Cambridge International Diploma in

Teaching and Learning

Module 3 Guide

The main aim of this guide is to exemplify standards for Programme Leaders for the Cambridge International
Diploma in Teaching and Learning (6208).

This guide contains examples of evidence of candidate Learning outcomes Assessment criteria
responses and how these relate to the syllabus, the
For ease of reference the format below has been used For each assessment criterion the following format has
learning outcomes and the assessment criteria. This
for each learning outcome. been used.
guide is intended to be read alongside the syllabus.
• Key words: These key words will help you identify • Key skills: This will help you understand the key skills
the focus of the learning outcome. required for each assessment criterion.
• Principal Examiner comments: Here you will find • Principal Examiner comments: Here you will find
clarification as to what candidates are expected to clarification as to how the candidates will be assessed.
know to meet this learning outcome.
• Exemplar material: An example of candidate
• Assessment for learning: These questions can be responses with a comment on performance.
used as formative assessment questions with your Comments are given to indicate why a grade was
candidates. awarded and if relevant, how the candidate could have
improved their grade.
• Exemplar material: An example of a candidate’s
response at a good Pass level. This is an extract only. • Resource: A resource is referenced. These are from
To fully meet the learning outcome candidates may the list of core resources which you will find in the
need to submit evidence of practice, learning and Cambridge PDQ Programme Leaders group on the
reflection. This requirement is indicated for each Professional Learning Community website
learning outcome. (www.learning.cie.org.uk)
• Resource: A resource is referenced. These are from
the list of core resources which you will find in the This guide is interactive
Cambridge PDQ Programme Leaders group on the
You can navigate through this document using the
Professional Learning Community website
contents bar on each page. To return to this page,
(www.learning.cie.org.uk)
just click on ‘Introduction’.

For more information please go to www.cie.org.uk/pdq 1

 Contents Contents

1 Introduction

1 Introduction 3 Assessment Criteria

2 Learning
outcomes
LO S
Introduction
LO T
2 Learning outcomes Assessment criteria 1 - Understanding teaching and learning LO U
Developing Professional Practice Assessment criteria 2 - Developing thinking and practice LO V
Learning outcome S: evaluate a sequence of learning (programme LO W
Assessment criteria 3 - Analysis and discussion
plan) to plan future developmentsLearning outcome. LO X
Assessment criteria 4 - Communication and presentation
Learning outcome T: evaluate strategies used to facilitate the
learners’ learning to help them progress and achieve.
Learning outcome U: evaluate strategies used to develop learner
4 References 3 Assessment
Criteria
Criteria 1
creativity and inclusive learning.
Criteria 2
Learning outcome V: analyse how formative assessment has been
5 Glossary
Criteria 3
practised to support and monitor the learners’ learning, prepare Criteria 4
them for summative assessment, and inform their own teaching
practice.
Learning outcome W: critically review learning theories to help 4 References

them understand and develop their own professional practice and

learners’ learning. 5 Glossary

Learning outcome X: evaluate their own professional practice and

the impact this has had on the learners and their learning.


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Centres are permitted to copy
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 2

 introduction R
1. Introduction Contents

In this module candidates are required to reflect more deeply on their learning acquired in this module. It’s also important to note that the learning
1 Introduction

existing teaching practice in order to learn and improve their future

professional practice. The reflection (learning) process requires candidates
and reflective accounts: 2 Learning
outcomes
• must not be purely descriptive or be in the form of an academic essay LO S
to critically re-engage with relevant key learning theories, concepts and
principles studied in Modules 1 and 2, as well as those studied in this • should not contain detailed descriptions of established learning theories or LO T
module that will be new to their knowledge base. As part of their concepts that are being used to support the evidence of analysis or LO U
professional development candidates have been encouraged to adopt evaluation as the total word count is 2400, which means on average 300 LO V
predominantly constructivist approaches to teaching and learning in their words for each account LO W
classroom practice and should now have a good understanding of why such • should avoid using diagrams, particularly if copied from another source LO X
methods have been promoted. However, many aspects of their practice can such as a textbook or website as it seldom adds anything, if at all, to the
also be associated with behaviourist, cognitivist (with which constructivism
is closely associated) and humanist approaches, so they must also have a
good understanding of when, how and why these approaches are used.
evidence
• do not contain phrases such as “I think” or ‘in my opinion” too often
3 Assessment
Criteria
because identifying something as a personal opinion, particularly when Criteria 1
The focus of learning and assessment in Module 3 is primarily based on not supported with any relevant theory, often ends up weakening them in Criteria 2
candidates reflecting more deeply on their Diploma experiences and an academic sense Criteria 3
specifically the sequence of learning they designed and taught for Module
Criteria 4
2. Sufficient time should be built into the candidates’ guided learning
programme so they can reflect and learn from each other’s recent
experiences. They must also be provided with clear guidance on how to use
the individual/collaborative and work-based learning time because the
4 References

evidence of learning and reflection in this module is combined and requires

candidates to mostly analyse and evaluate their recent teaching practice. 5 Glossary

The outcomes will then be used to inform the production of a Professional

Development Plan, which will specify future professional development
needs.
When preparing their portfolio for Module 3 candidates must be provided
with relevant support, advice and guidance because it requires them to
Cambridge International
evidence their knowledge, skills and understanding at FHEQ Level 5 (see
Examinations retains
Syllabus for further information). This means they must support any the copyright on all its
evaluation, analysis or justification in their evidence of learning and publications. Registered
Centres are permitted to copy
reflection with existing learning from Modules 1 and 2 or from any new material from this booklet for
their own internal use.
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 3

 Learning Outcomes – Module 3 Contents
Developing Professional Practice
1 Introduction

Learning oucome S: evaluate a sequence of learning (programme plan) to plan future developments.
2 Learning
outcomes
LO S
LO T
When evaluating their programme plan, which – used an appropriate balance of individual,
Key words: Sequence LO U
consisted of at least five consecutive lessons, pair and group work
Coherent had a minimum of 10 hours contact time and has LO V
Evaluate – demonstrated or implied that some of the LO W
now been taught, some of the factors or
learning will be differentiated
questions a candidate might consider include: LO X
• was there a suitable range of planned
• did the plan have clear learning and objectives
Assessment for learning
question
that were able to be used at the end of the
sequence to judge learning outcomes and
formative assessment methods that both
supported the learners’ learning as well as 3 Assessment
Criteria
monitoring their learning progress Criteria 1
Did the plan have clear learning and objectives learner progression
• were the planned learning materials and Criteria 2
that were able to be used at the end of the • was the syllabus translated into a coherent
sequence to judge learning outcomes and resources sufficient and suitable to support Criteria 3
series of lessons with topics logically
learner progression? both teaching and learning, which includes Criteria 4
sequenced
aspects such as the teaching space,
Was sufficient and suitable evaluation planned • was the balance of time devoted to each arrangement of the furniture, access to
to provide rigorous feedback in order to be
able to analyse the learning and formative
topic appropriate information and digital technologies 4 References

• was there a suitable range of planned • was sufficient and suitable evaluation planned
assessment activities being developed?
teaching and learning activities that: to provide rigorous feedback in order to be
able to analyse the learning and formative
5 Glossary

– helped the learners to meet the learning

To meet this learning outcome and provide objectives assessment activities being developed
evidence of learning and reflection a
– helped to make lessons inclusive and The evaluation of the programme needs to focus
candidate must evaluate the sequence of
meet most or some of the learners’ on the key aspects of its design, highlighting
learning (programme plan) they designed for
identified needs what worked well and what aspects require
Module 2. It is important a candidate evaluates
further development. Built into the evaluation Cambridge International
the design of the sequence of learning and – mostly lent themselves to being should be any realistic and feasible changes the Examinations retains
does not simply evaluate the two lessons they constructivist in design and delivery the copyright on all its
candidate would like to make in future learning publications. Registered
had to plan, teach and have observed in
– used both inductive and deductive programmes. Some of this may have been Centres are permitted to copy
Module 2. material from this booklet for
approaches carried out already, as it would be unusual for a
their own internal use.
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continued

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 4
 Learning outcome S continued
Contents

1 Introduction

candidate not to be revising the plan in response

2 Learning
outcomes
to the learning needs of the learners. Example of candidates response LO S
LO T
Candidates should be reminded that it is
The design of my programme plan was based on Wiggins and McTighe’s (2005) concept of LO U
important in any evaluation process not to view
it simply in terms of success or failure. Understanding by Design (UbD). Reflecting on its original design, I can identify many positive LO V
Frequently evaluation slides into a list of negative aspects that are the result of using this strategy. However, there are certain areas where the LO W
statements which often lack the critical depth of plan needs improvement. LO X
analysis required at FEHQ Level 5. The plan’s learning objectives were clear, reflected the whole spectrum of Bloom’s (1984)
taxonomy, and through appropriate formative assessment, enabled me to judge my learners’
progression in their learning on a continuous basis. Early on in the programme I did have to 3 Assessment
Criteria
make some adjustments to the topic sequence to make the plan more coherent and well Criteria 1
balanced. These adjustments also made sure the new learning in each lesson was able to Criteria 2
Evidence of learning and reflection build on the students’ existing learning, which helped to embed constructivist approaches Criteria 3
being used (www.ucdoer.ie, 2015).
An evaluation of the current programme Criteria 4
plan indicating what realistic and feasible Within the class there was a wide ability range so I planned to use a variety of teaching and

4
changes they would like to make to learning activities using lots of mixed –ability group work to make the lessons more inclusive. References
develop future learning programmes. However, feedback from my experienced colleague and the students indicated I had put
too much emphasis on using this strategy and it was not working as effectively as planned.
In future practice I plan to use more pair-work, which I hope will encourage the more able
students to support the less able and provide opportunities for all the students to be more
5 Glossary

involved and stay engaged in the activities. Another reason for planning lots of group work
Recommended resources
was to encourage greater co-operative learning. This strategy was also only moderately
Wiggins and Mctighe(2005) successful due to poor group management. It was obvious that in a number of group activities
www.ucdoer.ie (2015) some students were working as individuals and not developing the skills I wanted them to
Note: acquire. In my enthusiasm for using group work I failed to plan for the needs of the students
so in future practice will try to strike a better balance between the use of group, peer and Cambridge International
The Cambridge Resource - Module 2: Planning Examinations retains
individual work.
and Designing Learning is a useful source of the copyright on all its
publications. Registered
information. (329 words) Centres are permitted to copy
material from this booklet for
their own internal use.
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 5

 Learning Outcomes - Module 3 Contents
Developing Professional Practice
1 Introduction

Learning outcome T: evaluate strategies used to facilitate the learners’ learning to help them progress
and achieve. 2 Learning
outcomes
LO S
approaches to teaching and learning, inclusive LO T
and assessment strategies planned to be
Key words: Assessment for learning (AFL) LO U
learning, differentiation, scaffolding of learning, used
Metacognition managing group work, using Assessment for LO V
Mindset theory • designing more detailed lesson plans that
Learning (AfL) strategies to support and monitor LO W
evidence:
learning, etc. What candidates may not have LO X
realised is that, in developing their practice, they – clearly stated learning aims and objectives
will have engaged with some of the more recent that makes the purpose of each lesson
Assessment for learning concepts of teaching and learning such as critical
thinking (thinking about thinking), metacognition
apparent
3 Assessment
Criteria
questions – a structure that is coherent and well Criteria 1
(learning about learning), dialogic teaching and balanced with a clear beginning, middle
What significant changes have you made in Criteria 2
learning (importance of classroom dialogue), and end
your recent planning, teaching and assessment Criteria 3
mindset theory (motivation and concept of fixed
practice? – clear and well defined links to previous
and growth mindsets), etc., which they should Criteria 4
consider in more depth as part of the spiral of learning

To meet this learning outcome and provide

evidence of learning and reflection candidates
learning in Module 3. Their existing and any
‘new’ learning can then be used to analyse the
– some or most of the learning being
differentiated 4 References

significant changes they have recently made in

must analyse the significant changes they have
recently made in their planning, teaching and
their planning, teaching and assessment
practice.
– approaches to teaching and learning being
mainly constructivist in design 5 Glossary

assessment practice. In doing so they must – learning activities that have clear links to
So what significant changes might a candidate
explain why the changes have been adopted and the learning aims and objectives
have made in their recent planning, teaching and
the impact they think this has had on the
assessment practice? Some of the changes – formative assessment methods and
learners’ learning.
could include: activities taking place regularly and being
Module 2 was very practically based and used to support as well as monitor the Cambridge International
1 In their planning practice the candidate
provided candidates with opportunities to learners’ learning Examinations retains
is now: the copyright on all its
develop their planning, teaching and assessment
• designing more coherent and well-balanced – resources selected to support both publications. Registered
knowledge and skills. In doing so their practice Centres are permitted to copy
sequences of learning (programme plans) teaching and learning
was rapidly changing as they engaged with material from this booklet for
concepts such as using constructivist that evidence a variety of teaching, learning their own internal use.
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continued

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 6
 Learning outcome T continued
Contents

1 Introduction

2 In their teaching practice the candidate • providing a balance of individual, pair and Candidates should be reminded that an analysis
2 Learning
outcomes
is now: small group work activities that are effectively involves a detailed examination of information LO S
• using more variety of teaching and learning managed that provides a basis for future decision-making. LO T
approaches that help to motivate and engage Therefore it’s important that this analysis is LO U
• encouraging the learners to work co-
the learners to learn and make the learning based on an examination of the candidate’s LO V
operatively and collaboratively to support or
more inclusive actual Diploma experiences and specifically the LO W
scaffold each other’s learning
evidence of practice, learning and reflection they LO X
• using more constructivist approaches to 3 In their assessment practice the submitted in Module 2. It’s also important that
facilitate active learning that help to make the candidate is now: the candidate identifies what they regard as the
learning more effective
• using inductive as well as deductive
• checking learners’ existing learning using
appropriate strategies before any new
‘significant changes’ in their practice, and this
should be limited to between two and four
3 Assessment
Criteria
Criteria 1
approaches to teaching and learning learning is developed changes, otherwise the evidence is likely to lack
the required depth of analysis needed at FEHQ Criteria 2
• providing more opportunities to scaffold all • using a variety of formative assessment Criteria 3
Level 5.
the learners’ learning on an individual or small methods to both support and monitor the
Criteria 4
group basis so all the learners, which learners’ learning throughout each lesson
continued

w
includes the low, middle and high abilities,

4
• using more effective questioning techniques References
make progress in their learning
that give the learners time to think and which
• making sure the learners know and helps them to develop their critical thinking
understand what is expected of them in the
lesson
skills
• encouraging the learners to ask questions
5 Glossary

• encouraging the learners to contribute to the

• as part of an AfL strategy using the outcomes
lesson using their existing learning and
of assessment to help shape the learners’
experiences
future learning and inform their own future
• providing more opportunities for the learners teaching practice
to practice and apply their new knowledge Cambridge International
• making sure, where applicable, students Examinations retains
and skills
know and understand all summative the copyright on all its
publications. Registered
• challenging and extending all the learners’ assessment requirements and have frequent
Centres are permitted to copy
learning opportunities to practice meeting the material from this booklet for
required standards their own internal use.
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 7

 Learning outcome T continued
Contents

1 Introduction

2 Learning
outcomes
Evidence of learning and reflection Example of a candidate’s response LO S
LO T
An analysis of the significant changes in When planning lessons I now consider what will engage and motivate my students to learn as LO U
their planning, teaching and assessment some have what Dweck (2012) calls a ‘fixed mindset’ and I want to help them adopt more of LO V
practice – this should explain why the a growth mindset. Research by Hattie, Biggs and Purdie (1996) indicates this can be done by LO W
changes have been adopted and the making what they call ‘study skills interventions’ outside the normal teaching context. I mainly LO X
impact these have had on the learners’ do this by trying to link the content of the lesson to the interests of my students.
learning.
In my recent practice I have started to use inductive as well as deductive approaches to
teaching and learning. Theorists such as Bruner (2009), Kolb (1984), Marzano et.al. (2001), 3 Assessment
Criteria
etc. all support the use of inductive approaches as they are based on constructivist principles. Criteria 1
Although I have found the learning process to be slower that when using inductive approaches Criteria 2
because the students have to use their critical thinking skills, the learning tends to be ‘deeper’ Criteria 3
and there is less reliance on memorization.
Criteria 4
Perhaps the most significant change in my teaching practice has been the use of more pair

4
and group work. Learning and assessment activities such as matching games, quizzes, Twitter References
board, etc. are now mostly carried out in pairs or small groups. Using these strategies has not
only helped my learners make more progress and achieve the required learning outcomes, but
Recommended resources
Hattie, Biggs and Purdie (1996)
their feedback indicates they have enjoyed their learning experiences far more than previously.
This strategy has also been adopted because as Vygotsky (1978) suggests, a learner can learn
5 Glossary

Mercer and Hodgkinson (2008) more effectively with the right kind of guidance and encouragement from a teacher or a more
1 The Cambridge Resource - Module 2: able learner than they can by learning independently. Research by Mercer and Hodgkinson
Planning and Designing Learning is a useful (2008) indicates that increased social interaction not only develops the learners’ co-operative
source of information. learning skills but also encourages greater collaborative dialogue through increased talking and
discussion. The importance of ‘dialogic teaching’ in classrooms is now well established and is
2 The Cambridge Resource – Module 2: Cambridge International
something I want to continue developing and using in my future teaching practice.
Inclusive Practice is a useful source of Examinations retains
information. (331 words the copyright on all its
publications. Registered
Centres are permitted to copy
material from this booklet for
their own internal use.
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 8

 Learning Outcomes - Module 3 Contents
Developing Professional Practice
1 Introduction

Learning outcome U: evaluate strategies used to develop learner creativity and inclusive learning.
2 Learning
outcomes
LO S
LO T
The first stage is to consider the concept of • developing learners’ higher order thinking
Key words: Creative thinking skills LO U
creativity, which is something many teachers skills - involves learning the skills of critical
Expertise feel uneasy about and only associate it with the thinking and problem solving LO V
Motivation teaching of certain subjects such as art, music, LO W
• motivation – involves an understanding of
literature, etc. to the exclusion of others. All LO X
intrinsic and extrinsic motivation, fixed and
learners have imagination so have the potential
growth mindsets and the virtuous and vicious
Assessment for learning
questions
to be creative, no matter what the subject area.
To help demystify the concept, creativity can be
circle
• supporting creative frameworks - requires an
3 Assessment
Criteria
considered as the function of three components: Criteria 1
How can you use a frame work to analyse and understanding of learners’ needs, and
• creative-thinking skills – based on a person Criteria 2
evaluate the planned strategies to develop designing clear learning aims and objectives
being encouraged to use their imagination Criteria 3
learner creativity and inclusive learning? • scaffolding learning – helps students develop
• expertise – based on a person using their Criteria 4
thoughtful approaches to their learning so
existing knowledge and/or skills
they take more responsibility and become
To meet this learning outcome and provide
evidence of learning and reflection candidates
• motivation – based on a person being curious
and wanting to learn
more focused, motivated and self-directed
4 References

• metacognition or knowing how to learn

should approach it in three stages. Initially they
must consider the concept of ‘creativity’ and
Candidates can use this framework to analyse
any of the activities used in the sequence of
- contributes to a developing awareness in
learners of their own thinking and knowledge
5 Glossary

then analyse strategies used to help develop

learning designed for Module 2 that encouraged
learner creativity. They should then consider the For assessment purposes an obvious starting
learners to be curious and creative in their
concept of ‘inclusive learning’, which was point would be for candidates to analyse the
learning. No matter what approach a candidate
introduced in Module 1 and further developed in learning activity they designed and taught for
uses to carry out the analysis, they must have a
Module 2, to help analyse strategies used to Module 2, as it can be based on information or
good understanding of learning concepts such as:
promote inclusive learning. This analysis can feedback obtained from the candidate’s Cambridge International
then be used in the final stage to evaluate how • using constructivist (active) learning experienced colleague (mentor), the learners, Examinations retains
the copyright on all its
learning was inclusive so all the learners’ approaches - often associated with and from self-reflection. Using the
publications. Registered
learning was supported, challenged and developing learner creativity as it requires the recommended framework a candidate could Centres are permitted to copy
extended when teaching the sequence of learners to think examine if the activity did encourage the material from this booklet for
their own internal use.
learning in Module 2. learners to use their creative or higher order
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continued

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 9
 Learning outcome U continued
Contents

1 Introduction

thinking skills, did allow them to use their

2 Learning
outcomes
existing knowledge and/or skills, and did engage Example of candidate’s response LO S
and motivate them to learn. Other learning LO T
activities can then be analysed using the same The learning activity designed for Module 2 required the students, working in mixed ability LO U
approach. Candidates should be advised to pairs and using a ruler and length of string, to measure the diameter of four circular discs and LO V
analyse at least two but no more than four find a relationship between the circumference of a circle and its diameter. The activity was LO W
learning activities they used during the sequence designed so the students had to use their imagination in how to measure the circumference
LO X
of learning, otherwise the evidence is likely to of a circle using the length of string, and their higher order thinking skills in determining the
lack the required depth of analysis required at required relationship. The feedback obtained from my mentor and the students confirmed
FEHQ Level 5. that using an experimental approach (Kolb and Fry , 1975) did help to engage and motivate
all of my students to learn. My main role was to scaffold the students’ learning when I could
3 Assessment
Criteria
Criteria 1
see or hear them having difficulty trying to work out the required relationship. By providing
Evidence of learning and reflection appropriate support to help them through what Vygotsky (1978) calls the Zone of Proximal Criteria 2
Development, the students were able to work beyond what they would have achieved without Criteria 3
An analysis of the activities that my assistance. Criteria 4
encouraged the learners to be curious and Earlier in the sequence of learning I got the students to use an interactive online activity to
creative in their learning and how effective
they were in motivating them to learn.
help them practice their knowledge of fractions, which in their words is a topic they find
“difficult, boring and of no practical use”. The initial tasks were based on Skinner’s (2011) 4 References

5
concept of operant conditioning, which helps to reinforce existing learning. The students Glossary
quickly progressed to tasks that were more constructivist in design and made them use
their higher order thinking and problem solving skills. I organized the activity so the students
worked in pairs of different abilities so they could support or scaffold each other’s learning.
Classroom research by Alexander (2008) suggests that first-hand encounters with visual and
oral sources can offer students greater opportunities to develop their critical thinking skills and
learn in less formal and more personal ways. Informal feedback from my students confirmed
they enjoyed this lesson and were motivated to learn by being allowed to use the computers. Cambridge International
Examinations retains
(330 words) the copyright on all its
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continued material from this booklet for

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 10

 Learning outcome U continued
Contents

1 Introduction

The second stage requires candidates to The concept of inclusion is very wide ranging were used to promote inclusive learning. This
2 Learning
outcomes
consider, as part of a spiral of learning, the but whatever new learning is developed in this analysis should be carried out in its widest sense LO S
concept of inclusive learning. Aspects module it should be approached from both a and can refer to any part of a candidate’s LO T
considered in Modules 1 and 2 included planning theoretical and practical aspect, and related to practice they think helped to promote inclusive LO U
to meet the learners’ needs, creating a safe and the candidates’ existing experiences and the learning. LO V
welcoming learning environment, using a variety context in which they are teaching. LO W
Candidates should be advised that they should
of teaching and learning strategies and
For assessment purposes candidates must analyse at least two but no more than four LO X
differentiating some of the learning. These
reflect on the sequence of learning they inclusive learning strategies, otherwise the
concepts should be reviewed in more depth
before considering further aspects such as:
designed and taught for Module 2 and use their
existing and new knowledge and skills to
evidence is likely to lack the required depth of
analysis required at FEHQ Level 5. 3 Assessment
Criteria
• how are all learners’ entitlement to a learning analyse their practice and identify strategies that Criteria 1
experience that respects diversity, enables Criteria 2
participation, removes barriers and considers
Example of candidate’s response Criteria 3
their needs, recognised and accommodated
in the classroom Criteria 4
Until very recently I seldom considered the issue of inclusive learning and took a ‘one size
• how are the learners’ educational, cultural and
social backgrounds and experiences taken
into account when planning and teaching
fits all’ approach, where all my students were expected to learn the same things, in the same
way and at the same pace. Rouse (2015) argues that teachers have to take responsibility for 4 References

5
the learning of all their students and the crucial aspects of what is required first is to “know Glossary
learning experiences
the children, their interests, who they are, where they are coming from, and crucially what
• how is any physical or sensory impairment a they already know and can do and then teach accordingly”. Through student observation and
learner may have, or their mental well-being, dialogue I now have a much better understanding of these factors and try to incorporate them
taken into account when planning the into my teaching practice.
learning and teaching lessons
The contents and layout of my classroom is now much more inclusive. Previously only a few
examples of excellent student work were displayed but now examples of all students’ work
Evidence of learning and reflection are shown to make them feel more included. The layout of the classroom is also very different Cambridge International
Examinations retains
and tables are arranged so that students can work together in small groups. To make certain
the copyright on all its
An analysis of the strategies used to everyone participates in the group activities I usually assign a specific role for each student publications. Registered
promote inclusive learning and the impact and focus on developing collaborative group work using Tuckman’s (1965) four-stage model of Centres are permitted to copy
material from this booklet for
this had on the learners and their learning. forming, storming, norming and performing. their own internal use.
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continued

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 11
 Learning outcome U continued
Contents

1 Introduction

opportunity to organise and voice their higher

2 Learning
outcomes
Perhaps the most important strategy I now use to promote inclusive learning is to provide all order thinking skills, using small group work LO S
my students with qualitative formative feedback, which involves giving them time to reflect also allows roles to be allocated within the LO T
and talk about their learning and how it might be improved. I am also starting to use peer and team to cater for each member’s skill set and LO U
self-assessment as part of the students’ formative feedback. This strategy has close links with learning needs LO V
Black and Wiliam’s (1998) concept of Assessment for Learning and Flavell’s (1976) concept LO W
• pace - time is used flexibly in order to meet all
of metacognition. I do think my students can learn about how they learn and in doing so, they
students’ needs so the less able students LO X
can become much more successful and independent learners.
have time to assimilate the core learning

3
(313 words) while the more able learners are allocated Assessment
further and more challenging extension tasks Criteria
• dialogue – along with questioning this is the Criteria 1
The third and final stage to meet this learning • differentiation by task design – learners work Criteria 2
most regularly used type of differentiation in
outcome requires the candidates to use their in pairs or groups, usually according to their
the classroom, in this method the role of the Criteria 3
increased knowledge and understanding of ability, and are set a series of tasks
teacher is to facilitate problem solving by Criteria 4
inclusive learning to reflect on their recent graduating from those based on knowledge,
identifying which students need detailed
practice developed in Module 2 and evaluate comprehension and application through to
explanations in simple language and which
how learning was inclusive so all the learners’
learning was supported, challenged and
much harder tasks that are based on analysis,
synthesis and evaluation
can engage in dialogue at a more
sophisticated level
4 References

extended. The focus should now be on when,

how and why in their practice a candidate
• differentiation by task outcome - learners
usually work in mixed ability pairs or groups
• resources – some students can work with
more advanced resources than others and it
5 Glossary

differentiates the learning, bearing in mind that

and are set the same tasks that produce
for most teachers it’s not possible, or even is possible to use multiple materials in order
different outcomes, which reflect their
necessary, for all the students’ learning to be to approach a topic from different angles, this
understanding and ability to achieve the
differentiated. method is greatly assisted by recent
required learning
advances in technology
In the review of learning from Modules 1 and 2,
The new learning developed in this module
the strategies considered to differentiate • assessment – students are formatively Cambridge International
should consider how learning might be Examinations retains
learning could or should have included: assessed on an on-going basis so that
differentiated by: the copyright on all its
teaching and the learning can be continuously publications. Registered
• differentiation by questioning – based on
• grouping – small mixed-ability pairs or groups adjusted according to the learners’ needs, in Centres are permitted to copy
using a combination of Low Order Thinking material from this booklet for
allow lower achievers to take advantage of principle it shifts the focus from teaching a
Skills (what, when, where, etc.) and High their own internal use.
peer support whilst higher achievers gain the subject to teaching the students. © Cambridge International
Order Thinking Skills (why, how, which, etc.)
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 12
 Learning outcome U continued
Contents

1 Introduction

For assessment purposes the candidates’

2 Learning
outcomes
obvious starting point for the evaluation is the Example of candidate’s response LO S
learning activity they designed and used in LO T
Module 2. Any judgments arrived at can be The learning activity designed for Module 2 was based on using an experiential approach and LO U
based on feedback obtained from the differentiated by task outcome. The students worked in mixed ability pairs and most were LO V
candidate’s mentor, the learners and from able to support each other’s learning. However some pairs, for different reasons, required my LO W
self-reflection. The evaluation should then be support in scaffolding their learning and to help them through their ZPD. This use of quality
LO X
extended to consider other methods a candidate classroom talk, as evidenced from research by Mercer and Littleton (2007), does support,
has used to differentiate the learning to make it challenge and extend the students’ learning by helping them to use their higher order thinking
more inclusive. skills. In my practice I am now designing more learning activities that involve the use of
dialogic teaching and learning as it not only differentiates the learning but also makes it more
3 Assessment
Criteria
Candidates should be advised to identify and Criteria 1
inclusive.
evaluate at least two but no more than four Criteria 2
examples of how learning was inclusive, In my recent practice much more of a variety of learning activities, mainly based on
Criteria 3
otherwise the evidence is likely to lack the depth constructivist approaches and sometimes differentiated by task design, have been used.
of analysis required at FEHQ Level 5. For example, when using matching games the low ability students work in pairs and match Criteria 4
twenty questions with twenty answers, the middle ability learners match twenty questions

Evidence of learning and reflection

with thirty answers so there are some distractors, and the high ability learners have to match
fifteen answers to match with fifteen questions and then have to construct the questions to 4 References

5
the other five answers provided. These type of activities enable me to get an insight into how Glossary
An evaluation of how learning was the students organize their thinking or what Piaget (2015, online) calls their ‘schema’.
inclusive so all the learners’ learning was Another significant change in my classroom practice that has helped to make the learning
supported, challenged and extended. more inclusive is my use of whole class questioning. By structuring the questions carefully,
based on Bloom’s (1984) taxonomy, I can differentiate the learning by asking a mixture of
closed and open questions to the less able students, and more open and extended type
questions to those of higher ability.
Recommended resources Cambridge International
(298 words) Examinations retains
Kolb and Fry (1975) the copyright on all its
Skinner (2011) publications. Registered
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 13

 Learning Outcomes - Module 3 Contents
Developing professional practice
1 Introduction

Learning outcome V: analyse how formative assessment has been practised to support and monitor the
learners’ learning, prepare them for summative assessment, and inform their own teaching practice . 2 Learning
outcomes
LO S
LO T
In previous modules, and specifically in Module crosswords, role play, assignments and
Key words: Purposes of assessment projects, learning portfolios, logbooks or LO U
2, candidates were provided with opportunities
Principles of assessment to develop their formative assessment journals, computer-based software LO V
Implementation knowledge and skills, which should be reviewed programmes, peer and self-assessment and LO W
before considering any new learning. The review exit cards. LO X
should reflect the spiral of learning the
• use of mark schemes – the move away from
Assessment for learning
questions
candidates have been experiencing recently,
such as:
traditional methods that award only marks or
grades towards methods that focus on
3 Assessment
Criteria
• purposes of assessment – formative, providing qualitative feedback such as using Criteria 1
When and how do you formatively assess in
summative, diagnostic short written statements, discussion, rubrics Criteria 2
lessons so the learners progress in their
learning is appropriately monitored or
and blogs. Criteria 3
• the frequently used ‘traditional’ methods
checked? used to formatively assess the learners’ • importance of providing feedback from Criteria 4
learning – direct observation, oral formative assessments that help students

To meet this learning outcome and provide

evidence of learning and reflection candidates
questioning, traditional short answer written
exam questions, objective tests, essays, and
know what is needed to improve their learning
• introduction to the concepts of Assessment
4 References

creative arts and artefacts.

must reflect on their formative assessment
knowledge and skills developed in Modules 1 • when and how to formatively assess in
for Learning (AfL) and Assessment of
Learning (AoL) 5 Glossary

and 2 and acquire some relevant new lessons so the learners’ progress in their
In this review the candidates’ knowledge and
assessment knowledge in this module. They will learning is appropriately monitored or
understanding of each formative assessment
then be in a much better position to carry out a checked
topic discussed can be broadened and deepened
critical analysis of how effectively formative • principles of assessment – concepts of and in doing so relevant new learning for Module
assessments were used to support and monitor validity, reliability, fairness, criteria and 3 can be introduced, such as:
their learners’ learning, prepared their learners norm-referenced assessment. Cambridge International
• practically implementing AfL strategies – 4 Examinations retains
for summative assessment, and how the the copyright on all its
• the more recently emerging range of key elements of AfL that help learners to
outcomes from formative assessment were publications. Registered
formative assessment methods now being learn more effectively: a focus on learning, Centres are permitted to copy
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used to both support and monitor the effective questioning, formative feedback and material from this booklet for
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 14
 Learning outcome V continued
Contents

1 Introduction

• using the outcomes of AfL strategies to plan

2 Learning
outcomes
future learning and teaching Recommended resources Evidence of learning and reflection LO S
Black and Wiliam (1998) LO T
• importance of formative feedback - research
Hattie (2008) An analysis of how effectively formative LO U
by Black and Wiliam (1998) and more
assessments were used to support and LO V
recently by Hattie (2008) on the important
monitor the learners’ learning. LO W
part feedback plays in the learning process
and helping learners achieve LO X
Example of candidates response
• practical approaches to implementing AfL
strategies – sharing learning intentions and
success criteria, creating opportunities for
Until recently I used formative assessments in a very traditional way, particularly questioning.
The students were asked mostly closed questions using a ‘hands up’ approach, so it was
3 Assessment
Criteria
effective questioning, feedback from Criteria 1
always the same students answering the questions. This meant I didn’t really know if all of
learners, peer and self-assessment. Criteria 2
them were making the required progress in their learning. In my recent practice I still ask
closed questions, but they are mostly directed at the lower ability students and given time Criteria 3
For assessment purposes the analysis of how
effectively formative assessments were used to to think. Open questions are now used far more frequently and are mostly, but not always, Criteria 4
support and monitor the learners’ learning directed at the middle and higher ability students. Another skill recently developed is that I will
should be based on the sequence of learning the
candidate taught in Module 2. Included in the
often plan to ask a sequence of questions with increasing levels of difficulty based on Bloom’s
(1965) taxonomy. This is to help my students develop their higher order thinking skills. 4 References

5
analysis should be the formative assessment The formative assessment activity designed and used in Module 2 required the students, Glossary
activity the candidate designed and used in working in pairs and as part of a role-play, to make a presentation about a household appliance
Module 2. they had ‘invented’ and then answer questions about its unique features. The rest of the
Candidates should be advised to analyse at least class had a copy of their written presentation and had to assess their peers’ writing, speaking
two but no more than four formative and listening skills using a rubric. Information obtained from different sources indicate that
assessment strategies, otherwise the evidence involving the students in the assessment process, and providing qualitative feedback, is
is likely to lack the required depth of analysis helping them to know what is needed to improve their learning and for me to know how to
required at FEHQ Level 5. plan for future learning. I now implement a number of Assessment for Learning strategies Cambridge International
in my classroom practice and if done successfully should, based on research by Black and Examinations retains
the copyright on all its
Wiliam (1998), improve my students learning and achievement. publications. Registered
Centres are permitted to copy
(278 words material from this booklet for
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 15

 Learning Outcomes - Module 3 Contents
Developing professional practice
1 Introduction

Learning outcome W: critically review learning theories to help them understand and develop their own
professional practice and learners’ learning. 2 Learning
outcomes
LO S
LO T
judge it in terms of its strengths and This could include what are regarded as
Palabras Formative assessment LO U
weaknesses. It’s quite right that candidates, established learning theories associated with
Clave: Differentiation LO V
who are practising classroom teachers, do behaviourist, cognitivist, constructivist or
Motivation question the legitimacy or robustness of any humanistic perspectives, and more recent LO W
particular learning theory, but they must do it research developments such as visible learning, LO X
from different perspectives and use as valid and metacognition, critical thinking and dialogic

Assessment for learning

questions
reliable evidence as possible to justify any
judgments made.
learning. If carried out in a critical manner the
review should, as part of a spiral of learning, be 3 Assessment
Criteria
both broadening and deepening the candidates Criteria 1
An obvious start of the critical review would be
What knowledge and understanding of how existing understanding of a range of learning
for candidates to return to the first learning Criteria 2
people learn do you now have as you reach theories and how they can be related to different
outcome in Module 1, which required them to Criteria 3
the end of your Diploma programme? aspects of their professional practice.
explain their understanding of the concept of Criteria 4
learning and how people learn. Their initial For assessment purposes a candidate’s
understandings may have been grounded in any justification of why an understanding of the
To meet this learning outcome and provide
evidence of learning and reflection candidates one of what most teachers regard as the four
major theories of learning i.e. behaviourism,
concept of learning and how people learn helps
to develop their professional practice must be
4 References

must critically review what they consider to be

the significant learning theories they have
studied during their Diploma experiences. The
cognitivism, constructivism and humanism. So,
from those first tentative steps, what knowledge
supported with evidence from their recent
teaching and learning experiences and with 5 Glossary

purpose of the review is to enable a candidate to and understanding of how people learn do judgments based on the outcomes from their
justify, with suitable depth and insight, why candidates now have as they reach the end of critical review. Candidates should be advised
having a good understanding of how people the Diploma programme? Hopefully the answer that the account must not be purely descriptive
learn has helped them to develop their is a great deal. However, to contain the critical or be based on anecdotal hearsay, as the work
professional practice. An important term to note review within a reasonable time scale and keep has to meet the required standards at FEHQ
here is ‘critically review’, which doesn’t mean it focused, candidates should reflect on their Level 5. Cambridge International
Examinations retains
criticising in a negative manner. Rather it Module 1 and 2 learning experiences and the copyright on all its
requires candidates to initially summarise and identify only those learning theories that they publications. Registered

question a learning theory and then, through a consider have had a major impact on their Centres are permitted to copy
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continued

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 16
 Learning outcome W continued
Contents

1 Introduction

2 Learning
outcomes
Example of candidates response Evidence of learning and reflection LO S
LO T
When I started teaching three years ago my lessons were based on the way I had been A justification of why an understanding of LO U
taught, which was in a very didactic manner with students mainly passive and learning the concept of learning and how people LO V
by rote and memorization. My teaching practice started to change when in Module 1 we learn helps to develop their professional
LO W
studied the four main theories of learning, and specifically the concept of constructivism. practice.
LO X
Gaining this initial understanding started to make me think about how I needed to plan for my
students’ learning rather than my teaching. Through a combination of reading, discussions
with my mentor and peers, and reflecting on student behaviour in the classroom, I started
to understand how all students learn differently because they construct their own personal Recommended resources
3 Assessment
Criteria
Criteria 1
meanings of experiences and then learn by making neural links with their existing learning.
Vygotsky, L. (1978). Mind in society: The Criteria 2
It was in Module 2 that my teaching practice started to change significantly when I read development of higher psychological Criteria 3
about the work of Vygotsky (2005) and Hattie and Yates (2014). Their work has had a processes.
Criteria 4
major influence on my understanding of how students learn and on the development of my Cambridge: Harvard University Press.
professional practices. For example, when starting to teach a new topic I now link it to the Hattie, J. and Yates, G. (2013). Visible learning
students’ existing learning to help them make relevant connections. The students also now
work much more collaboratively in a wide range of group and pair work activities, mostly
and the science of how we learn. Routledge.
4 References

based on what Bonwell and Eison (1991) call ‘active learning strategies’, which encourages
them to use their higher order thinking skills. Another significant change to my professional 5 Glossary

practice is that I now plan for learning rather than teaching and in most lessons I act for much
of the time as a facilitator of learning rather than a transmitter of knowledge. However, I am
aware that it is unrealistic in being able to use constructivist methods all the time and I use
strategies that can be aligned with behaviourist, cognitivist or humanistic theories of learning,
depending on the approach being used.
(322 words) Cambridge International
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 17

 Learning Outcomes - Module 3 Contents
Developing professional practice
1 Introduction

Learning outcome X: evaluate their own professional practice and the impact this has had on the learners
and their learning. 2 Learning
outcomes
LO S
LO T
evaluative judgments made can then be used to likely to lack the required depth of work needed
Key words: Impact LO U
inform a candidate what requires further at FEHQ Level 5.
Professional practice development in their future professional practice. LO V
LO W
For assessment purposes a candidate’s
Evidence of learning and reflection LO X
evaluation of the knowledge and skills they have
Assessment for learning developed during the Diploma programme, and

What do you consider to be the key or

any explanation of what they intend to develop in
their future practice to help their learners learn
An evaluation of the knowledge and skills
they have developed during the Diploma 3 Assessment
Criteria
significant aspects of your professional more effectively, must be focused on what they programme – this should also explain Criteria 1
practice which you have developed during the what they intend to develop in their future Criteria 2
consider to be the key or significant aspects of
Diploma programme? professional practice to help their learners
their professional practice. Candidates should be Criteria 3
advised to evaluate at least two but no more learn more effectively.
Criteria 4
than four aspects otherwise the evidence is
To meet this learning outcome and provide
evidence of learning and reflection candidates
must reflect on their recent experiences to Example of candidates response 4 References

identify and then evaluate what they consider to

be the key or significant aspects of their Reflecting on my Diploma experiences has made me realize the amount of new knowledge
and skills I have obtained in the past year and how this has improved my teaching practice.
5 Glossary

professional practice they have developed during

the Diploma programme. This approach should Until recently my lessons mostly consisted of teacher presentations or demonstrations,
be adopted not just during the guided learning where the main student activity was for them to work as individuals completing set exercises
element of the programme but also during the from a textbook. The teaching was very didactic and my students were mostly passive. By
individual/collaborative and work-based learning starting to use more of a variety of teaching and learning methods, based where possible
elements. In doing so candidates will have on constructivist principles, the students have become much more involved in the lessons. Cambridge International
opportunities to discuss with their experienced Mentor and colleague feedback indicates that my students are now much more motivated Examinations retains
colleague (mentor) and teaching colleagues to learn and using a variety of active learning strategies has helped to keep them more fully the copyright on all its
publications. Registered
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from different perspectives, which should As result of my increased understanding of the concept of inclusive learning I now know when
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and their learning. The outcomes from any Examinations 2017

continued

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 18
 Learning outcome X continued
Contents

1 Introduction

2 Learning
outcomes
questioning, mixed ability pair or group work, and differentiation by task design, outcome Recommended resources LO S
or dialogue. However, I am aware that these and other strategies not yet employed, such Black, P. and Wiliam, D. (1998). Inside the LO T
as differentiation by pace, resources, assessment, etc., still require development in future black box: Raising standards through LO U
practice. classroom assessment. Kings College, London LO V
Understanding that formative assessment is part of the learning process and gaining Hattie, J. (2008). Visible Learning. Routledge LO W
knowledge of the concept of AfL has resulted in a number of major changes in my practice LO X
that collectively have had a significant impact on the effectiveness of my students’ learning. I

3
started by using more effective questioning techniques to support and check learning. More Assessment
recently I have been making sure the students have a clear understanding of an activity’s Criteria
learning intentions and what the success criteria looks like. For future practice I need to Criteria 1
develop my skills of providing formative feedback that informs a student where they are in
Criteria 2
their learning, what they need to do to improve, and how to do it.
Criteria 3
(323 words) Criteria 4

4 References

5 Glossary

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 19

 3. Assessment Criteria Contents

1
Assessment criteria are used to enable candidates to know what they Introduction
need to do to achieve the learning outcomes. They are an indication of
achievement at a certain level. They are evaluative and holistically
applied to the whole portfolio. 2 Learning
outcomes
When assessing a portfolio the examiner will first establish that each LO S
learning outcome has been evidenced. Once they have assessed that LO T
all the learning outcomes are evidenced the examiner will use the LO U
assessment criteria to grade how well the learning outcomes have
LO V
been met. To achieve an overall Pass all four assessment criteria need
LO W
to be met. To receive an overall distinction three criteria need to be
awarded a distinction grade with the fourth awarded a Pass or LO X
Distinction.
Once the examiner has marked the candidates’ portfolios from that
centre they will complete the centre feedback form. This is designed to
3 Assessment
Criteria
Criteria 1
help guide the Programme leader in developing the quality of their
programme and to give feedback to those candidate who are required Criteria 2
to resubmit. Criteria 3
Criteria 4
Candidates will be assessed for the Diploma according to the following
criteria, applied to the portfolio as a whole.

4 References

5 Glossary

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 20

 CRITERIO 1 R

Assessment Criteria 1 Contents

Understanding teaching and learning

Distinction Demonstrates a detailed, accurate and well-informed understanding of key concepts and principles, with some evaluation of different
1 Introduction

ideas or approaches. Evidence of some sustained critical analysis and evaluation in their application to both their own and others
practice.
2 Learning
outcomes
LO S
Pass Demonstrates a sound and informed understanding of key concepts and principles, with an awareness of different ideas or LO T
approaches. Analyses and evaluates application of key concepts and principles to their own and others practice. LO U
Fail Demonstrates inadequate or poor understanding of relevant concepts and principles. Application to own and others practice may be LO V
limited, inadequate or inappropriately applied. Application to others’ practice may be absent. LO W
LO X

Key skills: Accurate

Evaluation
Example of candidate’s response: 3 Assessment
Criteria
Criteria 1
Critically Analytical writing The Programme Plan sequence of learning is coherent and meets the learners’ needs by Criteria 2
including a suitable range of teaching methods, learning activities and formative assessment Criteria 3
methods that are primarily constructivist (active learning) in design. Criteria 4
Evidence of Practice (Learning outcome M)
To demonstrate that a candidate has a good
understanding of teaching and learning, their
The two sequential lesson plans have clear links to previous learning so are constructivist
in design. The learning is inclusive because some or most of the learning activities are 4 References

practice will be implicitly supported by relevant

5
differentiated and the learners work mostly in pairs or small groups. Glossary
key concepts and principles. (Learning outcome N)
To demonstrate a detailed, accurate and well- The Learning Activity evidences innovation i.e. something new in the candidates practice
informed understanding of key concepts the and is constructivist in design and is differentiated to make the learning inclusive.
candidate’s evidence of practice needs to (Learning outcome O)
contain all six learning outcomes

continued

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 21

 Assessment Criteria 1 continued
Contents

1 Introduction

Evidence of Learning
2 Learning
outcomes

Example of candidate’s response: LO S

The explanations, discussion and descriptions
LO T
must be based on the two taught sequential
lessons and supported, where appropriate, with LO U
After identifying the sources used the explanation should be supported by key concepts and
relevant key concepts and principles of teaching LO V
principles of teaching and learning such as: how the identification of learners’ needs were
and learning. The account does not require all of used to plan for inclusive learning; how the syllabus was used as a design brief to logically LO W
the candidates practice in the two observed sequence the two lessons in a spiral of learning, choose the learning aims and objectives/ LO X
lessons to be analysed, only those approaches outcomes, identify resource needs, etc. so that each lesson had a coherent structure; etc.

3
to teaching and learning that engaged and (Learning outcome N) Assessment
motivated their learners to learn. Criteria
When giving an explanation of why individual, group and pair work was used to guide and
Criteria 1
support learning – the explanation must be supported with references to key concepts
and principles of teaching and learning such as: teacher scaffolding of learning; learners Criteria 2
scaffolding each other’s learning ; co-operative and collaborative learning, which are all Criteria 3
related to Vygotsky (1978) and the concept of Zone of Proximal Development (ZPD); Criteria 4
effectively managing group work (forming, norming, storming and performing – Tuckman,
2001); use of dialogic teaching to support learning (Littleton and Mercer, 2013); motivation
and developing a mindset for learning (Dweck, 2012); etc. 4 References

(Learning outcome P)
When giving the explanation of why formative assessment methods were used the 5 Glossary

explanation should be supported with references to key concepts such: as the scaffolding of
learning (Vygotsky, 1978); using effective questioning to differentiate the learning (Bloom,
2015), develop learners’ critical thinking skills (Wragg and Brown, 2001), etc.; co-operative
learning and learners assessing each other’s work (Vygotsky, 1978); etc.
(Learning outcome Q)
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 22

 Assessment Criteria 1 continued
Contents

1 Introduction

Evidence of Reflection
2 Learning
outcomes

Example of candidate’s response: LO S

The purpose of any analysis process is to break
down what is a complex topic or procedure into LO T
smaller parts in order to gain a better LO U
Analysis of the approaches to teaching and learning
understanding of it. The analysis of the LO V
If feedback from different sources clearly indicated that the ‘new’ learning activity designed
approaches to teaching and learning used in the LO W
by the candidate did engage and motivate the learners to learn, then why was this? The
two observed lessons should be based on the LO X
analysis might conclude it was for a number of reasons such as it was constructivist
feedback received from the observer (mentor)
in design, it was differentiated by task outcome, it was based on learners working co-

3
and the learners, and self-reflection. The number Assessment
operatively in pairs so they could scaffold each other’s learning, etc. The views, opinions,
of approaches identified should be at least two Criteria
ideas, etc. expressed must be supported by reference to relevant external sources to
but no more than five. Criteria 1
evidence the candidate is critically analysing the feedback and not making sweeping
The purpose of evaluation is, after careful unsupported statements. Criteria 2
analysis and synthesis, to make a judgment Criteria 3
about the effectiveness of any aspect of Evaluation of the learning activity
Criteria 4
teaching and learning. This evaluation can focus Consider a candidate who has designed a matching game activity and differentiated it by task
on any feature of the two taught sequential design so the low, middle and high ability learners could work and learn together in discrete
lessons apart from the learning activity and the
formative assessment activity the candidate
groups of five people. Even though the candidate has used matching games previously this
approach is clearly something very ‘new’ to their practice. Whilst the candidate wants to
4 References

designed and submitted for assessment. For

each lesson at least two but no more than
use more constructivist (active) learning approaches it was evident in this lesson that some
learners, noticeably in the middle and higher and ability groups, were not engaged and 5 Glossary

four features of what did or did not work well motivated to learn all of the time and a few actually became disruptive. After reflecting on
should be highlighted. the experience, and possibly analysing observer and learner feedback, the candidate might
conclude that the reasons why the activity did not work as well as expected was due to the
poor management of group work in terms of group selection, the size of the groups were
too large, teacher focus was primarily on the scaffolding of the low ability learners and the
activity lacked sufficient ‘challenge’ for the medium and high ability learners. The candidate Cambridge International
may note on the positive side that the lower ability learners did make significant progress in Examinations retains
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each other’s learning. Centres are permitted to copy
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 23

 CRITERIO 2 R
Assessment Criteria 2 Contents
Developing thinking and practice

Distinction Evidences effective practice in detail and with insight, and with awareness and appropriate analysis of how different theories and
1 Introduction

principles apply to practice. Well-developed application of a number of theories and principles to own practice. Well-developed
reflective evaluation of own practice and specific ways of learning from experience.
2 Learning
outcomes
LO S
Pass Evidences effective practice, with detail, in some areas. Thorough and informed understanding of how different theories and LO T
principles apply to practice. Sound application of theories and principles to practice. Evidence of reflective evaluation of own LO U
practice, and some insight into learning from experience. LO V
Fail Little or poor evidence of linking effective practice with theories and principles. Limited or inaccurate understanding of relevant LO W
theories and practice. Little evidence of application of theories and principles to own practice. LO X

Key Skills: Effective practice

Evidence of learning • inductive and deductive approaches to 3 Assessment
Criteria
The explanations, discussion and descriptions, teaching and learning – facilitation of learning, Criteria 1
Application of theory experiential learning, etc.
which are based on the two taught sequential Criteria 2
to practice
lessons, must be supported with relevant • critical thinking – effective questioning, Criteria 3
Reflective practice theories and principles of learning and teaching dialogic teaching, etc. Criteria 4
to evidence how they had been applied to the
candidate’s practice. The detailed guidance • motivation – developing a mindset for
Evidence of practice
The practical work designed by the candidate
provided in the evidence of learning for
Assessment criterion 1 can also be applied to
learning, promoting curiosity and creativity,
meaningful learning, etc. 4 References

must demonstrate not only effective practice but

also and most importantly, that it is developing
this criterion, as it will evidence development of
a candidate’s thinking. As a reminder, the
• co-operative and collaborative learning
- scaffolding of learning, group work learning, 5 Glossary

through the application of well-developed or theories and principles of learning and teaching etc.
sound theories and principles of learning and that should be emerging in a candidate’s
• formative assessment – feedback, AfL, etc.
teaching (see detailed guidance provided in evidence must, should or could include:
Assessment criterion 1 for examples of relevant This list is not exhaustive but provides an
• inclusion – identifying learners’ needs,
evidence). Observer feedback should also indication of some of the different theories and
differentiation of learning, etc.
provide strong evidence of effective and principles of learning and teaching that a Cambridge International
developing practice and, to a lesser degree, so • constructivism – linking existing learning to candidate should be applying to their own Examinations retains
the copyright on all its
should the completed summary of learner new learning, active learning, metacognition, practice in a sound and well-developed manner. publications. Registered
feedback. etc. Centres are permitted to copy
material from this booklet for
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continued

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 24
 Assessment Criteria 2 continued
Contents

1 Introduction

Evidence of reflection -
2 Learning
outcomes
Recommended resource: LO S
The required analysis and evaluations must be
Everit, A. and Hardiker,P. (1996) Evaluating for LO T
based on the two taught sequential lessons and
be supported by relevant theories and principles Good practice, London: Macmillan LO U
of teaching and learning. The detailed guidance LO V
provided in the evidence of reflection for LO W
Assessment criterion 1 can also be applied to LO X
this criterion in order to evidence development

3
of practice and thinking because it requires a Assessment
candidate to reflect and learn from experience. Criteria
Criteria 1
Criteria 2
Criteria 3
Example of candidate’s response:
Criteria 4

During my first session, the cooperative strategy of Jigsaw saw the learners tutoring
their peers in expert as well as home groups. Their learning culminated in the form of the
completion of a “Formula Book”. The MCQs with Confidence Based Rating were initially
4 References

planned with a rating scale grid to mark the level of confidence. However, during my pre-
observation discussion with my Mentor, I realized that there might be some gaps in this
5 Glossary

method in getting immediate feedback on the confidence of learners while doing peer
assessment. Hence I used coloured stickers [green, pink and orange- the first being the
highest level of confidence and so on] to indicate the level of confidence. This changed
strategy was effective as it provided immediate feedback of the level of understanding of
each learner. Accordingly, a couple of questions were re-explained based on the coloured
stickers especially ensuring that the learners not clear so far understood the same. From my Cambridge International
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perspective, as a teacher, the session worked well. Though initially surprised at my Mentor’s the copyright on all its
observation on need of more teacher inputs at a couple of occasions, I revisited my plan and publications. Registered
reflection notes and relooked at the same keeping Kolb’s Reflective cycle in mind Centres are permitted to copy
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(McLeod, 2010). their own internal use.
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 25

 CRITERIO 3 R
Assessment Criteria 3 Contents
Analysis and discussion

Distinction Analyses with insight and in detail questions and issues drawn from relevant and topical studies, enquiries and experience. Relevant
1 Introduction

and appropriately depicted examples drawn from well- established evidence. Range of different and relevant information sources to
inform analysis and discussion. Well-structured approach.
2 Learning
outcomes
LO S
Pass Analyses questions and issues arising from appropriate studies, enquiries and experience, appropriately and with relevance. Evidence LO T
of use of different information sources to support discussion and analysis. Structured approach to analysis and discussion. LO U
Fail Descriptive approach, with some inaccuracies and misunderstandings in places. Opinions and views expressed, but poor or LO V
inappropriate links to evidence and/or relevant examples. Work likely to be poorly organised and structured. LO W
LO X

Key Skills: Critical Thinking

enquiries and experience. Many relevant topical
studies were considered in the guidance for the
relevant and topical studies, enquiries and
experience. The detailed guidance provided for
3 Assessment
Criteria
Criteria 1
Information sources evidence of learning in Assessment criterion 1, the evidence of reflection in Assessment
Criteria 2
but the list provided was not exhaustive. The criterion 1, and the guidance for the evidence of
Well-structured approach Criteria 3
range of different information sources used to learning shown above, are also applicable in
inform or support analysis and discussion may supporting a candidate’s evidence of reflection Criteria 4
The examiner will make a holistic judgment of be obtained from a variety of sources such as for this criterion. To achieve at least a pass grade
analysis and discussion based on a candidate’s
evidence of learning and reflection.
textbooks, educational journals, established
educational Internet sites, etc., and must be
for this criterion a candidate’s work, in both their
evidence of learning and reflection, must be 4 References

relevant and established e.g. ‘Influences And supported with examples from well-established
Evidence of learning
Most of the required evidence involves some
Effect Sizes Related To Student Achievement’
(Hattie, 2008), ‘A systematic review of
evidence and a range of different and relevant
information sources have been used to inform or
5 Glossary

analysis and synthesis e.g. discussion of why prerequisites for implementing assessment for support both discussion and analysis.
using predominantly constructivist (active) learning in classroom practice’ (Heitink, M. C. et
approaches…, explanation of how individual, pair al., 2016), ‘Learning styles and pedagogy in post
and/or group work was used. Therefore, the 16 learning: a systematic and critical review’
explanations, discussion and descriptions must (Coffield et al. 2004). It is important that any
Cambridge International
demonstrate that questions and issues drawn or explanation, discussion or description in a Examinations retains
arising from a candidate’s studies, enquiries and candidate’s evidence of learning is also the copyright on all its
experience are analysed; the accounts must not presented using a structured approach. Evidence publications. Registered
Centres are permitted to copy
be purely descriptive. Any analysis should be of reflection – all candidate accounts of analysis material from this booklet for
informed or supported by different information and evaluation must be informed or supported their own internal use.
sources drawn from relevant and topical studies, by different information sources drawn from continued © Cambridge International

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 26

 Assessment Criteria 3 continued
Contents

1 Introduction

2 Learning
outcomes
Recommended resource: LO S
Example of candidate’s response:
Carr, W. and Kemmis, S. (1986) Becoming LO T
Critical. Education, knowledge and action LO U
The second session started with a word finding activity (Riley 2014). Stop and Jot
research, Lewes: Falmer Press LO V
Sheets were made to supplement the video (Academy, 2013)required the learners to
answer questions based on understanding, recall, application and evaluation- Bloom’s LO W
Taxonomy(Anderson et al., 2001)before, during and after the video. This enabled them to LO X
pause, recollect, think and note as they learned.
Resources were also designed keeping in mind the nature of the task - individual, pair and
group work. To ensure the desired level of learning of all students, a balance between these
3 Assessment
Criteria
Criteria 1
has to be established.
Criteria 2
Group work provided the necessary scaffolding for the learners and also an opportunity to Criteria 3
learn by listening to peers and problem solving(Education and Skills, 2004).Thus it helped the
Criteria 4
learners to develop the super skills of 4 Cs of 21st century – Collaboration, critical thinking,
communication and creativity(Education and Skills 20014,P21).
For instance, for the Jigsaw activity the learners worked in groups sharing the knowledge
gained with their peers. While working on the question on Net Present Value, students were
4 References

allowed to seek peer help if required. Hence the skills of collaboration, communication and
critical thinking were being developed with this activity.
5 Glossary

Activities [Word finder] and assessment [MCQs]highlighted individual strengths and areas of
concern. Pairing activity [Stop and Jot] helped learners get inputs from not only the teacher
but also peers.

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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 27

 CRITERIO 4 R
Assessment Criteria 4 Contents
Communication and presentation

Distinction Presents ideas, arguments and information in a well-structured, consistent and clearly expressed manner. Presentation of work is
1 Introduction

highly professional, and views/opinions supported by external reference of relevant sources. Academic conventions followed
consistently throughout the work, with referencing to published or other accepted sources of evidence that are current.
2 Learning
outcomes
LO S
Pass Presents ideas, arguments and information in a well-ordered manner, with sound levels of consistency and expression. Professional LO T
presentation of work, with use of external sources of evidence. Academic conventions followed with use of accepted referencing LO U
conventions. LO V
Fail Work demonstrates weaknesses in presentation and may be poorly structured and not presented in a professional manner. Opinions LO W
may be given without any attempt to provide support from other accepted sources. LO X

the candidate will receive a Fail grade for this referencing. We advise candidates use the 3 Assessment
Criteria
Key Skills: Consistent Harvard style of referencing. Criteria 1
assessment criterion. To avoid plagiarism
Clearly expressed candidates must rigorously and consistently Criteria 2
Academic conventions following an accepted form of academic Recursos Recomendados: Criteria 3
Wyse, D. (2012). The good writing guide for Criteria 4
Hover over to enlarge
education students. 3rd ed. London: SAGE..

4
The examiner will make a holistic judgment of a References
candidate’s communication and presentation Example of candidate’s response:
based on their evidence of practice, learning and
reflection.
Differentiation helped me to make my scheme of work coherent. (Tomlinson 2014). I ensured the sequence of
activities was logical and progressed from a basic level to a more complex skill level. This sequencing helped give
sufficient time to learners to complete the task within the time limit. It also enabled the learners to develop the
5 Glossary

To demonstrate that a candidate has met this

skill of being able to reflect on their learning. To make learning inclusive I included diverse learning activities in my
assessment criterion they must present their lesson plans such as brain storming, collaborative learning, scaffold instruction, Tic-Tac-Toe, crossword, decision-
work in a way that aids effective communication decision, Mind map and 5Es. Harry Wong class room management (Wong 2015) helped me to prepare the session
of their understanding of teaching and learning, plans. To effectively choose teaching methods and help students to learn, first I must know something about whom
am I teaching. I believe that ‘Each student is unique and all in individual ways offer valuable contributions to human
development of thinking and practice, and an
culture’.(Campbell 2003)
approach to analysis and discussion that is Cambridge International
I have identified the needs, aspirations and potential of my learners by:
structured. This will include format, language, Examinations retains
• observing them more closely, the copyright on all its
syntax and referencing.
• keeping record of their strength & weaknesses and their learning styles, publications. Registered
It is very important that a candidate gives credit Centres are permitted to copy
• keeping provision for formative assessment, material from this booklet for
to other people’s thoughts and ideas. Plagiarism • talking to their parents on the Interaction Days, their own internal use.
is presenting someone else’s work or ideas as • having general conversations with their class teachers.se of technology (PPT, Videos, Padlet wall) © Cambridge International
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 28

 4. References Contents

1 Introduction

2 Learning
outcomes
LO S
Alexander, R. (2008). Towards dialogic teaching: Dweck, C. (2012). Mindset: How You Can Fulfil Tomlinson, C. (2014). The Differentiated
Classroom: Responding to the Needs of All
LO T
Rethinking Classroom Talk. 4th ed. Cambridge: Your Potential. London: Robinson.
Dialogos. Learners, 2nd Edition. ASCD. LO U
Everitt, A. and Hardiker, P. (1996) Evaluating for
LO V
Ausubel, D. (1960). The use of advance organizers Good Practice, London: Macmillan. Trevitt, C. (2007). What is critically reflective
in the learning and retention of meaningful verbal teaching?. [online] Oxford Learning Institute. LO W
Gardner, H. (2011). Frames of Mind : The Theory of
material. Journal of Educational Psychology, (51), Available at: https://www.learning.ox.ac.uk/media/ LO X
Multiple Intelligences (3rd Edition). Basic Books.
pp.267-272. global/wwwadminoxacuk/localsites/

3
Hattie, J. (2012). Visible learning for teachers. oxfordlearninginstitute/documents/ Assessment
Ausubel, D. (1978). Educational psychology; A
London: Routledge. supportresources/lecturersteachingstaff/ Criteria
Cognitive View. New York: Holt, Rinehart and
resources/resources/CriticallyReflectiveTeaching.
Winston. Hattie, J. and Yates, G. (2013). Visible learning and Criteria 1
pdf [Accessed 3 Mar. 2016].
the science of how we learn. Routledge. Criteria 2
Bloom, B. (2014). Differentiation. [online]
Tuckman, B. (2001). Successful Communication in
Teacherstoolbox.co.uk. Available at: http://www. Kolb, D. and Fry, R. (1975). Toward an applied Criteria 3
Groups And Teams. In: D. Egolf, ed., Forming
teacherstoolbox.co.uk/document_downloads. theory of experiential learning. In: C. Cooper, ed.,
Storming Norming Performing: Successful Criteria 4
html#doc6 [Accessed 3 Mar. 2016]. Theories of Group Process, 1st ed. London: John
Communication in Groups and Teams, 1st ed.
Wiley.

4
Bloom, B. (2015). Sample Question Stems Based iUniverse. References
on Revised Bloom’s Taxonomy. [online] Available Littleton, K. and Mercer, N. (2013). Interthinking.
Vygotsky, L. (1978). Mind in society: The
at: http://www.afterschoolpgh.org/wp-content/ Routledge.

5
development of higher psychological processes. Glossary
uploads/2015/07/05-2Bloom-16-17-Stems-for-
Piaget, J. (n.d.). Piaget’s Theory of Constructivism. Cambridge: Harvard University Press.
Instruction.pdf [Accessed 28 Oct. 2015].
[online] Available at: http://www.teach-nology.
William, D. and Black, P. (2001). INSIDE THE
BROOKS, J. (1999). In search of understanding: com/currenttrends/constructivism/piaget/
BLACK BOX: Raising Standards Through
The Case for Constructivist Classrooms. Alexandria, [Accessed 28 Oct. 2015].
Classroom Assessment. [online] GL Assessment
Virginia: Association for Supervision and
Pollard, A. (2014). Readings for reflective teaching Limited. Available at: https://weaeducation.
Curriculum Development.
in schools. 2nd ed. Bloomsbury Academic. typepad.co.uk/files/blackbox-1.pdf [Accessed 3
Bruner, J. (1960). The process of education. 2nd Mar. 2016].
Rouse, M. (n.d.). Developing Inclusive Practice: A Cambridge International
ed. Oxford University Press.
Role for Teachers and Teacher Education?. [online] Wragg, E. and Brown, G. (2001). Questioning in Examinations retains
Byford, K. (2009). Inclusive learning in Practice: University of Aberdeen. Available at: http://www. the Primary School (Successful Teaching). London: the copyright on all its
publications. Registered
Action Research Report. AchieveAbility National abdn.ac.uk/eitn/documents/issue16/EITN-1-Rouse. Routledge Falmer. Centres are permitted to copy
Network. pdf [Accessed 3 Mar. 2016]. material from this booklet for
their own internal use.
Dewey, J. (2011). How we think. Martino Fine
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 29

G1

5. Glossary

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Contents

1 Introduction

A C
2 Learning
outcomes
LO S
Academic conventions Classroom Management
LO T
These are the most generally established view of what is accepted Classroom management refers to the variety of skills and techniques LO U
usage. These include: that teachers may use to keep students organised, orderly, focused,
LO V
• Avoid using colloquialisms and slang attentive, on task, and academically productive during a class.
LO W
• Avoid using abbreviations and contractions Classroom observation LO X
• Avoid using personal pronouns such as I, we, you ‘Classroom observation’ refers to all occasions when learning and/or
• References must be used as evidence of deep and wide reading

Accurate
teaching activities are observed for a specific purpose by someone
other than the class teacher This may be the mentor or a more 3 Assessment
Criteria
experienced colleague. Criteria 1
The concepts of teaching and learning will need to be accurately Criteria 2
referred to. Clearly Expressed
Criteria 3
It is important that your ideas are clear and expressed to the examiner
Aims and Objectives Criteria 4
in a concise and precise way. Short, straightforward sentences should
Aims = A statement which provides the scope of the subject and the be used. The portfolio should be checked for correct punctuation,

4
overall intent of the course spelling and grammar. References
Objectives = What are learners expected to learn after completing the
Coherent
lesson? These should be specific and able to be assessed.
Application of theory to practice
The programme plan is clear and carefully considered, and each part
of it connects or follows in a natural or reasonable way.
5 Glossary

To successfully apply theory to practice a learner needs to identify the

key principles of the theory and to use these to guide their teaching Collaborative learning
practice. The theory engaged with should inform practice and be Learning by groups of learners outside of guided learning, and without
evidenced clearly in real life examples. supervision by a member of the programme team.
Assessment for learning Consistent Cambridge International
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Essential teaching strategies during learning to help teachers and It is important that all aspects of writing are consistent throughout the the copyright on all its
students evaluate progress in terms of understanding and skill portfolio. This includes aspects of the structure, such as headings and publications. Registered
acquisition, providing guidance and feedback for subsequent teaching font size. Citations need to be consistently formatted. All Centres are permitted to copy
material from this booklet for
and learning. abbreviations and acronyms need to be consistent. their own internal use.
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 30

G2

Glossary continued

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Contents

1 Introduction

Constructivism Critical thinking

2 Learning
outcomes
LO S
A philosophy of learning based on the concept that people construct Critical thinking is the skill of being able to identify the significance of
their own understanding by reflecting on their own personal an idea, evaluate its strengths and weaknesses and then make LO T
experiences, and by relating the new knowledge with what they reasoned judgements, arguing a case according to evidence. LO U
already know. Individuals create their own mental-models known as LO V
“schemas,” to make sense of the world. Individuals accommodate D LO W
new knowledge by adjusting their “schemas”. Differentiation LO X
Creative thinking skills Differentiated instruction is the way in which a teacher anticipates and
This is a way of looking at something from a fresh perspective using
creative solutions. This can be stimulate by an unstructured process
responds to a variety of student needs in the classroom. To meet
student needs, teachers differentiate by modifying the content (what
3 Assessment
Criteria
is being taught), the process (how it is taught) and the product (how Criteria 1
such as brainstorming and by a structured process such as lateral
thinking. students demonstrate their learning). Criteria 2
Criteria 3
Critical discussion E
Criteria 4
Candidates are required to demonstrate their understanding of the Effective practice

4
strategies and skills and the learning outcome describes this as a Effective teaching practice refers to student outcomes and the References
critical understanding. In other words, it is important that candidates teacher behaviours and classroom processes that promote better
demonstrate that they have not just taken leadership strategies at outcomes.
face value from their reading, but have considered their
appropriateness to their setting, school and leadership role, and how Evaluate
5 Glossary

they might need to be adapted. Evaluation is associated with two different types of judgement which
need to be distinguished:
Critically Analytical writing
• Judgement with a view to hold to account.
This type of writing identifies the significance of a piece of evidence,
weighs up one piece of information against another. A case will be • Judgement with a view to improve.
argued according to the evidence and identifies whether something is Cambridge International
Evaluation Examinations retains
appropriate or suitable. Critical writing will show the relevance of links the copyright on all its
To write a successful evaluation you need to give your verdict, based
between pieces of information and draw conclusions. publications. Registered
on a piece of research or evidence. Evidence needs to come from a Centres are permitted to copy
wide variety of sources. Evidence needs to be provided which both material from this booklet for
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G3

Glossary continued

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Contents

1 Introduction

agree and contradict and argument. You need to come to a final Implementation
2 Learning
outcomes
conclusion, basing your decision on what you judge to be the most LO S
This is a process of putting a strategy into place and then evaluating
important factors and justify how you have made your choice. its affect. LO T
LO U
Expertise M
LO V
Expertise is one having skill and knowledge in a particular area. Metacognition LO W
F Metacognition describes the processes involved when learners plan, LO X
monitor, evaluate and make changes to their own learning behaviours.
Feedback Sources
To include the learners, colleagues, a mentor, experienced
practitioners, and oneself.
Mindset theory
Mindset theory was put forward by Carol Dweck. In a fixed mindset
3 Assessment
Criteria
Criteria 1
people believe their basic qualities are simply traits which alone create
Formative assessment Criteria 2
success. In a growth mindset people believe that their most basic
Activity that provides students with development feedback on their abilities can be developed through dedication and hard work. Criteria 3
progress during the learning programme and informs the design of Criteria 4
their next steps in learning. Motivation

4
There are believed to be two forms of motivation to learn: intrinsic References
I and extrinsic.
Information sources
When researching a topic for the PDQ “academic” sources are
preferred over other types of writing. They carry more weight and
Intrinsic motivators include fascination with the subject, a sense of its
relevance to life and the world, a sense of accomplishment in 5 Glossary

mastering it, and a sense of calling to it

authority and are likely to be more convincing. The most common
forms of academic source are books, journal articles and published Extrinsic motivators include parental expectations, expectations of
reports. other trusted role models, earning potential of a course of study, and
grades.
Impact on Practice
Knowing and evidencing the impact of your professional learning on P Cambridge International
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your practice is an important part of the professional development the copyright on all its
Principles of assessment
cycle. publications. Registered
The key principles of assessment are validity, reliability, authenticity, Centres are permitted to copy
inclusive. material from this booklet for
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 32

 G4
Glossary continued

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Contents

1 Introduction

Prior learning Reflective practice

2 Learning
outcomes
LO S
Any previous learning experience which may help the learner in their The process through which the teacher continuously learns from the
current learning experience. experience of planning, practice, assessment and evaluation and can LO T
improve the quality of teaching and learning over time. LO U
Professional Development LO V
Teachers continuously and systematically reflect on and improve their S
LO W
professional thinking and practice, engaging in appropriate learning Sequence of learning LO X
opportunities to improve and upgrade their knowledge and skills.
The programme plan is clear and carefully considered, and each part
Professional practice
The goal of inclusion is to make learning accessible to all.
of it connects or follows in a natural or reasonable way.

W
3 Assessment
Criteria
Criteria 1
Purposes of assessment Well-structured approach Criteria 2
he purpose of assessment is to improve students learning and to A good model to use is the basic reasoning structure which has three Criteria 3
develop teachers teaching strategies to impact on the students basic components. Criteria 4
learning.
1. A general description of the context or situation being discussed
R
Reflective evaluation
2 A description of the problem or need being discussed 4 References

This is an important part of the Continuous Professional development

(CPD) Cycle. The evaluation of teaching and learning can be done
3. A description of the solutions that are being proposed or reported.
5 Glossary

many ways: ranging from individual thoughts about a lesson at the

end of the day, to peer evaluation and discussion about the outcomes.

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Learn more! For more information on Cambridge programmes and qualifications visit www.cie.org.uk/pdq material from this booklet for
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Cambridge International Diploma in Teaching and Learning – Module 3 Guide 33