Developing Teaching, Learning, and Assessment (Coursework Sample)

Developing Teaching, Learning, and Assessment
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1.1 Analyse the application of pedagogical principles in own area of specialism
The key pedagogical principle in learning requires that lessons are delivered in a practical and interesting manner in order to enhance student engagement and understanding of curriculum concepts. Motivation and inclusion are equally considered principles of pedagogy (Navarro, Zervas, Gesa, & Sampson¸ 2016). Curriculum should support inclusive learning in terms of education as well as motivate students in order to develop the capacity of learning for every student. The common applications of pedagogical principles include:
Multi-sensory learning— This learning approach entails engaging the use of multiple senses in learning, including auditory, visual, and kinesthetic-tactile pathways. Multi-sensory learning enhances memory and the ability of students to learn through the use of smell, hearing, touch, site, and taste (Navarro, Zervas, Gesa, & Sampson¸ 2016). Rather than using a singular medium such as textbook reading in a lesson, a classroom may be involved in the use of visual tools such as videos, PowerPoint, and charts to collect and remember information.
Experiential learning— this approach refers to an engaged learning process in which students learn through practice and reflection on the obtained experience. Some of the common experiential learning activities included internships, field exercises, studio performances and laboratory experiments, and studying abroad (Thomas, 2016). A lesson that considers “experiential” learning has the following elements: chances for students to make decisions and be accountable for their actions, reflection and critical analysis of the classwork, a design learning experience, and engaging students in social, emotional, physical, and creative learning.
Scaffolding— in this model, teachers help students to learn and understand the new concepts taught in the classroom (Navarro, Zervas, Gesa, & Sampson¸ 2016). The teacher may help the student by sharing a new information then step back to enable the student to practice the concept alone. As such, the key principle of this approach is structured support by the teacher before making the student completely independent.