic elements of education like alphabets, names of animals, number system, simple calculations and so on. The parents of the students have to pay fees to educate their children in preschools. They again have to pay fees to admit their wards in higher schools which build on their knowledge and teach subjects like geography, history, physics and broader concepts of the basic subjects. This entire education plan is divided into standards and the institutes charge fees to promote children to the higher standard. The system like the product model includes the system of examinations conducted periodically to test the students command over the body of knowledge and its simulated application in the society.  The students are awarded with certificates and mark sheets which attest their command over the specified body of knowledge.

   

   
   

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