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Transcript Exemplar T&L M2 Evidence of Learning

The teacher provides a well-structured evidence of learning with three sections addressing the assessment requirements. In the first section, the teacher emphasizes the importance of understanding students' needs and embracing inclusiveness in teaching practices and perspectives. Formal and informal strategies are discussed for identifying student abilities. In the second section, the teacher justifies using individual, pair, and group work by discussing advantages and disadvantages, supported by research. In the third section, the teacher demonstrates understanding of active learning and provides examples of how active learning approaches were used in two observed lessons. Throughout, the teacher supports explanations with references to research and theories.

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298 views2 pages

Transcript Exemplar T&L M2 Evidence of Learning

The teacher provides a well-structured evidence of learning with three sections addressing the assessment requirements. In the first section, the teacher emphasizes the importance of understanding students' needs and embracing inclusiveness in teaching practices and perspectives. Formal and informal strategies are discussed for identifying student abilities. In the second section, the teacher justifies using individual, pair, and group work by discussing advantages and disadvantages, supported by research. In the third section, the teacher demonstrates understanding of active learning and provides examples of how active learning approaches were used in two observed lessons. Throughout, the teacher supports explanations with references to research and theories.

Uploaded by

Shruthi
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Cambridge Professional Development

Exemplar: CIDT&L Module 2


2018-2020 (4165) – Audio transcriptions
T4 Evidence of Learning
The first thing to notice in the teacher’s evidence of learning is that it is well-structured, there are three distinct
sections, which corresponds to the three summative assessment evidence requirements.

1 Explain the strategies you use in your classroom practice to make your teaching and students’
learning inclusive.
The teacher begins this section by emphasising that to make her classroom practice inclusive she thinks it’s
important to get to know the students she is teaching by identifying their needs, both academic and pastoral.
She also emphasises how her own teaching practice needs to embrace the concept of inclusiveness in terms
of what she knows and does as a teacher, but most importantly in how she thinks. Her views and opinions are
supported with references to relevant theories of teaching and learning and of recent research.

Strategies for identifying the range of learning abilities within a new group are then discussed, both formal and
informal. The teacher is not afraid to challenge teaching and learning concepts and does so here, where the
validity of using psychometric tests to determine a student’s learning style is questioned. Her views and
opinions are again supported with reference to relevant research.

The explanation is concluded with examples of strategies the teacher uses in her classroom practice to make
her teaching and the students’ learning inclusive. The examples include using a variety of teaching learning
approaches, relating the subject matter to the students’ real life experiences and using structured group work.

2 Discuss why you use individual, pair and group work learning activities in your classroom practice.
The teacher begins this section justifying why she uses a mixture of individual, pair and small group work in
her classroom practice. She then discusses in more detail why each method is used, noting both advantages
and disadvantages of using each approach. As part of the discussion the teacher has explained why
increasingly she is using more pair work in classroom practice and has supported her reasoning by referring
to an example used in the first observed lesson. Throughout the discussion the teacher’s view and opinions
are supported with references to recent educational research and other relevant information sources.

3 Explain why you use a variety of strategies in your classroom practice that are mainly based on
active learning.
In the final section the teacher demonstrates an accurate and well-informed understanding of the concept of
active learning and has explained why she now uses a variety of teaching and learning methods in her
classroom practice that are mainly based on active learning approaches. Her reasoning is supported with
references to recent educational research and other relevant information sources. She then provides
examples of how she used approaches to active learning in the two observed lessons. The evidence of
learning is concluded with an explanation of how the teacher now tries to incorporate active learning
approaches into phases of lessons that are by necessity very teacher-led.

In the teacher’s evidence of learning the following should be noted:


 the explanations and discussion were supported with references to relevant teaching and learning
concepts or theories, recent educational research or other relevant information sources
 academic conventions were consistently followed at all times and the work was correctly referenced using
the Harvard system

1
Exemplar: CIDT&L Module 2 2018-2020 (4165) – Audio transcriptions
 the list of references at the end only contained those evidenced in the text and were referenced correctly
using accepted academic conventions
 the 1717 words used to evidence her learning were within the accepted word limit of 1600 plus or minus
10%

2
Exemplar: CIDT&L Module 2 2018-2020 (4165) – Audio transcriptions

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