Assignment Title: Unit 426: Teaching, learning, and assessment in education

and training
Student Name: Kwesi Kwaaseh Quashie

1|Page
Table of Contents
Introduction......................................................................................................................................5

LO1..................................................................................................................................................6

(1.1) Examine education and training duties. This may refer to each part of the
teaching/training cycle.................................................................................................................6

(1.2) A description of relevant laws, requirements, and rules of conduct that apply to your
specific position should be included............................................................................................6

(1.3) compare and contrast the teaching function with other occupations, highlighting the
similarities and differences..........................................................................................................7

LO2..................................................................................................................................................8

(2.1)Why It's Crucial to Know Each Student's Needs and Personalize Instruction....................8

(2.2) Examine how the very first and diagnostic assessment helps set learning goals................8

(2.3) used a diagnostic and initial assessment to set student learning goals................................9

LO3................................................................................................................................................11

(3.1) formulated a plan of action to fulfill both internal and external obligations...................11

(3.2) develop strategies for teaching and learning that are in response to.................................11

(3.3) ways in which your own lesson plans cater to students' unique requirements. Diversity,
accessibility, student choices, and pedagogical approaches......................................................13

(3.4) Adapting instructional and educational techniques to diverse students. Funding and
analysis may be involved...........................................................................................................14

(3.5) Find ways to incorporate student input into inclusive instruction....................................14

LO4................................................................................................................................................15

(4.1) The value of encouraging good manners and tolerance for one another..........................15

(4.2) Methods of encouraging inclusiveness and respect for difference...................................15

(4.3) a friendly, safe, and supportive school atmosphere is created and maintained.................15

LO5................................................................................................................................................17

2|Page
 (5.1) techniques of learning and how well they meet individual student needs; classroom
instruction effectiveness............................................................................................................17

(5.2) mediums and techniques for interaction: their advantages and disadvantages.................17

(5.3) Evaluate resource methods for satisfying student needs...................................................17

(5.4) Employ inclusive methods of instruction and technology to fulfill learners' needs.........18

(5.5) Exhibited strategies for valuing and promoting equality as well as diversity in their own
classroom instruction.................................................................................................................18

(5.6) Customized education and instruction, includes technology, to match students' needs...18

(5.7) coordinated with students and educators to tailor instruction to each student's
requirements..............................................................................................................................19

LO6................................................................................................................................................20

(6.1) evaluation in training and education: goals and approaches.............................................20

(6.2) Assess how well assessment approaches satisfy student needs........................................20

(6.3) used several evaluation methods, such as peer and self-evaluation, to.............................20

(6.4) Participated in the evaluation process through questioning and comments......................21

(6.5) evaluated performance and documented the results for use in satisfying organizational
and regulatory mandates............................................................................................................21

(6.6) Discussed evaluation results with other educators............................................................21

LO7................................................................................................................................................22

(7.1)Analyze strategies to demonstrate essential elements in designing, providing, and

reviewing diverse educational experiences...............................................................................22

(7.2) the fundamentals of inclusive education in course design, instruction delivery, and
student access.............................................................................................................................22

LO8................................................................................................................................................23

(8.1) evaluate one's own methods for developing, presenting, and evaluating student-centered
instruction while keeping diverse perspectives in mind............................................................23

3|Page
 (8.2) determine where changes need to be made to the way inclusive instruction is planned,
delivered, and evaluated............................................................................................................23

Conclusion.....................................................................................................................................24

References......................................................................................................................................25

4|Page
Introduction
As a group of teachers, we value encouraging an environment where differences are celebrated.
The success of a school's students depends on the dedication of its teachers. It is possible to
augment learning using a variety of available exercises. Students' efforts in the classroom may be
reflected in their test scores. Educators have the ability to modify their classroom settings to
better serve students with a wide range of individual learning preferences (Patra, et al., 2021).
Throughout the research, methods used in teacher training are addressed. As the cost of housing
continues to rise, we'll discuss potential solutions to the problem. The job descriptions for
professors are very specific about what they are expected to do. This article will discuss the
necessity of adapting one's teaching style when working with students from various cultural
backgrounds in the profession of social work. I will also discuss some more methods of analysis.

5|Page
LO1
(1.1) Examine education and training duties. This may refer to each part of
the teaching/training cycle.
It is the duty of educators to constantly challenge their students to learn more. In her capacity as
a caring educator who wants only what's finest for her students (Randy Hinrichs. and Wankel,
2011). It is the goal of the vast majority of schools and educational programs to encourage their
pupils' all-around development. All of their time spent in the workforce is included here. It is my
responsibility as a professor to administer exams and inspire positive classroom contributions
from my pupils. As a teacher, I have to do more than just keep the peace in the classroom; I also
have to meet the needs of each student, call attention to and reward appropriate classroom
behavior, and engage in creative, introspective methods of instruction.

(1.2) A description of relevant laws, requirements, and rules of conduct that

apply to your specific position should be included.
The ETF Standards 2014: The educator standards cover three different areas. Specifically,
we'll investigate:

1. Having a firm grasp of both theory and practice, as well as the analytical chops to weigh them,
is essential.

2. Analyzing Effective Pedagogical Strategies (Peterson and Hittie, 2010).

3. The next step is to give children access to high-quality educational materials.

Equality Act 2010: This law will ensure that educators and students with disabilities are safe
from discrimination and harassment. Anybody who has been the target of prejudice is entitled to
the protections of the law (Eilam, 2012). (Eilam, 2012). Legislation has been enacted in the
fields of employment, public aid, and public education.

The Health and Safety at Work Act: This law was enacted to protect the health of workers.
Companies that have an obligation to their workers must follow the regulations outlined in this
act. There should be no lower priority for boards and CEOs than the welfare of their employees.
They ought to reduce the possibility of occupational RSI.

6|Page
(1.3) compare and contrast the teaching function with other occupations,
highlighting the similarities and differences.
In front of students, a teacher should always exude confidence and authority. Being a good
teacher requires taking into account the interests of all parties, not just the students. Separating
your personal and work lives is a must if you want to be taken seriously as a professional.
Establishing professional boundaries allows for the defining of limits on the teacher's function,
influence, and other factors (Machin, Hindmarch, Murray and Richardson, 2021). Instructors
wish to be friendly and approachable in order to encourage their students to behave well, but this
must be balanced with appropriate boundaries. It's inappropriate to develop an unhealthy
emotional attachment to your children. To improve students' schooling, we need to know what
challenges they face so we can remove them.

7|Page
LO2
(2.1)Why It's Crucial to Know Each Student's Needs and Personalize
Instruction
Every working person wants every child to have access to an educator who is passionate,
knowledgeable, and committed to their success. The needs of students will change over time,
requiring teachers to modify their methods and the dynamics of the classroom. Achieving this
goal and assisting students in their academic success can be accomplished in part through
individualized instruction. Children as young as five or six years old already have a sophisticated
understanding of their own abilities and limitations (Poom-Valickis and Mathews, 2013). A
teacher's job is to help their students improve in areas where they're weak. One's motivation and
outlook on life can benefit greatly from learning about and meeting one's unique needs.

(2.2) Examine how the very first and diagnostic assessment helps set learning
goals.
Students' academic progress in all areas (knowledge, comprehension, attitude, and behavior) is
measured and analyzed. In order to make sure their students are on the right track, teachers
administer tests early on (Ann Gravells). It's possible to see where each student stands
academically. In the beginning, a student's linguistic, mathematical, and technological skills are
examined. The student now understands the problem in its proper setting. There are many
approaches that students can take in the classroom. Teachers use interviews and standardized
tests to identify students' strengths, weaknesses, and areas of interest. By analyzing student data,
educators can pinpoint trouble spots and improve their teaching methods. Study.com is a great
tool for educators to use as a form of formative assessment (Krismanto and Tahmidaten, 2022).
It's more likely that students will learn in classes that are adapted to their needs by their
instructors. Teachers can use this data to tailor their lesson plans and give their students more
challenging goals, which may boost their self-esteem. Specifically. Commenting on articles is a
good way to gauge a reader's skill level. Patterns or gaps in learning may emerge. Those who
learn best through sight, sound, words, or movement are just a few of the many types of students
out there. Use the SMART framework to organize and assess the effectiveness of your learning
activities.

8|Page
(2.3) used a diagnostic and initial assessment to set student learning goals
Both the professional and the student benefit from the preliminary and diagnostic evaluation
process.

Methodology for Evaluations

1. Academic weaknesses in reading and writing are identified by use of standardized

assessments.

2. Using a predetermined set of criteria, ascertain which pupils are at risk of failing to meet the
year's learning objectives.

3. Third, a preliminary assessment suggests that hiring a professional or a student is the best
option if you require assistance completing a project using exclusively open-source tools
(McIntosh and Warren, 2013).

4. Fourth, the analysis of the initial phase of education; establishing a teaching baseline from
collected diagnostic information.

5. A shared understanding between the educator and the learner is the fifth strategy for
differentiated lessons.

(2.4) recorded learners individual learning goals

The school's primary website features daily recordings of teachers teaching across disciplines
(Fletcher, 2013). By documenting their individual academic goals, teachers may better monitor
their students' development. Nonetheless, the name of the student and specifics about the class
must be included in this kind of papers. There are three main approaches of monitoring a
student's progress toward their objectives. Here are a few instances where this occurs:

1. For maximum impact, progress reports should be given as frequently and with as much
enthusiasm as possible. Parents and educators benefit greatly from weekly or monthly reports on
students' progress.

2. We make use of grading rubrics to statistically analyze each student's progress. In order to
conduct reliable tests, it is necessary to correctly classify skills and concepts.

9|Page
3. A portfolio can be maintained throughout the school year or taken back only at end of every
term to showcase the student's progress.

10 | P a g e
LO3
(3.1) formulated a plan of action to fulfill both internal and external
obligations

A work schedule is a document that outlines your objectives for a given subject throughout the
semester or school year.

A scheme of work

Teacher: Venue:
Number of sessions: how many sessions required No of hours: how many hours required

Aim: what needs to be attained.

Dates Student Dates Student Dates Student
performance in performance performanc
learning. in learning. e in
learning.
The At the Every Attempt Has At the Every Work At the
Every conclusion of Been Well Organized conclusion of Has Been Well conclusion
Action every class, what According To The each class, Organized of each
Has Been should the Plan what should According To class, what
Planned students have the students The Plan should the
learned or have learned students
accomplished? or have
accomplished learned or
? accomplish
ed?

(3.2) develop strategies for teaching and learning that are in response to
Subject Area: social working Grade Level:
11 | P a g e
Period: Date:

Overview

In general, the goals of social work include encouraging constructive social change, economic
growth, community solidarity, and individual agency. A career in social work requires
knowledge of human psychology and behavior, as well as the interplay between economics,
culture, and society. Social workers, communities, and organizations have collaborated to make
the following strides in recent years:

 Primacy of Individual Liberties Protected by the Constitution's Bill of Rights

 Help for the Jobless
 workers who become disabled while on the job should be covered by workers'
compensation.
 We must eliminate the stigma that surrounds mental health issues.
 Reducing Child Abuse and Neglect Through Medicaid and Medicare

Objectives:

1. Increase your ability to think creatively and articulately about issues in social work.

2. Improve your ability to explain social work's benefits to people who aren't in the field.

3. Reevaluate your goals to find meaning in your social work.

4. being fluent in and able to apply all of the fundamental principles used in social work.

5. Learning is only beneficial if it can be used in practical situations.

Materials:

1. Texts that cover both theory and practice in the field of social work and provide numerous
examples

2. Graphs and charts displaying relevant national and international data.

3. Legislative documents and coverage in the media.

12 | P a g e
Learning activities: After much repetition, students' natural conduct becomes an integral part of
their efforts.

1. At first, we think about what may be done to erase the discovery of complex components that
were previously undetectable.

2. Spreading the word about social work and the breadth of its impact is an important part of
social work methodology.

3. A few queries about the lesson's delivery are addressed by the instructors.

4. Students can demonstrate their grasp of the material's application to real-world scenarios
through a variety of means, including the use of visual and literary media including drawing,
writing, reading, and reciting.

Things to discuss:

Week 1-2 Words like "transformation," "development," "cooperation," and

"autonomy" for individuals and communities are central to the field of
social work.

Week 2-3 What social workers hope to accomplish and how the law backs that up

Week 3-4 Measures taken by governments and other organizations responsible for
social work regulation.

(3.3) ways in which your own lesson plans cater to students' unique
requirements. Diversity, accessibility, student choices, and pedagogical
approaches
As a professional course, I enjoyed working with so many talented students. Students need
customised curriculum. I must assess before setting study goals. Academic strengths,
shortcomings, and pedagogical beliefs (Konstantinidis, et al., 2021). Youth goals are diverse.
Knowing my weaknesses helps. Bloom's Taxonomy guided my lesson planning. I could help
special-needs students. Make ILP and IEP processes student-specific. Goal-setting may help.
Goals help kids achieve. Students are driven by their personalities. . Course Texts. Disabled kids

13 | P a g e
may need extra reading materials. My tailored learning plan for him includes the video case
study. Movies assist pupils understand characters' challenges. Group progresses.

(3.4) Adapting instructional and educational techniques to diverse students.

Funding and analysis may be involved.
Hence, classes can accommodate the majority of students and those with more specific needs.
Even if teachers constantly generate fresh class plans, participant availability and resource
availability may require adjustments. A test will be rescheduled if not enough students sign up.
Students receive individualised education and English as a Second Language materials. Kids,
like autistic family members, may have trouble communicating and focus on more pressing
issues. The plan must include painting and other artistic expressions (Ioakimidis and Sookraj,
2021). Individualized education programmes allow for cooperative or small-group work (IEPs).

(3.5) Find ways to incorporate student input into inclusive instruction

Soliciting comments after a learning programme has been issued significantly improves the
chances of accurately identifying students' perspectives across the entire learning and teaching
process. It is more likely that a student will achieve his or her academic potential if they are
exposed to a supportive classroom setting (Oxtoby, 2013). Spoken feedback is much more likely
to be understood and acted upon than written feedback. Whether over the phone or in person,
asking for help is the quickest and easiest option. It's also feasible to collect information using
surveys. The collected information will be subject to top-secret surveillance and analysis.

14 | P a g e
LO4
(4.1) The value of encouraging good manners and tolerance for one another
The students will be more courteous and less disruptive if they are reminded of the regulations at
the beginning of the class. Restrictions are not always loosened or altered due to norms such as
not harming health and safety or offending religious beliefs. Giving students more freedom over
their break time and seating arrangements in class has the potential to improve the school's
climate. The school has policies in place to regulate behaviour in the classroom (Hien and Van
Hung, 2021). In order to create an environment where all kids feel comfortable and may thrive, it
is important to quickly report unacceptable behaviour and provide constructive comments. The
suggestions, if implemented, may aid in achieving the goals and creating an optimal environment
for learning.

(4.2) Methods of encouraging inclusiveness and respect for difference

1. Resonating

2. When everyone can succeed, everyone gains.

3. Improve beauty and harm. . Accessible worship, nursing, and restrooms are possible.

4. To conclude, people with different degrees and work experience can rise in their fields.

5. Because of this, job interview travel costs may deter some.

6. Empower customers above personnel. Staff must receive continuous training on proven
methods.

7. Accessible space, materials, and surrounds are the seventh factor. Access to nature and its
rules should be uniform. Headquarters.

(4.3) a friendly, safe, and supportive school atmosphere is created and

maintained.
Because of the inherently social nature of teaching and learning, a safe and supportive
environment is essential.

15 | P a g e
1. Students are more likely to generate solid hypotheses when they have access to a wealth of
relevant examples.

2. When there are several topics to cover in a single class, it is especially vital to treat everyone
fairly.

3. Testing is an excellent tool to ensure students are making the most of their educational
opportunities, notwithstanding teachers' best estimates of students' prior knowledge and innate
abilities (Custable and Farmer, 2020). Possible positive outcomes can be achieved when teaching
values of diversity and acceptance.

4. When kids engage in this type of activity, they are more likely to treat one another with
respect in the future.

16 | P a g e
LO5
(5.1) techniques of learning and how well they meet individual student needs;
classroom instruction effectiveness
Physical and academic needs should shape the GCSE curriculum. ц (Gormaz, et al., 2021). I'd
research my students' best learning methods before setting class goals. Some kids benefit from
individualized education (ILPs). VARK lets students study alone or in groups. Visually-oriented
lectures, films, PowerPoint presentations, and online courses benefit disabled students. To learn,
feel comfortable, and do well on tests, I must keep my students from getting bored.

(5.2) mediums and techniques for interaction: their advantages and

disadvantages
Physical criteria and student understanding should inform GCSE curriculum. Every business
student I had, I mentored, and I encouraged them to participate in class (Gormaz, et al., 2021).
Before establishing class objectives, I would conduct research on my students' preferred methods
of learning. Some children may benefit from individual learning plans (ILPs). Students can use
VARK for individual or collaborative learning. Disabled students benefit from lectures, videos,
PowerPoints, and online courses that include visuals. I need to keep my pupils from getting
bored so that they can learn, feel at ease, and perform well on assessments.

(5.3) Evaluate resource methods for satisfying student needs.

Choose training resources and projects carefully. Start with videos and Slide shows. VARK
students' different origins and skills make me think I can meet their expectations.. My
PowerPoint presentation featured static pictures and short videos. . Dyslexic and hearing-
impaired people benefit from presentations featuring images, bullet points, and audio.

My classroom computer and projector will be used more, therefore I need to understand how
they work. So, you must know how to use them effectively. Zoom's paper may be customised in
size, font, and colour, which K-12 students adore (Gnanasegaran, et al., 2021). Our printed
resources aid dyslexic kids and teens. Colored paper and colour printing may cost more. Reading
materials help kids read and answer questions faster.

17 | P a g e
(5.4) Employ inclusive methods of instruction and technology to fulfill
learners' needs.
Educators have access to a wealth of online resources that can be used to enhance student
learning in a variety of contexts (Brown and Hunter, 2018). In the classroom at SMU, you may
expect to see standard and helpful practises and resources, such as technological advancements.
The following are some examples to help illustrate this point.

1. SMU students have access to Blackboard, an online learning management system (LMS). One
of the best features of a good LMS is its accessibility from any device at any time.

2. Audiovisual aids: a visual representation of knowledge can supplement written materials and
even incite heated debate when used properly. Both students and teachers at SMU make frequent
use of PowerPoint and similar presentation tools.

3. Technology in the classroom, such as a classroom response system or an online forum, may
help get more students involved in class discussions. Audio recordings of class discussions or
MCQ exams could be made available to students. In all likelihood, SMU might benefit from this
technology.

(5.5) Exhibited strategies for valuing and promoting equality as well as

diversity in their own classroom instruction
It's just as important to teach all students the same material as it is to create a welcoming learning
environment for all kids. It's possible that this will help create a friendlier environment in the
classroom. Students should learn to appreciate diversity rather than see it as a source of conflict
in the classroom and beyond (Beck and Zlatkin-Troitschanskaia, 2013). Create a productive
atmosphere by encouraging open dialogue and encouraging teamwork among your group
members. Inspire children to achieve their full potential by raising the bar for what is expected of
them and rewarding them for doing so.

(5.6) Customized education and instruction, includes technology, to match

students' needs
These are a few instances where changes in pedagogical emphasis necessitated the revision of
established educational techniques and/or resources.

18 | P a g e
Throughout the course of the lecture: Using straightforward strategies, such pre-teaching and
review, is the most effective way to impart knowledge of challenging words and concepts. The
big picture needs to be communicated early on, and the importance of listening must be
emphasised (Alt and Raichel, 2021). Taking notes, giving yourself multiple-choice tests, and
reviewing what you've learned are all great instances of psychological exercises.

Whiteboards and overhead projectors are great tools to use in the classroom to help pupils
visualise what you're teaching them. Provide similar verbal and written guidance to students.

(5.7) coordinated with students and educators to tailor instruction to each

student's requirements
Instructors must communicate honestly with students. It's a popular myth that to thrive in life,
you need to know as much as a polar bear and have a chimpanzee's vocabulary. Teachers must
simplify complicated concepts. Include these eye-catching accents (Alt and Raichel, 2021).
Listen and propose improvements. Tutors need multiple methods to engage students. . They
benefit from teaching students with similar career backgrounds. Group collaboration helps
organise lessons, analyse student progress reports, and solve shared challenges. These activities
target youngsters' learning needs.

19 | P a g e
LO6
(6.1) evaluation in training and education: goals and approaches
The first unit test helps teachers personalise education to individual student. After assessing
reading, numeracy, and computer skills, students can choose their preferred learning style
(Garca- Morales et al., 2021). Quizzes following each lecture assessed my pupils' comprehension
and identified areas for growth. I could track their progress and adapt my approach. Instructors
can help students identify goals and gaps. Formative assessment tracks student growth and
several examinations evaluate teachers. . Exams finish qualifications. I teach GCSEs.
Assessments (Fazel and Ali, 2022). Fake GCSEs. Self-confidence helps evaluate classmates.

(6.2) Assess how well assessment approaches satisfy student needs.

Grading should consider students' ability. Weekly multiple-choice quizzes assessed my students.
Conversations and classroom observations assessed my teaching. This helped me assess their
expertise. My classmates and I can fix the problem and mood. This reading may help me fill in
educational gaps. Since I prepared them for the GCSEs, I believe in my kids' stress-resistance.
Remain calm when questioned. Business studies emphasise homework and reporting (Douali, et
al., 2021). All students with learning disabilities can be tested.

(6.3) used several evaluation methods, such as peer and self-evaluation, to

Self- and peer-evaluation play significant roles in determining how well students are doing. To
self-assess, students must first define what constitutes an acceptable performance on a given
activity, then apply those criteria to the task at hand, and finally evaluate the extent to which
those criteria were really met (Brown, Hunter and Donahoo, 2012). Students evaluate one
another's projects using a set of predetermined criteria and norms.

Examples of valid evaluation criteria are:

1. First, it doesn't matter if the speaker looks at the audience.

2. The speaker's tone and body language might be used to infer whether or not they should be
regarded seriously.

3. No matter where you are, you can listen to music without interference.

20 | P a g e
4. It's possible to convey different tones in many different ways.

5. Development and cooperation at work

6. How quickly you can conduct a meaningful conversation or express your ideas.

7. If there is a lot of similarity between the voice and the data or materials, it could be a copy.

8. How integral is evidence to the argument-making process?

9. assuming you've put some thought into how and what you're presenting.

(6.4) Participated in the evaluation process through questioning and

comments
When making an appeal or following up, having a recording is crucial. Therefore, many
organisations save records of their evaluations for future reference. It is possible to document
information like the steps of a procedure and the standards by which an outcome was
determined. Names of students, as well as dates, hours, and locations for any exams and
assessments they will be taking (Gravells, 2013). Final rating, test-taker comments, and evaluator
notes are used to evaluate and score results and methods for gauging proficiency.

(6.5) evaluated performance and documented the results for use in satisfying
organizational and regulatory mandates
Evaluation goals should be realistic and comprehensive. . My honour is preserved. Next, students
discuss goals. After achieving a goal, students should set another. Investigate a persistently
underperforming student. Adjusting the timetable and development approach may be needed to
achieve the goal. Customized learning programmes require these elements (Züdoru, 2021). .
Evaluation helps students set achievable goals. Effective classrooms support teacher-student
goal-setting.

(6.6) Discussed evaluation results with other educators.

Training should be varied and based on job requirements or industry norms. Take stock of your
situation. The formal evaluation emphasises performance, not growth. Before setting a deadline,
make sure your input isn't needed on office closure days (Patra, et al., 2021). A strong icebreaker
and a brief overview of the topic or group structure start a meeting. Pre-class evaluations matter.

21 | P a g e
After a meeting, attendees should evaluate its success, address any unresolved concerns, and plan
the next one. Final grades may weigh long-term goals and class engagement. Before arranging a
session, examine the project's overall goals. Discover where to buy and work.

22 | P a g e
LO7
(7.1)Analyze strategies to demonstrate essential elements in designing,
providing, and reviewing diverse educational experiences.
All teachers need to have strong linguistic, numeric, and computational skills (anngravell.com).
Modern educators must possess these four abilities. Students' contributions are greatly enhanced
by their reading comprehension skills (Chere-Masopha and Mothetsi-Mothiba, 2022). All
students are expected to use appropriate academic jargon in all of their writing. The
diagnostician's ability to read and write English is required before they may offer any
recommendations for treatment. It's easy for you to assess student work and offer constructive
criticism because of your extensive expertise. Teachers need math skills for grading
examinations and providing students with meaningful feedback. You should have a ballpark
estimate of the total time and number of sessions needed before you start making arrangements.
The framework of the semester should include opportunities for learning, evaluation, and
reflection (Boonk, et al., 2021). There has been a rise in the popularity of online video lectures
(VLEs). Now more than ever, fluency in modern technology is a need. When it comes to internet
presentations, Zoom has supplanted PowerPoint. Online communication tools like email and
social networks have revolutionized collaborative efforts.

(7.2) the fundamentals of inclusive education in course design, instruction

delivery, and student access
Read in financial literacy classes. I prepared slides and handouts for my presentation. I examine
students' tools, strategies, and desired outcomes while designing a new class. Literature was the
semester's most stimulating class. With (Badhon, et al., 2022) . I must understand the content to
give a good presentatio. Students should use numerical examples and conclusions to evaluate and
present data. Communicators who can teach, question, and listen are invaluable. My students
must collaborate and focus to help me educate. Reading, computation, and deductive reasoning
will test linguistic ability. We evaluate your essay. If legal action is possible, your company must
investigate. Success depends on my bilingualism. customized education for each student GCSE
materials help.

23 | P a g e
LO8
(8.1) evaluate one's own methods for developing, presenting, and evaluating
student-centered instruction while keeping diverse perspectives in mind.
Possessing excellent time management skills boosts one's capacity for planning, delivering, and
assessing. Make the most of your time by studying diligently and keeping on top of your other
responsibilities. The gravity of the situation necessitates that we proceed with our regularly
scheduled classes as planned (lvarez-Arregui, et al., 2021). It is critical to tailor instruction to the
unique needs of each student while yet achieving broad educational goals. Many of the topics in
the Edexcel GCSE Business Studies exam will be covered in this course. My pupils have given
me positive feedback and high evaluations, so I must be doing a good job. We employ both
online surveys and in-person interviews to gain insight from our clientele. My more seasoned
coworker's words of advice. With the advice of my superiors, I can improve as a teacher.
Teachers rely heavily on examinations as a means of gauging their students' development over
the course of the academic year. The stats show that the intended audience was reached. The
situation might be quickly handled. Students in the eleventh grade should have completed all
requirements for the General Certificate of Secondary Education (GCSE) before the conclusion
of the academic year.

(8.2) determine where changes need to be made to the way inclusive

instruction is planned, delivered, and evaluated.
My trainee and I have been discussing presentation, delivery, and evaluation techniques in our
mentoring sessions. This upgrade improves my teaching. My mentor may help me use visual aids
and feel more comfortable speaking in public. As a team player, I'm open to recommendations
for improving this assignment for intelligent students. We must teach certain material to get kids
involved in class. I can succeed if I practice and present with confidence (All, et al., 2021). My
manager uses my feedback to improve my conference preparation. Schools must adapt to
standards-based education's constant change. School is over. In my final year of GCSEs, I should
know what the test boards want. Grading also changed.

24 | P a g e
Conclusion
Every single student contributes to the classroom with their own singular set of experiences,
points of view, and abilities. Educators who are unable to readily adjust to shifting circumstances
are not doing their pupils any favors and should be avoided. You are going to do very well in this
situation if you have good eyesight and a sharp sense of judgment (Fazel & Ali, 2022). To keep
students interested and facilitate their education in today's classrooms, teachers are required to
employ a wide range of instructional strategies. It is possible for the educator to get an advantage
if they take initiative and utilize a tactic that takes into account the factors that have been
discussed thus far. You will not only be able to show that you are committed to the task at hand,
but you will also be able to ensure that only information that is pertinent is presented.

25 | P a g e
References
Chere-Masopha Mothetsi-Mothiba, L., et al., 2022. Lesotho's elementary school teachers remark on
their use of portfolios for education, evaluation, and reflection. 9(1) Cogent Education, page
2023969.

Hien, N.T. & Van Hung, M., 2021. Training in professional standards and knowledge of what
preschool instructors currently understand about professional standards.

Ozüdoğru, M., 2022. The use of structural equation modeling within the context of online teacher
education.on 1-25. Information technologies and education.

Konstantinidis, S.T., Bamidis, P.D. with addition to Zary, N., 2021. A summary of how digital
innovation influences healthcare education and training. Tendencies in the Application of
Technology to Enhance Medical Education and Training (pp. 3-15). University Press.

Badhon, N.M., Nahar, N., Jahan, I., Zaman, F. Hossain, M.I., 2022. In a clinical teaching hospital,
instructor and student viewpoints on upgrading the MBBS program are presented. 13(1), pp. 27-32,
Journal of Medical Education.

All, E.N.P. Castellar, and J. Van Looy, 2021. Research Design Considerations for Evaluating the
Effectiveness of Computer-Based Digital Game-Based Learning to Educate Students, volume 167,
number 104160, page 104160.

Ahmady, S. & Khani, H., 2022. The Development of a Clinical Education Teaching and Learning
Framework: A Synthesis of Research International Journal of Educational Research is a peer-
reviewed international educational research journal.

Fazel, I. & A.M. Ali, 2022 An investigation on EAP instructors' understanding and use of learning-
oriented assessment in various settings. System, 104, p.102685.

Álvarez-Arregui, E., Pérez-Navío, E., González-Fernández, R. & Rodríguez-Martín, A., 2021.

Pedagogical Leaders and Teaching-Learning Processes in the Post-CoviD-19 Era, International
Journal of Environmental Research and Public Health, Vol. 18(15), p. 7731.

26 | P a g e
Ioakimidis, V. and Sookraj, D., 2021. Globally uniform training and education standards in social
work. International Volunteering: A Global Approach to Social Work, volume 64, number 2, pages
161-174.

Hellne-Halvorsen, E.B., Lahn, L.C. H. Nore, et al., 2021. A Look at Students' and Apprentices'
Professional Writing in Norway's VET System, pp. 1-22.

Gnanasegaran, G., Paez, D., Sathekge, M., Giammarile, F., Fanti, S., Chiti, A., Bom, H., Vinjamuri,
S., Pascual, T.N. & Bomanji, J., 2021. COVID-19 has changed nuclear medical training and
teaching.

Douali, L., Selmaoui, S. W. Bouab, et al., 2022. Learning Management Systems in Distance
Education: Future Educators' Perspectives, International Journal of Research in Engineering,
Science, and Management, Volume 5, Issue 1, Pages 18-23.

Hortsch, H., Gormaz-Lobos, D., and Galarce-Miranda, C. & Vargas-Almonacid, C., 2021. Case
study of a Chilean university's teacher education needs.

Boonk, L.M., Ritzen, H., Gijselaers, H.J. & Brand-Gruwel, S., 2021. Designing a program to
improve parental engagement in vocational education and training using the educational histories of
instructors, administrators, students, and their parents (VET). Volume 100, number 103279, page
103279 of Education of Teachers and Instructors.

Goss, H., 2022. Journal of Academic Librarianship, 48(2), p. 102485.

Teachers. The article may be found in the ninth issue of the International Journal of Multicultural
and Multireligious Understanding, pages 238 to 248, to be specific.

Parra-González, M.E., López-Belmonte, J., Segura-Robles, A. & Moreno-Guerrero, A.J., 2021. The
multiple ramifications of gamification and flipped classrooms on the instructional process. Heliyon,
7(2), p.e06254.

Patra, A., Ravi, K.S. together with Chaudhary, P., 2021. Indian anatomy instructors discuss the
impact of COVID 19 on their pedagogy and assessment strategies. The International Association of
Anatomists, 96(1), pp.174-175.

27 | P a g e
García-Morales, V.J., Garrido-Moreno, A. & Martín-Rojas, R., 2021. Because of the COVID shift
in higher education, online courses have been having trouble as of late. 12 New Horizons in
Psychology,page 196.

Nipriansyah, N., Danim, S., Kartiwi, A.P. & Susanto, E., 2022. Studying the Impact of Online
Entry-Level Education and Training Packages for the Early Childhood Sector

Krismanto, W. and Tahmidaten, L 2022. Online professional development and education for
teachers that encourages self-directed study. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(1),
pp.413- 424.

28 | P a g e