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The significance of initial and diagnostic assessment in determining individual learning objectives is crucial (Gravells, 2012 p98). Initial assessment involves evaluating learners' current skills, knowledge, or understanding at the beginning of a program or topic. This evaluation can be formal and conducted internally through an Individual Learning Plan (ILP) administered by the school. The ILP outlines learners' existing skills and accomplishments prior to the program, providing information for both the course tutor and individual background. In my practice, I conduct ILP interviews to support the team and Academy leader.
Additionally, I oversee new students as they complete their baseline worksheets as mandated by the learning program.
These assessments aid in establishing attainable goals and developing practical action plans for individuals or groups with short or long-term contracts at the school. They also serve as a starting point for teachers to make predictions about each learner's grades.
I ensure that I assess the learners' existing knowledge at the beginning of each lesson using various techniques such as multiple choice questions, Oral Q&As, and open and closed questions.
These methods not only motivate and engage the learners but also establish an inclusive learning environment from the start.
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Additionally, I consider each learner's individual learning style by taking into account their preferences and needs and utilizing appropriate resources like audio and video materials. To further support this process, I encourage each learner to complete a self-evaluation questionnaire called a Learning Style Inventory (LSI). The LSI, developed by Kolb in 1984, helps learners identify their preferred learning styles and use that understanding to enhance their own learning experiences.
Gravells (2012, p98) states that diagnostic assessment is a necessary formal workplace assessment in lifelong learning.
It serves to collect data on practical/basic skills and minimum core skills, like literacy, numeracy, and ICT. This data is acquired through observation, questioning, and learning or training needs analysis. The goal of diagnostic assessment is to ascertain learners' present competence and understanding levels, as well as their specific support requirements and preferred learning method.
Diagnostic assessment is crucial for teachers as it helps identify students' strengths and weaknesses. It involves collecting and evaluating extensive data on their knowledge and skills in a specific subject. This enables teachers to create effective teaching strategies that address each student's unique learning needs. As a result, diagnostic assessment greatly improves learning outcomes for all students.
The teaching methods that address the needs of all learners are reflected upon by considering Bloom's Taxonomy (1956). This taxonomy encourages higher-level thinking in educational activities or learning, such as analysis and evaluation, rather than relying solely on memorization (rote learning). Bloom's Taxonomy consists of three domains: cognitive (knowledge), affective (attitude or self), and psychomotor (skills). This can be summarized as KSA (knowledge, skills, and attitude) or DTF (do, think, and feel). In my teaching practice, I primarily employ the cognitive domain approach, as it is suitable for all learners and subjects being taught. This approach facilitates individual and collaborative learning through various methods such as lectures, team-teaching, practical applications, research, case studies, discussions, peer teaching, role play, and games. These methods allow me to successfully meet the diverse needs of my learners.
The learners actively participate in the lesson and apply their mental knowledge to develop their intellectual skills, as described by Bloom (1956). They recall or recognize specific facts, procedural patterns, and concepts, which contribute to the development of their intellectual abilities and skills. This progression starts from simpler behaviors and leads to more complex ones. In line with the citizenship scheme of work, I assess the learners to meet the assessment objective specified by the awarding body AQA. I use the Bloom (1956) approach, which addresses the learners' needs in terms of Knowledge, Skills, and Attitude (KSA). During my practice, I inform the learners about the topic of discussion (Child Abuse), and they engage in thinking and recalling information related to the issue within the community. They also participate in discussions among themselves, which encourage learning through teaching (LTT) and promote interaction.
They are able to express their understanding of the topic by using their own words. They research and apply relevant laws from a website that provides information on past and recent events regarding child abuse. This helps them meet the VAK (2009) Visual-Auditory-Kinesthetic learning styles model as they actively seek out up-to-date information. They also engage in discussions and share examples from their research. They revise their ideas and come up with possible solutions, such as reporting abuse and supporting charity organizations like NSPCC. They also make suggestions for government action, such as increasing punishment for offenders. These activities create an inclusive classroom environment and cater to the needs of all learners in various ways.
According to Kolb's experiential learning theory, learning comprises four stages which are cyclic and holistic. These stages are experience, perception, cognition, and behavior.
According to Kolb (1984, p.38 cited in class Note 2014 pg. 5-7), learning involves transforming experience into knowledge. Kolb's theory of learning includes four stages: concrete experience ("DO"), reflective observation ("OBSERVE"), abstract conceptualisation ("THINK"), and active experimentation ("PLAN"). As a facilitator and leader in the teaching and learning environment, I consider each learner's identified learning styles and provide appropriate resources like audio and video materials. To determine learners' preferred learning style, I use the Learning Style Inventory (LSI), a self-evaluation questionnaire developed by Kolb (1984). This approach promotes learner-centered and independent learning by helping individuals understand their own preferences and use them to enhance their learning experience.
The learners in one of the lessons requested a more informal seating arrangement, such as sitting sideways or on the computer. However, it was decided that they would follow the traditional seating arrangement in the physical classroom, consisting of desks and chairs placed in pairs. This seating arrangement allows them to perform better, concentrate more effectively, and be engaged in the lesson. Kolb's Experiential Learning Model supports this seating arrangement (as cited in class notes from 2014). To accommodate diverse learning styles, I plan a variety of activities based on Kolb's ideas from 1984. These activities include role plays, instructional games, reading assignments, individual assignments, group discussions, brainstorming sessions, online research, and designing a poster. Developing these activities is the most difficult and time-consuming part of my job as an instructor. In conclusion, I believe that using learning models helps link instructional activities to individual learning styles. Ultimately, this increases learners' ability to acquire and retain knowledge. Once students understand how they learn best, they can select appropriate activities for quicker learning and retention. As a result,,
Their study efforts become much more productive.
According to AQA (2012 p20), session plans can be modified to cater to the unique requirements of learners, with the aim of fostering diversity and inclusivity. AQA highlights the significance of making provisions for candidates with special needs to ensure their participation in GCSE qualification and subject criteria assessments. This involves addressing any potential challenges that candidates may encounter, irrespective of their ethnic background, religion, gender, age, disability or sexual orientation. In my teaching practice, I strive to promote equality in the classroom by adjusting my lesson plans to accommodate the specific needs of each learner.
When starting my lesson, I establish different objectives for gifted and talented students based on their level. For example, level 4 students need to answer 5 questions, while level 7 students must complete 10 questions. This ensures that they remain engaged and challenged throughout the lesson. At a certain point in the lesson, I encourage these high-achieving students to document their thoughts and present their writing or thinking on the smart board. They also explain their answers or solutions to their classmates. This not only allows them to showcase their abilities but also provides less capable students with an opportunity to participate and correct any mistakes they may have made.
The Education Act (1996), Human Rights Act (1998), The Special Educational Needs and Disability Act 2001 (SENDA), as well as The new Statutory Guidance on Inclusive Schooling from the Department for Education and Skills (DfES, 2001), all convey clear messages about promoting inclusion in schools as "principles of an inclusive education service" (SCCD Note 2012 p20).
The text discusses the ways to demonstrate elements of the minimum core in inclusive learning and teaching. The minimum core includes literacy, numeracy, language, and ICT, as mandated by the government through the National Curriculum initiative (2002) in schools. Teachers are expected to enhance teaching and provide opportunities for learners to develop functional skills (Ellis, 2004 p92). For instance, each subject department, particularly maths, adapted the Numeracy across the Curriculum initiative (2002) by creating a numeracy co-ordinate scheme of work that tied math concepts to real-world applications. This approach standardized the teaching of numeracy skills, calculation methods, and the use of calculators and ICT, as explained in Ellis (2004 p94). In my own practice, I included a starter activity in my lesson plan to assess learners' existing math knowledge and build upon it to increase their confidence.
According to Ellis (2004, p97), I am able to identify learners who struggle with mathematics or other numeric issues. This allows for positive interaction and group discussions among learners, where they can share their knowledge and experiences from primary school. This inclusive learning environment aligns with cross-curricular priorities (cited in Ellis, 2004, p97). To meet these objectives, I implemented SMART and differentiated learning goals that focus on accuracy, interpretation, presentation, reasoning, and problem-solving. In order to consolidate math skills and apply the topic being taught, I introduced real-life long multiplication problems. This provided the learners with opportunities to interpret and apply multiplication in daily life situations, which they found fascinating.
In my teaching practice, I implement various strategies for teaching and assessing mathematics, including questioning, worksheets, discussions, and individual/group/peer assessment. These strategies encourage learners to think and reflect on their mathematics knowledge, allowing them to determine their own expectations. For instance, in a recent mathematics lesson, I distributed a mental maths worksheet with 10 questions as a starter activity without providing any instructions. The learners attempted the questions and evaluated their own performance.
The National Curriculum (DfEE/QCA 2000) and the Framework for Secondary English define literacy as encompassing reading, writing, speaking, and listening to maintain equality. Wray (2001) emphasizes the connection between literacy and teaching and learning by stating that secondary teachers often recognize that many processes involved in supporting literacy are also vital for developing learning (Wray 2001, p50 cited in Ellis 2004, p83).
In my practice, I plan to incorporate literacy Skill activities into my lessons in order to allow learners to demonstrate their reading, writing, listening, and other skills. These activities align with the literacy objectives outlined in the Strategy’s Framework. Before selecting which aspect of literacy the learners need to develop, I first identify how it can be integrated with the topic being taught. Additionally, I decide on the appropriate strategies that will assist the learners in meeting the objectives in the lesson. As mentioned by Ellis (2004, p83), my school's math department uses The Framework for Secondary English (2008) as a basis for their curriculum. This framework includes literacy objectives and is combined with QCA's scheme of work found in their publications Language for Learning (QCA 2000) and language at Work in lessons (QCA 2001). These resources provide worked examples that demonstrate how literacy objectives can be effectively integrated into lesson planning.
In my teaching approach, I always start by asking students about their previous knowledge before discussing a particular topic. This allows me to assess their understanding and plan accordingly. During the lesson, I incorporate various activities such as reading, writing, composing, and group work to engage the students and promote interactive discussions. This inclusive learning environment is based on the ideas of Langer (1981 cited in Ellis 2004, p83) and Vygotsky (1962). Additionally, I encourage metacognitive intelligence development by reflecting on and taking control of the learning process in the plenary session, as suggested by Gardner's theory of multiple intelligences (1993 cited in Ellis, 2004 p85). The integration of ICT tools is also essential, as it allows students to access, use, develop, create, and communicate information effectively – a concept described in the ICT Across the Curriculum initiative (2004).
According to DfES (2004, p.7 cited in Ellis 2004, p105), learners demonstrate their capability by purposefully applying technology to solve problems, analyze and exchange information, develop ideas, create models, and control devices. They are selective in their use of information and ICT tools and systematic in reviewing and contributing to the progress of their work. In accordance with the information presented in Figure 10.1 (cited in Ellis 2004, p105), I initially plan the activities by considering learning outcomes, assessment points, timing, and learners' expectations in detail. I also prepare support materials such as interactive worksheets and displays. I assess and evaluate what I want the learners to achieve through the use of learning objectives. Additionally, I refer to the specific aspects of the activities that provide opportunities for learners to demonstrate ICT skills. I engage in discussions with the learners to gather feedback on their access to equipment and internet connectivity, as well as their capabilities.
In my practice, I aim to offer opportunities for learners to showcase their ICT skills. This involves using the smart board to introduce the topic and outline the lesson objectives. Learners will be instructed to access the internet and visit the website www.mathsisfun.com to research the topic and study independently for a few minutes. Following this, a worksheet will be handed out for learners to assess their knowledge through self, peer, and group discussions. As part of inclusive learning, learners with ADHD will have the opportunity to complete their work and access a math game as a short break before returning to their tasks. This approach encourages all learners to stay engaged, complete their work, and meet the lesson's set target, thereby fostering an inclusive learning and teaching environment.
The Importance of Initial and Diagnostic Assessment in Learning. (2016, Sep 18). Retrieved from https://studymoose.com/individual-learning-goals-essay
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