30 credits at level HE4
This module enables you to plan and assess teaching and learning within an inclusive environment. This will be achieved by recognising the imperatives of celebrating and accommodating diversity; acting upon individual learning needs; designing appropriate assessment instruments; understanding the principles of equality and creating learner-centred environments utilising, where appropriate, new and emerging technologies.
The theories, principles and applications of formal and informal assessment and their roles in learning, planning and evaluation. Principles of validity and reliability.
Planning to enhance, develop and promote inclusive practice. Session plans and learning materials to accommodate wide developmental learning needs and the imperatives of celebrating and accommodating cultural diversity. Effective teaching and learning situations resulting from acting upon initial and diagnostic assessment. Techniques and approaches for providing informative and planned feedback.
Theories of learning and communication. Role of technology in inclusive education.
LLUK values and commitments included in this module:
AS1, AS2, AS3, AS4, AS5, AS6, AS7, BS1, BS2, BS3, BS4, BS5, CS1, CS2, CS3, DS1, DS2, ES1, ES2, ES3, ES4, ES5, FS1, FS2, FS4
LLUK standards included in this module:
AK1.1, AK3.1, AK4.1, AK4.2, AK4.3, AK5.1, AK5.2, AK6.1, AK6.2, AK7.1, AK7.2, AK7.3, AP1.1, AP3.1, AP4.1, AP4.2, AP4.3, AP5.1, AP5.2, AP6.1, AP6.2, AP7.1, AP7.2, AP7.3, BK1.1, BK1.2, BK1.3, BK2.1, BK2.2, BK2.3, BK2.4, BK2.5, BK2.6, BK2.7, BK3.1, BK3.2, BK3.3, BK3.4, BK3.5, BK4.1, BK5.1, BK5.2, BP1.1, BP1.2, BP1.3, BP2.1, BP2.2, BP2.3, BP2.4, BP2.5, BP2.6, BP2.7, BP3.1, BP3.2, BP3.3, BP3.4, BP3.5, BP4.1, BP5.1, BP5.2, CK1.1, CK1.2, CK2.1, CK3.1, CK3.2, CK3.3, CK3.4, CK3.5, CK4.2, CP1.1, CP1.2, CP2.1, CP3.1, CP3.2, CP3.3, CP3.4, CP3.5, CP4.2, DK2.1, DK2.2, DK3.1, DP2.1, DP2.2, DP3.1, EK1.1, EK1.2, EK1.3, EK2.1, EK2.2, EK2.3, EK2.4, EK3.1, EK3.2, EK4.1, EK4.2, EK5.1, EK5.2, EK5.3, EP1.1, EP1.2, EP1.3, EP2.1, EP2.2, EP2.3, EP3.1, EP3.2, EP4.1, EP4.2, EP5.1, EP5.2, EP5.3, FK1.1, FK1.2, FK2.1, FK3.1, FK4.1, FK4.2, FP1.1, FP1.2, FP2.1, FP3.1, FP4.1, FP4.2
The module will be delivered using a variety of methods such as lectures, seminars, group/individual tutorials, presentations, and practical activities. Learning and teaching will be achieved through a blended learning approach (combination of face-to-face and electronic based resources and communications). Assessment will be by a written assignment supported by illustrative appendices (supporting documentation) to the criteria listed below:
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Understand theories, principles and applications of formal and informal assessment and their roles in learning and evaluation.
1.1 Analyse the application of theories and principles of assessment in relation to practice in own specialist area.
1.2 Analyse the role of assessment in evaluation and quality processes.
|2.||Understand the significance of equality and diversity issues for the assessment of learning.
2.1 Critically discuss the implications of equality and diversity issues in assessment for teachers and learners.
|3.||Understand and demonstrate how to plan/design and conduct formal and informal assessment to enable learning and progression.
3.1 Plan and/or design and use assessment schemes, methods and instruments that are fair, valid, reliable, sufficient and appropriate for learners, using new and emerging technologies where appropriate.
3.2 Justify the selection and/or design and use of formal and informal assessment methods and tools used in own specialist area.
3.3 Establish and maintain an appropriate environment for assessment to maximise learners’ opportunities for success.
3.4 Record, and report on learner progress and achievement, using organisational and/or awarding institution protocols and procedures as required.
|4.||Understand and demonstrate how to give effective feedback to promote learner progress and achievement.
4.1 Justify and use appropriate skills and approaches in giving verbal and written feedback to learners.
4.2 Justify and use appropriate skills and approaches to negotiate targets and strategies for improvement and success for learners.
|5.||Understand and demonstrate knowledge of the minimum core in own practice.
5.1 Apply minimum core specifications in literacy to improve own practice.
5.2 Apply minimum core specifications in language to improve own practice.
5.3 Apply minimum core specifications in mathematics to improve own practice.
5.4 Apply minimum core specifications in ICT user skills to improve own practice.
|6.||Understand how to evaluate and improve own assessment practice.
6.1 Evaluate and improve the design and effectiveness of formal and informal assessment procedures, methods and instruments, using feedback from learners and appropriate others and referring to relevant theories of learning.
6.2 Evaluate own approaches, strengths and development needs in relation to assessment.
6.3 Plan and take up appropriate development opportunities to improve own practice in relation to formal and informal assessment.
|7.||Understand the application of theories and principles of learning and communication to inclusive practice.||
7.1 Identify factors affecting learning and explain the potential impact of these on learner achievement.
7.2 Explain ways in which theories and principles of learning and communication can be applied to promote inclusive practice.
|8.||8. Understand how to apply theories and principles of learning and communication in planning and enabling inclusive learning.
9. Understand and demonstrate how to evaluate and improve own practice, with reference to theories and principles of learning and communication.
8.1 Justify the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning.
8.2 Apply up-to-date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements.
8.3 Use and justify a range of inclusive activities and resources, including new and emerging technologies, to promote and maintain an inclusive learning environment.
8.4 Use and justify a range of skills and methods to communicate effectively with learners and relevant others in the organisation.
9.1 Evaluate own strengths and development needs in relation to the application of theories and principles of learning and communication.
9.2 Identify ways to adapt and improve own practice with reference to theories and principles of learning and communication drawing on feedback from learners.
9.3 Plan and take up opportunities to develop and improve own performance in integrating theory into practice.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Written assignment 2000 words and supporting documentation, including proposal form.||75 hours teaching and 4 formal observations|
There are no prerequisites for this module.
No restrictions apply.
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|Host Subject Group:||Education|
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