| STUDENT NAME AND ID NUMBER |
|
| Qualification | Pearson BTEC Level 5 Diploma in Education and Training |
| Academic Year | Feb 2022 |
| Unit Number and Name | UNIT 3: Theories, Principles and Models in Education and Training (A/505/0818) |
| Unit Leader | Jacob Kyei-Baffour |
| Unit Lecturer | Tony, Barbara, Claudia, Teza and Husam |
| Assignment Title | The theory of inclusive learning, teaching and assessment |
| Type of Assignment | Formative and Summative |
| Weighting | 100% |
| Issue Date | Week Commencing 21/02/2022 |
| Formative Submission Date | Submission by 08/04/2022 (By 14:00 using Formative submission link on Moodle) |
| Summative Submission Date |
Submission by 15/04/2022 (Final) (By 14:00 using Summative submission link on Moodle) |
| Assessor | Tony, Barbara, Claudia, Teza and Husam |
| IV | Jacob Kyei-Baffour, |
Student Declaration
| This is to confirm that this submission is my own work, produced without any external help except acceptable support from my lecturer. It has not been copied from any other person’s work (published or unpublished), and has not previously been submitted for assessment either at GBS or elsewhere. I confirm that I have read and understood the ‘GBS Academic Good Practice and Academic Misconduct: Policy and Procedure’ available on Moodle. |
| I confirm I have read and understood the above Student Declaration. |
| Student Name (print) |
| Signature |
| Date |
AssignmentTutorOnline
Task One – (Learning Preferences) Summative
A. Identify and analyse theories, principles, models of learning and models of
learning preferences.
B. Explain ways in which theories, principles and models of learning can be
applied to teaching learning and assessment.
Task One A & B (AC 1.1, 1.2 & 1.3) (1500 Words)
C. Analyse how identifying and taking account of learners’ individual learning
preferences enables inclusive teaching, learning and assessment. (500
Words) (AC 1.4)
| Learning Outcomes | |
| LO1 | Understand the application of theories, principles and models of learning in education and training |
| TASK BRIEF AND GUIDANCE |
| Learning Outcomes | |
| LO1 | Understand the application of theories, principles and models of learning in education and training |
| LO2 | Understand the application of theories, principles and models of communication in education and training |
| LO3 | Understand the application of theories, principles and models of assessment in education and training |
| LO4 | Understand the application of theories and models of curriculum development within own area of specialism |
| TASK BRIEF AND GUIDANCE |
TASK 2 – (Communication)
Carry out a research on the theories, principles and models of communication.
Using your research write a report in which includes the following;
A. Analysis ways in which theories, principles and models of communication
can be applied to teaching, learning and assessment in own area of
specialism (AC 2.1 & 2.2) (1500 Words)
TASK- 3 – Summative
(All discussions must have be supported by relevant examples from own practical
teaching)
A. Analyse theories, principles and models of assessment. (AC3.1) (700-800
words)
B. Choose an Assessment method from your teaching practice portfolio and
write a Report explaining how a range of theories and principles of formal
and informal assessment can be demonstrated in the design of the
scheme. (AC3.2)
C. Provide at least 3 examples of assessments which improved learning and
explain the relationship in each between assessment and inclusive
learning and evaluate their effectiveness in enabling learning and
progression for different learners. (AC3.1) ( AC3.2) (700-800 words)
D. Choose an Assessment method from your teaching practice portfolio and
write a Report explaining how a range of theories and principles of formal
and informal assessment can be demonstrated in the design of the
scheme. (AC3.2)
| Learning Outcomes | |
| LO3 | Understand the application of theories, principles and models of assessment in education and training |
E. Provide at least 3 examples of assessments which improved learning and
explain the relationship in each between assessment and inclusive
learning and evaluate their effectiveness in enabling learning and
progression for different learners. (AC3.1) ( AC3.2) (700-800 words)
TASK- 4 (Curriculum)
(All discussions must have to be supported by relevant examples from own practical
teaching)
You are required to research and prepare a presentation which explains ways in
which theories and models of curriculum development can be applied in
teaching, learning and assessment in own area of specialism .
A PowerPoint Presentation – Formative
Explain ways in which theories and models of curriculum development can
be applied in own area of specialism (AC 4.1, 4.2).
(No word count for the presentation BUT must have to include enough detailed
information in the PowerPoint Slides for an hour teaching session) – At least 20
slides
B. Summative
Produce a reflective report of your personal learning on the area of
curriculum research . (AC 2.1) (500 Words)
| Learning Outcomes | |
| LO2 | Understand the application of theories, principles and models of communication in education and training |
| LO4 | Understand the application of theories and models of curriculum development within own area of specialism |
TASK- 5 (Reflection and Evaluation)
(All discussions must have to be supported by relevant examples from own practical
teaching)
Carry out a research into the theories and models of reflection and evaluation.
Using your research, write a report in which;
A. Identify and analyse theories and models of reflection and evaluation.
B. Using two reflection theories write a reflective account to review your
own practice.
(AC 5.1, AC 5.2) (1500 Words)
This reflective account must be presented in a professional written format.
| Learning Outcomes | |
| LO5 | Understand the application of theories and models of reflection and evaluation to reviewing own practice |
| Assignment submission format (Report Structure) |
➢ Use a Cover Page, Title Page, Contents Page for the report.
➢ The main body of the report should be concise, formal research report.
➢ Use at least 1.5 spacing and Times New Roman/Arial font size 12.
➢ Use headings, paragraphs, and subsections as appropriate.
➢ Across the report you are required to provide various examples to enhance the credibility,
currency, and depth of the answer.
➢ Provide conclusion, evaluation, and recommendation.
➢ Use Appendices (if any).
➢ Use the Harvard Referencing Style for intext citation and reference list.
➢ Provide a reference list using the Harvard referencing system.
➢ Respect the word limit (+/- 10%) excluding the cover page, contents page, list of references and
appendices.
Note: The required submission format for this section of assignment is a research educational report
format. Your submission will be word-processed, written work with clear indication of the unit number
and title, the relevant task being addressed, your name and registration number.
| Academic Integrity (Note to avoid Plagiarism) |
| Academic integrity is a fundamental expectation for all college/university students and while it is acknowledged that mitigating circumstances might be raised as factors in student behaviour, cheating cannot be disregarded. GBS definition of plagiarism, as contained in GBS Academic Good Practice and Academic Misconduct Policy and Procedure, has been expanded to make explicit that copying from texts or web sources and copying work from other students constitutes plagiarism. “Plagiarism is the act of taking or copying someone else’s work, including another student’s, and presenting it as if it were your own. Plagiarism is said to occur when ideas, texts, theories, data, created artistic artefacts or other material are presented without acknowledgement so that the person considering this work is given the impression that what they have before them is the student’s own original work when it is not. Plagiarism also occurs where a student’s own work is re-presented without being properly referenced. Plagiarism is a form of cheating and is a disciplinary offence.” Plagiarism is easy to avoid by making sure you reference all of the sources of material that you use in the completion of your work. Pearson has developed Guidelines on Harvard Referencing which are available in Academic Support Area for Students on Moodle (VLE) as well as on respective unit pages. If you are concerned about referencing techniques, please draw the matter to your Unit Lecturer or Academic Support Team on [email protected] so that you may receive extra advice. Group coursework may be designed so that the contribution of each student is identifiable, but inclusion of plagiarised material is still the responsibility of the whole group. All members of the group should exercise vigilance to ensure that work is properly referenced; in groupwork, students have a shared responsibility for the assignment. |
Suggested resources
Books General education
Avis J, Fisher R and Thompson R (eds) – Teaching in Lifelong Learning: A Guide to
Theory and Practice (Open University Press, 2009) ISBN 9780335234684
Cohen L, Manion L, Morrison K and Wyse D – A Guide to Teaching Practice, 5th edition (Routledge,
2010) ISBN 9780415485586
Corder N – Learning to Teach Adults: an Introduction (Routledge Falmer, 2007)
ISBN 9780415423632
Crawley J – In at the Deep End: A Survival Guide for Teachers in PCE (Routledge, 2010) ISBN
9780415499897
Duckworth V, Wood, J, Dickinson J & Bostock J – Successful Teaching Practice in the
Lifelong Learning Sector (Learning Matters, 2010) ISBN 978-1844453504
Gould J – Learning Theory and Classroom Practice in the LLLS (Learning Matters,
2012) ISBN 9780857258175
Grifith A – Outstanding Teaching: Engaging Learners (Crown House Publishing,
2012) ISBN 9781845907976
Hattie J – Visible Learning for Teachers: Maximising Impact on Learners (Routledge,
2011) ISBN 9780415690157
Illeris Knud – Contemporary theories of learning: learning theorists: in their own words (Routeledge,
2009) ISBN 9780415473446
Keeley-Browne L – Training to Teach in the Learning and Skills Sector (Pearson,
2007) ISBN 9781405812382
Kidd W Czerniawski G – Successful Teaching 14-19 (Sage Publications, 2011)
ISBN 9781848607125
Lemov D – Teach like a Champion (John Wiley & Sons, 2011) ISBN 9781118296820
Olson Matthew H Hergenhahn B R– An Introduction to the theories of Learning
(Pearson Education Limited, 2012) ISBN 9780205871865
Petty G – Teaching Today: A Practical Guide (Nelson Thornes, 2004)
ISBN 9780748785254
Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector
(Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022
Race P – Making Learning Happen (2nd edn) (Sage, 2010) ISBN 9781446243848
Reece I and Walker S – Teaching, Training and Learning: A Practical Guide
(Business Education, 2007) ISBN 9781901888560
Rogers J – Adults Learning (Open University Press, 2001) ISBN 9780335206773
Tight M Key Concepts in Adult Education and Training (Routledge, 2012)
ISBN 9781134476107
Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector
(Achieving QTLS), 4th Edition (Learning Matters, 2011) ISBN 9780857250629
90 Pearson BTEC Level 5 Diploma in Education and Training –
Specification – Issue 2 – August 2017 © Pearson Education Limited 2017
Communication
Evans D W – People Communication and Organisations (Pitman’ 1990)
ISBN 9780273032694
Ludlow R, Paton F – The Essence of Effective Communications (Prentice Hall, 1992)
ISBN9780132848787
Nunan D – Introducing Discourse Analysis (Penguin, 1993) ISBN 9780140813654
Schoeman M – Confidence, Communication and You (lulu.com, 2011)
ISBN 9781447779735
Stubbs, M – Language, Schools and Classrooms (Routledge, 2012)
ISBN 9781136469923
Thornbury S – About Language (Cambridge University Press 1997)
ISBN 9783125332034
Assessment
Gadsby C – Perfect Assessment for Learning (Independent Thinking Press, 2012)
ISBN 9781781350027
Gibbs G, Habeshaw S and Habeshaw T – 53 Interesting Ways to Assess your
Learners (Technical and Educational Services, 1993) ISBN 9780947885120
Gould J – Learning Theory and Classroom Practice in the LLLS Learning Matters
(2012), ISBN 9780857258175
Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition (Nelson
Thornes, 2009) ISBN 9781408504529
Wiliam D. Embedded Formative Assessment Solution Tree (2011)
ISBN 9781934009307
Wood J & Dickinson J – Quality Assurance and Evaluation in the Lifelong Learning
Sector (Sage 2012) ISBN 9781844458370
Curriculum
Bloomer M – Curriculum Making in Post-16 Education (Routledge, 2002)
ISBN 9780203203439
Kelly A V – The curriculum: theory and practice (Sage, 2009) ISBN 13
9781847872753
Lea J Hayes, D Armitage, A, Lomas, L and Markless, S – Working in Post
Compulsory Education (Open University Press, 2003) ISBN 9780335211050
Neary M – Curriculum Studies in Post-Compulsory and Adult Education: A Teacher’s and Student
Teacher’s Study Guide (Nelson Thornes, 2002) ISBN 978-0748764426 Oakland J – Total Quality
Management (Butterworth, 1994) ISBN 978-0750609937
Petty G – Evidence-Based Teaching: A Practical Approach, Second Edition (Nelson
Thornes, 2009) ISBN 9781408504529
Tummons J – Curriculum Studies in the Lifelong Learning Sector (Learning Matters,
2011) ISBN 978184441937
Young M F D – The Curriculum for the Future (Falmer, 1998) ISBN 978-0750707886
Pearson BTEC Level 5 Diploma in Education and Training – 91
Specification – Issue 2 – August 2017 © Pearson Education Limited 2017
Reflective practice
Brookfield S D – Becoming a Critically Reflective Teacher (Jossey-Bass Higher and Adult Education, 1995)
ISBN 9780787901318
Gibbs et al – 53 Interesting Ways to Appraise Your Teaching (Technical &
Educational Services Ltd, 1989) ISBN 9780947885274
Hillier Y – Reflective Teaching in Further and Adult Education (Continuum, 2005)
ISBN 0826479650
Moon J. – Reflection in Learning and Professional Development (Routledge, 2013)
ISBN 9781136763632
Roffey-Barentsen J and Malthouse R – Reflective Practice in the Lifelong Learning
Sector (Achieving QTLS), 1st Edition (Learning Matters, 2009) ISBN 9781844451845
Wallace S – The Lifelong Learning Sector Reflective Reader (Learning Matters,
2010) ISBN 9781844452965
Journals and/or magazines
Journal of Curriculum Studies Taylor and Francis London
Times Educational Supplement – FE Focus
Times Higher Education – weekly newspaper
Professional/vocational specific journals
Websites
www.bis.gov.uk – Department for Business Innovation and Skills www.crll.org.uk – Centre for
Research in Lifelong Learning
www.Dylanwiliam.net – Dylan Wiliam, professional development materials
www.excellencegateway.org.uk – Learning and Skills Improvement Service (LSIS)
www.geoffpetty.com – Geoff Petty, online teaching resources www.ifl.ac.uk – Institute for Learning
www.infed.org – informal education
www.learningandteaching.info/ – approaches to learning and teaching www.niace.org.uk – The
National Institute of Adult Continuing Education
www.ofsted.gov.uk – Office for Standards in Education
www.skillsfundingagency.bis.gov.uk – Skills Funding Agency (SFA)
www.Teacherstoolkit.com – sources for teaching resources
www.vital.ac.uk – Open University and Department for Education professional development
programme and resources
UNIT 3: Learning outcomes, assessment criteria and unit amplification
To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard
required to achieve the unit.
| Learning outcomes | Assessment criteria | Delivery guidance | ||
| 1 | Understand the application of theories, principles and models of learning in education and training |
1.1 | Analyse theories, principles and models of learning | Assignment Task One (& Task Three) Portfolio Coverage: Week 2 Flipped Learning; Week 4 Curriculum Design; Week 6 Revisiting Pedagogy & Epistemology |
| 1.2 | Explain ways in which theories, principles and models of learning can be applied to teaching, learning and assessment |
Assignment Task One (& Task Three) Portfolio Coverage: Week 2 Flipped Learning; Week 4 Curriculum Design; Week 6 Revisiting Pedagogy & Epistemology |
||
| 1.3 | Analyse models of learning preferences | Assignment Task One (& Task Three) Portfolio Coverage: Week 2 Flipped Learning; Week 4 Curriculum Design; Week 6 Revisiting Pedagogy & Epistemology |
||
| 1.4 | Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment |
Assignment Task One (& Task Three) Portfolio Coverage: Week 1 Intro Week 2 Flipped Learning; Week 5 Strategic Groupwork |
||
| 2 | Understand the application of theories, principles and models of communication |
2.1 | Analyse theories, principles and models of communication | Assignment Task One (& Task Three) Portfolio Coverage: Week 1 Intro; Week 5 Strategic Groupwork |
| Learning outcomes | Assessment criteria | Delivery guidance | ||
| in education and training | 2.2 | Explain ways in which theories, principles and models of communication can be applied to teaching, learning and assessment |
Assignment Task One (& Task Three) Portfolio Coverage: Week 1 Intro; Week 2 Flipped Learning; Week 5 Strategic Groupwork |
|
| 3 | Understand the application of theories, principles and models of assessment in education and training |
3.1 | Analyse theories, principles and models of assessment | Assignment Task One (& Task Three) Portfolio Coverage: Week 2 Flipped Learning; Week 3 Assessment; Week 6 Pedagogy & Epistemology Revisited |
| 3.2 | Explain ways in which theories, principles and models of assessment can be applied in assessing learning |
Assignment Task One (& Task Three) Portfolio Coverage: Week 2 Flipped Learning; Week 3 Assessment; Week 6 Pedagogy & Epistemology Revisited |
||
| 4 | Understand the application of theories and models of curriculum development within own area of specialism |
4.1 | Analyse theories and models of curriculum and development |
Assignment Task One (& Task Three) Portfolio Coverage: Week 4 Curriculum Design; Week 5 Strategic Groupwork; Week 6 Pedagogy & Epistemology Revisited |
| 4.2 | Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism |
Assignment Task Three Portfolio (including Observations) Coverage: Week 4 Curriculum Design; Week 5 Strategic Groupwork; Week 6 Pedagogy & Epistemology Revisited |
||
| 5 | Understand the application of theories and models of reflection and evaluation to reviewing own practice |
5.1 | Analyse theories and models of reflection and evaluation | Assignment Task Four Portfolio (including Microteach) Coverage: Week 1: Intro; Week 6 Pedagogy & Epistemology Revisited |
| 5.2 | Explain ways in which theories and models of reflection and | Assignment Task Four |
| Learning outcomes | Assessment criteria | Delivery guidance |
| evaluation can be applied to reviewing own practice | Portfolio (including Microteach) Coverage: Week 1: Intro; Week 6 Pedagogy & Epistemology Revisited |
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