Unit 27: Teaching In A Specialist Area Assignment Sample

Unit 27: Teaching In A Specialist Area

Introduction - Unit 27: Teaching In A Specialist Area

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Task 1: Aims and philosophy of education and training and analysis of philosophical issues

Written Report

Introduction

The purpose of this report is to determine and understand the key aims and philosophy of education and training with respect to the specialist subject area of English. In this report, some crucial roles and responsibilities will be demonstrated towards the learners and some philosophical issues will also be evaluated. The report will further include the discussion of suitable theories of specialized education.

Aims of education and training

The key aims of education and training in my specialist subject area of English are shown as below:

• To improve the learning and knowledge among learners regarding the subject area of English
• To develop skills among learners regarding speaking and writing the correct English vocabulary
• To increase the learners’ motivation of finding the better jobs for them

Roles and responsibilities in my subject specialist area

The following significant roles and responsibilities would require to be performed for ensuring the education and learning of my subject area i.e. English:-

Specific student requirements

• Providing the theoretical knowledge and understanding to the learners about reading, writing, listening and speaking the correct words of English.
• Developing greater confidence among all the learners and improving their ability to acquire specialized jobs through specialized language of English (Barrow, 2015).
• Providing relevant feedbacks to the learners for ensuring further improvements.

Knowledge content

• Using typical vocabularies and English language for letting the learners learn advanced form of English.
• Developing progression in English knowledge and developing writing skills according to the defined curriculum.
• Enabling the learners learn about recent facts about English language; including principles and theories of English Literature.
• Providing the deep knowledge about unique ideas in which the impactful English language can be used while writing (Barrow, 2015).

Specialised skills

• Developing knowledge and skills that link to the abstract and concrete concepts.
• Developing listening skills among learners.
• Developing speaking skills with clear vocabulary.
• Developing skills of input and output among learners i.e. clearly listening (input) and speaking (output); and properly reading (input) and then writing the English sentences through proper understanding (output).

Awarding organisation requirements

• Increasing the organizational reputation by providing high-quality earning and qualifications to the learners for specialized subject area of English (Hornby, 2015).
• Carrying out the educational activities that are being designed for ensuring the high quality learning among learners.

Current professional or vocational standards and legislation

• Developing and maintaining stronger relationships with the learners and educational organization.
• Maintaining greater integrity while providing learning to the learners.
• Enhancing professional development among learners.
• Providing teaching and education by following ethical values.
• Focusing on ensuring professional earning and ethical practice by continuously striving for development (Kirk, 2013).

Philosophical issues relating to education and training

Philosophical issues

Philosophical issues refer to the questions and topics that are being raised by the study of philosophy. Some of the philosophical issues relating to the training and education in my specialist area of English have been discussed as follows:

• Specialist work ethics: this is one of the philosophical issues that might be faced while reflecting the knowledge and learning for the subject area of English as a specific code of norms and values are to be followed while demonstrating the professional knowledge and learning to the learners. It has been demonstrated that the professional ethics belongs to the social psychology and therefore it is important to maintain the psychology of all the learners in a positive manner during learning process so that they must not feel low and under confident (Hornby, 2015).
• Specialist approaches to specialist knowledge: it is important to adopt significant approaches of learning to provide the knowledge regarding the subject area of English. The issue of using the right approaches might be faced and it could be considered as a time consuming process. It is better to adopt the communicative approach as it is the best known approach to teach the English language.
• Qualification framework: The qualification framework helps in improving the understanding of qualifications including the degrees, certificates, capabilities, skills and experiential-based learning. The qualification framework includes some policies and regulations that are to be followed during the learning and training process. Also, all the learning outcomes as specified in the qualification framework or to be attained considered while promoting the learning and knowledge of English language (Kirk, 2013). In the absence of qualification framework the learners might not be provided with specific training standard and the education and training qualifications might not be harmonised which might create greater difficulties for the learners.

Specialized Education Theories

Behaviourism or behavioural theory of learning

This theory believes that the learners learn behaviours through interaction with the environment. Various inherited factors highly influenced the behaviour of all the learners. Behaviour is also considered as the key for all the educators because it impacts the reaction and behaviour of students during the learning process. At the personal level I focus on increasing the level of motivation among the learners because it plays a crucial role in behavioural learning. For example I provide appraisals and recognition to those students who score good marks in the tests or provide significant answers to the questions. Such kind of motivation positively influences the behaviour of all the learners towards ensuring the continuous development and learning. In the behavioural learning theory, the positive reinforcement and reputation go hand-in-hand (Nabi et al., 2018). The teachers are required to maintain the right balance of repeating the learning situations and the factor of positive reinforcement encourage the students to continue of behaving in a positive manner.

Experiential learning theory

This particular theory is very useful in providing the knowledge and learning about the specialist subject area of English because it encourages personal input, output and self-direction to the students during the learning process. Experiential learning theory was developed in order to engage the students’ emotions and behaviours along with enhancing their skills and knowledge. While developing this theory, Kolb had identified four stages including the concrete learning, reflective observation, abstract conceptualisations and active experimentation (Fayolle, 2018). During the first stage of concrete learning the learners are provided with the new experiences in the form of providing them with the knowledge of new English concepts and language strategies. The second stage of reflective observation enables the learners to reflect on their learning experiences personally about the entire learning and training process. In the third stage of abstract conceptualisations various new ideas are formed and shared by the learners in the form of writing the English sentences in a different manner and thereby their level of thinking gets embraced. In the last stage of active experimentation the learners tend to apply the new ideas in the real world. This kind of experimentation can be seen or reflected in their jobs or advanced learning (Nabi et al., 2018).

Creative learning theory

The creative approaches are mainly concerned with a holistic approach to learning and education which focuses on developing the professionalism among all the learners including the performance and different dimensions of the knowledge. This theory includes the application of six elements that contribute to creativity including the intelligence, thinking styles, motivation, knowledge personality and the environment. All these factors are interrelated to each other and play an important role in developing the creative mind set of the learners. To develop the creative and innovative mind set of the learners, I use different strategies of learning such as involving them to play games that add knowledge about the English language and provide them the practical learning of reading and writing in English sentences with clear and advanced vocabularies (Fayolle, 2018).

Humanism learning theory

The focal point of this theory is that the education should result into the rational ways of teaching to the learners and therefore the humanistic theory approach should be followed for engaging the learners into the social skills, intellect, feelings, practical skills and most importantly; the education. The core principles of humanistic learning theory lead to self-actualisation. The principles include the students’ choice, fostering the students’ engagement, self-evaluation, knowledge and feelings and a safe and positive learning environment. Being a humanistic teacher I believe that feelings and knowledge go hand in hand during the learning process as the learning sessions should focus on the whole student; which means that their feelings and intellect must also be taken into consideration during the process of learning (Waterman, 2013).

Conclusion

It can be concluded that the attainment of the educational and training aims is possible through the application of significant learning and education theories. In this report the crucial roles and responsibilities regarding the specialist subject area of English have been discussed along with the evaluation of certain philosophical issues such as the qualification framework and specialist work ethics. Some specialised education theories have also been discussed in association with the specialist area of subject which is English. The theories involved the behavioural theory, experiential theory, creative learning theory and humanism learning theory.

Reflective journal

Through this report, I have demonstrated my way of teaching which contain some specific aims that are being acknowledged by me while training the learners. I not only focus on providing the knowledge to the learners; instead I prepare them to enhance their professional development. I ensure standard balance between providing the theoretical and practical knowledge or learning so that the learners can be provided with the benefit of overall development. I have been focusing on providing all types of learning to the learners starting from the Basic English language to the advanced English language (Waterman, 2013).

During the learning process, I try to perform various important roles and responsibilities such as developing the knowledgeable content for the learners that could be easily understood by them, developing specialised skills among them, meeting all the requirements of the learners and complying with various educational standards and legislation while offering the learning and knowledge to the students. All these significant roles help me to remain focused towards my teaching career and help me to provide high-quality teaching and educational services to the learners.

I have been implementing and adopting suitable theories of education while providing the learning and knowledge of my specialist subject area of English. I mainly focus on using the creative learning theory to make the learning sessions interactive with the learners and create in-depth impact of learning on the mind set of learners. I have realized that this theory enables the learners to easily understand the difficult theoretical concepts and literature of English. Apart from this, I believe in developing a positive and interactive learning environment so that the cooperative and focused learning behaviour can be embraced among all the learners (Franklin, 2014). While developing this kind of the environment, I tend to adopt the behaviourism theory of learning.

To manage the philosophical issues, I ensure of providing learning to the learners by following and considering all the ethical values such as maintaining integrity, collaborative behaviour and maintaining stronger relationships with the learners. In addition to this, I always adopt the communicative learning approach because I believe that learning should and must be a two-way process. By this approach, I provide genuine and reliable feedbacks to the learners in terms of improving their knowledge and performance of speaking, listening and writing English; and further seek advices from them about my teaching services (Goldie, 2016).

Through this task, I have learned about my teaching skills and capabilities of implementing suitable learning approaches as well as the learning theories according to the learning needs and requirements of the learners. This task has further helped me in gaining immense knowledge and understanding about various education theories that could be additionally adopted by me in enhancing the professional development for not only the learners; but also for myself.

References

Barrow, R., 2015. Giving teaching back to teachers: A critical introduction to curriculum theory. Routledge.

Hornby, G., 2015. Inclusive special education: Development of a new theory for the education of children with special educational needs and disabilities. British Journal of special education, 42(3), pp.234-256.

Kirk, D., 2013. Educational value and models-based practice in physical education. Educational Philosophy and Theory, 45(9), pp.973-986.

Nabi, G., Walmsley, A., Liñán, F., Akhtar, I. and Neame, C., 2018. Does entrepreneurship education in the first year of higher education develop entrepreneurial intentions? The role of learning and inspiration. Studies in Higher Education, 43(3), pp.452-467.

Fayolle, A., 2018. Personal views on the future of entrepreneurship education. In A research agenda for entrepreneurship education. Edward Elgar Publishing.

Waterman, A.S., 2013. The humanistic psychology–positive psychology divide: Contrasts in philosophical foundations. American Psychologist, 68(3), p.124.

Goldie, J.G.S., 2016. Connectivism: A knowledge learning theory for the digital age?. Medical teacher, 38(10), pp.1064-1069.

Franklin, Y., 2014. Virtually unpacking your backpack: Educational philosophy and pedagogical praxis. Educational Studies, 50(1), pp.65-86.

Task 2: Aims and structure of key qualifications and learning programmes and own approaches to planning

Written Report

Introduction

The purpose of this report is to demonstrate the key aims and structure of the qualification and learning program to be rendered to the learners for the specialist subject area of English. The structure will also be made including the credit value, learning outcomes, units, etc. Along with this, some crucial approaches will also be identified that could be used and adopted for planning and preparing for the final execution of the learning program.

Aims and structure of key qualifications in own specialist

The key aims of qualification in my own specialist area of English have been described as follows:

Curriculum or syllabus requirements

• To develop a fair concept of curriculum that could help the tutors in leading towards the whole-group discussion.
• To enable the learners for effectively formulating and developing the communication competencies through linguistic knowledge (grammar, pronunciation and vocabulary), practise listening, reading, writing and speaking.
• To offer rigorous K-12 curriculum for integrating the interactive learning sessions, using resources from the leading education publishers, developing customized lessons and using the instructional tools (Darling-Hammond et al., 2015).

Awarding body specification

• To receive award from the leading learning Company of the world i.e. Pearson for offering the vocational and academic qualifications at the global level.
• To receive the Person Level 3 Award/ Certificate/ Diploma in learning and development of the specialist subject area i.e. English.
• To attain a TQT value of 120 or less that must be equivalent to a range of 1-12 credits (Bursali and Öz, 2018).

Skills required for the qualification

• To create interactive and positive learning experience for the learners.
• To possess the knowledge of fundamentals of English Grammar and the advanced skill of writing academic English.
• To prepare the learners with reading and writing the academic texts and processing the complex academic content for the English language (Darling-Hammond et al., 2015).

Structure

The structure of the key qualification has been shown as below:

Units of learning	Mandatory or optional	Credit accumulation	Guiding learning hours
Developing teaching, learning and assessment in training and education of English language	Mandatory	20	70
Theories, models and principles of education and learning	Mandatory	20	80
Professional practice and development in training and education of the English subject	Mandatory	15	50
Action learning in a specialist area of English	Optional	15	40
Evaluating learning programs	Optional	15	40

Aims and structure of learning programmes

The learning program of English Skills will be conducted and provided to the learners. This learning program can help both the educators as well as the learners to become highly confident and focus on performing the right skills at the right level. The key aims of this learning program can be identified as follows:

Curriculum or syllabus requirements

• To provide the advanced knowledge of writing academic English language for helping them to write their academic assignments in clear academic English.
• To provide the skills and knowledge of advanced grammar so that they could read academic texts and must be able to process the complex English academic content (Bursali and Öz, 2018).
• To provide the education and knowledge of A World of Fiction this is an expanded course for high-intermediate readers. It is the ideal course for literacy analysis and practicing language.
• To offer critical reading skills to the learners through that they could analyse texts from various authentic sources and then form the professional academic written text.

Effective use of specialist resources including staffing and assessment activities

To use the technological software of “My Grammar Lab”; this is a three-level series for leading the learners from the elementary to the advanced level of English Grammar. This resource can help in using the unique combination of books and other online resources for gaining the knowledge. An online teaching methodology “ESAP” can also be used for making the teaching and learning process easier and highly efficient. ESAP contains four elements of engagement, study, activate and practice. By using this particular resource, face-to-face sessions can be organized and the learners can be provided with different interaction opportunities (Cochran-Smith et al., 2013).

Pearson English Podcast is another suitable resource that can be used for sharing knowledge, discussing innovations and exploring educational trends via podcast panel chats with the professional experts of English language. Other than these resources, some English tests must be carried on in the form of assessment activities such as the benchmark tests, Certify tests and Verify tests.. The Benchmark test can allow teachers to assess and measure the level of progress across the English language skills in detail. The Certify tests can enable all the learners to get the recognized international certificates of possessing various skills. The Verify test can help in verifying the English ability among learners studying abroad (Harandi, 2015).

Specific approaches and activities

To adopt and implement he LEAP approach which is very suitable for the high beginner-advanced learners. It is a cross-curricular approach that helps the learners with possessing the knowledge about skills and vocabulary. The learners can be embraced with critical thinking through this approach. The educational activities can be carried through organizing live webinars to make the students feel comfortable in an English-speaking environment. The live webinars can allow the teachers to use the examples of Friends and My Disney Stars for developing greater confidence among them towards listening, speaking, responding, storytelling, playing, singing, etc.

Another significant approach that could be used for delivering the learning program includes the Active Teach that comes in the form of DVD or downloadable zip file that might be founded on the Pearson English Portal (Cochran-Smith et al., 2013). By this approach, the students can be provided with full class audio and video sessions, assessment tests and activities, zoom sessions, interactive and entertaining activities and printable worksheets.

Structure

Summative outcomes of the course	Assessment criteria	Mode of learning	Timeframe
Keywords and vocabularies that are found in every chapter	Providing of the systematic opportunities to the students for expanding their vocabularies.	Physical classroom sessions	2 months
Extra practice	Using the software of eLab for offering with additional opportunities to the students.	Online learning	1 month
Embraced critical thinking	Helping the learners to become and develop as professional independent learners (Harandi, 2015).	Physical classroom sessions	4 months
Developing global reach of the learners	Providing interesting and entertaining texts or themes to prepare students for studying English language in either Canada or any other international country.	Physical classes and online classes	3 months

 Conclusion

It can be concluded that the key aims of the learning program and key qualification can be attained through the adoption and implementation of suitable approaches. The significant structure for the learning program has also been developed to provide the blue print to the learners about the learning program .

Reflective Journal

Approaches to planning with significant examples

Setting goals and targets for achievement

Initially, I have been facing a lot of difficulties in developing effective goals and targets that are to be attained after the completion of learning programs or learning courses. One of the major difficulties that I used to face is the lack of balance between educational goals or targets and the personal/ professional goals of the learners. The defined learning outcomes of the learning program were not used to get matched with the goals of the learners. Another major difficulty involved the lack of ability in catering the specialist needs of the learners through the learning program. The learners used to feel that they are not provided with the sufficient level of knowledge and training for their specialist area (Hogan et al., 2016).

In consideration to the above explained personal experience, I have focused on adopting this particular approach of planning by which I will be setting and aligning the educational goals with those of the personal goals of the learners. This approach will help me in setting clear and measurable goals of the learning program, a specific action will be developed, the defined goals would be visualized and the level of progress among the learners will also be reflected accordingly (Israel et al., 2015).

Student-centred approach

During the learning process, I used to develop the learning materials on my own and also used to provide teaching to the students by using the approaches depending upon my understanding. But the students did not like the approaches and were demanding other approaches to be used. After then I have decided to adopt and use the student-centred approach by which I will be giving them the freedom to decide upon choosing the learning materials on their own and recommending the teaching approaches to be used.

This approach has greatly helped me in delivering the high quality learning program and education or training to all the learners as they used to become highly satisfied with the teaching services. This approach is also known as the personalized learning and enables the learners to engage in the learning program as both the leaders as well as the decision-makers for supporting and enhancing their own learning or teaching (Hogan et al., 2016).

Use of specialist staff

In my teaching experience till now, I have realized that it is very important for the educators to possess the specialist knowledge and skills in any of the specialist subject area by having the additional experience, advanced skills and advanced knowledge of that particular area. I have always been rendering the high quality educational services to the students in the specialist area of English; and therefore gaining immense love and support from all my learners (F?rat et al., 2018).

I believe that the approach of using specialist staff not only helps in making the learners highly satisfied but also embrace the right knowledge and skills among them for their professional career and growth. This approach is mainly beneficial for offering the knowledge to those students who possess lower ability and have the desire of leading towards the higher-level of education and knowledge.

Approaches to preparing

Specialist resources

During the learning program, the learners have been started getting bored because of using traditional methods of teaching. I have then decided to use some specialist resources to make the learning sessions interactive and entertaining such as My Grammar Lab, eLab, Pearson English Portal and many more. I have observed that the use of all these resources have significantly increased the level of concentration and confidence of the learners towards the learning outcomes of the learning program (Chao, 2016).

Developing evidence to facilitate achievement

I have personally observed that the learners get attracted by the reviews and ratings being shared by the existing students of the educational organization. Therefore, after the completion of the learning program, I seek for the feedback from the learners about their learning experience and then share those feedbacks and reviews on the websites where the learning program is launched so that the potential learners can be provided with the real evidence of the outcomes and achievements of the learning program (Horzum, 2017). Other than this, I also show up and upload my specialist degrees and certifications in the specialist area of subject to reflect my level of experience to the learners who are looking forward to get enrol into my learning program.

Appropriate approaches to skills and knowledge requirements

To develop reliable skills and meet the knowledge requirements of the learners, I use various favourable approaches such as using the online resources, developing a strong network online, developing soft and hard skills, using case studies for demonstrating better understanding and investing in the continued education and professional development. I ensure the professional teaching environment for the learners to make them feel highly satisfied while learning new concepts. All these approaches can significantly help in developing reliable technical skills, collaborative skills and greater confidence among all the students (Chao, 2016).

 References

Darling-Hammond, L., Barron, B., Pearson, P.D., Schoenfeld, A.H., Stage, E.K., Zimmerman, T.D., Cervetti, G.N. and Tilson, J.L., 2015. Powerful learning: What we know about teaching for understanding. John Wiley & Sons.

Bursali, N. and Öz, H., 2018. The Role of Goal Setting in Metacognitive Awareness as a Self-Regulatory Behavior in Foreign Language Learning. International Online Journal of Education and Teaching, 5(3), pp.662-671.

Cochran-Smith, M., Piazza, P. and Power, C., 2013, January. The politics of accountability: Assessing teacher education in the United States. In The Educational Forum (Vol. 77, No. 1, pp. 6-27). Taylor & Francis Group.

Harandi, S.R., 2015. Effects of e-learning on Students’ Motivation. Procedia-Social and Behavioral Sciences, 181, pp.423-430.

Hogan, A., Sellar, S. and Lingard, B., 2016. Commercialising comparison: Pearson puts the TLC in soft capitalism. Journal of Education Policy, 31(3), pp.243-258.

Israel, M., Pearson, J.N., Tapia, T., Wherfel, Q.M. and Reese, G., 2015. Supporting all learners in school-wide computational thinking: A cross-case qualitative analysis. Computers & Education, 82, pp.263-279.

F?rat, M., K?l?nç, H. and Yüzer, T.V., 2018. Level of intrinsic motivation of distance education students in e?learning environments. Journal of Computer Assisted Learning, 34(1), pp.63-70.

Chao, P.Y., 2016. Exploring students' computational practice, design and performance of problem-solving through a visual programming environment. Computers & Education, 95, pp.202-215.

Horzum, M.B., 2017. Interaction, structure, social presence, and satisfaction in online learning. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), pp.505-512.

Task 3.1

Inclusive Teaching and learning- Introduction

Inclusive teaching is based on the foundation that each and every child is included in classroom learning and teaching holistically without discrimination on the grounds of their race, culture, learning abilities, and different skills (Dewsbury and Brame, 2019). This report discusses how the teacher can follow principles of inclusiveness and what issues might arise while adopting inclusive teaching strategies. This report embeds the importance of inclusiveness to help children overcome their weaknesses by participating in activities with other kids. It helps students to meet their learning needs and showcase their different skills (Kaur, Noman, and Nordin, 2017).

Principles of inclusive teaching

Principle of togetherness- This principle states that all children need to be included in all activities and a feeling of togetherness must be inculcated among students. Group activities and the formation of teams of students having different skills is one of the examples of this principle. The main aim is to develop skills and learn together. By curating lessons and adopting strategies that bring together all students (Dewsbury and Brame, 2019).

Principle of Equality- The Principle of equality states that all children must be treated equally regardless of their differences such as ethnicity, race, culture, skills, and learning style. This principle exhorts teachers to forgo biasedness and take decisions that will benefit all students equally. Moreover, teachers need to adopt a clear vision and attend to each student’s needs. The foundation of this principle is that no one should be left behind (Scott and Edwards, 2018).

Principle of dignity- The principle of dignity refers to the respect which must be given to each student regardless of their differences. It states whether a student performs well or not, he should be respected and his abilities and shortcomings must be respected. Respect is the core of the inclusive approach of teaching as it ensures that the teacher is true to his service and is determined to develop students’ abilities and skills (Dewsbury and Brame, 2019).

Principle of difference- This principle is based on the notion that every individual is different and has different needs. Similarly, students have different learning needs, and therefore to cater to their individual needs, the teacher needs to keep aside comparison among these students as it will defy the main abjective of inclusive teaching (Scott and Edwards, 2018).

Principle of holistic development- Inclusive teaching aims to develop students holistically, that is make them all-rounder. Students must be confident, receptive, positive, and able to decide what they want to become in life. This will be true only if the teacher supports them and help them to resolve their doubts, learn new things, and social skills.

Elements of planning and Preparation

• Learner’s need-oriented program- The planning and preparation are dependent on the needs of students. It includes learning style, cognitive skills of students, physical or mental disability, and like. Some students face obstacles that they are not able to share, so to include them and make them participate can be a challenge for the teacher (Scott and Edwards, 2018). This should be considered while developing strategies and planning.
• Assessment of alternatives- There can be different ways of imparting knowledge and catering to the needs of learners but which is the most effective means can only be known after the teacher assesses all the alternatives unbiasedly. All the principles must be kept in mind while assessing alternatives. No student should be left behind and it should not include any element that hurt their ethnicity, race, or skills. For example, some goods are good in writing and some can answer well orally. So the strategy must include both types of tests. The objective must be holistic development that requires the strategy to be flexible and include different engaging activities.
• Choice of strategy- Choosing a strategy is quite a complex task as all alternatives cater to some specific needs and moreover, time is a major constraint. Some of the approaches can be developing a framework, ensuring space for each learners’ voice, and celebrating diversity.

Issues in English Specialist Area

• Non-inclusive curriculum- The curriculum that is developed does not meet all requirements and therefore it creates an issue in imparting knowledge as some might not be receptive to this information in the manner it is being taught. For example, making 5 words sentences can be challenging for some students and not for others, who are new to the language.

• Lack of resources- Props, visual graphics, and other resources which might be helpful are not available for the English specialist area. Many students learn by watching and there can be many fun ways to engage these students. Without resources, this engagement can be lost (Lawrence-Brown and Sapon-Shevin, 2015).

• Infrastructural problems- Infrastructure that does not support the new strategy can be an impedance in inclusive teaching. Some schools have smart classes some schools don’t. This can be a challenge as visualizing some processes or an act can be difficult. For example, teaching prepositions through smart classes is easier. Prepositions like ‘under’ and ‘beneath’, ‘into’ and ‘in’ can be confusing and visual demonstration can be helpful (Kumari et al., 2019)

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• Irregular plans- Plans can have different time-set which can create confusion and delays in the regular flow. Irregularity in plans can confuse students and it can also impede follow-up activity to keep a track of their progress (Kaur, Noman, and Nordin, 2017).
• Improper execution of policies- Sometimes execution is different from the plan and policies are not followed in their true sense. Teachers can falter and biasedness can be there in encouraging one set of students and neglecting others. There are no perfect means to surveil these types of faults in execution (Lawrence-Brown and Sapon-Shevin, 2015).
• The difference in learning abilities- Learning abilities are different for each student so curating plans and strategies that cater to every individual’s needs. The needs of some individuals are likely left out.

 Application of inclusiveness in English Specialist area

• Learning speed of students- The learning speed of students varies from individual to individual, therefore it is highly likely that a student might get the knowledge in one go and the other student might need more practice. Different techniques can be adopted to make students understand and practice vocabulary and grammar (Kumari et al., 2019)

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• Knowledge of the English language- The knowledge base of students will be different. Some might be well-acquainted with some of the English basic lessons while for others, it can be completely new. So the lessons must be engaging enough and include trivia so that the person who knows the basic concepts gets some new information to keep him engaged in the program (Draffan, James, and Martin, 2017).
• Students from different cultures- People are sensitive about their cultures so it should be kept in mind that no activity or element is against their culture. No culture must be defamed and each child must feel free to express themselves as they feel safe in the environment (Kaur, Noman, and Nordin, 2017).
• A strategy that caters to the learning needs of non-native English speakers- Non-native speakers might not be determined to learn a new language and they might have problems in pronunciation or writing English. Curating a program or lessons according to these needs, the teacher needs to first be aware of individuals’ needs and what practical approaches can be used to make them efficient in English speaking and writing (Lawrence-Brown and Sapon-Shevin, 2015).
• Using infrastructure and resources- The plan must include resources available for imparting knowledge and make them practice more with engaging activities. An assisting infrastructure can be great leverage to such plans (Kumari et al., 2019)
• .

Task 3.2

Reflective writing

This module helped me to learn why inclusiveness is vital for becoming an effective teacher. Teaching a language is quite challenging because it includes art and there is a scope of creativity. Sometimes a person can be creative but not well-versed. Kids have stories floating in their minds but to put them on paper or tell it in front of the public can be a real challenge for students. I have decided to curate a plan that is phased out and simultaneously progressive (Souto-Manning and Martell, 2016).

For example, the first stage will include basic knowledge about grammar, vocabulary, jumbled words, and fill-ups. This will include excessive use of visual demonstration. First, I will make students master 3- 4-words sentences. With adequate practice, they will become perfect in at least forming short sentences. To move on to the next phase where phrases and a higher level of grammar are included, a test will be conducted. The test will be oral and written. As the level goes higher, teaching will be more stretched so that students get time to perfect through practice. One concept of grammar will be taught in 3 to 4 classes with different activities. Alongside, students will be asked to raise queries and it will be made sure that they understand and apply this knowledge (Kaur, Noman, and Nordin, 2017).

 I will start with phonetic sounds because I get to realize that students from different cultures have different accents. Some people speak with mouths wide open while others don’t. So I will demonstrate clearly and make them repeat my mouth expression and movements. I considered all issues that can arise while planning for my English lessons and therefore I assessed different techniques to teach English (Souto-Manning and Martell, 2016). Moreover, I learned that sometimes students are not willing to learn a new language and if their basics are not clear then they are motivated to learn more. My program is based on the belief that the child should engage whether he can understand or not. Because when the child openly expresses himself and even tells the wrong answer, we can correct them otherwise we can never know about their learning. I want students to learn each day at their pace. Weekly revision and surprise tests are imperative for ensuring their learning (Draffan, James, and Martin, 2017).

I will adopt a student-centric approach to curate lessons and teach students. Another approach that I will deploy is FLIPped classroom which includes a Flexible environment, Learning culture development, Intentional lessons, and professional educator. This way I can ensure that I am adhering to all principles of inclusive teaching (Molbaek, 2018).

Remote learning has been one of the biggest challenges due to new technologies that are creating a virtual space for learning but impeding physical existence in the place. This is a reason for the high demotivation level. Network issues and the inability to use resources and make them more engaging are issues that arose from technological advancements (Molbaek, 2018). Therefore, I included fun videos and edited the videos myself. I made sure I included all the elements that I would otherwise use in physical classrooms. I used graphics and animation to make it more engaging. I stream these videos from my laptop and students watch them in real-time. So if there is any query, I can pause the video for everyone and answer the query in real-time. I will give attractive PDFs with pictures and questions that they will fill and upload by clicking pictures (Draffan, James, and Martin, 2017).

Learning by workshops is my favorite approach because it enables the student to get trained and practice things that he learns in class. Writing journals, creating cards, or playing with friends where they have to speak in English are some of the most interacting activities of the program (Kumari et al., 2019).

 Conclusion

The report discusses inclusive learning and how programs and preparation of the inclusive teaching plan can be developed on the basis of principles and the core belief of inclusive education. To bring students together for learning and respecting their differences is important but simultaneously many issues arise due to these differences and dynamism of the plan. I also reflected on how I will plan my English learning plan so that I can cater to the needs of all students. I am determined to leave no stone unturned to make students master the English language.

 References

Dewsbury, B. and Brame, C.J., 2019. Inclusive teaching. CBE—Life Sciences Education, 18(2), p.fe2.

Lawrence-Brown, D. and Sapon-Shevin, M., 2015. Condition critical—Key principles for equitable and inclusive education. Teachers College Press.

Draffan, E.A., James, A. and Martin, N., 2017. Inclusive teaching and learning: what's next?. The Journal of Inclusive Practice in Further and Higher Education, 9(1).

Souto-Manning, M. and Martell, J., 2016. Reading, writing, and talk: Inclusive teaching strategies for diverse learners, K–2. Teachers College Press.

Scott, S. and Edwards, W., 2018. Disability and world language learning: Inclusive teaching for diverse learners. Rowman & Littlefield.

Kaur, A., Noman, M. and Nordin, H., 2017. Inclusive assessment for linguistically diverse learners in higher education. Assessment & Evaluation in Higher Education, 42(5), pp.756-771.

Molbaek, M., 2018. Inclusive teaching strategies–dimensions and agendas. International Journal of Inclusive Education, 22(10), pp.1048-1061.

Kumari, P., Nayan, R., Aggarwal, S.P. and Baswani, G., 2019. Rethinking teacher education programmes for inclusive classrooms: Issues and challenges in India. International Journal of Information and Education Technology, 9(2), pp.143-148.

Task 4

Introduction

The goal of this report is to identify and comprehend the primary objectives and ideology of education and training in the specialty topic area of English. Some critical responsibilities and duties will be illustrated to the students in this study, as well as some conceptual problems will be analysed. The study will also include a conversation of appropriate theories of specialised training.

 Education and training objectives

The following are the primary goals of training and education in my specialised topic area of English:

• Enhancing students ’ learning' learning and knowledge of the English subject.
• To help students improve their abilities in speaking or writing proper English vocabulary.
• Attempt to enhance learners' encouragement to find new employment for themselves.

 Roles and responsibilities in my field of expertise

The following essential tasks and functions would need to be fulfilled in order to ensure the teaching and learning of my topic matter, English:

 Specific requirements for students

• To provide students ’ learning with conceptual awareness and information of English reading, learning to write, paying attention, and having a conversation.
• Increasing the self belief of all teaching and learning and trying to improve their desire to access specialised jobs through into the specialised language of English (Teodorescu et al..,2015).
• Constantly providing feedback and guidance in order to ensure improvement in the future.

 Material of knowledge

• Utilising common vocabulary words and English language to help students learn higher versions of English.
• Working to develop advancement in English knowledge and writing ability in accordance with standards .
• Going to enable students to understand facts of the situation about just the English language, as well as concepts and practices of English literature.
• Supplying in-depth understanding of original ideas for which the powerful English language should be used when trying to write (Zulfikar et al..2019).

 Specialised abilities

• Creating knowledge and skills that connect conceptual and concrete notions.
• Students ’ learning' listening skills are being developed.
• Working to develop conversational skills through the use of a wide vocabulary.
• Going to develop incoming and outgoing abilities in students, such as clearly listening (input) and actually talking (output); and appropriately reading (input) and then trying to write English sentences through proper comprehension (output).

 Organisational necessities for awarding

• Continuing to increase the reputation of an organisation by providing students with large salaries and skills and experience in the specialised field of study of English.
• Going to carry out educational programs that are intended to ensure slightly elevated students' knowledge.

Professional or vocational norms and regulatory frameworks in effect at the time

• Establishing and maintaining bigger and more powerful relationships with students and academic facilities (Rao et al..,2019).
• Trying to maintain greater integrity while supported by development with education.
• Improving learning process personal and professional growth.
• Developing skills and skills training while adhering to moral values.
• By increasing motivation for advancement, we can ensure professional profitability and morally correct practice.

 Knowledge and training-related philosophical challenges

Philosophical challenges

Philosophical issues are the queries and subject areas brought up by the process of thinking. A few conceptual matters regarding information and instruction in my specialised field of English have already been mentioned:

• Specialist management skills: This is one of the conceptual challenges that may occur when trying to reflect information and education for the topic matter of English, as a special version of standards and beliefs must be accompanied when trying to demonstrate highly qualified information and education to students (Khudayberdiev et al..,2018). This has been proved that professional values are associated with social psychoanalytic theory, and thus it is essential for keeping the personality of all students in a good attitude even during language learning so that they just do not feel miserable and insecure.
• Expert perspectives to expertise in the field: It is critical to use considerable methods of learning in order to just provide understanding of the topic of English. The problem about using the essential to focus may be encountered, and it may be viewed as a time-consuming procedure. It is preferable to use the constructivist activities because it is the most well-known method of teaching English.
• Blueprint for Qualifications: The qualifying conceptual model aids in the comprehension of academic credentials such as degree courses, diplomas, abilities, skill sets, and active experimentation. A few guidelines and regulations to be followed during the educational and development procedure are included in the accreditation scheme (Cole et al..,2018). Furthermore, all of the academic achievements specified in the quality assurance agency or to be gained are taken into account when trying to promote English language knowledge and understanding. With the lack of mention of a quality assurance agency, students may not be provided with relevant training requirements, and learning and skills knowledge and abilities may not be integrated, posing additional challenges for students.

 Theories of Professional Learning

• Behavioural theory of learning: According to this theory, students understand behaviour patterns through interplay with their surroundings. Numerous genetically determined factors strongly influenced all of the students ’ learning' behaviour and attitude. Behaviour is also regarded as important by all teachers because it influences students' reactions and behaviour patterns during the educational process. On a personal basis, I am focused on increasing students ’ learning encouragement since it is so important in behavioural teaching (Reid et al..,2015). For instance, I focus on providing assessments and acknowledgment to trainees who achieve high test scores or provide important responses to questions. Such inspiration favourably affects the behaviour of all students in the direction of implementing continuous development of students. Positive thinking and brand image go connected at the hip in the behaviour modification concept. Educators must find the right balance between repeating teaching techniques and using praise and encouragement to start encouraging students to pursue acting a bit positively.
• Experiential theory of learning: This theory is especially effective in giving information and education about the professional topic area of English since it encourages students' personal insight, output, and identity during the education process. Inquiry - based learning theory was created to start engaging educators' feelings and reactions while also improving their experience and competencies. Kolb traced the development while establishing these theories and models: concrete starting to learn, observation and reflection, abstract conceptualizations, and experiential learning. Within the first phase of tangible teaching, students are exposed to new life experiences in the way of knowing new English notions and vocabulary techniques. The second phase of critical reflection allows the learners to represent their individual educational experiences throughout the training and learning method. Different innovative insights can be gained and communicated by the teaching and learning in the third phase of the conceptual model in the process of writing the English sentences in a completely different way, and thus their level of thoughts is decided to embrace (Fattah et al..,2015). Trainees usually apply fresh concepts in the actual world during the final phase of experiential learning. This type of experimental work is visible or meant to reflect in their employment or innovative acquiring knowledge.
• Creative theory of learning: The innovative strategies are concerned primarily with a comprehensive approach to knowledge and teaching that focuses on creating professional competence in all teaching and learning, which include achievement and various facets of understanding. This theory contains the use of six factors that contribute to creativity: intellectual ability, cognitive style, encouragement, understanding, personal characteristics, and the surroundings (Sun et al..,2021). Every one of these considerations are interconnected and play a critical part in the development of the students ’ learning' brilliant imagination set. I utilise diverse learning techniques including such implicating them in tournaments that contribute understanding about the English language and providing people with experiential work of reading and spelling in English sentences with straightforward and progressed vocabulary knowledge to grow the dynamic and imaginative mind frame of the teaching and learning.
• Humanism theory of learning: The central idea behind this theory is that learning should result in intellectually honest styles of learning to students, and thus the humanistic deductive method is being used to engage students in social competence, intelligence, emotions, vocational experience, and, greatest relevantly, training. Humanists having to learn economic theories fundamental principles result in self. The fundamentals include allowing students to choose, encouraging students' motivation, personality, understanding and emotions, and providing a safe and supportive learning ecosystem (Muhammad et al..,2019). As a humanistic instructor, I presume that emotions and understanding go connected at the hip during the learning experience because training sessions could perhaps concentrate on the whole trainee, which implies that their emotions and intelligence must therefore be properly considered during the education process.

 Conclusion

It is reasonable to conclude that achieving teaching and training goals is possible through the implementation of substantial conventional educational theory and research. This study discusses the critical tasks and functions associated with the specialist relevant subject of English, as well as an assessment from certain existential questions such as the training scheme and qualified professional strong work ethic. A few high quality educational concepts were also considered to be associated with the subject of English (Ho et al..,2017). Among the concepts were the behavioural approach, the experience - based theory, the innovative educational theory, and the humanistic psychology observational learning.

 Reflective journal

Through this document, I had also illustrated my approach to teaching, that also includes some concrete objectives that I recognise while going to train the learning process. I concentrate on not only having provided knowledge to the students, but also on preparing them to advance their personal and professional growth. I maintain a normal balancing act among both knowledge and understanding or having to learn so that students can benefit from overall growth. I have already been striving to offer all domains of learning to students, beginning with basic English and progressing to innovative English.

During in the language learning, I tend to complete a range of essential roles and functions, such as continuing to develop informed material for the students that they can perfectly understand, working to develop specialist knowledge between many them, having to meet many of the students ’ learning' necessities, and compliant with different instructional standards and procedures while providing knowledge acquisition and knowledge about the topic. All of these important roles enable me to maintain focus on my teaching experience and to provide high-quality instructional and informational service for students.

I have already been trying to implement and have adopted appropriate educational ideas while offering education and knowledge of my professional topic area of English. I primarily use innovative educational methods to understand teaching methods interesting and fun with the students and to start creating an in-depth concept of effective ' learning' sort of mindset. I've realised that somehow this method will enable students to understand tricky conceptual frameworks and literature in English. Aside from that, I genuinely think in creating a positive and engaging environment for learning in which all students can adopt collaborative and concentrated learning and behaviour. I tend to use the behavioural psychology model of learning when creating this sort of atmosphere.

To handle philosophical problems, I ensure that the students receive learning by adhering to and taking into account all ethical principles such as ensuring consistency, co - creative behavioural patterns, and sustaining better bonds with the trainees. Furthermore, I always use conversational reinforcement learning even though I start believing that teaching should and has to be a two-way street. By following this approach, I am able to provide real and dependable feedback to learners in order to improve their knowledge and competencies in actually talking, trying to listen, and having to write English, as well as obtain feedback from them during my educational facilities.

This assignment has taught me regarding my academic abilities and the capacity to execute appropriate educational strategies but also acquiring knowledge theories based on the students ’ learning' learning needs and demands. This assignment also has assisted me in obtaining extensive knowledge and awareness of various educational concepts that I can use to enhance career growth for not only the teaching and learning, as well as for myself.

 References

• Teodorescu, A., 2015. Mobile learning and its impact on business English learning. Procedia-Social and Behavioral Sciences, 180, pp.1535-1540.
• Zulfikar, T., Dahliana, S. and Sari, R.A., 2019. An Exploration of English Students' Attitude towards English Learning. English Language Teaching Educational Journal, 2(1), pp.1-12.
• Ho, S.C., Hsieh, S.W., Sun, P.C. and Chen, C.M., 2017. To activate English learning: Listen and speak in real life context with an AR featured u-learning system. Journal of Educational Technology & Society, 20(2), pp.176-187.
• Muhammad, A., Rahman, F., Said, I.M., Hamuddin, B. and Nurchalis, N.F., 2019. A software to increase English learning outcomes: An acceleration model of English as the second language. The Asian EFL Journal, 26(6.2), p.157.
• Sun, Z., Anbarasan, M. and Praveen Kumar, D., 2021. Design of online intelligent English teaching platform based on artificial intelligence techniques. Computational Intelligence, 37(3), pp.1166-1180.
• Fattah, S.F.E.S.A., 2015. The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students' Writing Skills. Journal of Education and practice, 6(32), pp.115-127.
• Reid, E., 2015. Techniques developing intercultural communicative competences in English language lessons. Procedia-Social and Behavioral Sciences, 186, pp.939-943.
• Khudayberdiev, S.Z., 2018. Implementation of some techniques in developing reading skills in English classes. ?????????? ????? ? ???????????, (5 (27)), pp.59-60.
• Cole, J. and Feng, J., 2015. Effective Strategies for Improving Writing Skills of Elementary English Language Learners. Online Submission.
• Rao, P.S., 2019. The significance of writing skills in ell environment. ACADEMICIA: An International Multidisciplinary Research Journal, 9(3), pp.5-17.

Task 5: Working with others to develop own practice

Liaison with others within a specialist area to develop own practice – Assessor Observation/ Feedback from mentor

Reflective Report

Introduction

The purpose of this reflective report is to critically review and analyse the impact of liaison with other trainers and teachers within the own specialist area of English subject. The impact of liaison will be reviewed in terms of designing of the learning programme, evaluating different skills and experiences, critical evaluation of the resources and determining the standardisation of assessment.

Reviewing the impact of liaison with other teachers and trainers

Programme design

While liaising with other trainers, I have got to know about my personal skills and abilities of designing the interactive, collaborative and high quality educational learning programme for the learners. During the liaison, I have received the positive feedback from other teachers that included the additional features which I used to involve and provide to the learners and important factors that are being considered by me while designing the learning program. Some of those considerable factors include the needs and learning requirements of the learners, their desired mode of learning, approaches to be followed and many more (Houseal et al., 2014).

Different skills and experiences

The liaison has further positively impacted my overall professional growth and development as I have been able to focus on some crucial skills and capabilities that must be necessarily developed by me depending upon the feedbacks received from other trainers. Some of the skills that have been determined by me include the communication skills, conflict resolution skills and patience. The development and embracement of all these skills would greatly help me to improve and enhance my professional growth and development (Bourke and Maunsell, 2016). In addition to this, the unique skills and capabilities can improve my teaching experiences and I might face fewer difficulties. The liaising process has helped me in evaluating my personal teaching experiences and I have got to learn about personal strengths and weaknesses along with their respective impacts on the learning program (Hrto?ová et al., 2015).

Sharing practice in design and evaluation of resources

During the meeting, the discussion was also been made with other teachers about sharing the practice in designing and evaluating the resources. I have been really got appreciated by other mentors for the advanced technological resources that are being used by me for teaching the students. Based on the reviews being received by the students, other teachers have recommended me to increase my professional value by sharing the good practice of teaching and by increasing the level of expertise. I have further learned to evaluate the resources by determining the overall merit percentage and supporting the curriculum (Houseal et al., 2014). While liaising with other tutors, I have shared my views of using the fair, supportive and equitable learning resources so that each student can respect and faith in each of the learning resources.

I have also learned some of the effective ways of sharing the good practice during the learning programme such as observing my colleagues, teaching the students to become smart assessors, using Google documents for collaborating with other teachers and students, being open and reflective and attending regular meetings with other teachers to learn, improve and gain expertise (Bourke and Maunsell, 2016).

Standardisation of assessment

The process of standardisation of assessment involves the integration of grading, learning and motivating the students by providing them with the valuable information and help in knowing about the strengths, weaknesses and struggling points of the students. Other teachers have guided me on some of the ways of standardising the assessment such as performing and collaborating with the newly experienced staff and focusing on peer observations or feedbacks. I have personally realized that it is additionally important to keep and maintain the systematic and up-to-date record of all the standardisation activities that are being carried out and performed during the process of learning (Stock et al., 2019).

Conclusion 

It can be concluded that the liaising process can result into significant improvements in the teaching process and learning programs as various genuine and reliable feedbacks can be provided by other teachers. In this reflective report, the personal experiences and skills have been evaluated and reviewed in terms of certain factors such as the standardisation of assessment, designing and evaluation of the resources and various skills or experiences.

 References

Houseal, A.K., Abd?El?Khalick, F. and Destefano, L., 2014. Impact of a student–teacher–scientist partnership on students' and teachers' content knowledge, attitudes toward science, and pedagogical practices. Journal of Research in Science Teaching, 51(1), pp.84-115.

Bourke, A. and Maunsell, C., 2016. ‘Teachers matter’: The impact of mandatory reporting on teacher education in Ireland. Child abuse review, 25(4), pp.314-324.

Stock, N.M., Ridley, M. and Guest, E., 2019. Teachers’ perspectives on the impact of cleft lip and/or palate during the school years. The Cleft Palate-Craniofacial Journal, 56(2), pp.204-209.

Hrto?ová, N., Kohout, J., Rohlíková, L. and Zounek, J., 2015. Factors influencing acceptance of e-learning by teachers in the Czech Republic. Computers in Human Behavior, 51, pp.873-879.

 Task 6: Self-Evaluation Form

Issues Arising: I face some of the issues while providing teaching and learning to the students. Some of those issues include lack of understanding about learners’ educational needs and requirements, lack of motivation in dealing with weak students and extended working hours (Benzing and Schmidt, 2018).

Strengths: I possess various favourable strengths that help me in rendering the high-quality learning programs to the students. Some of my core strengths include keen listening skills, adaptability skills, interactive and communicative behaviour and collaborative skills. Along with these skills, I also possess the strength of making the students learn according to the recent trends so that they must not lack behind in this competitive world (Cavendish, W., Barrenechea et al., 2021).

Possible changes/alternative approaches/ICT opportunities: My specialist teaching role could help me in grabbing various favourable opportunities such as becoming the departmental head or school/ college counsellor. I could approach international educational organizations with which I could work with and gain the professional experience in the field of teaching (Benzing and Schmidt, 2018).

 References

Benzing, V. and Schmidt, M., 2018. Exergaming for children and adolescents: strengths, weaknesses, opportunities and threats. Journal of clinical medicine, 7(11), p.422.

Cavendish, W., Barrenechea, I., Young, A.F., Díaz, E. and Avalos, M., 2021. Urban teachers’ perspectives of strengths and needs: The promise of teacher responsive professional development. The Urban Review, 53(2), pp.318-333.