Theories, Principles, and Models in Education and Training

This report analyzes the theories, principles, and models related to learning, teaching, assessment, communication, and curriculum development in education and training. It discusses different theories and models of learning, ways of applying them, models of learning preferences, and how to identify and take account of learners' individual learning. It also analyzes theories and models of assessment, their application, and the theories of curriculum development. The report is relevant to anyone interested in creating an inclusive learning environment. Course code, course name, and college/university are not mentioned.

Theories principles
and models in
education and
training

Table of Contents
INTRODUCTION......................................................................................................................3
MAIN BODY.............................................................................................................................3
1.1 Analyse theories and models of learning.........................................................................3
1.2 Ways of applying theories and models of learning..........................................................4
1.3 Models of learning preferences........................................................................................4
1.4 Identify and take account of learners’ individual learning...............................................5
TASK 2......................................................................................................................................6
In PPT.....................................................................................................................................6
TASK C......................................................................................................................................6
3.1 analyse theories and models of assessment......................................................................6
3.2 Application of theories and models of assessment..........................................................7
TASK D.....................................................................................................................................7
4.1 Analysis theories of curriculum development..................................................................7
4.2 Application of theories of curricular development..........................................................8
TASK E......................................................................................................................................9
5.1 analysis theories of reflection and evolution....................................................................9
5.2 Application of theories and models of reflection and evolution......................................9
CONCLUSION........................................................................................................................10
REFERENCES.........................................................................................................................11
Books and Journals:.............................................................................................................11

INTRODUCTION
It is important to understand the importance of literacy which is continuously
increasing. It provides opportunities in order to grow the economy of the country. This report
aims to analyse the borders theories related to education and training. It will discuss theories
related to learning, teaching and assessment (Kouni, Koutsoukos and Panta, 2018). Moreover,
to this, they will be a discussion of theories and models of communication and the
development of the curriculum. Teachers are required to apply these theories and models in
order to make an inclusive learning environment. Inclusive learning is the mean objective of
the organisations of education because of this theories and model are apply in education and
training.
MAIN BODY
1.1 Analyse theories and models of learning
Learning is found to an important process in which students are focusing on learning
something new that they did not know before them. It is the fact learning is a never-ending
process. That means it one and it does not require age (Bommasani and et.al., 2021). In the
case of education and training the teachers required theories and models which is related to
the learning so students are able to learn new knowledge and skills. The analysis of different
theories and models related to learning a mentioned below:
Behaviourism theory: It is found to be an old theory of learning which was
developed by an experiment of Pavlov on the dog. The quality of learning provided influence
this theory and place. Teacher at the centre position in learning process. It strict and
necessary for the students follow the instruction of teachers as they are at the centre position
of the learning process. For the application of this theory, a teacher is required to create
games and quizzes along with the punishment and rewards because without return students
are not able to take interest in these types of activities.
 Strength: It is an important theory as it provides the opportunity for the students to
gain information and knowledge with the instruction of teachers.
 Weaknesses: This theory is not as effective to accomplish the individual needs of
learners as they place the teacher is at the centre position in learning process which
results negligence of students' requirement.

Cognitivism theory: Cognitive theory is developed by Piaget which states that
changes in mental behaviour of a student are constant in nature or it will definitely happen in
the future (Al-Shammari, Faulkner and Forlin, 2019). It suggested that students should learn
only with the help of effective mentor processing and that's why teachers are required to
create strategies for engaging them in the classroom. The teachers are required to ensure that
students should alert their mental state during the process of learning so that they are able to
achieve the highest level of knowledge.
 Strength: It is found that this theory is very effective in order to make the alert mind
state of a student in the classroom and also very helpful for engagement of students.
 Weaknesses: It requires lots of effort and sometimes it becomes very difficult for
Teachers to understand the needs of students.
1.2 Ways of applying theories and models of learning
It necessary to apply the models or theories of learning in the regular practices of a
teacher as it helps in engagement of learner. Behaviourism theory can applied in the daily
practices of teaching by teachers such as punishment in rewards in their quizzes and game
session. That means if the teachers have conducted any games and quizzes then it becomes
necessary to provide an important punishment and rewards because then only students are
able to take interest in these activities. On the other hand, cognitivism theory can be applied
in learning when teachers teach important tools and techniques inteaching. By the use of this
tool student gaining the highest level of knowledge just like spider maps, mind mapping, etc.
With the help of these tools students do daily practice, they are able to more engage in the
classroom and take interest in the topics.
1.3 Models of learning preferences
Learning preferences refers knowing needs and requirements of students by teachers
(Han and et.al., 2018). It is important to understand every student have different needs or
wants and it is not necessary that it will be similar to other students that's why understanding
their preferences is very important. Similarly, it is not necessary that every student can learn
the knowledge and skills with the same practice. That means it may be possible that students
learn the knowledge in different ways. That's why it becomes necessary for teacher to analyse
the learning preferences it helps the teacher to make the class interactive and more effective
learning. For that purpose one important model is found that includes the VARK model. This

model consists of 4 important learning styles which include visual, auditory, reading and
kinesthetic. The explanation of learning stylish mentioned below:
 The first learning style is visual which is found in those students who are likely to
learn by seeing. That means they required some pictures and graphics in the
classroom which helps them to maintain their interest.
 The second learning style is auditory which is also found to be very important for
students as they are likely to learn by hearing the information (Renshaw and et.al.,
2019). This is the reason that this learning style is also known as the aural learning
style.
 The reading learning style includes the students who are likely to learn by reading and
writing the content. That means they require notebooks and books in order to
remember the information.
 Kinesthetic learning styles include the students who are likely to learn by touching
and doing and it also refers to tactile learning styles.
1.4 Identify and take account of learners’ individual learning
As a teacher, it is my responsibility of me to identify the needs and wants of learners
so that I will be able to find their learning preferences. The reason for the identification of
learning preferences is that a teacher is able to create an inclusive learning environment
which results and the achievement of organisational goals and objectives. It becomes very
difficult to identify and take account of learners' individual learning preferences and that's
why a teacher should use a model of learning preferences. It is necessary to apply the model
of learning preferences in an effective way which can be possible in the following manner:
 For application of visual learning style, it necessary for a teacher to use different types
of graphics in form of charts, diagrams, illustrations and handouts (Hilpert and
Marchand, 2018).
 In order to apply the auditory learning style, it becomes necessary for a teacher to
speak the whole chapter or explain by using their vocal so that students are able to get
interested in the classroom.
 For the purpose of applying the reading learning style, it becomes necessary to use
different books and notebooks so that students take an interest and engage in the
classroom.

 Kinesthetic learning style can be applied with the use of different hands-on
experiences.
TASK 2
In PPT
TASK C
3.1 analyse theories and models of assessment
It essential learning is taking place in education so it is important to check the result
that learning occurred. This is completed in the form of an assessment (Mukhalalati and
Taylor, 2019). Assessment is quick and simple way to check learning in form of questioning
or the final exam. It is the requirement of internal body who check the learner result.
Assessment can broken into groups that are diagnostic, formative, and summative
assessment.
The diagnostic assessment is inform to teacher what are learner current abilities or
specific future needs. Diagnostic assessment is used by the teacher at the start of course
assesses learner the learner is suitable for the course. If maybe there existing ability a lower-
level course is suitable for the learner. The diagnostic assessment is also an ideal opportunity
for the learner sometime teacher assesse the learner and the learner is very innovative and
tactics in English and maths so the teacher is given the opportunity to participate in
Olympiad. Some Students are weak they have poor maths and English so they struggle with
the course they requires assignment writing as a part of the assessment. Diagnostic
assessment is used by the teacher it is a pre-assessment tool to diagnose learner capabilities
and abilities.
Formative Assessment is used during the teaching-learning process to monitor the
learning process (Rustamova, 2020). The formative assessment's aim is to improve student
learning and teacher teaching. It provides feedback to teachers to modify the method. The
teacher-made test is used to evaluate learner outcomes. Formative assessment is the test type
of assessment that is prepared for a limited content area it increases learning because the
teacher selects small parts of the area or evaluates learner knowledge. Formative assessment
is a continuous and regular process which is continuous when the learner is given a
productive outcome. The formative assessment is of diagnostic nature because it diagnoses

learner skill and ability. Examples of formative assessment are questioning, observation,
classroom instruction, project presentation, and quizzes.
Summative assessment is used after the course is complete to assign the grades. The
summative assessment is used when the teacher assesses the learner's level of knowledge. It
evaluates what someone learns while they have been in a course and also evaluates how
prepared someone is to go to that next academic level (Foley, 2020). The summative
assessment is a standard eye test used for the purpose of the year-ending result. It gives
information about whether the learner is eligible for the course or not. Summative assessment
includes the whole content area it is not a regular and continuous process it is a year-ending
process. Summative assessment is judgemental in nature. When learners give a summative
assessment and clear the summative assessment so they are eligible for the next class and
when the learner is not clear about the summative assessment they are not eligible for the
next class. Summative assessment examples midterm exams, final exam district and state
tests, and quizzes grades.
3.2 Application of theories and models of assessment
The models which are related to the assessment can assess the development of
assessment. There are various factors which influence particular assessments that are used in
asessement. The role of assessment with influence assessment type of selected pre-
assessment to judge current abilities and for the is measure progress formative assessment
measures progress throughout the course. Teachers choose those lesson plans who are very
difficult and learners do not understand and do not satisfy lesson issues can be solved by
rapidly. Summative assessments used at the end of the course (Grant, 2018). They are many
forms of assessment that are purposely used for assessing learner outcomes. But this
assessment is used according to the time just like the diagnostic assessment is used at the start
of the course which is used the assessing whether the learner is eligible for the course or not.
Formative Assessment is used when the teacher assesses the learner and listens to all the
information which is given by the teacher in the classroom. A summative assessment is a
year-ending assessment which gives the result of the learner's outcome. So these assessment
is used according to the London course firstly used diagnostic assessment is after this
formative and the last summative assessment.

TASK D
4.1 Analysis theories of curriculum development.
The definition of curriculum is terms of scope breadth or structure. This likely caused
by different roles in education or from in teaching assistance to external verifiers. This
obscurity gives various types of different theories or models which have produced to clarify
curriculum aim. The curriculum can broken into 5 areas official, formal, informal, actual, and
hidden curriculum. The official curriculum published in a prospectus which include
individual courses or content of the course (Meyer and Norman, 2020). The course includes a
syllabus, a number of hours, awarding body or teaching required. Official curricula required
legal requirements such as the requirement for maths.
The actual curriculum is really ideal to choose an official curriculum. It is possible
that the actual curriculum is different from the official curriculum in the class (Hamroyev,
Qoldoshev and Hasanova, 2021). The official curriculum includes wh selection of units that
may be included but the actual curriculum is the units. The difference between the official
curriculum and the actual curriculum is causing the problem as some students will feel have
been miss-sold. The official curriculum is add advertised but the actual curriculum totally
depends on education.
The formal curriculum includes those areas that are outside from scope of the course
but still in the course. For example it includes work placement, activities, and employability
lessons (Borsboom and et.al., 2021). It applies to each course because it is part of every
course and it is essential to teach every learner. Activities and other lessons will increase
learner cognitive development so the school curriculum for these activities in the course
which in form of a formal curriculum.
The informal curriculum is away from course which includes areas such as Student
sports, and activities trips. Managed by the staff of the school organisations.
The hidden curriculum is understanding rather than teaching it is a sub-conscience
influenced by the management of students. A hidden curriculum is a requirement by every
educational organisation. For example, the identity card is a requirement by the educational
organisation it is not a curriculum but it is an essential part of every educational organisation.

4.2 Application of theories of curricular development
These theories and models will apply in curricular development help to decide the
school curriculum. These help to design a vast course and section in each group. Now the
educational organisation is making a curriculum as per the 5 areas discussed in the above
question. These 5 areas help to make a curriculum for the learner. The teacher can decide the
curriculum as per the learner level (Brackett and et.al., 2019). Curriculum development is a
need of every organisation it is the base of learning so education recognition makes
curriculum development. When the curriculum is ready so the teacher can teach in class the
divide whole course is into sub-parts. Curriculum development is the base of education which
give a path to learner and learner go with this path and achieve their target. The application of
theories and models of the curriculum is based on curriculum design. The curriculum design
is based on subject centre, learner-centred, and problem centre design. The teacher can make
the curriculum subject-centred where the focus is on the only subject. When the level
increases they make a curriculum according to the learner centre where they make a
curriculum to learn about learner position and capabilities, and ability. The problem centre is
the heutagogy stage where the learner is able to solve their own problems.
TASK E
5.1 analysis theories of reflection and evolution
There are many models which guide reflection but some important models which can
easily and more advanced select images and are larger and easier to read. Every model has
different approach but all cover in similar stages the main difference is what occurs in the
steps.
Kolb's experiential learning cycle
Kolb's model is come in 1984 it is based on theories of how people learn facts. This
model is on the concept of developing understanding and actual experience and contains 4
key stages.
Reflective observation
Abstract conceptualization
Concreate experience
Active experiment

The model start with various experience it is the repetition which is something that
happened before or after complete new to us. The second stage is involve reflecting on the
experience or nothing about which have not come across before. Then after this, it is the next
level to develop new ideas and results when something unexpected happened try to work out
which gives the innovative result. The final stage involves applying new ideas in different
situations. Which demonstrates learning as a direct result of experience and reflection. This
model is similar to those used for small children well learning is the basic concept. When
they touch something, they learn and become more cautious about things.
5.2 Application of theories and models of reflection and evolution
In higher education, service learning combines various activities and academic
knowledge to generate essential learning outcomes. These theories and models are very
important to understand reflections and they also help in evolution. The teacher can use these
types of reflections and evolutions to understand learner learning adaptability and their
outcome which is part of every learner.
It provides a critical explanation of the reflection process by incorporating reflection
theory which is an identified theory of learner development. Expanding theoretical
explanations of the reflective process clarifies the condition of the student reflection process.
It focuses on the contract experience at that moment rather than an abstract impression. It
connects outward exploration to invert exploration which constructs internal voice to self-
authorship. The deep reflection process requires contradiction through entering play among
the position of own and others.
CONCLUSION
As per the above discussion, the inspirational teacher reinvented the wheel of the
curriculum. It brings doors of fun with unpredictable learning into their lesson. Which keeps
the learner on their to and creates an unforgettable lesson which gives a positive impact on
their learning. Teaching has become an inspirational tool for every learner now teachers
choose various tools to innovate their learning and influence a large number of learners.
These theories and models help teachers to understand learners' cognitive levels. Small
children wanted to teachers centre approach where they learn from teachers there have no
understanding level and cognitive level. So teaching is based on the learner's cognitive level
teacher design the curriculum as per the understanding of the learner. In this report, the
researcher discusses the inspiration teaching or theories and models.

REFERENCES
Books and Journals:
Al-Shammari, Z., Faulkner, P.E. and Forlin, C., 2019. Theories-based inclusive education
practices. Education Quarterly Reviews, 2(2).
Bommasani, R., and et.al., 2021. On the opportunities and risks of foundation models. arXiv
preprint arXiv:2108.07258.
Borsboom, D., and et.al., 2021. Theory construction methodology: A practical framework for
building theories in psychology. Perspectives on Psychological Science, 16(4),
pp.756-766.
Brackett, M.A., and et.al., 2019. RULER: A theory-driven, systemic approach to social,
emotional, and academic learning. Educational Psychologist, 54(3), pp.144-161.
Foley, G., 2020. Introduction: The state of adult education and learning. In Dimensions of
adult learning (pp. 3-18). Routledge.
Grant, J., 2018. Principles of curriculum design. Understanding medical education:
Evidence, theory, and practice, pp.71-88.
Hamroyev, R.A., Qoldoshev, A.R. and Hasanova, A.M., 2021. Methods of teaching 1st grade
students to use writing tools effektively. Asian Journal of Multidimensional
Research (AJMR), 10(1), pp.168-174.
Han, B., and et.al., 2018. Co-teaching: Robust training of deep neural networks with
extremely noisy labels. Advances in neural information processing systems, 31.
Hilpert, J.C. and Marchand, G.C., 2018. Complex systems research in educational
psychology: Aligning theory and method. Educational Psychologist, 53(3), pp.185-
202.
Kouni, Z., Koutsoukos, M. and Panta, D., 2018. Transformational leadership and job
satisfaction: The case of secondary education teachers in Greece. Journal of
Education and Training Studies, 6(10), pp.158-168.
Meyer, M.W. and Norman, D., 2020. Changing design education for the 21st century. She Ji:
The Journal of Design, Economics, and Innovation, 6(1), pp.13-49.
Mukhalalati, B.A. and Taylor, A., 2019. Adult learning theories in context: a quick guide for
healthcare professional educators. Journal of medical education and curricular
development, 6, p.2382120519840332.
Renshaw, I., and et.al., 2019. The constraints-led approach: Principles for sports coaching
and practice design. Routledge.
Rustamova, N.R., 2020. Development of technology based on vitagenic experience using
media resources in higher educational institutions students teaching. International
Journal of Scientific and Technology Research, 9(4), pp.2258-2262.