The Teaching And Learning Cycle
Assignment 1.2: The Teaching and Learning Cycle
a) Teaching and Learning Cycle
The teaching and learning cycle is about how we assess and teach learners and the different stages of teaching and learning. There are four stages in the teaching and learning cycle: initial and diagnostic assessment, course and lesson planning, teaching and learning, and assessment and review (summative and formative assessment). Each stage is key in determining what happens in the next stage and that ‘the cycle involves a complex interweaving of the two’: teaching and learning (Derrick and Gawn, in Schwab and Hughes 2010: 282. Gravells suggest that for teaching and learning to be effective, all stages must be addressed (Gravells 2012).
The first stage is the initial and diagnostic assessment. This is key in identifying key information about the learner: their reasons for doing the course, their goals and aspirations, their previous education and work history, and any additional information that will give a clear picture about the learner. This stage will assess the four key skills: listening, speaking, reading and writing. The initial assessment is carried out on a face-to-face basis and the diagnostic assessment is done either on paper or on a computer. The results from the diagnostic assessment, measured against the DFES national standard, will help place the learner in the appropriate class.
The diagnostic assessment provides key information about what the learner can do. An analysis of the diagnostic assessment provides information about why the learner is making those errors. This information enables teacher to set targets for the learner. The learning targets are put forward in the form on an ILP (Individual Learning Plan). The ILP is conducted in a tutorial between the teacher and the learner and is a personal document for the learner to review and track their progress.
Once the initial and diagnostic assessments are completed, the teacher has enough information to plan
a) Teaching and Learning Cycle
The teaching and learning cycle is about how we assess and teach learners and the different stages of teaching and learning. There are four stages in the teaching and learning cycle: initial and diagnostic assessment, course and lesson planning, teaching and learning, and assessment and review (summative and formative assessment). Each stage is key in determining what happens in the next stage and that ‘the cycle involves a complex interweaving of the two’: teaching and learning (Derrick and Gawn, in Schwab and Hughes 2010: 282. Gravells suggest that for teaching and learning to be effective, all stages must be addressed (Gravells 2012).
The first stage is the initial and diagnostic assessment. This is key in identifying key information about the learner: their reasons for doing the course, their goals and aspirations, their previous education and work history, and any additional information that will give a clear picture about the learner. This stage will assess the four key skills: listening, speaking, reading and writing. The initial assessment is carried out on a face-to-face basis and the diagnostic assessment is done either on paper or on a computer. The results from the diagnostic assessment, measured against the DFES national standard, will help place the learner in the appropriate class.
The diagnostic assessment provides key information about what the learner can do. An analysis of the diagnostic assessment provides information about why the learner is making those errors. This information enables teacher to set targets for the learner. The learning targets are put forward in the form on an ILP (Individual Learning Plan). The ILP is conducted in a tutorial between the teacher and the learner and is a personal document for the learner to review and track their progress.
Once the initial and diagnostic assessments are completed, the teacher has enough information to plan