Cambridge International

Cambridge
Diploma
International Diploma
in Teaching and Learning
in Teaching
6209and Learning 6209 Cambridge
Cambridge ProfessionalProfessional
Cambridge Professional
Development

Development
Development
This syllabus is for centres using the PD
This
Portfolio
syllabus
foriscollation
for centres
of evidence
using the and
PD Portfolio for collation of evidence and
submission of portfolios. submission of portfolios.

Syllabus
Cambridge International Certificate
in Teaching and Learning 6208

Syllabus Cambridge International Diploma

in Teaching and Learning 6209
Cambridge International Certificate
labus
This syllabus is for centres using the PD Portfolio for collation of evidence and
submission of portfolios.

in Teaching and Learning 6208

mbridge International
Cambridge InternationalCertificate
Diploma
in Teaching and Learning 6209
Teaching and Learning 6208
This syllabus is for centres using the PD Portfolio for collation of evidence and
mbridge International Diploma
submission of portfolios.

Teaching and Learning 6209 For examination

For examination in 2018, 2019 and 2020 Version 1 in 2018, 2019 and 2020 Version 1
Contents Contents

1 Introduction

1 Introduction 3 Assessment criteria

2
L earning outcome G: teach a lesson in which Learning
students’ learning is regularly checked at outcomes
Introduction
suitable stages using appropriate formative
2 Learning outcomes assessment methods.  ssessment criterion 1 – Understanding
A
Unit 1
Unit 2
Unit 1 – Understanding principles of L earning outcome H: evaluate a lesson using
teaching and learning
Unit 3
learning and teaching feedback from their mentor and their own  ssessment criterion 2 – Developing Thinking
A
L earning outcome A: explain their
understanding of the concept of learning and
reflections to inform future practice.

Unit 3 – Facilitating active learning


and Practice

 ssessment criterion 3 – Analysis and

A
3 Assessment
criteria
how people learn. Criterion 1
through effective teaching discussion
Criterion 2
L earning outcome B: review teaching
L earning outcome I: plan a sequence of  ssessment criterion 4 – Communication and
A Criterion 3
methods and learning activities they use in
lessons that are coherent and have well- presentation
their practice that engage and motivate Criterion 4
defined links to previous learning and the
students to learn.
learning objectives.

Learning outcome C: explain their
understanding of the term ‘assessment’ and its
L earning outcome J: teach lessons that are 4 Appendices 4 Appendices

Centre feedback
effectively managed using active learning
purposes.
strategies and where learning is often 5 Bibliography
L earning outcome D: identify and explain key
features of what they think makes an effective
differentiated.
5 Bibliography

Learning outcome K: teach lessons using 6 Key words
lesson, and evaluate the impact any new
learning will have on their future professional
formative assessment methods to support and
monitor the students’ learning.
6 Key words
practice.

Learning outcome L: evaluate lessons to
Unit 2 – Teaching an effective lesson identify strengths and areas for further
L earning outcome E: plan a lesson that has development in classroom practice.
clear aims and objectives and a coherent
structure. Cambridge International
Examinations retains the copyright
L earning outcome F: teach a lesson using on all its publications. Registered
Centres are permitted to copy
active learning approaches to engage and material from this booklet for their
motivate students to learn. own internal use.
© Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 2

 Cambridge International Diploma Cambridge Professional
in Teaching and Learning Development
Module 1 Guide

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

This document contains guidance on: Learning outcomes Assessment criteria

Syllabus
• each learning outcome and related key questions For ease of reference the format below has been used for each For each assessment criterion the following format has
• summative assessment requirements learning outcome. been used.
• how the assessment criteria are used by an examiner to • Key skills: This will help you understand the key skills
• Key words: These key words will help you identify the focus
grade a candidate’s portfolio of evidence.

This guide must be read in conjunction with the syllabus.

Cambridge International Certificate
of the learning outcome.
• Principal Examiner comments: Here you will find
required for each assessment criterion.
• Principal Examiner comments: Here you will find clarification

in Teaching and Learning 6208

clarification as to what candidates are expected to know as to how candidates will be assessed and what examiners
and/or do to meet this learning outcome. are looking for.
Cambridge Professional
• Key questions: Provide the indicative knowledge and skills

Cambridge International Diploma

Development

content for each learning outcome.

• Guidance for summative assessment: Brief guidance is
Syllabus provided on what candidates must submit for their evidence
Cambridge International Certificate
in Teaching and Learning 6208
Cambridge International Diploma
in Teaching and Learning 6209
in Teaching and Learning 6209
of practice, learning or reflection.
• Recommended resources: Recommended text and web-
This syllabus is for centres using the PD Portfolio for collation of evidence and
based resources are listed.
submission of portfolios.

This syllabus is for centres using the PD Portfolio for collation of evidence and
submission of portfolios.

This guide is interactive

You can navigate through this document using the
For examination in 2018, 2019 and 2020 Version 1 contents bar on each page. To return to this page, just
click on ‘Introduction’.
introduction

For more information please go to www.cie.org.uk/pdq 3

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

Learning outcome A: explain their understanding of learning and how people learn.
2 Learning
outcomes
Key words: learning • models of learning • active learning • constructivism • metacognition Unit 1
LO A
There is an assumption that all teachers have a clear To conclude, candidates should be introduced to the
Recommended resources LO B
understanding of the concept of learning and how concept of metacognition. If teachers want students
Burkill, B. and Eaton, R. (2011). Developing Teaching and LO C
people learn. By finding out the candidates’ existing to actively participate in learning then they need to
Learning. Cambridge University Press. LO D
understanding it should quickly become apparent that make them think not just about the subject content
this is not correct and that they all have their own being taught, but to also think about how they think Unit 2
Web-based resources
‘unique’ understandings. These initial understandings (reflect) and then learn. The process of ‘thinking about Unit 3
Cambridge International Examinations (2015). Education Brief:
should then be used as the basis to review what are thinking’ or ‘learning to learn’ is known as Active learning
regarded as the established major theories of learning
i.e. behaviourism, cognitivism, constructivism and
metacognition (Flavell, 1976), and requires students to
reflect on what helps them to learn and use the http://www.cie.org.uk/images/271174-active-learning.pdf
Cambridge International Examinations (2015). Getting started
3 Assessment
criteria
humanism, which candidates can then relate to identified strategies to develop further learning. To Criterion 1
with Active Learning
different aspects of their classroom practice. make this happen teachers need to switch the
Criterion 2
emphasis away from just thinking about their own https://www.cambridge-community.org.uk/professional-
To extend understanding candidates should then development/gswal/index.html Criterion 3
teaching performance and focus on the students and
analyse the acquisition and participation models of how they learn. Watkins, C. (2008). Active learning is better learning. Managing Criterion 4
learning. Particular focus should be placed on the Schools Today.
‘participation model’ of learning, which is based on
Kolb’s learning cycle (1984) of do/review/learn/apply,
Guidance for summative assessment
Evidence of learning
http://www.chriswatkins.net/wp-content/uploads/2015/07/
Watkins-09-2-active-SLT.pdf 4 Appendices
Centre feedback
and how it relates to the concept of ‘active learning’. Petty, G. (2011). Constructivism.
1. D
 escribe your personal understanding of learning and how

5 Bibliography
Active learning is often associated with ‘learning by http://www.teacherstoolbox.co.uk/constructivism.html
people learn.
doing’, but simply repeatedly doing something doesn’t Cambridge International Examinations (2015). Education Brief:
Candidates must briefly describe what their personal Metacognition
mean much learning will happen. Candidates must
understand that to convert the ‘doing’ into active
learning requires students being given time and
understanding of learning and how people learn was, prior to
starting the Certificate programme. Reference should be made
to an acquisition or participation model of learning where
http://www.cie.org.uk/images/272307-metacognition.pdf
Cambridge International Examinations (2015). Getting started
6 Key words
opportunities to review or reflect on their experiences applicable. They must then describe their personal with Metacognition
understanding as a result of engaging with some established Cambridge International
i.e. to think hard. When this happens neural https://cambridge-community.org.uk/professional- Examinations retains the copyright
learning theories, and in particular the concept of active
connections are made in the brain, and in doing so learning, which is closely associated with the theory of
development/gswmeta/index.html on all its publications. Registered
each student ‘constructs’ their own unique personal constructivism.
Centres are permitted to copy
material from this booklet for their
meanings or understandings of their experiences. This own internal use.
process describes the relationship between active © Cambridge International
learning and the concept of constructivism. Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 4

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

Learning outcome A: Key questions

2 Learning
outcomes
KQ1 What is your personal understanding of the KQ2 What is your understanding of the major KQ3 How does an understanding of the acquisition Unit 1
term ‘learning’ and how people learn? theories of learning: behaviourism, cognitivism, and participation models of learning help you to LO A
constructivism and humanism? teach and your students to learn?
Candidates should explain their personal LO B
understanding of the concept of learning and how The candidates’ current understanding of learning ‘Modelling’ is a technique used to simplify complex LO C
people learn. In sharing their understanding it is should then be connected or linked to their existing processes and this approach can be used to help LO D
anticipated that, despite any similarities expressed, knowledge of the four major theories of learning i.e. candidates consider the concept of learning in more
Unit 2
each candidate will have their own ‘unique’ behaviourism, cognitivism, constructivism and detail. The two ‘models’ commonly used to explain
understanding of the concept, which should be noted. humanism. Any misunderstandings candidates may how people learn are known as the ‘acquisition’ and Unit 3
For example, they might think learning is: have can then be corrected, preferably by their peers. ‘participation’ models of learning. To extend the

• an increase in knowledge and skills

Candidates should then reflect on their recent
teaching experiences and make ‘connections’ with
candidates’ understanding they should analyse both
models in more detail, for example:
3 Assessment
criteria
• being able to memorise and recall facts and each of the four major learning theories. In doing so Criterion 1
information they should confirm that all four theories, to some • acquisition model of learning: Criterion 2
• understanding extent or other, underpin different aspects of their • learning is seen as an increase in knowledge and Criterion 3
classroom practice. skills as a direct result of teaching
• seeing something in a different way Criterion 4
• learning is mainly teacher-led where the teaching
• changing as a person It should be noted that at this stage of the programme
4
is very didactic and the students are mostly Appendices
• making sense or abstracting meaning only a brief overview of each theory and the main
passive
• having to think hard associated theorists is required. Centre feedback
• has dominated many teachers’ classroom practice
over the years
5 Bibliography
It is important from the outset to establish the
candidates’ existing understanding of the term • participation model of learning:
‘learning’ and how people learn and then use their • learning is seen as creating personal meaning by
existing knowledge and experiences to develop and
extend their understanding.
reflecting on shared experiences and then applying
it in different situations
6 Key words
• learning is seen as more of an ‘active’ rather than a
Cambridge International
passive process where the teacher acts as a Examinations retains the copyright
facilitator as well as a transmitter of knowledge on all its publications. Registered
Centres are permitted to copy
and skills
material from this booklet for their
• now at the forefront of many teachers’ classroom own internal use.
practice © Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 5

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

2
Candidates should then consider why the Candidates should note that all learning is ‘active’ in KQ5 Why do teachers need an understanding of the Learning
participation model of learning, which is based on some sense if it really is learning, but some kinds are concept of metacognition? outcomes
Kolb’s learning cycle (1984) of do/review/learn/apply, more active than others. Tasks such as reading a book
To extend their understanding learning and how Unit 1
is associated with the concept of active learning. Each and summarising the main points, discussing different
people learn candidates should now consider the LO A
part of the learning cycle should be analysed to strategies to solve a maths problem, observing a
concept of metacognition, which is often referred to LO B
highlight features associated with the concept, for science experiment and noting the physical changes
as ‘thinking about thinking’ or ‘learning to learn’. The
example: taking place, etc., are all examples of active learning LO C
reason for this is that research shows that learning is
because students are engaged in activities that require LO D
do students participate in activities or tasks; not one single entity or skill but a range of learning
them to make sense of what is being studied. What Unit 2
there is active engagement with materials, practices or competencies that enhance the students’
active learning is not is students simply being Unit 3
resources, ideas, other people, etc. capacity to learn. These competencies suggest that
‘physically’ active, for example by running around a
learning is not something that can simply be done to
classroom, playing in a sandpit, etc., it must involve an
review students are given time and opportunities to
reflect and think hard about their element of active sense-making to be active learning.
students by teachers, but requires students to actively
participate in their learning. To do this they need to 3 Assessment
criteria
experiences, mostly with their peers but also KQ4 What is the relationship between ‘active think about ‘how they think’ in order to learn more Criterion 1
as individuals learning’ and the theory of constructivism? effectively. Criterion 2
learn students start to make ‘connections or links’ Candidates now understand that active learning The process of metacognition requires students to Criterion 3
with existing knowledge and understanding, requires students to participate in activities and then reflect on how they learn and then intentionally apply Criterion 4
they begin to ‘make sense’ of the experience think hard about their experiences, the do and review the results of reflection to further learning. The
in their own unique way

apply students are provided with opportunities to

(reflect) stages of Kolb’s learning cycle. It is at the next
stage of the cycle where, as a result of their reflective
process involves the teacher helping the students to:

• understand the demands that a learning task makes

4 Appendices
Centre feedback
thinking, students begin to ‘construct’ their own
apply their new learning, including using it in • know about individual intellectual processes and
unique meanings of their experiences and the
different contexts
relationship between active learning and the theory of
constructivism can be clearly established. This is
how they work
• generate and consider strategies to cope with the task
5 Bibliography
because when students encounter any ‘new’ learning
they try to make sense of it by linking it to their
• get better at choosing the strategies that are the
most appropriate for the task
6 Key words
existing learning. This means that as ‘active’ creators
of their own learning students must be involved in To make this happen requires teachers to not only think Cambridge International
activities that require them to do, experiment, ask about how to teach subject content but to also have an Examinations retains the copyright
on all its publications. Registered
questions, reflect, practice, etc., so that eventually understanding of learning and how students learn. Centres are permitted to copy
they can apply their new learning in different contexts material from this booklet for their
own internal use.
© Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 6

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

Learning outcome B: review teaching methods and learning activities that engage and motivate learners to learn.
2 Learning
outcomes
Key words: motivation – extrinsic and intrinsic • collaborative learning Unit 1
LO A
Candidates should begin by explaining their existing
Guidance for summative assessment Recommended resources LO B
understanding of the term ‘motivation’ and why the
Evidence of learning Burkill, B. and Eaton, R. (2011). Developing Teaching and LO C
concept is considered to play an important part in the
Learning. Cambridge University Press. LO D
learning process. Candidates may refer to Maslow’s
2. Identify the teaching methods and learning activities you
(1987) hierarchy of needs to support their Petty, G. (2004). Teaching Today: A Practical Guide. 3rd Ed. Unit 2
use in your current practice that engage and motive your
understanding, but in doing so should clarify how the Nelson Thornes Ltd. Unit 3
students to learn.
concept helps a teacher to actually motivate students
Web-based resources
to learn. Asking candidates to describe the difference
3
Candidates should identify at least two, but no more than four, Assessment
between intrinsic and extrinsic motivation, and teaching methods or learning activities they use in their current CPetty, G. (2011). Maslow’s hierarchy of needs. criteria
classroom practice that they think engage and motivate their
providing examples from their practice, can further Available from: http://www.teacherstoolbox.co.uk/ Criterion 1
students to learn.
help develop the concept of motivation and the constructivism.html
Criterion 2
important part it plays in the learning process.
3. Briefly explain why you chose these teaching methods and Criterion 3
Having clarified their understanding of motivation learning activities. Criterion 4
candidates should now reflect on their practice as a
For each teaching method or learning activity identified
teacher and identify teaching methods and learning
activities they think engage and motivate their
candidates must explain why they think it engages and
motivates students to learn. They must support their
4 Appendices
Centre feedback
students to learn. They should then reflect on their explanation with relevant theory where applicable.
experiences as a learner and identify teaching
methods and learning activities they know engaged
and motivated them to learn. Teacher and learner
5 Bibliography
experiences can then be compared to reach collective
agreement on what teaching methods and learning 6 Key words
activities candidates think engage and motivate
students to learn and discuss the reasons why. Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 7

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

Learning outcome B: Key questions

2 Learning
outcomes
KQ1 What is your personal understanding of the KQ2 Why is motivation considered to be an KQ3 What is the difference between intrinsic and Unit 1
term ‘motivation’? important part of the learning process? extrinsic motivation? LO A
Candidates should share their personal understanding Motivation is seen by most teachers to be an Candidates should provide examples from their LO B
of motivation, which often focuses on how they want important part of the learning process because if classroom practice where one or more of their LO C
their students to behave. Their responses can then be students are not motivated, then little or no learning students have not been motivated to learn. They LO D
compared with those of Ormrod (2014), who thinks is likely to take place. Biehler and Snowman (2000) should then explain how they attempted to motivate
Unit 2
motivation has a number of effects on how students emphasise that a major role of the teacher is to create these students, either successfully or unsuccessfully,
learn and their behaviour towards subject matter, as the circumstances that help motivate students to do and in doing so establish the difference between the Unit 3
follows: what they want them to do as a prerequisite for concepts of intrinsic and extrinsic motivation,

• providing direction – affects the choices students

effective learning. Petty (2004: 43) reinforces this
point when he says:
for example:
3 Assessment
criteria
make to engage or not engage with activities • intrinsic motivation - refers to an inherent interest in Criterion 1
• increasing energy and overall effort - determines “…the greatest challenge that many teachers face is to learning a topic or ‘learning for learning’s sake, Criterion 2
whether they pursue a task enthusiastically or make their students want to learn. If students do not intrinsically motived students find studying a subject
Criterion 3
apathetically want to learn, their learning efficiency will be so low enjoyable and they want to learn mastery of it
that they may learn virtually nothing. If you know how Criterion 4
• increasing initiative and drive – students are more • extrinsic motivation - refers to a desire to pursue a
to motivate students, you can hugely increase their subject for reasons outside of the individual,
4
likely to begin a task they actually want to do and Appendices
learning rate.” extrinsically motivated students study in order to
then continue working at it until they’ve completed it
receive rewards, good grades, teacher or parental or Centre feedback
• enhancing cognitive processing abilities - affects Many teachers have a number of misconceptions
approval, etc.
what learners pay attention to and how effectively about learning and motivation that prevents them
they process it
• highlighting reinforcing consequences - receiving
from using the concept with maximum effectiveness.
For example, some teachers think many learners are
Ideally teachers would like all their students to be
intrinsically motivated. However in practice they often
5 Bibliography
praise for completing a task is reinforcing, receiving
criticism for failing to complete a task is punishment
simply unmotivated to learn. This is not an accurate
statement. What teachers actually mean is that
have to use extrinsic motivation strategies to initially
engage some students in the learning process. The
6 Key words
learners are not motivated to behave in the way they intention then is to use teaching methods and learning
• improving overall performance - students who are
want them to behave. Most students are motivated activities that will eventually intrinsically motivate all Cambridge International
the most motivated tend to be the high attainers
to learn if they think the learning is meaningful and is students to learn. Examinations retains the copyright
on all its publications. Registered
going to be useful to them. Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 8

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

2
KQ4 What teaching methods and learning activities KQ5 What teaching methods and learning activities Learning
in your current classroom practice do you think in your experiences as a learner engaged and outcomes
engage and motivate your students to learn? motivated you to learn?
Unit 1
Candidates should reflect on their classroom Candidates should reflect on their experiences as a LO A
experiences as a teacher to identify the teaching learner, when at school and beyond, to identify the LO B
methods and learning activities they think engage and teaching methods and learning activities that have
LO C
motivate their students to learn. Commonalties engaged and motivated them to learn. Commonalties
LO D
should then be identified, for example: can again be identified and compared with those
derived from their experiences as a teacher. Unit 2
• using tasks based on active learning approaches Unit 3
• using collaborative pair and/or group work
• making sure all students experience learning success
early in a lesson 3 Assessment
criteria
• providing students with constructive feedback to Criterion 1
guide future learning Criterion 2
• encouraging students to assess their own learning Criterion 3
• using questioning techniques that develop students’ Criterion 4
higher order thinking skills
• involving students in the assessment process
4 Appendices
Centre feedback

5 Bibliography
6 Key words
Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 9

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

Learning outcome C: explain their understanding of the purposes of assessment.

2 Learning
outcomes
Key words: learning • models of learning • active learning • constructivism • metacognition Unit 1
LO A
Candidates should begin by explaining their
Guidance for summative assessment Recommended resources LO B
understanding of the term ‘assessment’ and share
Evidence of learning Burkill, B. and Eaton, R. (2011). Developing Teaching and LO C
their experiences of assessment as a learner to gain an
Learning. Cambridge University Press. LO D
insight into how students often feel about the 4 Explain the differences between formative and summative
process. assessment and their main purposes. Kyriacou, C. (2007). Essential Teaching Skills, 3rd Edition. Unit 2
Nelson Thornes.. Unit 3
Candidates must explain the differences between formative
Although some teachers still regard assessment as
and summative assessment and how they are used for different
something separate from learning and only happens
after teaching has taken place, most now regard it as
an integral part of the learning process. To explain
purposes. They should support their explanation with relevant
examples from their existing teaching practice and their
experiences as a learner. .
3 Assessment
criteria
Criterion 1
their understanding of the purposes of assessment
candidates should initially make a clear distinction Criterion 2
between two types of assessment, formative and Criterion 3
summative, and then explain the purposes of each Criterion 4
type. Some candidates may refer to formative
assessment as ‘Assessment for Learning’ and
summative assessment as ‘Assessment of Learning’. 4 Appendices
Centre feedback
This is commendable but what’s important at this
stage of the programme is that they clearly
understand the difference between formative and
summative assessment and have a sound
5 Bibliography
understanding of their purposes. Candidates could
conclude by identify the formative and summative 6 Key words
(where applicable) assessment methods they mostly
use in their classroom practice and discuss what they Cambridge International
use them for. Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 10

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

Learning outcome C: Key questions

2 Learning
outcomes
KQ1 What is your understanding of the term KQ2 What is your experience of assessment as a • formative assessment – used to: Unit 1
‘assessment’? learner? • provide feedback to teachers and students on the LO A
Assessment is a term that covers any activity in which Candidates should reflect and share their experiences learning taking place LO B
evidence of learning is collected in a planned and of assessment as a learner so they can discuss and • monitor and review students’ learning to take LO C
systematic way and then used to make a judgement gain more of insight into why students often think of appropriate corrective action LO D
about what students know, understand and are able assessment as: • diagnose students’ learning needs Unit 2
to do.
• something to fear • support learning Unit 3
Assessment plays an important and integral part in • only carried by a teacher • reinforce learning
the teaching and learning process, it is not just
concerned with examinations and grades. Like
• a test of memory
• something that only happens at the end of a course
• motivate students to learn
3 Assessment
criteria
learning, assessment is a complex process and • summative assessment – used to: Criterion 1
teachers need a good understanding of the principles or learning programme
• recognise achievement and/or attainment Criterion 2
which underpin it to help develop and improve their • more important than their classroom learning
• certificate ‘competent or safe practice’ Criterion 3
practice. • something separate from learning
• select students for progression Criterion 4
All assessments have some common characteristics as The outcomes from these shared experiences should • predict future performance
they all involve:

• making observations – of learner activity, products,

reflect some of the thoughts and attitudes many
students have towards assessment, which candidates
• maintain standards
• provide quality assurance data
4 Appendices
Centre feedback
may not have previously thought about but should be
tests, tasks, etc. which then need to be interpreted
aware of and sensitive to. In identifying the main purposes for each type of
to work out what the evidence means
• interpreting the evidence – made with reference to KQ3 Why is it important to know the differences
assessment, candidates should confirm that formative
assessment is an integral part of the learning process
5 Bibliography
6 Key words
different kinds of knowledge, attitudes and specific between formative and summative assessment and
whilst summative assessment is used to evaluate
skills being assessed, often referred to as criteria and to know their purposes?
student learning, academic achievement or
relate to the learning aims and objectives Most teachers now regard assessment as an integral attainment at the end of a learning sequence.
• making judgements – that can be used for decisions part of the learning process by making a clear Cambridge International
about actions based on the interpretation of the distinction between two types of assessment and Examinations retains the copyright
on all its publications. Registered
evidence. their purposes: Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 11

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

KQ4 What formative assessment and summative

2 Learning
outcomes
assessment methods do teachers mostly use in Unit 1
their classroom practice? LO A
Candidates should reflect on their experiences as a LO B
teacher and as a learner to identify the formative and LO C
summative (where applicable) assessment methods LO D
teachers mostly use in classroom practice. They Unit 2
should then discuss when they are used and why. Unit 3

3 Assessment
criteria
Criterion 1
Criterion 2
Criterion 3
Criterion 4

4 Appendices
Centre feedback

5 Bibliography
6 Key words
Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 12

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

Learning outcome D: identify and explain key features of what they think makes an effective lesson, and evaluate the impact
any new learning will have on their future practice. 2 Learning
outcomes
Unit 1
Key words: motivation – extrinsic and intrinsic • collaborative learning LO A
LO B
Before identifying and explaining the key features of This means that to learn from reflection any initial Having reviewed the concepts of evaluation and LO C
what they think makes an effective lesson candidates thinking needs to be taken further, which means reflective practice candidates should now apply their
LO D
should begin by explaining their understanding of the participating in a process that is: ‘new learning’ by reflecting on their recent classroom
Unit 2
difference between assessment and evaluation, experiences, and on the learning session taught by an
because the two terms are often confused. Having • deliberate experienced teacher they recently observed with their Unit 3
clarified any misunderstandings they should then • purposeful mentor, to identify the key features of what they think
consider why it is important for teachers to be
continually reflecting on their classroom practice,
• structured
• involves linking theory to practice
makes an effective lesson. The key features identified
should focus on learning as well as teaching and be 3 Assessment
criteria
both as a learner as well as a teacher. accompanied with a brief explanation of why the Criterion 1
• to do with learning
candidates think it was effective. Candidates should Criterion 2
By accepting that reflection is a key part of effective • about development and change be encouraged to support their explanations with Criterion 3
learning, then as learners themselves, candidates references to relevant principles and concepts of
should be continually reflecting on their existing Even so, critical self-reflection of classroom practice is Criterion 4
teaching and learning.
practice to learn and improve future practice. But difficult. To make the process less difficult and more
what is reflection and how can a teacher’s reflective
practice skills be developed? A very simplistic view of
effective teachers should utilise the support of a
mentor, who can provide appropriate advice, support
Finally candidates must evaluate the impact they
think their new learning and experiences from Unit 1
4 Appendices
Centre feedback
reflection is that it just involves ‘thinking about things’ and guidance to help them develop their learning and will have on their future practice as they prepare for
and most people do, at some time each day, think classroom practice. Another important part of the Unit 2. This means they must clearly identify what
about what they did or said. But that’s usually as far
as it goes and seldom does any real learning take
reflective process is for teachers to keep and maintain
a Reflective Journal, which can be used to record
new learning has been developed and then explain
how they intend to use it in their future practice, for
5 Bibliography
place as a result of their ‘thinking’. This scenario very
much applies to teachers, who are very busy people
experiences from what Schön (1983) considers to be
two perspectives:
example:
6 Key words
and tend to be thinking about the next lesson rather • use more active learning approaches to make
reflection-in-actionreflecting during the experience, lessons more student-centred
than the one they have just taught. Cambridge International
which can be thought of as ‘thinking on our feet and
• provide students with opportunities to reflect and Examinations retains the copyright
making changes as the situation demands’ on all its publications. Registered
think hard Centres are permitted to copy
reflection-on-action • use a greater variety of formative assessment material from this booklet for their
own internal use.
reflecting after the experience, which can be thought of methods to support as well as check the students’
© Cambridge International
as ‘making changes as a result of retrospective thinking’ learning Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 13

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

2
• reflect on classroom practice in a more systematic Guidance for summative assessment Recommended resources Learning
manner outcomes
Evidence of learning Burkill, B. and Eaton, R. (2011). Developing Teaching and
Candidates may also include some of the key features Learning. Cambridge University Press. Unit 1
they observed with their mentor in the lesson taught • A completed Module 1: Unit 1 Observation Visit Form.
Pollard, A. (2008). Readings for Reflective Teaching. London: LO A
by an experienced teacher that clearly made it an Continuum.
In the first part of the form candidates must identify the LO B
effective lesson, for example, use of directed teaching and learning approaches used by the experienced
questioning, using collaborative group work where LO C
teacher that they think engaged and motivated the students to Web-based resources
students support each other, relating subject matter learn, it is their personal reflections. LO D
Cambridge International Examinations (2015). Getting started
to students’ interests, encouraging students to with Mentoring Unit 2
contribute to the lesson using their existing learning Evidence of reflection Unit 3
Available from: http://www.cie.org.uk/
and experiences, etc.
Cambridge International Examinations (2015). Getting started
.
1 Analyse the key features that you think make an effective
lesson.
with Reflective Practice.
Available from: http://www.cie.org.uk/
3 Assessment
criteria
Using the outcomes from the observation of the experienced Criterion 1
teacher’s lesson and their experiences as a teacher, candidates Criterion 2
must now analyse the key features of what they think make an
Criterion 3
effective lesson. Because this is an analysis, views and opinions
expressed must be supported with relevant theory, concepts or Criterion 4
principles. It is recommended that at least three but no more

4
than five key features are identified and analysed
Appendices
Centre feedback
2 Evaluate the impact your new learning and experiences
from Unit 1 have had on your practice and how this will help
you to prepare for Unit 2.
5 Bibliography
6 Key words
After reflecting on their new learning and experiences from
Unit 1 candidates must identify what they regard as the
significant new learning recently developed. In doing so they
must explain the impact their new learning has had on their
classroom practice as they prepare for Unit 2. It is expected Cambridge International
that the concept of active learning will strongly feature as part Examinations retains the copyright
of the evaluation. on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 14

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

Learning outcome D: Key questions

2 Learning
outcomes
KQ1 What is the difference between assessment practice, then as ‘active learners’ themselves, they mentor) shares her/his knowledge, skills and Unit 1
and evaluation? must reflect on their classroom practice in order to experience to help develop the personal and LO A
learn effectively. However, it needs to be professional growth of another individual (the
Candidates should begin by initially explaining their LO B
acknowledged that most teachers find critical mentee). The process is usually quite informal and
understanding of the difference between assessment LO C
self-reflection of their classroom practice both meetings take place as and when the mentee needs
and evaluation. Any misunderstandings should then LO D
challenging and threatening. This is because it forces some specific advice, guidance or support, which
be clarified by reviewing current understanding of
teachers to be honest with themselves and recognise requires the mentor to: Unit 2
assessment and then comparing it with the concept of
not only what they do well but acknowledge what Unit 3
evaluation, which involves making judgements about • be supportive, empathetic, encouraging and
aspects of their classroom practice they need to
the effectiveness of: approachable at all times
• students’ learning – using outcomes from formative
improve.

Candidates should also note that in many professions

• act as a sounding board rather than a judge 3 Assessment
criteria
and summative assessment • encourage the mentee to talk through problems Criterion 1
there is a requirement for practitioners to keep
• classroom practice – using feedback from rather than trying to solve them for her/him Criterion 2
up-to-date with recent developments in their field of
observation of classroom practice and personal expertise if they wish to maintain their ‘license to • offer positive feedback on what the mentee is doing Criterion 3
reflections practice’. If it is accepted that this is something well
Criterion 4
• individual lessons and/or learning sequences – in teachers should do, then reflective practice will play • provide supportive feedback that helps the mentee

4
terms of structure, balance, content, learning an important part in helping them to continually to identify the next steps required to develop their Appendices
outcomes, learning materials and resources, up-date and improve their professional practice. By knowledge, skills, attitudes, etc.
facilities and equipment, assessment methods, Centre feedback
reflecting on classroom practice teachers can also • help the mentee to set their own realistic targets for
management of learning, etc. gain a greater understanding of their learners’ needs professional and personal development
KQ2 Why is it important for a teacher to reflect on
and how they learn. Brookfield (1995) says: “getting
inside learners’ heads is one of the most difficult tasks
• regularly review with the mentee the progress they
have made in meeting the agreed targets
5 Bibliography
their classroom experiences both as a learner as
well as a teacher?
teachers face”.

KQ3 Why does a teacher need the support of a

• share some of the challenges they have faced from
their own experiences when relevant
6 Key words
Candidates should be asked to think and explain why,
throughout this Unit, they have repeatedly been asked mentor to reflect and learn from experiences?
Candidates must understand the vital role mentors Cambridge International
to reflect on their classroom experiences both as Because critical self-reflection is difficult teachers play in the development of their professional practice. Examinations retains the copyright
learner and as a teacher. In doing so reference should on all its publications. Registered
increasingly call on the support of a mentor to help Centres are permitted to copy
be made to Kolb’s (1984) learning cycle and how them learn from their experiences. The concept of material from this booklet for their
reflection plays an important part of the learning mentoring has been in existence at least since Ancient own internal use.
process. It should be emphasised that if teachers use Greek times and is a process where one individual (the © Cambridge International
Examinations 2018
predominantly active learning approaches in their

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 15

Learning outcomes – Unit 1 Contents
Understanding principles of learning and teaching
1 Introduction

2
KQ4 How does keeping and maintaining a Learning
Reflective Journal help a teacher to become a more outcomes
effective reflective practitioner?
Unit 1
An important part of the reflective practice process is LO A
for teachers to keep and maintain a Reflective Journal. LO B
The journal itself can take many forms, electronic or
LO C
hand-written, and consists of records of experiences,
LO D
feelings, emotions, etc., together with any relevant
diagrams, drawings, photographs, etc. that will help Unit 2
the teacher to recall critical incidents they wants to Unit 3
reflect on. The journal is also a place where they can
relate theory to practice. The journal is personal, it is
not an academic document, and its main use is as a 3 Assessment
criteria
reminder of what happened during an experience so it Criterion 1
can be used as the basis for discussion when meeting Criterion 2
with a mentor or collaborating with a colleague. Criterion 3
KQ5 What do you consider to be the key features of Criterion 4
an effective lesson?
Candidates should reflect on their recent classroom
experiences, and on the learning session taught by an
4 Appendices
Centre feedback
experienced teacher they observed with their mentor,
to identify the key features of what they think makes
an effective lesson. Each key feature identified should 5 Bibliography
be supported with a brief explanation of why it was
effective. Candidates should also be encouraged to
support their explanations with references to relevant
6 Key words
theories or concepts of teaching and learning.
Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2018

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 16

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Learning outcome E: plan a lesson that has clear aims and objectives and a coherent structure..
2 Learning
outcomes
Key words: lesson plan • learning aim • learning objectives • learning outcomes Unit 1
Unit 2
Candidates should begin by sharing their existing
Guidance for summative assessment Recommended resources LO E
experiences as a teacher to determine why lesson
planning is an important part of a teacher’s role. They Evidence of practice Burkill, B. and Eaton, R. (2011). Developing Teaching and LO F
Learning. Cambridge University Press.
should then clarify the difference between an aim and • A completed Module 1: Unit 2 Lesson Plan. LO G
an objective. After correcting any misunderstandings The lesson plan must have clear aims and objectives that make Kyriacou, C. (2104). Essential Teaching Skills. Stanley Thornes LO H
they should determine why a lesson plan should have the purpose of the lesson apparent. It must also have a Unit 3
Petty, G. (2004). Teaching Today: A Practical Guide, 3rd
clear aims and objectives and a coherent structure, coherent structure with a clear beginning, middle section and
Edition. Nelson Thornes Ltd.

3
which consists of a clear beginning, a middle section conclusion. The beginning of the lesson should provide some
Assessment
evidence of how links are made with existing learning to
and a clear conclusion. It needs to be emphasised that Web-based resources criteria
develop new learning. The lesson plan should also evidence
effective lesson planning is the basis of effective how the topic being taught is logically sequenced using a Cambridge International Examinations (2015). Getting started Criterion 1
teaching but a lesson plan is designed to support the variety of teaching methods, student learning activities and with Metacognition Criterion 2
teaching and the learning, not drive it. formative assessment methods. The learning materials and
resources used to support teaching and learning must also be
https://cambridge-community.org.uk/professional- Criterion 3
development/gswmeta/index.html
Finally, candidates should review their existing evidenced. Immediately after the lesson has finished Criterion 4
knowledge and understanding of metacognition from candidates should make brief comments, in the box provided

4
Unit 1 and explain how having clear objectives that within the plan, on what they thought went well in the lesson
Appendices
and what aspects require further improvement. All sections of
are shared with students helps them to develop their
the lesson plan must be completed. Centre feedback
metacognitive skills.
Evidence of learning
1 Explain why a lesson plan must have clear aims and
objectives and a coherent structure.
5 Bibliography
Candidates must initially give reasons why a lesson plan must
have clear aims and objectives. They should then explain how
6 Key words
they structured the lesson to ensure it was coherent e.g. at the
start of the lesson the new learning was introduced by making Cambridge International
links with students’ existing learning; in the middle section new Examinations retains the copyright
learning was developed and opportunities provided for it to be on all its publications. Registered
applied; in the conclusion the students’ learning was reviewed, Centres are permitted to copy
material from this booklet for their
important learning points reinforced and checks made to make
own internal use.
sure all the learning aims and objectives have been achieved.
© Cambridge International
Wherever appropriate the explanation should be supported Examinations 2015
with relevant theory

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 17

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Learning outcome E: Key questions

2 Learning
outcomes
Unit 1
KQ1 Why is lesson planning an important part of a KQ2 What is the difference between an aim and an the case that a learning outcome can assess more Unit 2
teacher’s role? objective? than one learning objective. LO E
LO F
Candidates should discuss why lesson planning is an To plan coherent lessons candidates must understand KQ3 Why must a lesson plan have clear aims and
important part of a teacher’s role, for example, lesson the difference between an aim and an objective, for LO G
objectives?
plans: example: LO H
Candidates should discuss and determine why a lesson Unit 3
• enable a teacher to think about the type of learning • aim - broad statement of intent indicating what the plan must have clear aims and objectives, for example:

3
they wish to occur in a lesson teacher must teach and the students must learn, Assessment
expressed in vague terms and open to • they make the purpose of the lesson very clear in
• encourage a teacher to think about the structure, criteria
interpretation, for example: know, understand, terms of what the teacher must teach and students
content and timing of the lesson Criterion 1
develop, etc. are able to do as a result of their learning
• ensure all required resources are prepared and Criterion 2
• objective - describes more precisely what the • helps to keep a teacher focused on what the
available Criterion 3
students are able to do, know or understand as a students must know to meet syllabus requirements,
• enable a teacher to reflect on what went well in the what they should know to increase understanding Criterion 4
result of their learning, interpreted by a teacher to
lesson, what did not, and the reasons why and what the students could know to increase
plan learning activities or experiences that provide
• provide a record of the teaching and learning
strategies that students responded to positively and
students with opportunities to achieve the learning
objectives, for example: list, explain, prepare, select,
interest
• informs the students of what they must learn 4 Appendices
Centre feedback
whether any are being over or under used plan, build, etc. • ensures students participate in a ‘spectrum’ of

5 Bibliography
• enable a teacher to check whether assessment It should be noted that learning outcomes are often learning to extend and challenge their thinking
strategies have been incorporated to monitor the used instead of learning objectives to describe what • informs what learning must be assessed
the students will be able to do, and be assessed on, as
6 Key words
achievement of each planned objective or outcome
a result of their learning. More often than not the The list is not exhaustive but indicates some of the
The list is not exhaustive but indicates some of the learning objectives and learning outcomes are the outcomes that may result from the discussion.
outcomes that may result from the discussion. same. However, there are instances where, in a course Candidates should then review samples of their
of study or a lesson, the teacher wants to develop existing lesson plans to judge if they have clearly Cambridge International
Examinations retains the copyright
aspects of student learning that will not be stated learning aim(s) and objectives. on all its publications. Registered
(summatively) assessed. For example, working Centres are permitted to copy
material from this booklet for their
collaboratively in groups, respecting other people’s own internal use.
opinion, participating in a debate, etc. It may also be © Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 18

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

KQ4 What is the basic structure of a coherent KQ5 How does having clear aims and objectives,
2 Learning
outcomes
lesson? and sharing them with students, help to develop Unit 1
their metacognitive skills? Unit 2
Candidates must know that the basic structure of a
coherent structure consists of: Candidates should review their existing knowledge LO E
and understanding of metacognition from Unit 1 and LO F
• a clear beginning – students informed of the new then consider how having clear objectives, and sharing LO G
learning to be developed, which is introduced by them with students, helps to develop their LO H
making links with existing learning metacognitive skills. Candidates should understand Unit 3
• a middle section – to develop, apply and consolidate that clear learning goals are necessary for students to
new learning
3
effectively apply their metacognitive strategies and Assessment
• a clear conclusion – to summarise the lesson, then monitor their progress towards achieving those criteria
reinforce important learning points and check all the goals.
Criterion 1
learning objectives have been achieved
Criterion 2
Candidates should be encouraged to analyse each of Criterion 3
the three distinct sections and support their analysis Criterion 4
with relevant theory, for example:

• making links with existing learning to develop the

new learning – constructivist in approach
4 Appendices
Centre feedback
• apply and consolidate new learning – students
participating in active learning approaches with time
and opportunities being provided to reflect on their 5 Bibliography
6 Key words
new learning
• reinforce learning points - at the end of the lesson
providing students with time to reflect on their
experiences, part of active learning Cambridge International
Examinations retains the copyright
Candidates may also make links with relevant on all its publications. Registered
behaviourist, cognitivist or humanist theories but the Centres are permitted to copy
material from this booklet for their
emphasis should be on promoting active learning own internal use.
strategies. © Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 19

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Learning outcome F: teach a lesson using active learning approaches to engage and motivate students to learn..
2 Learning
outcomes
Key words: advance organisers • active learning • motivation Unit 1
Unit 2
Candidates should begin by reviewing why teachers motivate students to learn. If students understand not • assessment – was the students’ learning regularly checked at LO E
build new learning on the students’ existing learning just what they learn but also how they learn, then different stages of the lesson using appropriate formative
and understand how it is constructivist in approach. when learning becomes difficult the use of their assessment methods
LO F
Their learning can then be extended by introducing metacognitive skills will help to keep them engaged Observation record LO G
the concept of advance organisers, which are and motivated to learn. LO H
Mentors must provide feedback that focuses on the agreed
strategies based on active learning approaches that intended learning outcomes and in particular on the teaching Unit 3
are used by teachers to help students ‘connect’ the Guidance for summative assessment method or learning activity that is ‘new’ to the candidate’s
required new learning to what they already know.
Because students recognise that the topic they are
Evidence of practice
• A completed Module 1: Unit 2 Observer Feedback Form.
practice. The feedback must be analytical and not simply
describe what the teacher and the students did in the lesson,
which is evidenced in the lesson plan. A most important part of
3 Assessment
criteria
beginning to learn is not totally new, and can be Criterion 1
Pre-observation discussion the feedback will be to establish if all of the students met the
related to something they are already know, then this intended learning objectives or outcomes. The feedback on the Criterion 2
helps to engage and motivate them to learn. The first section must evidence what the candidate wants to key strengths and areas for development must also focus on
develop in their teaching practice as a result of teaching this Criterion 3
those aspects that were agreed in the pre-observation
Candidates should then reflect on their learning and lesson. The candidate and mentor should agree a minimum of discussion. Criterion 4
experiences from Unit 1, and in particular their three and a maximum of five intended outcomes, which should
Post-observation discussion

4
experience of observing an experienced teacher, to include something ‘new’ the candidate wants to try out in their
practice. The intended outcomes should not be too ambitious
Appendices
confirm reasons why using active learning approaches The candidate and mentor should preferably meet a short time
at this stage of the programme but must focus on the students’ after the lesson observation so they have both had time to Centre feedback
helps to engage and motivate students to learn. They learning as well as the candidate’s teaching. It’s also important reflect on the lesson. Their discussion should be based on what
must also understand how the selection, design and to stress that these are the candidate’s personal outcomes and

5 Bibliography
was agreed in the pre-observation meeting but the context can
use of learning resources can have an impact on how not the students, which are evidenced in the lesson plan. be widened if thought necessary. The discussion should
effectively students are engaged and motivated to The second section identifies the agreed focus for the conclude with agreement on what the candidate should be

6 Key words
learn. This is particularly relevant with the increasing observation, which must be based on the syllabus learning looking to develop and improve in the next observed lesson.
use of digital technology based resources. However, outcomes E, F and G. This means the feedback will make
teachers need to be aware of how such resources can reference to:
be used effectively and what are the benefits, barriers • lesson planning – did the plan have clear aims and objectives Cambridge International
and challenges to using it. and a coherent structure Examinations retains the copyright
• teaching and learning – were active learning approaches used on all its publications. Registered
Finally, candidates should extend their knowledge and and did they engage and motivate the students to learn
Centres are permitted to copy
material from this booklet for their
understanding of the concept of metacognition and own internal use.
how to apply it in practice to help engage and © Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 20

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Evidence of learning KQ1 Why should new learning be built upon KQ2 Why do active learning approaches to teaching
2 Learning
outcomes

students’ existing learning? and learning help to engage and motivate students Unit 1
2 Explain why new learning should be built on students’
existing learning. to learn? Unit 2
Learning anything new is difficult so teachers should
link it to what the students already know, which is Education research indicates that when students LO E
The explanation must evidence knowledge and understanding
of why new learning should be built on the students’ existing constructivist in approach and based on active participate in active learning, rather than being LO F
learning, and must be supported with reference to appropriate learning principles. Ausubel’s (1968) concept of passive spectators, their learning is much more LO G
theories, concepts or principles of learning and teaching.
advance organisers is based on this principle and is an effective because they engage and are motived to LO H
Where possible the evidence should also stem from the
candidates’ practice, and in particular from the lesson observed approach adopted by many teachers in their learn. Chickering and Gameson (1997) emphasise: Unit 3
by a mentor. classroom practice to introduce new learning.
“Learning is not a spectator sport. Students do not

Recommended resources
An advance organiser is not a summary or review of a
previous lesson and doesn’t provide a structure for the
learn much just sitting in classes listening to teachers,
memorising pre-packaged assignments, and spitting
3 Assessment
criteria

current lesson. What it does is provide a structure for out answers. They must talk about what they are Criterion 1
Burkill, B. and Eaton, R. (2011). Developing Teaching and
Learning. Cambridge University Press. student thinking so they can link the required new learning, write reflectively about it, relate it to past Criterion 2
learning to their existing learning, it acts as a experiences, and apply it to their daily lives. They must Criterion 3
Petty, G. (2004). Teaching Today: A Practical Guide. 3rd Ed.
Nelson Thornes Ltd.
‘conceptual bridge’. The students’ existing knowledge make what they learn part of themselves.” Criterion 4
about a concept is the most important factor in
Another key factor in creating a climate for active
Web-based resources
Cambridge International Examinations (2015). Getting started
whether new material will be meaningful and how
well it can be learned and retained. Analogies and learning is the use of pair or group work, which also
provides students with opportunities to talk about
4 Appendices
Centre feedback
with Active Learning metaphors are frequently used as advance organisers
because they help students recognise that the topic what they are learning. Chickering and Gameson
(1997) maintain that:
5 Bibliography
https://www.cambridge-community.org.uk/professional-
they are beginning to learn is not totally new and can
development/gswal/index.html
be related to something they are already know and ‘Learning is enhanced when it is more like a team
Cambridge International Examinations (2015). Getting started
with Metacognition
https://cambridge-community.org.uk/professional-
are comfortable with. This not only helps the students
better understand the new concept but also helps to
effort than a solo race. Good learning, like good work,
is collaborative and social, not competitive and 6 Key words
engage and motivate them to learn. isolated. Working with others often increases
development/gswmeta/index.html
Petty, G. (2017). Active Learning. involvement in learning. Sharing one’s ideas and Cambridge International
responding to others improves thinking and deepens Examinations retains the copyright
http://geoffpetty.com/for-teachers/active-learning/ on all its publications. Registered
understanding.’ Centres are permitted to copy
Watkins, C. (2008). Active learning is better learning. Managing
material from this booklet for their
Schools Today. own internal use.
http://www.chriswatkins.net/wp-content/uploads/2015/07/ © Cambridge International
Watkins-09-2-active-SLT.pdf Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 21

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Candidates should reflect on their learning and The use of Digital Technologies (DT) is also becoming At the end of the activity the students should then
2 Learning
outcomes

experiences from Unit 1, and in particular their increasing important to support learning. Teachers ask themselves: Unit 1
observation of an experienced teacher, to confirm need to be aware of how DT can be used effectively Unit 2
reasons why active learning approaches help to and what are the benefits, barriers and challenges ‘How well did I do?’
LO E
engage and motivate students to learn. For example: when using it to. ‘What didn’t go well?’ LO F
‘What could I do differently next time?’ LO G
• the students were encouraged to ‘think hard’ rather KQ4 What questions can students ask of
than passively receive information from the teacher themselves at the beginning, during and at the end ‘What went well?’ LO H
• the students were involved in activities that of a given task or activity? ‘What other types of problem can I use this strategy Unit 3
promote deep rather than surface learning for?’
This key question is associated with the concept of
• the students were learning through social
interaction i.e. pair and group work
metacognition and the processes involved when
learners plan, monitor, evaluate and make changes to
By getting students from primary level upwards to
think about how they think and reflect not just on 3 Assessment
criteria

their own learning behaviours. At the beginning of an what they learned but how they learned, will help Criterion 1
• the students’ learning was connected to the real
activity it is helpful if students ask themselves: them to become more independent learners and raise Criterion 2
world, it was meaningful
both achievement and attainment levels. Criterion 3
KQ3 How do the selection, design and use of ‘What am I being asked to do?’
Criterion 4
resources enhance learning, and engage and ‘Which strategies will I use?’

4
motivate students to learn? ‘Are there any strategies that I have used before that Appendices
The function of resources is to enhance learning so might be useful?’
Centre feedback
their selection, design and use can have a significant
During the activity it will help if students ask
impact on the students’ learning and achievement.
Candidates should review the range of resources they
use in their classroom practice and then consider how
themselves:

‘Is the strategy that I am using working?’

5 Bibliography
they are used to: ‘Do I need to try something different?’ 6 Key words
• arouse student interest and motivate them to learn
• promote student knowledge and understanding Cambridge International
Examinations retains the copyright
• develop cognitive, psychomotor and attitudinal
on all its publications. Registered
skills Centres are permitted to copy
material from this booklet for their
• reinforce learning own internal use.
• support diverse student needs © Cambridge International
Examinations 2015
• enliven the learning experience

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 22

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Learning outcome G: teach a lesson in which students’ learning is regularly checked at suitable stages using appropriate
formative assessment methods.. 2 Learning
outcomes
Unit 1
Key words: formative assessment methods • effective questioning Unit 2
LO E
Effective teachers know that a typical lesson never
Guidance for summative assessment Recommended resources LO F
goes exactly as planned but are skilled at checking the
Evidence of practice Burkill, B. and Eaton, R. (2011). Developing Teaching and LO G
current status of student understanding to make sure
Learning. Cambridge University Press. LO H
they are making the required progress in their • A completed Module 1: Unit 2 Observer Feedback Form.
learning. They do this by using different formative Petty, G. (2004). Teaching Today: A Practical Guide. 3rd Ed. Unit 3
The mentor must provide feedback on how successfully the
assessments methods, both planned and unplanned, candidate regularly checked the students’ learning at different Nelson Thornes Ltd.
throughout a lesson to enable students to show their
thinking and progress in learning.
stages of the lesson using appropriate formative assessment
methods.
Wiliam, D. (2011).Embedded Formative Assessment. Solution
Tree Press.
3 Assessment
criteria
Criterion 1
Candidates should review the formative assessment Evidence of learning
Web-based resources Criterion 2
methods commonly used by teachers in their • Identify the assessment methods used during the lesson and
Wiliam, D. (2012).Embedded Formative Assessment Criterion 3
classroom practice to check the students’ learning, explain why they were used.
identifying the advantages and limitations of using https://www.youtube.com/watch?v=B3HRvFsZHoo Criterion 4
The assessment methods identified must be those used in the
each method. Because questioning is used in most if observed lesson and correspond to those evidenced in the
not every lesson, candidates should identify strategies
that can be used to make the use of student
lesson plan. The explanation for why they were used should be
supported with reference to relevant theory where applicable. 4 Appendices
Centre feedback
questioning more effective. If any unplanned assessments were used the candidate must
explain their thinking behind why they were used.

5 Bibliography
6 Key words
Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 23

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Learning outcome G: Key questions

2 Learning
outcomes
KQ1 What are the advantages and limitations of KQ3 What strategies do teachers use to make KQ4 Why must students be provided with Unit 1
commonly used formative assessment methods classroom questioning effective? opportunities to show their thinking and progress in
Unit 2
used by teachers in their classroom practice? learning?
Questioning is the most commonly used formative LO E
Candidate should refer to the commonly used assessment method used by teachers in their It can be argued that anything students do can be LO F
formative assessment methods they identified in Unit classroom practice. Research has shown they can ask used for formative assessment purposes, so there is
LO G
1. Each method should be analysed to identify its up to 400 questions in a day. However, teachers do no shortage of opportunities for them to show their
LO H
advantages and limitations when used in classroom not always use questioning effectively, so candidates thinking and progress in learning. However, many
practice, both from a teacher’s and a student’s should discuss what strategies could be used to make teachers fail to use such opportunities, which often Unit 3
perspective. It is anticipated the methods analysed it more effective, for example: leads to some students getting ‘lost’ in their learning
would include teacher questioning, direct observation,
written short answer questions, written multiple • use more open than closed questions to develop
and dis-engaging from the learning process. At each
stage of a lesson teachers should be using formative
3 Assessment
criteria
choice questions, matching flash cards, matching higher order thinking skills assessment methods to find out what the students Criterion 1
block, practical skills test, group presentations, etc. • only ask one question at a time know and what they don’t understand. In doing so Criterion 2
• use a ‘no hands’ approach so particular students do they can make decisions on whether further teaching Criterion 3
KQ2 Why is it important to check the students’ is required or they can move the lesson forward. Even
not dominate answering Criterion 4
learning at different stages in a lesson? though a lesson has been meticulously planned, there
• show respect for all student answers, whether right

4
Candidates must understand why it is important to or wrong, so they feel safe and secure is no point in thoughtlessly following it if some of the
Appendices
formatively assess the students’ learning at different students do not understand the required learning.
• ask probing follow up questions Centre feedback
stages in the lesson, for example:
• provide sufficient ‘wait time’ between asking a
• at the beginning of the lesson – to check students’
understanding of previous learning so relevant links
question and a student answering
• encourage students to collaborate before answering 5 Bibliography
can be made to develop the required new learning
6 Key words
a question
• in the main part of the lesson – to support and • encourage students to ask their own questions
monitor the students’ new learning as it is being
developed, applied and consolidated The list is not exhaustive but reflects some of the
Cambridge International
• at the end of the lesson – to check if all the learning strategies candidates might discuss. Examinations retains the copyright
objectives have been achieved and if there are still on all its publications. Registered
Centres are permitted to copy
any ‘gaps’ in the students’ learning material from this booklet for their
own internal use.
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Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 24

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Learning outcome H: evaluate a lesson, using feedback from an observer and their own reflections to develop future practice.
2 Learning
outcomes
Key words: observer feedback • reflective thinking Unit 1
Unit 2
To evaluate a lesson relying only on self-reflection is
Guidance for summative assessment Recommended resources LO E
very challenging, no matter how experienced the
teacher. The classroom is a very dynamic environment Evidence of practice Burkill, B. and Eaton, R. (2011). Developing Teaching and LO F
Learning. Cambridge University Press.
and it is easy for a teacher to miss important aspects • A completed Module 1: Unit 2 Observer Feedback Form. LO G
of the lesson that are evident to an outside observer. The outcomes evidenced in the post-observation discussion Pollard, A. (2008). Readings for Reflective Teaching. London: LO H
That’s why feedback from an experienced observer will result from observer feedback and the candidate’s own Continuum. Unit 3
makes the evaluation process more rigorous in reflections. They must be based on what was agreed in the

3
identifying lesson strengths and areas that require pre-observation meeting, highlighting both strengths and
Assessment
areas to develop in future practice.
further development. criteria
Evidence of reflection Criterion 1
Candidates will find it helpful to review the key
features of what makes an effective lesson that were 1 Evaluate the effectiveness of the lesson, highlighting what Criterion 2
identified in Unit 1 and then, as a result of studying aspects helped to engage and motivate the students to learn. Criterion 3
this unit, clarify their up-to-date thinking. It is Candidates must use the lesson observation feedback from Criterion 4
important to focus only on key features and in doing their mentor, and their own reflections, to evaluate the

4
so establish that the primary feature or ‘measure’ is to effectiveness of the lesson so it is drawn from valid and sound
Appendices
decide if all the students achieved all the intended evidence. At least two but no more than four aspects of the
lesson that helped to engage and motivate the students to Centre feedback
learning objectives. learn should be highlighted. The evidence must be supported
with relevant theory or information sources.

2 Evaluate the impact your new learning and experiences from

5 Bibliography
Unit 2 have had on your practice and how this will help you
to prepare for Unit 3. 6 Key words
Candidates should evidence at least two but no more than four
aspects of their learning and experiences from Unit 2 that have Cambridge International
had an impact on their classroom practice. One of the aspects Examinations retains the copyright
evaluated should be the teaching method or learning activity on all its publications. Registered
they wanted to develop in the lesson that was ‘new’ to their Centres are permitted to copy
practice. Candidates must focus on evaluating the impact this material from this booklet for their
own internal use.
teaching method or learning activity had on the students and
their learning. © Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 25

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Learning outcome H: Key questions

2 Learning
outcomes
KQ1 What are the features of an effective lesson? This list is indicative of anticipated candidate KQ3 Why does observation feedback provided by a Unit 1
responses but it is expected they will add to the list mentor help to evaluate a lesson more rigorously
Because so many features are associated with an Unit 2
and in doing so demonstrate how their knowledge and than relying only on self-reflection?
effective lesson candidates should, at this stage of the LO E
understanding of what makes an effective lesson is
programme, identify them in broad rather than Relying only on self-reflection to critically evaluate a LO F
now broader and deeper.
specific terms. Using their learning from Unit 1 and lesson is very difficult. That’s why observation of a
LO G
this unit, candidates should be indicating that an KQ2 Why is it important to determine if all the lesson by an experienced mentor, and then using their
LO H
effective lesson: students achieved all the intended learning feedback to evaluate the lesson, makes the process
more rigorous. Unit 3
objectives or outcomes in a lesson?
• has clear aims and objectives/outcomes that are
shared with students so they know what they must
learn
For a lesson to be considered successful a teacher must
be certain, as far as reasonably possible, that all the
To help candidates critically evaluate the effectiveness
of a lesson the feedback from a mentor must: 3 Assessment
criteria
• engages and motivates students to learn by: building students have achieved all the intended learning Criterion 1
objectives or outcomes. Whilst the students’ progress • be analytical and not simply describe what the
new learning on their existing learning; using active Criterion 2
in their learning should be continually monitored teacher and the students did in the lesson
learning approaches; providing opportunities for Criterion 3
students to work in pairs and groups; etc. throughout a lesson, using appropriate formative • focus on the agreed intended learning outcomes and
assessment methods, all the intended learning in particular on the teaching method or learning Criterion 4
• provides students with time and opportunities to
objectives or outcomes must be checked during the activity that is ‘new’ to the candidate’s practice

4
reflect and apply their learning Appendices
conclusion of the lesson. However, this is often the • indicate how effectively the learning associated with
• uses resources effectively to support the students least effective part of many teachers’ lessons because learning outcomes E, F and G were evidenced in the Centre feedback
learning they leave too little time to review and check the lesson
• makes regular checks on the students’ learning using
5 Bibliography
required student learning. • confirm, as far as possible, that all of the students
appropriate formative assessment methods
Candidates have already established that teachers achieved all of the intended learning objectives or
• provides sufficient time for a conclusion to check
6 Key words
should not move forward in a lesson until the students’ outcomes
that all the required learning objectives or outcomes
progress in their learning has been checked and they all • highlight key strengths and areas for development
have been achieved and to identify any ‘gaps’ in the
understand the required learning. This principle must related to the agreed intended learning outcomes
students’ learning that must addressed in the next
also be applied in sequences of lessons. If at the end of Cambridge International
lesson
a lesson a teacher establishes there are still ‘gaps’ in the Examinations retains the copyright
on all its publications. Registered
students’ learning, then this must be the starting point Centres are permitted to copy
for the next lesson, despite what the lesson planning material from this booklet for their
sequence indicates. own internal use.
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Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 26

 Learning outcomes – Unit 2 Contents
Teaching an effective lesson
1 Introduction

Both candidates and mentors must be aware that Candidates must be continually reminded that a great
2 Learning
outcomes

lesson observation is a supportive process. Much of its deal of their learning will stem from the individual Unit 1
value will be in the follow up professional discussion, study and collaborative learning, and the work-based Unit 2
where the feedback is used to critically evaluate what learning elements of the course. LO E
aspects of the lesson went well and what requires LO F
further development. LO G
KQ4 What new learning and understanding have LO H
you recently acquired from reading, research and Unit 3
discussion during individual study, and from
applying new ideas and approaches in your work-
based practice? 3 Assessment
criteria

Candidates should be provided with opportunities to Criterion 1

share their new learning and understanding recently Criterion 2
acquired from reading, research and discussion during Criterion 3
individual study, and from applying new ideas and Criterion 4
approaches in their work-based practice. Some
recently acquired new learning could focus on topics
studied in Unit 2 such as: 4 Appendices
Centre feedback
• active learning – teachers in the highest achieving
school systems of the world use active learning
approaches (Hattie, 2009) 5 Bibliography
6 Key words
• motivation – mindset for learning (Dweck, 2006)
• social learning - use of pair and group work
(Vygotsky, 1978)
• questioning – using Bloom’s (1965) taxonomy to Cambridge International
develop higher order thinking skills Examinations retains the copyright
on all its publications. Registered
• metacognition – strategies for implementation Centres are permitted to copy
(Perkins, 1992) material from this booklet for their
own internal use.
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Cambridge International Certificate in Teaching and Learning – Module 1 Guide 27

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

Learning outcome I: plan a sequence of lessons that are coherent and have well-defined links to previous learning and the
learning objectives. 2 Learning
outcomes
Unit 1
Key words: plan a sequence of lessons • inclusive learning Unit 2
Unit 3
Candidates should build on their learning and
Guidance for summative assessment Recommended resources LO I
experiences from Unit 2 to further develop their skills
• A completed Module 1: Unit 3 Lesson Plan Kyriacou, C. (2104). Essential Teaching Skills. Stanley Thornes LO J
in planning individual lessons that are part of a
sequence of lessons or ‘blocks of learning’. The design LO K
The lesson plan must evidence: Petty, G. (2004). Teaching Today: A Practical Guide, 3rd
of their lesson plans must not only be coherent but Edition. Nelson Thornes Ltd. LO L
• clear aims and objectives that make the purpose of the
also evidence well-defined links to the candidates’

3
lesson apparent
previous learning. This is because in different stages of Assessment
• a coherent structure with a clear beginning, middle section criteria
the lesson, but particularly at the start of a lesson, the and conclusion that have well-defined links to the students’
introduction of any new learning should be linked to previous learning Criterion 1
the students’ existing learning; it is constructivist in • the use of a variety of teaching methods and student Criterion 2
approach. learning activities that have well-defined links to the learning Criterion 3
objectives
The planned teaching methods, learner activities, Criterion 4
• a range of formative assessment methods that are used to
formative assessments and resources that are support and monitor the students’ learning
included in the content of the plan must have
well-defined links to the learning objectives so that
• a variety of learning materials and resources to support
learning and teaching
4 Appendices
Centre feedback
the students have opportunities to progress their Candidates must complete the section that provides
learning and achieve.
5 Bibliography
information on aspects of the lesson they think makes the
lesson inclusive. For example, using a variety of learning
activities to meet the students’ learning needs, differentiating
an activity by task outcome, directed questioning using closed
and open questions, etc. 6 Key words
Immediately after the lesson candidates must complete the
section that records their initial thinking on what they thought Cambridge International
went well in the lesson and what aspects they would like to Examinations retains the copyright
improve in future practice. on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 28

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

Learning outcome I: Key questions

2 Learning
outcomes
KQ1 What are the key features of a coherent lesson • sufficient time allocated to conclude the lesson to readily available if the rate of learning progression is Unit 1
plan? review the students’ learning and make sure they faster than anticipated
Unit 2
have achieved the intended learning objectives or • knowing when to differentiate the learning - to meet
Candidates should begin by reviewing the basic Unit 3
outcomes as far as possible the different learning needs of the
structure of a lesson plan that was identified in Unit 2. LO I
Their knowledge and understanding should then be • aspects of the lesson that made the learning students
inclusive LO J
reinforced and extended by identifying the key • future planning – by predicting how long it will take
LO K
features of a coherent lesson plan that is part of a to cover certain material, and then seeing how long
The list is indicative of the key features candidates LO L
sequence of lessons, for example, the lesson plan it actually took when the lessons were delivered,
might identify and then use to check their lesson plans
evidences: enables a teacher to modify future plans based on
3
are coherent. Assessment
their previous experience
• clear learning aim(s) and objectives criteria
KQ2 Why should teachers plan sequences of • knowing when and how assessment checks must be
• a clear beginning, middle section and conclusion lessons? Criterion 1
made - optimal points for checking the students’
• an introduction that makes links with the students’ understanding of the learning material can be Criterion 2
Planning sequences of lessons is the process of planning
existing learning from previous lesson(s) to develop identified and what assessment methods are most Criterion 3
several individual lesson plans for lessons that will be
new learning appropriate Criterion 4
taught consecutively. The main purpose for doing this is
• topic content that is logically sequenced to create smooth transitions between lessons so that KQ3 Why should the content of lesson plans have
• a variety of teacher activity and teaching methods
that promote active learning
all the required learning objectives or outcomes for a
unit or block of learning can be accommodated. Other
well defined links to the students’ previous learning
and the learning objectives?
4 Appendices
Centre feedback
• a variety of learning activities to engage and benefits to be gained from planning sequences of
lessons include: The content of a lesson plan that has well defined
motivate students to learn
• learner activities that are predominantly based on • smoother transitions in learning – both in lessons
links to the students’ previous learning is usually
evidenced in the introduction phase of the lesson, but
5 Bibliography
6 Key words
active learning approaches and between lessons, presenting learning content in links may also be evidenced in other stages of the
• opportunities for the students to reflect and apply an orderly manner enables the students to be better lesson when appropriate. The reason for making these
their learning prepared to engage with the required new learning links, which has already been established in Units 1
• a variety of formative assessments methods used when presented and 2, is that research by those such as Kolb (1984) Cambridge International
throughout the lesson to support and monitor the • identifying when some students may require and Hattie (2009) indicate that students learn more Examinations retains the copyright
on all its publications. Registered
students’ learning additional teacher support (scaffolding) – areas of effectively when ‘new’ learning is associated with their Centres are permitted to copy
• a variety of learning materials and resources that potential learning difficulty can be anticipated and existing learning. The approach is rooted in the material from this booklet for their

will support teaching and the students’ learning the teacher can plan to provide additional support concept of constructivism, which has at its core the own internal use.

concepts of active learning and reflection. © Cambridge International

• improved organisation – learning materials and Examinations 2015
resources in can be prepared in good time and be

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 29

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

2
The content of a lesson plan must also have well Learning
defined links to the learning objectives of the lesson outcomes
because it has already been established that an
Unit 1
effective lesson is one where all the students achieve all
the required learning objectives. To help make this Unit 2
happen the planned teaching methods, learner Unit 3
activities, formative assessments and resources must LO I
be linked to the required learning objectives. LO J
LO K
KQ4 Why should teachers use a variety of teaching
and learning strategies when planning sequences of LO L
lessons?
If a teacher only uses a limited variety of teaching and
learning strategies in their classroom practice then
3 Assessment
criteria
Criterion 1
some students may be at a disadvantage because they
Criterion 2
may not have any opportunities to learn in the way
they like to learn. It has already been established that Criterion 3
every student constructs their own personal meanings Criterion 4
or understanding of their experiences and learns in their
own ‘unique’ way. Therefore, when planning a sequence
of lessons a teacher should use a variety of teaching 4 Appendices
Centre feedback
and learning strategies that will contribute to meeting
some of the students’ learning needs and make the
lessons more inclusive. 5 Bibliography
6 Key words
Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 30

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

Learning outcome J: teach lessons that are effectively managed using active learning strategies and where learning is often
differentiated. 2 Learning
outcomes
Unit 1
Key words: managing lessons • active learning strategies • differentiation Unit 2
Unit 3
A teacher’s ability to manage lessons effectively, then identify ways in which these strategies can be
Guidance for summative assessment LO I
which is both complex and demanding, has a direct implemented in a more student participatory active
Evidence of practice LO J
impact on the effectiveness of the students’ learning. learning manner.
This means they must be able use a wide range of • A completed Module 1: Unit 3 Observer Feedback Form.
LO K
teaching and learning strategies, at very high levels of Petty (2010) says the concept of differentiation is not LO L
Pre-observation discussion
skill, in order to provide students with opportunities new and used to be called ‘mixed ability teaching’.
to achieve their full learning potential. It would be
easy to assume that if a teacher establishes and
Then it was realised that learners not only had
different abilities but had differences in the ways they
The first section must evidence what the candidate wants to
develop in their teaching practice as a result of teaching this
lesson. The intended outcomes should be based on the key
3 Assessment
criteria
maintains classroom discipline, then a lesson could be learn, their levels of motivation to learn, their previous Criterion 1
outcomes from the Unit 2 post-observation discussion and
regarded as being effectively managed. But this is not learning experiences, the levels of support needed to
whatever ‘new’ aspect of their practice the candidate wants to Criterion 2
correct, because if the students did not learn what learn, etc. As a result the term ‘mixed ability’ was develop in this lesson. It is recommended a minimum of three Criterion 3
was meant to be learned, or have not made the replaced by the word ‘differentiation’, which according and a maximum of five intended outcomes are identified and
to Petty: the ‘new’ aspect is related to using an active learning approach Criterion 4
progress in their learning that was expected, then in
that is differentiated. It’s important to remind candidates that
reality the teacher has not effectively managed the
lesson. Two critical factors that contribute to
effectively managed lessons are the use of active
‘…. is the process by which differences between
learners are accommodated so that all students in a
these are their personal outcomes and not the students, which
are evidenced in the lesson plan. 4 Appendices
Centre feedback
group have the best possible chance of learning. We
learning strategies and learning that is differentiated. The second section identifies the agreed focus for the
used to teach subjects and classes - now we teach observation, which must be based on the syllabus learning
In this unit candidates should identify the teaching
and learning strategies they use in their classroom
students.’ outcomes I, J and K. This means the feedback will make
reference to:
5 Bibliography
Candidates should review the teaching and learning
practice that lend themselves to active learning
approaches, for example, the use of directed
strategies they mostly use in their classroom practice
and analyse them in terms of how well they lend
• lesson planning – did the plan have clear aims and objectives,
a coherent structure, well-defined links to previous learning
6 Key words
questioning, case studies, matching games, etc. They and the learning objectives
themselves to being differentiated. They must
should also identify strategies that do not lend • teaching and learning – was the lesson effectively managed Cambridge International
appreciate that not all teaching and learning can be
themselves well to active learning approaches but using active learning strategies and was some of the learning Examinations retains the copyright
differentiated, but by knowing when and how to differentiated, when and how on all its publications. Registered
which teachers cannot avoid using, for example, differentiate the students’ learning does make lessons Centres are permitted to copy
• assessment – did the formative assessment methods both
lecture or teacher talk, skills demonstration by the more inclusive and according to Hewlett et al (2008)
material from this booklet for their
support and monitor the students’ learning own internal use.
teacher, students watching a video, etc. They should is critical for student achievement and development. © Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 31

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

2
Observation record
Recommended resources Learning
Mentors must provide feedback that focuses on the agreed Kyriacou, C. (2009). Effective Teaching in Schools. 3rd Ed. outcomes
intended learning outcomes and in particular on the teaching Nelson Thornes Unit 1
method or learning activity that is ‘new’ to the candidate’s
practice. The feedback must be analytical and not simply Tomlinson, C. A. (2014). The Differentiated Classroom: Unit 2
describe what the teacher and the students did in the lesson, Responding to the Needs of All Learners, 2nd Edition. Unit 3
which is evidenced in the lesson plan. A most important part of Association for Supervision & Curriculum Development
LO I
the feedback will be to establish if all of the students met the
intended learning objectives. The feedback on the key Web-based resources LO J
strengths and areas for development must also focus on those Cambridge International Examinations (2015). Getting started LO K
aspects that were agreed in the pre-observation discussion. with Active Learning LO L
Post-observation discussion https://www.cambridge-community.org.uk/professional-

The candidate and mentor should preferably meet a short time

after the lesson observation so they have both had time to
development/gswal/index.html
Petty, G. (2017). Differentiation.
3 Assessment
criteria
reflect on the lesson. Their discussion should be based on what Criterion 1
http://geoffpetty.com/training-materials/differentiation/
was agreed in the pre-observation meeting but the context can Criterion 2
be widened if thought necessary. The discussion should Petty, G. (2017). Active Learning.
Criterion 3
conclude with agreement on what the candidate should be http://geoffpetty.com/for-teachers/active-learning/
looking to develop and improve in their future practice. Criterion 4
Watkins, C. (2008). Active learning is better learning. Managing

4
Evidence of learning Schools Today
Appendices
1 Explain why learning activities are frequently differentiated http://www.chriswatkins.net/wp-content/uploads/2015/07/
Watkins-09-2-active-SLT.pdf Centre feedback
Candidates must evidence their knowledge and understanding
of the concept by explaining why learning activities are
frequently differentiated. The evidence must be supported
with reference to when and how the students’ learning was
5 Bibliography
6 Key words
differentiated on at least one occasion in the observed lesson.
The explanation must also be supported, where appropriate,
with relevant theory.

2 Describe the strategies you use to manage lessons Cambridge International

effectively Examinations retains the copyright
on all its publications. Registered
Candidates must describe at least two strategies used to Centres are permitted to copy
manage the observed lesson effectively. The description must material from this booklet for their
be supported, where appropriate, with relevant theory. own internal use.
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Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 32

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

Learning outcome J: Key questions

2 Learning
outcomes
KQ1 What strategies can be used to manage lessons • using language appropriate to the age and and then help them to adjust their thinking to develop Unit 1
effectively? attainment levels of the students new understandings. An important part of a teacher’s
Unit 2
• establishing and maintaining classroom discipline role in facilitating active learning is to understand that
To manage lessons effectively teachers must use a Unit 3
individual students approach learning a topic in their
wide range of strategies, at very high levels of skill, • using appropriate praise to motivate students to LO I
own unique ways and they must work with them in
which provides students with opportunities to achieve learn and build their esteem, confidence, etc.
adding to or reconstructing their understandings. LO J
their full learning potential. To illustrate the
The list is not exhaustive but is indicative of the wide LO K
complexity of classroom dynamics, candidates should KQ3 How can learning be differentiated to meet
reflect on their teaching experiences to identify range of strategies teachers use to manage lessons LO L
the needs of students across the full range of
strategies they use to manage their lessons effectively, effectively.
abilities?
for example: KQ2 Why should teachers use a variety of teaching
methods and learning activities that are mainly
Differentiating the students’ learning is an important 3 Assessment
criteria
• establishing positive teacher-student and student- feature of inclusive learning because the teacher is Criterion 1
student working relationships that are built on trust, based on active learning approaches? trying to make sure that all students learn well, Criterion 2
openness, honesty, courtesy, etc. It has already been established that teachers should use despite their many differences. In their classroom
Criterion 3
• informing students of the purpose of activities to a variety of teaching methods and learning activities in practice teachers differentiate the students’ learning
in many different ways. For example, learning can be Criterion 4
make the learning meaningful their classroom practice because it provides
opportunities for students to learn in ways in which differentiated by:
4
• providing clear instructions on what students must Appendices
do and when to do it they like to learn. It was also established in Units 1 and
• task design - involves setting different tasks for
2 that active learning is considered to be ‘better Centre feedback
• signaling clear transitions within the lesson and in students of different abilities or setting tasks for all
learning’ (Watkins, 2008) because it promotes:
learning activities students that get progressively harder
• matching the pace of the lesson to the learning
progress of the students
• active engagement – with activities, ideas, resources,
other students, etc.
• task outcome - all students undertake the same task
but a variety of results is expected and acceptable
5 Bibliography
• using formative assessments and feedback to inform
students of their progress in learning
• active sense-making – standing back from the
experience, reflecting to create knowledge,
• questioning – using a combination of closed and
open questions that challenge the students’ low
6 Key words
• providing opportunities for students to reflect and extracting meaning and consequences order and high order thinking skills
Cambridge International
then apply their new learning Teachers who use a variety of teaching methods and • support – students receive varying amounts of Examinations retains the copyright
• correcting students’ misunderstanding or learning activities in their classroom that are mainly support from the teacher (teacher scaffolding of on all its publications. Registered
Centres are permitted to copy
misconceptions before progressing learning based on active learning approaches encourage learning)
material from this booklet for their
• scaffolding the students’ learning when extra students to call upon their existing knowledge of what • grouping – enables students at different levels of ability own internal use.

support is required is being studied, question assumptions they may hold, to support each other’s learning (peer scaffolding) © Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 33

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

2
• pace - the available time is used flexibly in order to • evaluation – what is your opinion of …?, why did you Learning
meet the students’ needs select …?, why was it better that …?, etc. outcomes
• dialogue – teacher facilitates problem solving by • the strategies teachers can use to develop the Unit 1
identifying which students need detailed students’ higher order thinking skills include:
Unit 2
explanations in simple language and which students • connecting concepts – students connect one
can engage in dialogue at a more sophisticated level Unit 3
concept to another concept , for example,
LO I
• formative assessment – carried out on an on-going constructivism to active learning and then active
basis so that teaching can be continuously adjusted learning to reflective practice LO J
according to the students’ needs LO K
• use of graphic organisers – encourages students to
• resources – some students work with more connect concepts LO L
advanced resources than others • making inferences – students make inferences from
The list is not exhaustive but indicates the range of
strategies teachers use to differentiate learning.
looking at a photograph, participating in a role play
activity, etc.
3 Assessment
criteria
Criterion 1
• using problem solving strategies – students use
KQ4 How can teachers develop the higher-order Criterion 2
step-by-step and alternative methods to solve
thinking skills of all students? Criterion 3
problems
In lessons the learning of every student needs to be • encourage creative thinking – students invent, Criterion 4
‘challenged’ and extended. To do this the teaching and imagine and design what they are thinking
learning strategies employed should require them to
use their higher order, as well as their lower order, It is useful when considering strategies to develop the 4 Appendices
Centre feedback
thinking skills as promotes deep rather than surface or students’ higher order thinking skills to make
rote learning. The strategy most commonly used by connections with the concept of differentiation and
teachers in their classroom practice to develop the
students’ higher order thinking skills (HOTs) is
how each strategy can potentially be differentiated to
meet the needs of students across the ability range
5 Bibliography
questioning, and the types of questions a teacher asks
should be ‘open questions’ as they require deeper 6 Key words
levels of thinking. Having a good understanding of
Bloom’s (1965) taxonomy can help to formulate such Cambridge International
questions, for example: Examinations retains the copyright
on all its publications. Registered
• analysis – how would you use …?, what would result Centres are permitted to copy
material from this booklet for their
if …?, how would you organise …?, etc. own internal use.
• synthesis – how would you improve …?, what would © Cambridge International
Examinations 2015
happen if …?, how do you create ….?, etc.

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 34

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

Learning outcome K: Teach lessons using formative assessment methods to support and monitor the students’ learning.
2 Learning
outcomes
Key words: Unit 1
Unit 2
The term ‘formative assessment’ often means nothing • focus on learning –clarify learning intentions and greatest impact on student learning. The work of
Unit 3
more than an assessment that is carried out success criteria for students to achieve the learning Marzano et al (2004) also supports the view that
frequently during a lesson to check the students’ intentions when formative feedback informs students on where LO I
understanding of the topic being taught. When used they are in their learning, what they need to do next, LO J
• effective questioning - importance of using effective
in this context formative assessment does not support questioning strategies to advance the students’ and how to do it, this has a significant impact on their LO K
the students’ learning or involve them in the learning learning, no matter what their ability or attainment LO L
assessment process. This is why the term Assessment level.
• formative feedback - effective when focused on
for Learning (AfL), which has the explicit purpose of
supporting as well as monitoring student learning, is
learning intentions and success criteria, students
given opportunities to talk about and reflect on their
Guidance for summative assessment 3 Assessment
criteria
now more commonly used and can be defined as: Evidence of practice Criterion 1
learning and how it might be improved, peer and
‘‘The process of seeking and interpreting evidence for self-assessment also contribute to formative • A completed Module 1: Unit 3 Observer Feedback Form. Criterion 2
use by learners and their teachers to decide where the feedback The mentor must provide feedback on how successfully the Criterion 3
learners are in their learning, where they need to go and • scaffolding reflection – helps students to develop candidate used formative assessment methods to support and Criterion 4
how best to get there.” (Broadfoot et al, 2002, pp. thoughtful approaches to their learning so they monitor the students’ learning.
2–3).

If candidates are to use formative assessment

know what strategies work best for them and can
apply these in different contexts (metacognition)
Evidence of reflection
3 Explain how formative assessment and feedback is used to
4 Appendices
Centre feedback
methods effectively in their classroom practice so Candidates should note that the four key elements of develop students’ learning and improve own teaching
they support and monitor the students’ learning, then
a good understanding of the concept of AfL, and how
practice are interrelated and can be delivered through
different teaching and learning approaches that have
practice.
The explanation must evidence a candidate’s knowledge and
5 Bibliography
it is applied in practice, is required. The concept came at their core the concept of constructivism, which is
6 Key words
understanding of how formative assessment and feedback is
to prominence after the publication of a report by related to the concepts of active learning and used to develop students’ learning using at least one example
Black and Wiliam (1998), which provided evidence of reflection. from the observed lesson. Reference should be made to the
concept of AfL and how formative assessment and feedback
significant gains in student learning and achievement
Finally, candidates should deepen their knowledge and not only help students to progress their leaning but also Cambridge International
after adopting AfL classroom practices. At its core the informs a the teacher of what they must do to improve their Examinations retains the copyright
report identifies four key elements of classroom understanding of why feedback is considered to be
future teaching practice so all students learn and achieve. on all its publications. Registered
practice that help students to learn more effectively: such an important part of formative assessment Centres are permitted to copy
practice by reviewing recent research by Hattie material from this booklet for their
own internal use.
(2009). He identifies feedback from formative
© Cambridge International
assessments as the teaching method that has the Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 35

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

Recommended resources
Black, P. and Wiliam, D. (1998). Inside the black box: raising 2 Learning
outcomes
standards through classroom assessment. King’s College, Unit 1
London.
Unit 2
Reece, I. and Walker, S. (2003). Teaching, Training and Learning:
a practical guide, 5th Edition, Business Education Publishers Ltd
Unit 3
LO I
Wiliam, D. (2017). Embedded Formative Assessment:
Strategies for Classroom Assessment That Drives Student LO J
Engagement and Learning, 2nd Edition. Solution Tree Press LO K
LO L
Web-based resources

3
Assessment Reform Group (2002). Assessment for Learning: 10
Assessment
Principles.
criteria
https://www.aaia.org.uk/content/uploads/2010/06/
Criterion 1
Assessment-for-Learning-10-principles.pdf
Getting started with Assessment for Learning.
Criterion 2
Criterion 3
https://www.cambridge-community.org.uk/professional-
development/gswafl/index.html Criterion 4

4 Appendices
Centre feedback

5 Bibliography
6 Key words
Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 36

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

Learning outcome K: Key questions

2 Learning
outcomes
KQ1 What is your understanding of the basic student needs to evidence in order to meet a KQ3 Why does having an understanding of the Unit 1
principles of assessment? learning outcome concept of Assessment for Learning (AfL) help a
Unit 2
• achievement - measures the improvement in teacher to use formative assessment methods more
Candidates should explain their existing Unit 3
performance of a learner over a period of time as effectively?
understanding of the following basic principles of LO I
assessment: the result of a process of learning, which is reflected The concept of Assessment for Learning (AfL) came to
LO J
in their grades prominence after the publication of a report by Black
• validity – how well a test ‘measures’ the knowledge LO K
• attainment - is the level or standard reached by a and Wiliam (1998), which provided evidence of
and skills it is designed to assess learner at the end of a learning sequence or learning significant gains in student learning and achievement LO L
• reliability – how well a test consistently measures programme that is evidenced by test or examination after adopting AfL classroom practices. These findings
what it is supposed to measure
• fairness - provide all students with an equal
results encouraged many teachers to implement AfL
strategies in helping their students to become more
3 Assessment
criteria
KQ2 How do you use formative assessment in your effective learners rather than simply teaching to tests. Criterion 1
opportunity to demonstrate the extent of their
practice to support as well as monitor your But what is the thinking behind the concept of AfL and Criterion 2
learning
students’ learning? how does having an understanding of it help a teacher
Any misunderstandings must be corrected before Criterion 3
candidates review and evaluate the assessments Candidates should identify the formative assessment to use formative assessments more effectively in their Criterion 4
methods they use in their classroom practice, both methods they most commonly use in their classroom classroom practice?

4
formative and summative, in terms of their validity, practice and analyse how effectively they support as Appendices
The explicit purpose of AfL is to use assessment as
reliability and fairness. well as monitor their students’ learning in terms of:
part of teaching and learning process to develop and Centre feedback
Candidates can the extend their knowledge and • design – ease of design in terms of time, cost, skills support the learners’ learning, so is formative in

5 Bibliography
understanding of the principles of assessment by required, etc. nature. AfL focuses on where the students are in their
reviewing the following: • implementation – ease of use in practice learning and what they might do to move it forward.
The Assessment Reform Group (2002) provided this
• norm referencing – compares one student’s
performance with that of everyone else being
• support – ease of use to support individuals and
groups of students
definition of AfL:
6 Key words
assessed • levels – ease of assessing levels in the cognitive, “Assessment for Learning is the process of seeking and
psychomotor and affective domains interpreting evidence for use by learners and their Cambridge International
• criterion referencing – describes what a student
• differentiation – ease of differentiating the teachers to decide where the learners are in their Examinations retains the copyright
knows and can do without reference to the on all its publications. Registered
assessment method learning, where they need to go and how best to get
performance of others Centres are permitted to copy
there.” material from this booklet for their
• assessment criteria - specifies the standard required • involvement – ease of involving students in the own internal use.
to achieve a learning outcome formative assessment process An important element of the thinking behind the © Cambridge International
concept of AfL is that students need to be involved in Examinations 2015
• success criteria – summarises the key steps a • feedback – ease of providing feedback

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 37

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

2
formative assessment processes if their learning is to KQ4 Why is providing formative feedback an “Learners need information and guidance in order to Learning
improve. This has major implications for classroom important part of AfL practice? plan the next steps in their learning. Teachers should: outcomes
teaching and learning practices because improving pinpoint the learner’s strengths and advise on how to
Candidates should now extend their learning by Unit 1
learning through formative assessment is dependent develop them; be clear and constructive about any
examining in more detail why providing formative Unit 2
on a number of key elements, for example: weaknesses and how they might be addressed; provide
feedback is an important part of AfL practice. They
opportunities for learners to improve upon their work.” Unit 3
• students focus on their learning rather than the must understand that if effective feedback is going to
LO I
learning activity – this requires clear learning improve learning, then a student needs to know three Candidate must also understand that the outcomes of
things: LO J
intentions and success criteria that students formative assessment and feedback to students also
LO K
understand informs teachers of what they must change or adjust
• where they are in their learning LO L
• teachers using effective questioning – important in their future classroom practice so all students learn
• where they need to go in the next steps of their and achieve. However, formative assessment data
strategy to advance students’ learning
• students assessing their own learning and the
learning of their peers
learning
• how to get there, what improvements they can
rarely gets acted on, which results in the teaching
never changing direction. That’s why Wiliam (2006)
3 Assessment
criteria
make says that assessment for learning becomes formative Criterion 1
• students provided with effective formative feedback assessment only when the evidence of student Criterion 2
– giving only marks or grades has little impact on Suggestions for improvement should enable a student
learning is actually used to adapt the teaching to meet Criterion 3
improving learning, students require quality know what gaps they have in their learning and what
the students’ learning needs. Criterion 4
feedback that focuses on how they can progress they need to do to take it forward. This means the
their learning feedback must be constructive and focus on the
• scaffolding reflection – providing opportunities for
students to discuss their learning, share their
student’s work and not the person. An AfL culture
embraces the notion that everyone has areas for 4 Appendices
Centre feedback
understanding and seeing mistakes as learning improvement, even the highest attaining students.
With an emphasis on effort rather than ability,
opportunities
• adjusting future teaching and learning as a result of
formative feedback helps to motivate students to
learn, builds their self-confidence and sends a clear
5 Bibliography
6 Key words
formative assessment outcomes
message that everyone can improve. One of the ten
It’s important to note that these elements of practice AfL research-based principles to guide classroom
are interrelated and can be delivered through different practice identified by the Assessment Reform Group
classroom approaches. (2002) is that students should receive constructive Cambridge International
Examinations retains the copyright
guidance about how to improve, which means:
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 38

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

Learning outcome L: evaluate lessons to identify strengths and areas for further development in classroom practice.
2 Learning
outcomes
Key words: reflective practitioner • analysis Unit 1
Unit 2
• participate in activities that were sometimes Candidates can then use the outcomes from questions
In Unit 3 candidates have planned, taught and Unit 3
differentiated to meet their learning needs 3 and 6 to identify the key strengths and areas for
observed a lesson from a sequence of lessons, so a further development in their classroom practice. The LO I
• participate in pair and group work activities to
more detailed analysis and subsequent evaluation is outcomes can also be used to make judgements on LO J
support each other’s learning
required to identify strengths and areas for further the impact their teaching has had on the students’ LO K
development in their classroom practice. The analysis • assessment:
learning. LO L
must be based on valid and reliable evidence, which • was the students’ learning regularly checked at
means using the observation feedback provided by suitable stages of the lesson
3
Guidance for summative assessment Assessment
the candidate’s mentor, together with the candidate’s • did the teacher use a variety of formative criteria
Evidence of practice
own reflections from their Reflective Journal and assessment methods to support and monitor the
• A completed Module 1: Unit 3 Observer Feedback Form. Criterion 1
Teaching Activity Log. students’ learning
The outcomes evidenced in the post-observation discussion Criterion 2
Reflection is an essential skill that all teachers should To keep the reflective process focussed and critically will result from observer feedback and the candidate’s own Criterion 3
develop but the process is demanding, particularly evaluative candidates should then ask themselves the reflections. They must be based on what was agreed in the
Criterion 4
when having to think about everything that happened following questions: pre-observation meeting, highlighting both lesson strengths
in a lesson. Therefore, the evaluation of a lesson at and areas for further development in classroom practice.
this stage of the programme should focus on the key
aspects of classroom practice that have been
1 What went well in the lesson, what aspects do I
consider to be key strengths?
• A completed Module 1: Unit 3 Teaching Activity Log. 4 Appendices
Centre feedback
developed in Module 1, for example: Candidates must submit two sample entries from their
2 Why did these aspects go well and how do I know
Reflective Journal that evidence their thinking immediately
• planning – did the lesson plan:
they went well?
3 What have I learned about my teaching practice and
after finishing the observed lesson. Although any aspect of the
lesson can be referred to, candidates are advised to make sure
5 Bibliography
• have clear aims and objectives and a coherent
6 Key words
the students’ learning? one sample entry is a reflection on the teaching or learning
structure activity they were developing that was ‘new’ to their practice.
4 What did not go so well in the lesson, what aspects
• have well-defined links to previous learning and
require further development? Evidence of reflection
the learning objectives
5 Why did these aspects not go so well and how do I 1 Analyse the taught lesson, using observer feedback and own Cambridge International
• teaching – did the teacher: Examinations retains the copyright
know they didn’t go so well? reflections, to judge the impact your teaching has had on on all its publications. Registered
• use active learning approaches to engage and your students’ learning.
6 What have I learned about my teaching practice and Centres are permitted to copy
motivate the students to learn material from this booklet for their
the students’ learning? The main purpose of the analysis is to look in depth at what own internal use.
• effectively manage the lesson aspects of the lesson were considered strengths, and had a © Cambridge International
• learning – did the students: positive impact on the students’ learning, and what aspects Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 39

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

2
require further development, so did not have such a positive
Recommended resources Learning
impact on the students’ learning. Candidates must use the
Pollard, A. (2008). Readings for Reflective Teaching. London: outcomes
lesson observation feedback from their mentor and their own
reflections, as evidenced in the Teaching Activity Log, to Continuum. Unit 1
analyse the lesson. They are advised to identify at least two Wallace, S. (2007) Teaching, Tutoring and Training in the Unit 2
aspects of the lesson that were considered to be strengths,
Lifelong Learning, 3rd Edition. Learning Matters Unit 3
explaining why and supporting their judgments with relevant
theory or information sources. They should then identify at LO I
least two aspects of the lesson that require further
Web-based resources
Cambridge International Examinations (2015) Education Brief
LO J
development, again explaining why and supporting their
judgments with relevant theory or information sources. 4: The Cambridge learner and teacher attributes LO K
http://www.cambridgeinternational.org/images/271189-the- LO L
2 Evaluate the significant developments in your own
cambridge-learner-and-teacher-attributes.pdf

3
professional practice as a result of your Certificate
Organisation for Economic Co-operation and Development Assessment
programme experiences, and those aspects that (2005) Teachers Matter: Attracting, Developing and Retaining criteria
require further development in the future. Effective Teachers, 6th edn. Paris, OECD Publishing. Criterion 1
Finally candidates should reflect on all features of their https://www.oecd.org/edu/school/34990905.pdf Criterion 2
Certificate (Module 1) learning experiences to evaluate the
Criterion 3
significant developments in their professional practice and
identify those aspects that require further development. Criterion 4
Because the focus of the evaluation is on significant

4
developments and aspects that require further development,
Appendices
candidates are advised to comment on features such as using
active learning approaches, differentiating learning , using Centre feedback
formative assessment to support and monitor student
learning, developing students’ metacognitive skills, etc.
5 Bibliography
6 Key words
Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 40

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

Learning outcome L: Key questions

2 Learning
outcomes
KQ1 What criteria can be used to judge the Teaching – did the teacher: existing learning and experiences and have Unit 1
effectiveness of a lesson? opportunities to clarify any misunderstandings they
• demonstrate sound subject knowledge and Unit 2
had in their learning
Judging the effectiveness of a lesson is never easy. To enthusiasm for the topic being taught Unit 3
assist a teacher in what to think about when they • participate in pair and group work to support each
• use mainly active learning approaches to facilitate LO I
reflect on the lesson, or what a colleague should look other’s learning
student learning LO J
for when observing the lesson, criteria in the form of a Assessment – did the students:
• communicate effectively when making LO K
rubric can be used. Candidates can create suitable
criteria by basing them on the features of an effective presentations and giving classroom instructions • know and understand the learning outcomes to be LO L
lesson that were identified in Unit 2 and aspects of • use effective questioning techniques that challenged achieved
professional practice that have been developed
throughout Module 1. Because numerous features will
and extended the students’ learning
• provide students with opportunities to reflect, think
• have their existing learning checked before any new
learning was developed 3 Assessment
criteria
have been identified, candidates might find it and apply their learning • have their learning supported and monitored Criterion 1
beneficial to group them under different headings, for • provide support to all students to make the learning throughout the lesson using suitable formative Criterion 2
example: inclusive assessment methods Criterion 3

Planning – did the lesson plan: • manage the lesson effectively so all the students • have opportunities to assess their own and each Criterion 4
were engaged and motivated to learn other’s learning
• have clearly stated aims and objectives so the
purpose of the lesson was apparent Learning – did the students:
• receive formative assessment feedback that was
clear, helpful and supportive
4 Appendices
Centre feedback
• have a coherent structure • know and understand what was expected of them in • know and understand how their learning was
• show well-defined links to previous learning and the
learning objectives or outcomes
the lesson
• participate in activities that were mainly based on
progressing and what they needed to do to improve
their future learning 5 Bibliography
6 Key words
• show a variety of teaching and learning activities active learning approaches • have their future learning ‘shaped’ using the
that were mainly based on active learning • have time to think and opportunities to apply new outcomes of formative assessment
approaches learning and ideas Any criteria developed can then be used to critically
• show teaching and learning activities that were • participate in activities that were frequently evaluate lessons in order to identify strengths and Cambridge International
sometimes differentiated differentiated to help meet their learning needs Examinations retains the copyright
areas for further development in classroom practice. on all its publications. Registered
• show a variety of formative assessment methods • participate in a range of activities where their Centres are permitted to copy
that were used to support and monitor the students’ learning was supported, challenged and extended by material from this booklet for their
own internal use.
learning throughout the lesson the teacher and their peers © Cambridge International
• show a range of resources used to support both • frequently contribute to the lesson using their Examinations 2015
learning and teaching

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 41

 Learning outcomes – Unit 3 Contents
Facilitating active learning through effective teaching and assessment
1 Introduction

2
KQ2 Why is it important that observer feedback KQ3 How can teachers ‘measure’ the impact their • student surveys – provide feedback on student Learning
and self-reflection identifies both strengths and teaching has had on the students’ learning? engagement on which to base teaching effectiveness outcomes
areas for further development in teaching and
Many international education systems now KQ4 How are you developing the Cambridge Unit 1
learning when evaluating lessons?
acknowledge that improving the effectiveness of a learner and teacher attributes in your professional Unit 2
A colleague who observes a teacher’s lesson is often teachers’ professional practice is an essential factor in practice? Unit 3
referred to as a ‘critical friend’. But this does not mean improving student achievement. This recognition has
Candidates should review the Cambridge learner and LO I
their purpose is to criticise what they observe, in fact been based on a great deal of recent research that
it’s quite the opposite. Observation of a teacher’s indicates teachers are the most significant resource in teacher attributes and explain how they are being LO J
classroom practice must be seen as a supportive schools and are critical in raising education standards. developed in their professional practice. Reference LO K
process where strengths and areas for further For example, one of the major findings in the OECD should be made to each of the five attributes, namely: LO L
development, in both learning and teaching, should be Report ‘Teachers Matter: Attracting, Developing and confident, responsible, reflective and innovative.

3
identified. All too often observer feedback and teacher Retaining Effective Teachers’ (2005, p2) states: Cambridge introduced these attributes in recognition of Assessment
self-reflection focuses on the teacher and the teaching the fact that in order to be successful in completing criteria
rather than the students and their learning, mainly “… teacher quality” is the most single important school Cambridge qualifications, and then in higher education
Criterion 1
because it’s easier and less demanding. This is where variable influencing student achievement”. and the modern world of work, students need to
Criterion 2
using clearly defined criteria can assist both the teacher demonstrate these habits in learning.
Clearly, effective teaching has a very significant impact Criterion 3
and the observer in identifying strengths and areas for on student learning and achievement, but what does The Cambridge teacher attributes reflect the fact that Criterion 4
development in learning and teaching. effective teaching look like and how can it be excellent teaching involves nurturing these habits in

4
A common misconception when evaluating lessons is measured? There are a variety of methods for students as well as teaching subject knowledge and Appendices
that only the areas of learning and teaching identified measuring teaching effectiveness. Some examine understanding. The Cambridge approach to learning
teachers’ practices directly, whereas others focus on and teaching is clearly rooted in constructivism, which Centre feedback
as requiring further development need to be improved
in future practice. This is not correct. Even though an student outcomes. Therefore no single method Hattie (2009) views as a theory of knowing, not of
area of learning or teaching is considered a strength, it
can always be improved.
provides a complete picture of a teacher’s effectiveness.
The following identifies the three most common ways
teaching. Whilst acknowledging that it’s what the
student does that leads to effective learning, it’s must 5 Bibliography
6 Key words
in which teacher effectiveness is ‘measured’: also be recognised that it’s what the teacher does to
Evaluating lessons within a sequence of lessons can, if create and maintain the right conditions for learning to
carried out skillfully, more effectively support a teacher • results from student tests - standardised tests can happen that is a vital part of the process. Over the past
in making improvements to their future professional provide an efficient way to measure how well 20 or 30 years it has been fashionable in the
students have learned basic content Cambridge International
practice rather than evaluating disparate lessons. In educational world to focus purely on learning and Examinations retains the copyright
effect what happens is the learning cycle of ‘teach, • classroom observation – is the most commonly used ‘downplay’ the significance of teaching, and so by on all its publications. Registered
method of ‘measuring’ teacher effectiveness but is Centres are permitted to copy
reflect, learn and apply’ becomes part of a spiral of implication the role of teachers. In the Cambridge material from this booklet for their
learning, which helps to continually improve a teacher’s very time consuming and can be very subjective approach, teaching and learning are not seen as two own internal use.
classroom practice and make the students’ learning unless clear criteria is used distinct activities but are intertwined elements of a © Cambridge International
Examinations 2015
more effective. single reciprocal process.

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 42

Assessment criteria – Introduction Contents

1 Introduction

Assessment criteria are used to enable candidates to know what they need to do to
2 Learning
outcomes

achieve the learning outcomes. They are an indication of achievement at a certain Unit 1
level. They are evaluative and holistically applied to the whole portfolio. Unit 2
Unit 3
When assessing a portfolio the examiner will first establish that each learning
outcome has been evidenced to the standard required, which is FHEQ Level 4. Once
they have assessed that all the learning outcomes are evidenced the examiner will
use the assessment criteria to judge how well the learning outcomes have been
3 Assessment
criteria
Criterion 1
met. To achieve an overall Pass grade all four assessment criteria need to be met. To
receive an overall Distinction three criteria need to be awarded a distinction grade Criterion 2
with the fourth awarded at least a Pass grade. Please see the Examiner’s Marking Criterion 3
Rubric* in Appendix 1. Criterion 4

Once the examiner has marked all the candidates portfolios from that Centre they
will complete the Centre Feedback Form - see Appendix 2. This is designed to help
guide the Programme leader in developing the quality of their programme.
4 Appendices

Centre feedback

Candidates will be assessed for the Certificate according to the following criteria,
applied to the portfolio as a whole.
5 Bibliography
6 Key words

Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
* The Examiner’s Marking Rubric is for examiner use only. Candidates and Programme Leaders do not have own internal use.
access to individual candidate marking rubrics. © Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 43

Assessment criterion 1 Contents
Understanding teaching and learning
1 Introduction

Distinction
Demonstrates a well-focused understanding of relevant concepts and principles with
evidence of analysis of strengths and weaknesses. Applies relevant concepts and principles to
Key Skills:
application of theory to practice
2 Learning
outcomes
own practice with evidence of critical evaluation and limitations. Unit 1
analysis Unit 2
Demonstrates a broad understanding of relevant concepts and principles and is able to apply critical evaluation Unit 3
Pass
these in a meaningful way to own practice.

Fail
Demonstrates inadequate or poor understanding of relevant concepts and principles. 3 Assessment
criteria
Application to own practice may be very limited, inadequate or inappropriately applied. Criterion 1
Criterion 2
Criterion 3
A candidate’s lesson plans and observer feedbacks learning a broad understanding of relevant concepts Criterion 4
provide evidence of how they have applied relevant and principles of teaching and learning, and is able to
teaching and learning principles and concepts to their
own practice. In a candidate’s evidence of learning,
apply them in a meaningful way to their own practice
will secure a pass grade for this criterion. 4 Appendices

Centre feedback
the explanations and descriptions must demonstrate
they have understood relevant concepts and To be awarded a distinction grade a candidate must

5 Bibliography
principles of teaching and learning by applying them demonstrate in their evidence of reflection both
to their own practice. The evidence must be analysis and critical evaluation of relevant concepts
and principles of teaching and learning. The evidence
6 Key words
supported, where appropriate, with reference to
relevant theories of learning and teaching. A candidate must be supported with reference to relevant theories
who demonstrates in their evidence of practice and of learning and teaching.

Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 44

Assessment criterion 2 Contents
Developing thinking and practice
1 Introduction

Distinction
Evidences effective practice, with a well-focused understanding of relevant theories and
principles underlying practice in teaching, and applied to own practice. Evidence of reflective
Key skills:
effective classroom practice
2 Learning
outcomes
evaluation of own practice, and identification of learning from experience. Unit 1
application of theory to practice Unit 2
Evidences effective practice, with a sound and largely accurate understanding of relevant reflective evaluation Unit 3
Pass theories and principles underlying practice in teaching. Some evidence of application of

3
theories and principles to own practice. Some evidence of reflective evaluation.
Assessment
criteria
Little or poor evidence of linking effective practice with theories and principles. Limited or Criterion 1
Fail inaccurate understanding of relevant theories and practice. Little evidence of application of Criterion 2
theories to and principles to own practice.
Criterion 3
Criterion 4

In their evidence of practice a candidate’s lesson plans

and observer feedbacks provide evidence of effective
learning. A candidate who meets these standards will
secure a pass grade for this criterion.
4 Appendices

Centre feedback
classroom practice and how it is underpinned by an
understanding of relevant theories, concepts and To be awarded a distinction grade for this criterion a
principles of teaching and learning. In their evidence of
learning all explanations and descriptions must
candidate’s lesson plans and observer feedbacks must
demonstrate that their practice is not only effective
5 Bibliography
demonstrate a sound and largely accurate
understanding of relevant theories and principles that
but is clearly improving as a result of reflective
evaluation and learning from experience. The evidence 6 Key words
underlie their teaching practice. In a candidate’s in the learning and reflective accounts that
evidence of reflection there must be evidence of demonstrates a candidate’s developing thinking and
reflective evaluation that demonstrates how they are practice must be consistently supported with
developing their thinking and practice. The work in reference to relevant theories and principles of
their evidence of learning and reflection must be teaching and learning.
supported with references to relevant theories of Cambridge International
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Centres are permitted to copy
material from this booklet for their
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Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 45

Assessment criteria 3 Contents
Analysis and discussion
1 Introduction

Analyses questions and issues arising from study, inquiry, discussion, and experience, in a
well-focused manner, supported by relevant and useful examples drawn from valid and
Key skills:
analysis
2 Learning
outcomes
Distinction Unit 1
reliable evidence. Evidence of a range of information sources to inform analysis and
reasoning Unit 2
discussion. Well-structured work.
research Unit 3
Analyses questions and issues arising from study, inquiry and experience in a sound and
Pass
largely appropriate manner. Some use of relevant examples drawn from sound evidence. Use
of some different information sources to inform analysis and discussion. Structured approach
3 Assessment
criteria
to analysis and discussion. Criterion 1
Criterion 2
Descriptive accounts, with inaccuracies and misunderstandings in places. Opinions and views Criterion 3
Fail expressed, but without links to evidence and/or relevant examples. Work likely to be poorly Criterion 4
organised and structured.

4 Appendices

Centre feedback

An analysis is a detailed examination of a question or work must be structured to make the issue or To be awarded a distinction grade for this criterion any 5 Bibliography
issue that looks in depth at each constituent part from question being analysed or discussed apparent and analysis or discussion of questions and issues arising
different viewpoints to determine its essential
features. A discussion is a written debate that requires
supported with relevant examples drawn from sound
evidence. Different information sources such as
from their study, inquiry or experience must be
well-focused and supported by relevant examples
6 Key words
the skill of reasoning by providing arguments for and textbooks, web page or site, journals or articles drawn from valid and reliable evidence. The work
against ideas in order to make decisions. A candidate related to teaching and learning, etc. must be used to must be well-structured and a range of information
must demonstrate their skills of analysis and inform analysis and discussion and referenced sources used to inform analysis and discussion must
discussion in both their evidence of learning and appropriately. A candidate who meets these standards be evidenced and correctly referenced.
reflection when considering questions and issues will secure a pass grade for this criterion.
arising from their studies, inquiries or experiences. The Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
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Cambridge International Certificate in Teaching and Learning – Module 1 Guide 46

Assessment criterion 4 Contents
Communication and presentation
1 Introduction

Presents ideas, arguments and information in a well-structured and consistent manner.

Professional approach to presentation of work, with opinions only given when justified and/or
Key skills:
structure and presentation of work
2 Learning
outcomes
Distinction Unit 1
backed up by evidence. Academic conventions followed, with appropriate referencing to
academic conventions Unit 2
published work or other accepted sources of evidence.
referencing Unit 3
Presents ideas, arguments and discussions in an orderly and generally consistent manner.
Pass
Professional approach to presentation of work. Opinions may be expressed at times without
evidential or other accepted support. Academic conventions mostly followed, with attempt to
3 Assessment
criteria

reference appropriately. Criterion 1

Criterion 2
Criterion 3
Work demonstrates significant weaknesses in presentation and may be poorly structured, not
Fail well organised and not presented in a professional manner. Opinions may be given at length Criterion 4
without any attempt to provide support from other sources.

4 Appendices

Centre feedback

5 Bibliography
A candidate must structure their work so that all To be awarded a distinction grade for this criterion a
required explanations, descriptions, analyses and candidate must structure their work in a clear and
evaluations are presented in an orderly and consistent consistent manner that effectively communicates
manner that aids effective communication of their
understanding, thinking, ideas arguments,
their understanding, thinking, ideas arguments,
information, etc. Opinions are only given when
6 Key words
information, etc. When opinions are expressed they supported with reference to relevant theories,
should be supported with reference to relevant concepts or principles of learning and teaching.
theories, concepts or principles of learning and Academic conventions are consistently followed with
teaching. This means a candidate must follow appropriate referencing to published work or other
academic conventions and reference their work accepted sources of evidence, preferably using the
appropriately, preferably using the Harvard style of Harvard style of referencing. Cambridge International
referencing. A candidate who meets these standards Examinations retains the copyright
on all its publications. Registered
will secure a pass grade for this criterion.
Centres are permitted to copy
material from this booklet for their
own internal use.
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Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 47

Appendix Contents
Centre feedback
Module 1 User template 1 Introduction

2
Page 1 Page 2 Learning
outcomes
Unit 1
Unit 2
Unit 3

3 Assessment
criteria
Criterion 1
Criterion 2
Criterion 3
Criterion 4

4 Appendices

Centre feedback

5 Bibliography
6 Key words

Cambridge International
Examinations retains the copyright
on all its publications. Registered
Centres are permitted to copy
material from this booklet for their
own internal use.
© Cambridge International
Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 48

Module 1: Bibliography Contents

List of recommended resources 1 Introduction

Abbott, L. (1994) Learning makes sense: re-creating

education for a changing future. Letchworth: Education
Cambridge International Examinations (2015) Education
Brief: The Cambridge learner and teacher attributes
Meta-Analyses Relating to Achievement. Abingdon, UK:
Routledge.
2 Learning
outcomes
2000. http://www.cie.org.uk/images/272307-metacognition.pdf Hattie, J (2011) Visible Learning for Teachers. Abingdon, UK: Unit 1
Assessment Reform Group (2002) Assessment for Learning: Cambridge International Examinations (2015) Routledge. Unit 2
10 Principles. Getting started with Active Learning Hewlett, K. and Crabtree, D. and Taylor, S. (2008) Unit 3
https://www.aaia.org.uk/content/uploads/2010/06/ https://www.cambridge-community.org.uk/professional- Framework for Whole Institutional Inclusive Teaching

3
Assessment-for-Learning-10-principles.pdf development/gswal/index.html Practice. AchieveAbility National Network. Assessment
Ausubel, D. P. (1968) Educational psychology: A cognitive Cambridge International Examinations (2015) KoIb, D. A. (1984) Experiential Learning: experience as the criteria
view. New York: Holt, Rinehart, & Winston. Getting started with Metacognition source of learning and development, 2nd Edition. Englewood Criterion 1
Bartlett, J. (2015) Outstanding Differentiation for Learning https://cambridge-community.org.uk/professional- Cliffs NJ: Prentice Hall.
Criterion 2
in the Classroom. Routledge. development/gswmeta/index.html Kyriacou, C. (2007) Essential Teaching Skills, 3rd Edition.
Criterion 3
Biehler, R and Snowman, J. (2000) Motivation, in Bloor, M. Nelson Thornes.
Cambridge International Examinations (2015) Criterion 4
and Lahiff, A. (200) Perspectives on Learning: A Reader. Getting started with Mentoring Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2004).
Greenwich University Press. Classroom Instruction that Works: Research-based

4
http://www.cie.org.uk/
Black, P. and Wiliam, D. (1998) Inside the black box: raising Strategies for Increasing Student Achievement. Pearson. Appendices
Cambridge International Examinations (2015)
standards through classroom assessment. King’s College, Maslow, A. H. (1970). Motivation and Personality, 3rd Centre feedback
Getting started with Reflective Practice
London. Edition. Harper Collins.
http://www.cie.org.uk/

5 Bibliography
Bloom, B. S. (1965) Taxonomy of Educational Objectives. Mayer, R.E. (1998) Cognitive theory for education: what
http://www.cambridgeinternational.org/images/271189-
Longman. teachers need to know in Lambert, N. M. and McCombs, B.
the-cambridge-learner-and-teacher-attributes.pdf
Broadfoot, P. M., Daugherty, R., Gardner, J., Harlen, W., L. (Ed.) How Students Learn: reforming schools through
James, M. and Stobart, G. (2002) Assessment for learning:
10 principles. Cambridge, UK: University of Cambridge
Chickering, A. W. and Gamson, Z. F. (1987) Seven Principles
for Good Practice in Undergraduate Education. The
Wingspread Journal, 9(2).
learner-centred education. Washington DC, American
Psychological Association. 6 Key words
School of Education. Organisation for Economic Co-operation and Development
Brookfield, S. (1995) Becoming a Critically Reflective Curzon, L. B. (1997) Teaching in Further Education, (2005) Teachers Matter: Attracting, Developing and
Teacher. Jossey-Bass. Continuum Education. Retaining Effective Teachers, 6th edn. Paris, OECD
Dewey, J. (2007) How We Think. Digireads.com Publishing.
Burkill, B. and Eaton, R. (2011) Developing Teaching and
Learning. Cambridge University Press. Dweck, C. S. (2006) Mindset: The New Psychology of Ormrod, J. E. (2014). Educational Psychology: Developing
Success. New York: Random House. Learners, 8th Edition. Pearson.
Cambridge International Examinations (2015) Education Cambridge International
Brief: Active learning Flavell, J. H. (1976) Metacognitive aspects of problem Perkins, D. (1992) Smart Schools: Better Thinking and Examinations retains the copyright
http://www.cie.org.uk/images/271174-active-learning.pdf solving. In L. B. Resnick (Ed.), The Nature of Intelligence. Learning for Every Child. Free Press, New York. on all its publications. Registered
Centres are permitted to copy
Hillsdale, NJ, Erlbaum. Petty, G. (2011) Constructivism.
Cambridge International Examinations (2015) Education material from this booklet for their
Gibbs, G. (1988) Learning by Doing: A guide to teaching and http://www.teacherstoolbox.co.uk/constructivism.html own internal use.
Brief: Metacognition
http://www.cie.org.uk/images/272307-metacognition.pdf learning methods. Further Education Unit. Petty, G. (2011) Maslow’s hierarchy of needs. © Cambridge International
Examinations 2015
Hattie, J. (2009) Visible Learning: A Synthesis of Over 800 http://www.teacherstoolbox.co.uk/constructivism.html

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 49

Module 1: Bibliography Contents

Petty, G. (2004) Teaching Today: A Practical Guide, 3rd

Edition. Nelson Thornes Ltd. 1 Introduction

Pollard, A. (2008). Readings for Reflective Teaching.

London: Continuum. 2 Learning
outcomes
Schön, D. (1983) ‘The Reflective Practitioner: How Unit 1
Professionals Think in Action’. Basic Books. Unit 2
Vygotsky, L. S. (1978) Mind in society: The development of Unit 3
higher psychological processes. Cambridge, MA: Harvard

3
University Press.
Assessment
Wallace, S. (2007) Teaching, Tutoring and Training in the criteria
Lifelong Learning, 3rd Edition. Learning Matters.
Criterion 1
Watkins, C. (2008) Active learning is better learning.
Criterion 2
Managing Schools Today.
http://www.chriswatkins.net/wp-content/ Criterion 3
uploads/2015/07/Watkins-09-2-active-SLT.pdf Criterion 4
Wiliam, D. (2017) Embedded Formative Assessment:
Strategies for Classroom Assessment That Drives Student
Engagement and Learning, 2nd Edition. Solution Tree Press.
4 Appendices

Centre feedback
Wiliam, D. (2006) Excellence In Assessment: Assessment for
Learning.
http://www.assessnet.org.uk/e-learning/file.php/1/
Resources/Excellence_in_Assessment
5 Bibliography
6 Key words

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Examinations retains 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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Examinations 2015

Cambridge International Certificate in Teaching and Learning – Module 1 Guide 50

Module 1 – key words Contents

1 Introduction

Unit 1: Understanding principles of

learning and teaching
Learning Outcome B
Motivation Learning Outcome D
2 Learning
outcomes

Learning Outcome A Unit 1

“… a person’s aroused desire for participation in a Evaluation – a term that covers making judgements Unit 2
Learning learning process.” (Curzon, 1997:230) in a broad context such as the effectiveness of
Unit 3
“Learning … that reflective activity which enables the students’ learning, a teacher’s classroom practice,
Extrinsic motivation – a student is motivated to individual lessons, sequences of lessons, learning
learner to draw upon previous experience to
understand and evaluate the present, so as to shape
learn by external factors such as rewards, social
recognition, fear of punishment, etc. This kind of
programmes, etc. 3 Assessment
criteria
future action and formulate new knowledge.” (Abbott, Reflection – is to think systematically about an Criterion 1
motivation focuses people on rewards rather than
1994) experience, activity, etc.
action. Criterion 2
Models of learning – technique used to interpret and Criterion 3
Extrinsic motivation – a student is motivated to Unit 2: Teaching an effective lesson
simplify the complex concept of learning to make it Criterion 4
learn by internal factors and the desire to do things
more understandable. Learning Outcome E
because they enjoy doing them, such as being
Active learning successful at what they do, being connected with
others, having autonomy, etc.
Lesson plan – a guide designed by a teacher to
organise classroom learning, teaching and assessment
4 Appendices

Centre feedback
“Active learning refers to the idea that people learn by in an individual lesson.
engaging in a process of sense-making. .... The goal is Collaborative learning – students work together in
not to provoke behavioral activity per se, but rather to
provoke productive kinds of cognitive activity.” Mayer
small groups or pairs on clearly defined learning tasks
or activities.
Learning aim - a broad statement of intent indicating
what the teacher must teach and the students must
5 Bibliography

(1998)

Constructivism – a theory about how people learn by

learn.

learning objectives – describe what the students

6 Glossary

Learning Outcome C
constructing their own unique personal meanings or must, should or could learn.
understandings of their experiences and then relating Assessment - a term that covers any activity in which
their new learning with what they already know. learning outcomes – describe what the students will
evidence of learning is collected in a planned and
be able to do as a result of their learning, they specify
systematic way and is used to make a judgement
Metacognition – a term applied to a complex range what learning will be assessed.
about learning.
of processes that contribute to a developing Cambridge International
awareness in students of their own thinking and Formative assessment – is used to support and Examinations retains the copyright
on all its publications. Registered
knowledge (Flavell 1976), it isd often described as the monitor the learning progress of students. Centres are permitted to copy
process of ‘thinking about thinking’ or ‘learning to material from this booklet for their
learn’. Summative assessment – is used to evidence what a own internal use.
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Cambridge International Certificate in Teaching and Learning – Module 1 Guide 51

Module 1 – key words Contents

1 Introduction

Learning Outcome F Learning Outcome H

2
Active learning strategies – are teaching methods Learning
and learning activities that lend themselves to active outcomes
Advance organisers Observer feedback – feedback from observation of a learning approaches, they make students think.
teacher’s lesson that’s focused on the intended Unit 1
“The most important single factor influencing learning outcomes of the observation and is analytical in Differentiation - is defined by the Training and Unit 2
is what the learner already knows. Ascertain this and content. Development Agency for Schools as: Unit 3
teach him accordingly.”(Ausubel, 1968)
Reflective thinking – according to Dewey (2007) is: ‘the process by which differences between learners are
Active learning – describes approaches to teaching
and learning that provide students with opportunities “… an active, persistent, and careful consideration of a
accommodated so that all students in a group have the
best possible chance of learning’. (Bartlett, 2015)
3 Assessment
criteria
to participate in the learning process by building belief or supposed form of knowledge.” Criterion 1
knowledge and understanding in response to learning Criterion 2
opportunities provided by the teacher, the students Criterion 3
Learning Outcome K
are engaged in learning activities that challenge and Unit 3: Facilitating active learning through Criterion 4
extend their knowledge and understanding. effective teaching and assessment Assessment for Learning – the Assessment Reform
Motivation – Dweck’s (2006) concept of fixed and
growth mindsets indicates that students with a fixed
Learning Outcome I
Group (2002) considers Assessment for Learning as:

‘… the process of seeking and interpreting evidence for

4 Appendices

Centre feedback
mind-set believe their ability is fixed and there is very Plan a sequence of lessons – process of planning use by learners and their teachers to decide where the
little if anything they can do to improve it, students several lessons that will be taught consecutively in
5
learners are in their learning, where they need to go
with a growth mind-set believe that ability and order to create smooth transitions between lessons and how best to get there.’
Bibliography
success are due to learning, which requires time and and make sure all the required learning objectives for
effort.

Learning Outcome G
a unit or block of learning can be accommodated.

Inclusive learning - recognises all students’

Formative feedback – is information communicated
to the student that provides guidance about their next 6 Glossary

steps in learning.
entitlement to a learning experience that respects
Formative assessment methods – are used to diversity, enables participation, removes barriers and Learning Outcome L
support and monitor the students’ learning at anticipates and considers a variety of learning needs.
different stages in a lesson so that adjustments can be Reflective practitioner – is a teacher who
made to bridge any ‘gaps’ in their learning. Learning Outcome J systematically thinks about their classroom
experiences in order to develop, change and improve Cambridge International
Effective questioning – requires the use of both Managing lessons – a teacher’s ability to use a wide their professional practice. Examinations retains the copyright
closed and open type questions, and different range of teaching and learning strategies to provide on all its publications. Registered
Centres are permitted to copy
strategies, to make sure all students participate in the students with opportunities to achieve their full
material from this booklet for their
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Examinations 2015

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