Theories, Principles and Models of Learning and Assessment in Teaching

This report discusses the various theories, principles and models of learning and assessment in teaching. It covers classical conditioning, social learning theory, and the importance of considering individual's learning preferences for inclusive teaching, learning & assessment. It also explores the importance of communication in teaching, learning and assessment, and the models of communication. Additionally, it covers the theories, principles and models of assessment, including diagnostic and formative assessments.

Brief
Task One — Learning Preference.................................................................................................................2
Theories of Learning ...............................................................................................................................2
Principles of Learning...............................................................................................................................3
Models of Learning & Learning Preference.............................................................................................4
Application of Theories towards teaching...............................................................................................4
Application of Principles towards teaching..............................................................................................5
Application of Models of learning towards teaching...............................................................................6
Importance of considering individual's learning preferences for inclusive teaching, learning &
assessment..............................................................................................................................................6
Theories, principles and models of assessment.....................................................................................10
3 examples of assessments which improves learning and relationships for various learners. ..............13
TASK 4 .......................................................................................................................................................14
B. Personal learning on the area of curriculum research ......................................................................14
TASK-5.......................................................................................................................................................15

A) Theories and models of Reflection and evaluation...........................................................................15
B) Reflective account.............................................................................................................................17
References.................................................................................................................................................20
Task One — Learning Preference
Theories of Learning
There are various theories of learning some of them are discusses further in the report.

Classical Conditioning
Classical conditioning makes an individual respond to some motive which normally does not
result a response and depends on the prediction of future (Clark, 2018). Classical conditioning can be
called as automatic learning or unconscious learning. There are various terms which helps to describe the
learning process in a child these terms are discussed below:
 Unconditioned Stimulus — This stimulus makes the person provide an automatic response. It
happens naturally there is no pre determined action for the same.
 Neutral Stimulus — Neutral stimulus initially does not activate a proper response to the
condition.
 Conditioned Stimulus — It is a neutral stimulus that becomes the conditioned stimulus when
combined with the unconditioned stimulus.
 Unconditioned Response — Unconditioned response is a response that happen naturally without
any creation.
 Conditioned Response — Conditioned response is a response which is learned or created by the
child as there was no response existed initially.
The application of the theory is such that the learner is taught a correlation of an event
with his reaction. Further this is converted into a behaviour of that person towards the event
(Jean, 2019). For example, if a teacher makes the child wear gloves whenever they will take
them to play cricket. It will develop a habit in the child that whenever he will see the teacher
brings gloves he will get excited for playing cricket. This will make learning easier for the child
as he gains the knowledge of what to do when a particular action is done by the teacher.
In this conditioning teacher can also ensure that the children can overcome their fear, for
this the teacher should ensure that the classroom have positive environment as it will ensure that
the students are able to overcome his fear. For example if the student have a fear of dark, then
teacher can turn off the lights in the class and make them do some fun activities. After
conducting these activities regularly it will ensure the child will lose the fear of darkness. As this
conditioning reduce fear it might inculcate the fear as well. It can be done as the if the child is
bullied continuously in the school he will associate the thing to school, it will make the child hate
school, and he might not come to the school. So here teacher can ensure that the children does

not face any type of bullying this will be inculcated by teaching the children various social
values. Here teacher will show the children what are the benefits it they behave in positive
manner. This might be done by giving gifts whenever student do something good which will
motivate them to behave in that way.
Social Learning Theory
Social learning theory teaches with the help of observation of other people or by listening
the story of a situation. They can learn from observing their parents, teacher, etc. There are 4
processes such as attention, retention, motor reproduction & reinforcement process. These are
described further in the report:
 Attention — If students are focusing on the task given to them it will ensure that the
student are learning some new things. There focus will be on the unique or attractive
things which are taking place in the classroom.
 Retention — If the children are able to retain the information it will be beneficial for
them. It is because they will be able to apply the learned knowledge in a situation.
 Reproduction — If the children practice the learned things it will ensure that the respond
of the children will improve.
 Motivation — Motivation is an important factor during the learning process. It will
ensure that the children apply the learned things in their practices.
This theory was applied as making the person learn through the experience of others as if
a person has positive consequences for a particular action then learner will do the same. For
example, if a child sees his teacher taking care of a plant, the child will also want to the same
thing. It will help the teacher to establish various values that will be beneficial to the child in the
future. These values will be useful for the child in the future.
Here in this theory if the teacher organized a drama that is based on the learnings that are
to be provided to the children. It will ensure that the children will learn various new things from
the drama. Such as what are the good things of the drama which will provide them reward and
what are the wrong things which will give them punishment. Drama will attract the children to
pay attention to the details which happen in the drama. It will also ensure that the children will

try to do the same things which is shown in the drama. Teachers can also try to behave in such a
way which is necessary for the children, as teacher are the main source children learn various
things. For example if teacher is throwing the Waste things in the dust bin children will also
throw the waste things in the dust bin which will ensure the cleanliness of the organization.
How considering individual's learning preferences enables inclusive teaching, learning &
assessment
If a teacher consider the preference of individual learning preference it helps the learner
to achieve quality of learning. The teacher analyses the weakness of the learners and helps them
to overcome those weaknesses. This helps the learner to learn the concepts without any problem
also it assures the learner that he is involved in learning of concepts. This also helps in the
assessment as the learners are inclined towards learning the concepts with effectiveness (Pit-ten
Cate, and et.al., 2018).
By including every learner teacher develops the talent which are hidden within a learner.
Learner are trying to understand the skills which they did not consider previously. Here the
teacher will have to be experienced to analyse the skill which a learner have which will help
them to improve that experience. The skills need to be enhanced which will help the skills to
grow. The learner will be helped when the teacher will analyse the skills an individual have
which needs to be enhanced. By enhancing the skills it will ensure that the learner will be
achieved success in the work which will be beneficial for the assessor to assess the work.
If a teacher will include every learner then they will be able to identify where the person
need improvement. The improvement will be done such that the learner will be motivated and
encouraged to do work in creative way. If the learner will not get instruction then it is possible
that they will not be able to enhance their skills. Inclusive learning help the learner to understand
the concepts in a better way which also include understanding the concepts of their subjects. The
creativity and proper understanding needed more in the concepts which include numbers or art. It
is important for a student to get attention as it helps to develop interest.
If a teacher want to consider the learning pattern of every learner then they will have to
plan some activities. The activities will help to learn the concepts effectively and efficiently as it
included activities which helps to repeat and apply the concepts. This will also help to plan the

timetable which will consider tutoring, counselling or interaction. Here the teacher will target the
area of interest of individual learner in a way every learner need can be fulfilled. By fulfilling the
need of the learner, teacher can easily assess the success of the learner according the set criteria.
It will help the teacher to organize the classes such that which is suitable for every
learners' preference. This is according to the learning ability of every learner which can be either
their weakness or strengths. The teacher will ensure that the arrangement is according to the
learner. Here the learner will be able to settle according to their needs which will improve the
efficiency and effectiveness. The learner will get appropriate material, equipment, etc. which will
help the assessors to assess properly.
TASK 2 COMMUNICATION
The theories, principles and models of communication plays special role in teaching,
learning and assessment for area of specialism which is based on English. Models of
communication are further formed to be primitively crucial, for developed technical engagement
worked on for authentic goals. The area of specialism English is authentically crucial, to
improvise extended theories and models of communication, for principle timely engagement
based on significant extended timely growth. It can be also analyzed that theories of
communication are as follows:
 Two step flow model of communication proposes interpersonal reaction has far stronger
effect in shaping public opinion within mass media outlets. It further develops optimized
improved management for extended understanding. Two step flow model of
communication, further evolves rise on professional communication goals to be worked
on extensive scale expansion for improved communication (Babalola, 2019).
 The multi-step flow theory of communication plays crucial role in developing
interpersonal interaction among professional benchmarks that further enhances
competitive growth in communication. It develops criteria for effective extended timely
flow of communication to be done among various people, for determined optimum

extensive abilities. Multi step flow theory of communication, further forms competitive
engagement based on diverse domains for competitive improved working goals. Principles and models of communication plays keen role of teaching, learning and
assessment in area of specialism which is English. Communication plays authentic role of
working in English to determine engaged awareness, create technical vision and
improved vision for extended technical improvement.
Principle of clarity: Teaching, learning and assessment should be worked on principle of clarity,
where students and teacher need to be authentically worked on with clarity parameters based on
extended growth. The clarity goal of communication also expands focus on improved working
determined pace, for improved vision within longer time frame and generate longer term
improved working standards. Clarity in communication, in area of English formulates rise on
extended paradigms towards improved working pace, and extended technical strengthened
domains (Mesquita and et.al., 2018).
Principle of timeliness: The teaching and learning assessment has to be worked on with
principle of timeliness, for more technical improved working pace and extended wellness
improved functioning. Communication between students and teachers, should be done in timely
format for extended wellness goals within longer extended format. This formatively enables to
determine improved goals, learning engagements for long term developed working pace in
longer term academic experience.
Principle of adequacy and consistency: The principle of adequacy and consistency within
communication, signifies that benchmarks improved functional abilities. Consistency within
communication, develops more improved learning experience for more professional benchmarks
within extended technical goals. The principle of consistency and adequacy in communication
among teachers and students, evolves rise for improved working growth benchmarks on towards
improved learning functional abilities. Adequacy and consistency signifies that flow of
communication should be authentically done, in proper format for extended wellness based on
significant goals dynamically (Mesquita and et.al., 2018). It can be also analyzed that adequate
communication in teaching further forms optimal engagement widely, based on rapid functional
goals for stringent functional goals.

Models of communication such as Educational communication model involves process where
teachers and students establish objectives, create long term messages for improved learning
abilities for achieving varied objectives. It will enable new educational aspects to be expanded
on creatively, among academics for providing feedback that affects learning innovation, which
communicatively enables to determine operative growth. It can be also analyzed that extended
improvement in communication further forms authentically optimistic, based on determined
wellness.
The Model of communication which is educational communication, delivers optimal engagement
for authentic engagement based on extended technical strengthened benchmarks for operative
scale growth. English specialism area further advances scope to deliver improved vision, based
on extended functional abilities which further advances improved vision. It can be also analyzed
that educational communication signifies operative growth benchmarks, to deliver improved
working extensive scale goals towards determined (Babalola, 2019).
Application of principle of timeliness: The principle of timeliness and clarity can be effectively
applied in teaching , learning and assessment as it further effective assessment to develop.
Timeliness enables effective work on learning development towards effective learning goals and
assessment parameters based on significant improvement. Early learning improves students
abilities to knowledge, and improvise productivity in different ways based on faster effective
competitive abilities.
Application of principle of clarity: The principle of clarity, is also effective parameter in
teaching and learning where the application of the principles will enable effective teaching.
With the clarity principle , communication is evolves effectively evolved and the principle is
generated based on wider progressive development for enhanced vision progression. It enables
students to understand knowledge to create, generate functional knowledge for new subjects with
clarity.
TASK 3

Theories, principles and models of assessment
The theories and principles of assessment plays crucial role in teaching, where diagnostic and
formative assessment are some of the most specific models for developing extended awareness.
Theories, principles and models of assessment are specifically crucial for developed informative
knowledge based learning goals for improved authentic engagement. Models of assessment, are
found to be competently essentially for active academic experience based on structural working
within academics (Dilova,2021).
The Diagnostic Assessment: It assesses whether student is suitable for the course or not, and due
to their existing ability lower level course would be more suitable. Diagnostic assessment makes
sure students goals are inclined with significant learning method within course, to implement
best level course competencies. It enables to develop engaged professional learning experience,
for creative skill expansion and based on teaching goals.
Formative assessments: Its specifies effectiveness of teaching and learning methods, where
considering formative assessment as part of teaching processes. It specifies that ensuring
students have learning has to be assessed, implemented as per long term goals and extended
vision. Formative assessment signifies more effective understanding, and generate rapid scale
expansion towards engaged awareness. By understanding formative assessment, there Is
extended determined learning worked on for more competent engagement based on significant
improvement in learning goals within academics (Podung, 2021).
Theories, principles and models of assessments further forms up specific functional engagement
based on teaching goals for engaged on technical improvement. Models of assessments are also
further improved to improvise determined pathways, for stringent innovation functionally on
wider domains. Principles and models of assessment, are found to be innovatively crucial for
extended derived benchmarks based on operative parameters.
Principles of teaching are as follows: Validity, reliability: Principle of validity and reliability specifies that teaching
assessments should be valid and reliable to further develop expertise in learning methods.

It can be also analyzed that by bringing valid, reliable course and assessment needs
further teaching priorities are set significantly. Fairness and equity: The teaching should be done by following fairness and equity
principles of teaching for developing effective learning goals among students. It can be
analyzed that fairness and equity, practicality both significantly enable to improvise
further extended equity goals (Coughlan and et.al., 2019). Practicability: Principle of teaching should be based on practicability, which signifies
that teaching courses and models must be based on practicability for more informative
learning. Teachers need to be specific in bringing best chapters and sessions, for practical
experience enhancement among students.
 Authenticity: The principle of authenticity within teaching, explains that sessions and
models should be authentic as per extended study oriented goals for competent learning
enhancement. Authentic learning signifies better competitive assessment to be done,
based on competitive functional growth rapidly.
Principles of teaching are functionally crucial for determined authentic developed learning
among students and teachers, based on authentic learning for strategic evolvement diversely.
This also signifies that principles of training have to be improved on vision, based upon
systematic experience growth. Teaching in area of specialism which is English, derives new
scale optimum vision to be improved on for extended technical growth standards diversely
within longer time run. It can be also analyzed that education further has to be delivered in
authentic, transparent manner among students by leaders for extended wellness and competitive
derived growth standards (Coughlan and et.al., 2019).
Teaching practice portfolio and range of theories
The summative teaching practice portfolio is focused on to evaluate students learning at
end of instructional unit by comparing to against some standards. Principle of formal and
informal assessment can be analyzed that informal assessment are related to principles such as
flexible, dynamic and process based and progress measuring. Teaching portfolio, is based on
practical competitive growth abilities towards developed growth benchmarks among students for
engaged awareness. There are various range of theories, teaching practice portfolio for

competitive engagement, within English goals for primitive strengthened vision in academic’s
goals. Summative teaching portfolio opens up scope for new improved on working targets,
based on competitive benchmark for authentic working exposure diversely. It further formulates
optimized growth to be improved on specifically, for extended technical goals within English
area of specialization (Avena-Koenigsberger Misic and Sporns, 2018).
 The formal assessment is structured, static, standardized, product based and knowledge
testing. Teaching portfolio which is summative, significantly focuses on aspects where
summative teaching need to be given in formal format for authentic expertise growth
competently. Teaching practices are authentic, based on rapid improved goals
functionally on extended domains. Formal summative assessment are progress based,
process measuring to develop optimum engaged on functional growth for more primitive
development. Formative assessment are process based and progressive measuring, which
enhances understanding capabilities among students for informative growth leaning
experience diversely (Dakhi. and Fitria, 2019).
 Formative assessment : Formative assessment is based on specific learning based on
students’ knowledge, effective learning practice for more progressive development
further between studies .
 Summative assessment : The theory of summative assessment is another integral and
highly essential practice, where it develops early learning knowledge based on
progressive study analysis.
Theories of learning in teaching practice portfolio can be analyzed as follows:
 Behaviorism learning theory signifies that behaviors are learned through interactions
within academic environment, that states behavior are engaged that influences behavior
development. Role of behaviorism theory is to develop extended determined targets, for
strengthened innovation into learning interactions. It can be analyzed behaviorism are
connected to improvise learning connected to determine wider teaching practice learned.
The behaviorism learning theory further formulates functional goals, to be worked on for
improved working engagement based on extended care standards within authentically
improved working.

Cognitive learning theory is another integral essential people learning which signifies that
information is processed by brain and learning occurs through internal processing of information
competently. It can be also analyzed that theories of learning also proactively focuses on facts
that better engaged on dynamic understanding, based on rapid functional working goals. The
cognitive learning theory further forms competent engagement, among students learning
experience for more competitive determined work growth. Cognitive learning is one of the most
innovative scale teaching, for improved working extensive scale based on authentic functional
scale growth diversely (Howe, 2020).
The behaviorism and cognitive learning develops optimum learning experience for informative
technical growth, extended determined abilities based on rapid scale vision formation based on
dynamic teaching. Range of theories are further practically essential, to improvise working
growth benchmarks based on technical long term theories and targets. Theories of
communication, signifies that research further establishes technical improved outputs for
engaged on wellness. This further forms best benchmarks, for primitive competitive growth in
education of English. It can be also analyzed that English learning theories need to be improved
on for extended wellness, based on strengthened rapid functional goal (Guthke, 2020).
3 examples of assessments which improves learning and relationships for various learners.
There are various examples which improvise varied learning and relationship for various
learners based on varied learners, experience for determined learning experience enhancement.
Diagnostic assessment, formative assessment and summative assessment are some of the best
examples of assessments for improved learning and relationship formation for various learners in
professional domains, based on wider edge formation (Srivastava and et.al., 2020). Assessments
improves learning diversely and relationships for various learners based on specific functional
goals, based on determined competencies. It can be analyzed that learning among students are
based on improved vision, formation of stringent engagement goals for determined innovative
learning targets. It can be also analyzed that diagnostic and formative, summative assessments
are authentically some of the crucial models that improvises extensive scale expansion for
technical improved working growth functionally within longer benchmarks.
Assessment and inclusive learning and evaluate their effectiveness in enabling learning and
progression for various learners, which are as follows:

 Diagnostic assessment: The diagnostic assessment, example enables to develop
understandings based on specific learning experience, based on functional relationship
for various learners. It can be analyzed that diagnostic assessment determines student’s
strengths assessment, based on optimized expertise assessment for improved learning
within academics. It enables students and teachers to technically build effective learning
experience, based upon various subjects learning for more authentic learning among new
subjects and skills. There is extended scope to be evolved on for stringent determined
growth benchmarks towards improved vision oriented paradigms (Makoul,2020). Formative assessment: The formative assessment is based on formative learning, based
upon specific functional improved determined engagement based on technical developed
vision expansion. Teaching within formative assessment, enables to determine more
engaged on for determined improvement. Formative assessment develops new learnings
based on subject areas, more competent new synergies formation and evolution of best
skills and talents among individuals.
 Summative Assessment: The goal of summative assessment is to evaluate students
informative learning at end of instructional unit, by comparing to student’s benchmarks.
Summative assessment are high stakes, based on high point value for more competent
learning experience. It enables to develop best training, relationship for various learners.
The goals of summative assessment, is also to determine improved technical
improvement within learning goals for innovative determined experiences functionally
(Kristjánsson, and et.al., 2020).
The assessment models have been found to be authentically crucial, extended determined
towards functional scale for primitive improved vision in teaching for students. Models of
learning, education and training further significantly improvises new extensive goals for
competitive improved working flexibility among students. Students and teachers need to be
improved on for extended learning, where assessments further formulate rapid scale growth
benchmarks to be extended on for technical domains. It can be also found that assessments
further paces working paradigms, to be improved on for extended working growth, based on
education aspects for stringent functional goals.

TASK 4
B. Personal learning on the area of curriculum research
The personal learning in the field of curriculum research which is English is done in an
appropriate manner that helps in understanding the way in which it is taught to the learners. The
subject taken in English will help to understand the of learners with teachers in a significant way.
This helps in understanding with the help of framing curriculum development. The research
which is done on the curriculum development helps in addressing the aspects as to how the
changes are being take into consideration and this helps in knowing the aspects of how the
learning is made easy with the students so that they are able to understand in a proper and
appropriate manner (Grimus, 2020). The curriculum development is done for the subject which
helps in knowing that the learning outcomes are achieved. As a teacher I also learned that I can
differentiate the positive aspects of the way the curriculum is framed and this helps me to know
that the English course helps me to understand the positive learning processes on a large scale in
an appropriate way effectively and significantly. This is how I have learned that I have also have
gained some skills while teaching the students on class. The learners will be able to tackle
aspects of how effectively they learn consider aspects of how effectively they learn and tackle
aspects of learning English as a basic language that helps them know that teachers make learners
teach effectively language and learning skills in the appropriate manner. The teachers are also
able to identify what are the new things and new materials through which the teacher makes
students learn English for the effective development of their curriculum.
TASK-5
A) Theories and models of Reflection and evaluation
Reflection and evaluation:
With the mode of reflection and evaluation the progress and success of an individual would be
able to get analysed that will lead to make an identification of progress and success. This will also assist
in analysing the area of improvement along with analysing the area of strength. There are various models
of Reflection through which the journey of an individual will be reflected and tracked.
Gibbs reflective cycle:

As per the Gibbs Reflective cycle the life journey of an individual will be reflected and presented.
As per this reflective model there are majorly 6 stages of reflection. These are as follows:
Description:
Under this stage a description of experience and situation will be made. Under this stage a
description of experience and the concerned scenario will be made (Tanaka, Okamoto and Koide, 2018).
At this stage the situation will be described in detail. The whole explanation of the situation falls into the
stage of reflection. Every detail of the experience will be included under this stage.
Feeling:
Here the feeling in respect to the concerned scenario will be made. Here thinking and feeling in
respect to the scenario will be made. This stage describes the emotion or thought associated with the
experience described. This will lead to determination of the experience.
Evaluation:
Under this stage an evaluation of good and bad aspect of the experience will be made. This is the
main stage which identify the area of strength and weakness (Dhaliwal, Singh and Singh, 2018).
According to this evaluation what worked well and what did not work well defined to describe detailed
analysis of the situation. This will also lead to identification of positive and negative aspect of the
situation.
Analysis:
Here an analysis in respect to the situation will be made that what additional can be done in
respect to the making the experience to be better. Here will be analyzed the an analysis of what
happened. Here it also analyzes what work well and what does not. With the help of analysis it can be
found which right or the wrong moves.
Conclusion:
Here a conclusion in terms of additional steps would be made that will raise the level of learning
and understanding (Mulder, 2018). Here it can be concluded that what been happened so far till now.
Here can be a summary along with highlighting the changes that need to be made in order to improvise
make improvisation in the future.

Action plan:
Here a plan will be made through which the loopholes and deficiency will be recovered and
overcome. As per this plan most appropriate steps in terms of overcoming the weakness would be made.
This will lead to make an improvisation of skills and ensure better learning.
With respect to the concerned model it can be right to said that it is easy to use and understand.
With the basis of experience, the Gibbs allows the learning over time along with assisting more balance
and accurate judgement. It allows adequate evaluation along with making an improvisation with the
action plan.
However, on a contrary note it can be right to said that the concerned model is proactive rather
than reactive. It also lacks critical thinking and thus counted as superficial. It has no scientifically proven
questions.
Kolb reflective learning:
This is also an important model and theory which deals with the reflection and learning aspect of
an individual. As per this model there are majorly 4 stages of the learning and reflection. These are as
follows:
Diverging:
This is the combination of Concrete experience and reflective observation under which an
individual feel and watch that further relate with practical implication. Here as per watching other and
experience an individual take practical action.
Assimilating:
This is the combination of abstract conceptualization and reflective observation under which an
individual think and watch and accordingly take action. This is the stage under which with respect to
watching, thinking and feeling is related which further contribute to the practical action need to be taken
so that the learning will raise (Behrendt and Machtmes, 2021).
Converging:
This is the addition of abstract conceptualization and active experimentation under which actions
are linked towards the thinking and watching. This means with respect to thinking and watching the most
appropriate action will be taken so that the learning and skills will be improved.
Accommodating:

Here the combination of Concrete experience and active experimentation in which the learning is
based on the aspect of feeling as well as thinking so that most appropriate action will be taken
(Samokhvalova, 2021). Here an individual realise that with respect to feeling nothing will be done so here
the thinking is ignored and direct action in terms of improvement and learning will be taken.
This Cycle is advantageous for the learning as it consider all styles of learning as the
learner move forwards. Every stage of this cycle is connected with various preferred style of
learning. It is a mixture of traditional as well as modern pattern of learning so that the learner can
be benefited. It makes the teacher uses various tools so that the learner can learn effectively and
efficiently.
It is disadvantage for the trainer as they have to adopt various types of techniques for
helping the learner which is very difficult. Sometimes it is difficult to apply model when it comes
to real life as every person pattern is different. It is difficult to apply this theory as the teacher
have to already know their learner to train them in an appropriate way. This is not suitable when
the trainer have to examine the learner at some point of time.
B) Reflective account
Gibbs reflective cycle:
While performing the duty of teacher I get a wide exposure that how the students will be handled
along with the delivery of knowledge and learning. Being a teacher I experienced that teaching enable a
different exposure in respect to learning as well as delivery of knowledge to students.
In respect to feeling I was cautious at the initial phase but later with the exposure of teaching I
performed well and let my students to get knowledge and learning.
While making an evaluation of experience I have realised that there are various skills I need to
work which mainly include the communication, presentation and various other.
An analysis of my teaching experience shows that apart from lesson learning I need to work
towards the delivery of co-curricular activities so that the effectiveness of learning will be raised.
Thus, it can be right to conclude that my teaching experience has enabled me learning along with
assisting in analysing the skill the which I need to learn.
In order to learn the skill, I would take training and take the learning session so that I will be able
to learn the skill of communication and presentation.

Kolb reflective cycle:
When I work as a teacher I have low experience or proficiency in communication along with
presentation skill I want to learn in respect to improvisation in teaching. For that learning I watch and
started practical implication of the concerned skill.
This is followed with thinking where I think that although I have proficient experience in respect to
teaching but I need to learn some other skill so that I would be able to become a proficient teacher. Here I
watch other colleagues and teachers in terms of their working. This is followed with the watching and
thinking where I watch as well as fell that that what steps I need to take in order to become a teacher. At
this stage I feel that thinking will not be able to assist me in learning the skill so in started the practical
exposure and the performance and practice of the concerned skill. Thus, it can be right to conclude that
my reflection and looking towards my journey has helped me in learning along with raising and polishing
my existing skill so that I would be a better teacher in the future.
Thus, it can be right to said that with respect to my teaching experience in the different context I had
learned various new skills along with analysing my proficient areas and the area of improvement that I
need to work.

References
Books & Journal
Avena-Koenigsberger, A., Misic, B. and Sporns, O., 2018. Communication dynamics in complex
brain networks. Nature reviews neuroscience. 19(1). pp.17-33.
Babalola, G., 2019. General Principles of Assessment. University Press LTD, Usman Danfodiyo
University..
Behrendt, M. and Machtmes, K., 2021. Exploring the Catalyst Energizing the Kolb Learning
Cycle. Experiential Learning & Teaching in Higher Education. 4(1). pp.73-80.
Clark, K.R., 2018. Learning theories: behaviorism. Radiologic technology. 90(2). pp.172-175.
Coughlan, T. and et.al., 2019. Accessible inclusive learning: Foundations. Educational visions:
Lessons from. 40. pp.51-73.
Dakhi, S. and Fitria, T.N., 2019. The principles and the teaching of English vocabulary: A
review. Journal of English teaching, 5(1).
Dhaliwal, U., Singh, S. and Singh, N., 2018. Reflective student narratives: honing
professionalism and empathy. Indian J Med Ethics. 3(1). pp.9-15.
Dilova, N.G., 2021. FORMATIVE ASSESSMENT OF STUDENTS'KNOWLEDGE–AS A
MEANS OF IMPROVING THE QUALITY OF EDUCATION. Scientific reports
of Bukhara State University, 5(3), pp.144-155.
Grimus, M., 2020. Emerging technologies: Impacting learning, pedagogy and curriculum
development. In Emerging technologies and pedagogies in the curriculum (pp.
127-151). Springer, Singapore.
Guthke, J., 2020. Current trends in theories and assessment of intelligence. In Learning potential
assessment (pp. 13-18). Taylor & Francis.
Howe, R., SYSTEMS & THEORIES OF COMMUNICATION.
Jean, P.H., 2019. Brain-based and learning theories: application of theories in the classroom.
European Journal of Education Studies.

Kristjánsson, H. and et.al., 2020. Resource theories of communication. New Journal of Physics.
22(7). p.073014.
Makoul, G., Basic principles of communication teaching.
Mesquita, D. and et.al., 2018. Assessment models in two project based learning (pbl)
approaches: an exploratory study.
Mulder, P., 2018. Gibbs Reflective Cycle by Graham Gibbs.
Pit-ten Cate, I.M. and et.al., 2018. Promoting Inclusive Education: The Role of Teachers'
Competence and Attitudes. Insights into Learning Disabilities. 15(1). pp.49-63.
Podung, B.J., 2021. Utilization of Assessment to Improve the Quality of Learning. Review of
International Geographical Education Online. 11(4). pp.1590-1596.
Samokhvalova, E., 2021. Grouping online resources by the level of their impact on the
development of creativity in students, taking into account the Cycle of D. Kolb.
Srivastava, P. and et.al., 2020. Models of communication and control for brain networks:
distinctions, convergence, and future outlook. Network Neuroscience. 4(4).
pp.1122-1159.
Tanaka, M., Okamoto, R. and Koide, K., 2018. Relationship between Reflective Practice Skills
and Volume of Writing in a Reflective Journal. Health. 10(3). pp.283-288.