Theories and Models in Education

This assignment requires students to critically evaluate and apply various theories and models in education, including constructivism, connectivism, and reflective practice. The students are expected to analyze the concepts and principles of these theories and demonstrate their understanding through practical examples and case studies. The assignment also involves exploring the role of theories and models in curriculum development, teaching practices, and adult learning. Students are required to provide a comprehensive summary of the key theories and models, along with a detailed analysis of their applications in real-world educational contexts.

Table of Contents
INTRODUCTION...........................................................................................................................2
TASK 1............................................................................................................................................2
A. Analysis theories, principles, models of learning and models of learning preferences.........2
B. Explaining ways in which theories, principles and models of learning can be applied to
teaching and assessment..............................................................................................................7
C. Analysing individual learning preferences that enables inclusive teaching, learning and
assessment...................................................................................................................................8
TASK 2..........................................................................................................................................10
A. Analysis of theories, principles and models of communication...........................................10
B. Explaining ways in which theories, principles and models of communication can be
applied to teaching, learning and assessment............................................................................12
TASK 3..........................................................................................................................................13
A. Analysing theories, principles and models of assessment....................................................13
B. Explaining ways in which theories, models and principles of assessment can be applied to
learning......................................................................................................................................15
C. Choosing assessment method from teaching practice portfolio...........................................17
D. Evaluating effectiveness in enabling learning and progression for different learners.........18
TASK 4..........................................................................................................................................18
A. Analysing theories and models of curriculum development................................................18
B. Explaining ways in which theories and models of curriculum development can be applied
in own area of specialism..........................................................................................................22
TASK 5..........................................................................................................................................23
A. Analysing theories and models of reflection and evaluation...............................................23
B. Application of theories and models of reflection and evaluation in reflective account.......30
CONCLUSION..............................................................................................................................32
REFERENCES..............................................................................................................................34

INTRODUCTION
Various theories, models and principles of learning helps in learning and
improving knowledge. Different models and principles of learning preferences
guides ways of learning preferences (Amanchukwu, Stanley and Ololube, 2015).
Different ways of learning or style helps different people to acquire knowledge
and skills. Styles of learning are termed as preferences. This report includes
various theories and models which are used in education and training. Application
of these principles and models in education and training is shown in the report.
The report explains how learner’s preferences needs to be taken into account
according to inclusive learning and teaching. Furthermore, this study will also
examine the models and principles of communication which can be applied to
teaching, learning and assessment. In addition to this the report will discuss
assessments that helps in improving the learning through relevant examples
along with the relationship among each assessment and learning.
TASK 1
A. Analysis theories, principles, models of learning and models of learning
preferences.
Learning is the process that aims at acquiring new skills and knowledge or
developing current skills and knowledge (Barnlund, 2017). Learners uses these
models and theories to improve and modify existing behaviours, knowledge,
skills, preferences and values. The process and procedure involved in learning is
studied in different field of educations. Following are explained some theories,
models and principles of learning:
Procedural vs Declarative knowledge:
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Person with declarative knowledge or procedural knowledge effectively
becomes skilled in problem solving. Declarative knowledge refers that factual
information or data which is stored in memory that is also known to be static in
nature. Declarative knowledge is very conscious and often verbalized. Whereas,
procedural knowledge teaches person to ways for doing something. In this type of
knowledge person may not be able to explain how to do it. For example, riding a
bicycle. The procedural knowledge implicit learning, which learner is not aware of.
Skills development: It is one of the five major categories of learning, verbal
information, cognitive strategies, motor skills and attitudes. Various external and
internal conditions are essential for each and every type of learning. For example,
in order to learn cognitive strategies there must be a probability to practice
development of new solutions to issues or problems. It is essential to learn
attitudes and along with this it is also necessary for the learner to get exposed to
a persuasive argument or credible role model. Skill development is very important
part of learning which is improved through assessment. Each and every skill needs
to be improved and developed with the help of different methods in order to
achieve a overall growth.
Behaviourist
This theory named behaviourism believes that knowledge in people is
existed independently and outside them. The learning process under this theory is
based on observable changes in behaviour. This is the theory whose learning is
based on idea that all behaviours are acquired through process of conditioning.
Thus, this occurs through interaction with that of environment. The learning
process begins when learner reacts to stimulus that is present in an environment.
This model has been further criticised for being too dimensional in its
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understanding in terms of behaviour. This theory is used by someone when they
have to reward or punish the particular individual. The main consequence of this
theory is that it lacks in preparing the learner in terms of solving problems or
thinking in creative manner. They generally do what are being told to do rather
than taking initiative in improving things.
Cognitivist
This theory is basically based on the thought process behind behaviour. It is
also based on some kind of idea that human process respond to the process of
the information that they receive rather than responding to stimuli of
environment. There is no requirement of an outward exhibition in terms of
learning, but has its focus mainly on the internal process and also connections
that may take place while the process of learning takes place.
Humanist
This theory basically states that individual must have ability in order to
search for meanings in order to develop themselves. In other words, it also
believes that learning is viewed as personal act that leads in fulfilling one's
potential. Further, if person has any kind of issue than this theory may face
problems in the middle of their learning process. In addition to this, this theory
has been criticised for being extremely subjective and this leads towards
limitation of validity of their claims as they are lacking in providing measurable
evidence.
Models of learning preferences
There are number of individuals that has ability of learning in different
ways. Further, they also have style that helps them in acquiring new skills and
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knowledge so that they can remember things easily. Thus, some of the learning
styles or preferences has been discussed as per below context-
VARK learning style
VARK style leads in providing with simple ways that helps in explaining and
understanding styles related to learning. It has been stated that different person
has different style in terms of learning things (Dainton and Zelley, 2017). All
methods are used by learners in order to receive correct information. Thus,
according to this model, there are many people that possess dominant style in
terms of learning. In addition to this, it has also been stated through this model
that an individual may prefer one style of learning for one task and may use other
all with a combination to perform any other task. Thus, the acronym of VARK is
Visual, Auditory, reading and Kinaesthetic learning.
 Visual- this style involves that person or an individual basically learns
wither by seeing or observing things. These things include diagrams,
demonstrations, displays, handouts films etc. they most effectively
relate to the written information and has ability of remembering faces
rather than names.
 Auditory- This style involves transferring information from one person to
another with help of listening. They basically listen to the words that has
been spoken by them or either sounds and noises. This type of person
remember names rather than faces. They are the one who may be good
in writers, graphic design, etc.
 Reading- they are the one who are good at reading and learning things
with help of reading and writing. They have the ability of reading things.
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 Kinaesthetic- this type of learning style involves physical experience that
includes touching, feeling, holding or practical hand on experiences.
They are those individuals who enjoy playing games and gets physically
involved in various things. In addition to this, they remember what was
done rather than seeing or talking about that.
KOLB learning style
o Kolb learning style is opposite from Vark learning style. This is
because the KOLB style or preference basically focus on perception
and processing (Fogel, 2017). According to this style, it has been
stated that individual who are learning perceive and process the
information in time from concrete experience, reflective observation,
active experimentation and abstract conceptualisation. According to
the author, learning is termed as the process where knowledge is
created through transformation of experience. The four styles has
been discussed as per below context-
 Concrete experience- this means to get involved in a new and upcoming
experience.
 Reflective observation- This means to watch others or develop any kind of
observation about one's own experience.
 Abstract conceptualisation- This means to create theories so that they can
easily exp[lain the things that has been observed by them.
 Active experimentation- This states that to using various theories so that
problems can be solved easily and decisions are also made that may lead
them towards success.
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B. Explaining ways in which theories, principles and models of learning can be
applied to teaching and assessment
They would have used behaviourism theory as they are playing role of role
play interviews (Bates, 2019). In which same similar questions are asked to
everyone so that they can easily build answer that will lead them in facing them
confidently and also in natural way to all the questions that will be asked to them.
Thus, there are number of ways that are discussed in which the models and
theories of learning are applied.
 Thus, taking behaviourist model into consideration, than it can be applied
by incorporating reward system into course content. They must avoid
punishments as they lack in encouraging motivation to those individual
who specially has poor self-esteem and regards. This reward system must
be in such way that will help in fulfilling basic needs of learners. They also
learn and choose not to change their behaviour.
 Humanism theory can be applied by someone in order to ensure that
holistic approach is incorporated by teaching to the process of learning.
Thus, everyone that are present basically strives in order to work towards
helping learners so that they can achieve self-actualisation.
 Cognitivism theory of learning can be applied in terms of recognition that
knowledge related to change behaviour is required to be internalised.
Therefore, further plans can be developed in order to assist the process of
learning and also ensure that learner gets picture that new knowledge that
is internalised in interpreted correctly or not.
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C. Analysing individual learning preferences that enables inclusive teaching,
learning and assessment.
Individual learning preference will influence importantly to the model that
will be further applied towards the methods that is related to teaching. Further,
the key features in inclusive teaching and learning includes assessing needs of an
individual, their learning preferences and objectives that they have targeted
(Goldie, 2016).
Both learning preferences shows four learning styles. Therefore, by
identifying this styles, it has been ensured by the tutor that the lesson plan must
have become holistic by using various range of resources that includes flip-charts,
handouts and presentations and also by giving continuous praise to learners. This
will encourage them in learning things easily and smoothly.
For example, if visual words is used by person to covey with visual person
than it will be easy for that individual to understand what tutor wants to say and
there is no requirement of transferring it from any other kind of system. If any
different style is used that it may create barrier to communication, because there
arises huge requirement of translating the things that other person wants to
convey into their respective representational system in order to process it. During
the process of translation of information, some kind of data may also can get lost.
Thus, it has also been analysed that requirement of an individual learner is
so varied that it becomes essential or important in order to incorporate various
different styles that us related to teaching methods so that they can easily and
fully enable fully inclusive practice in terms of teaching. This will further help all
individual in order to maximise their potential to learn new skills and behaviours.
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TASK 2
A. Analysis of theories, principles and models of communication
Communication is a term that is referred to as transmission of message
from sender to receiver in a manner that is easily understandable (Kaufman,
2018). Thus, encoding refers to as process by which translation of thoughts is
done by sender into verbal and nonverbal series of action that feels as
communicating message to that of receiver.
Communication theories is termed as a discipline in practical way that
shows that various traditions of communication theories can be engaged in
dialogues. The theories principles and models of communication has been
discussed as per below context-
 Phenomenological theory- This theory emphasises that every person or
individual constructs their own world in active manner. According to this
theory, the view of each person is important in order to guide their
respective behaviour and also to shape them by expectations that have
been learned (Kim, Song, Lockee and Burton, 2018). These expectations
which have been constructed personally are in generalised way in order to
anticipate the world.
 Aristotle's model- In this model, speakers are advised for building speech
for various audiences, various occasions and also for different effects. It is
the duty of a speaker to prepare the speech and also determine
requirements of audience before he enters the stage or room. The author
pointed out that at the end of the process related to communication,
individual plays key role in analysing that communication takes place or
not.
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 Shannon and weaver model of communication- According to them,
communication is that process by which mind of one person is affected by
other. Thus, this model is designed basically to develop the effective
communication that is between sender and receiver. Further, factors have
also been finded out that affect this communication process that is noise.
This model deals with various concepts as Information source, transmitter,
noise, channel, message, receiver, channel, information, destination,
encode and decode.
 Socio cultural theory- This theory states and focus on interaction that is
between developing culture in which people live and also development of
individual. The main focus or aim of this theory is not only on adults or
peers that influence learning of an individual. But the actual focus is on
impact of cultural beliefs and attitudes towards learning and instruction.
In addition to this, there are seven principles of communication which
includes clarity, correctness, completeness, conciseness, concreteness, coherence
and courtesy.
B. Explaining ways in which theories, principles and models of communication can
be applied to teaching, learning and assessment.
It has been analysed that there is huge importance of communication to
the teacher. Which has been discussed as per below context-
 It will help or direct teachers or tutors in overall learning and teaching
process.
 It will also aid in analysing them that whether their targeted objectives has
been achieved or not.
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 These theories and models of communication will further assist them in
order to select the best method that has to be applied in a given time.
In addition to this, the common components that are involved in system of
teaching and learning includes sender, receiver, channels, noise, methods and
feedbacks. Thus, all of these elements are pictured in models of communication
which must work in together manner in order to achieve predetermined
objectives (Haimes, 2015). The teaching- learning process must be organised in
such way that leads in making learners very much active. Further, teaching and
learning process that is basically aimed in order to produce learning of high
quality must be presented in systematically and adequate manner. In addition to
this, learner’s regular feedbacks for a particular task will further assist tutor.
While the noise of communication must be reduced so that learning may not be
impaired on the part of learners.
TASK 3
A. Analysing theories, principles and models of assessment
Bruner developed Constructivist theory and he states that learning is an
active process which requires learners for developing their own knowledge and
ideas by using their current or prior knowledge as a catalyst.
Vygotsky states that cognitive development is limited to a specific or
certain range at given age. He developed the sociocultural theory that considers
that learning is a semiotic procedure in which participation is socially-mediated
activities are important.
Vacsr stands for Valid, Authentic, Current, Sufficient and Reliable and the
aim of this assessment is to get confirmation that learner has acquired and gained
knowledge and skills and he can prove competencies and skills.
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Assessments are generally context specific and consequently shaped according to
the inclusion of elements and are also influenced by manner through which
assessment is undertaken. Following are given the principles of assessment:
 Understanding need
 Works with system and ecology
 Building on strength
 Being person- centred
 Takes an inter-professional approaches
There are three models of assessment such as exchange, procedural and
questioning model. Assessment I carried out for the purpose to identify level of
needs or for forming and understanding while making contact with the service
users.
Assessment is defined as wide variety of tools and methods that is used by
educators in order to evaluate, measure and document the academic readiness,
progress of learning, skills acquisition and needs of students in terms of education
(Lind, 2017). Thus, theories, models and principles of assessment has been
discussed as per below context-
1. Diagnostic- This theory occurs before the beginning of teaching in order to
identify the knowledge, skill sets and capabilities of learner currently. Thus,
by knowing strengths and weakness of learners, it also helps in assisting the
effective lesson planning. There are various types of diagnostic assessment
that includes the following-
 Pre-tests
 Self-assessments
 Interviews
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The major advantage of this type is that it helps tutor in determining or
identifying the specific requirements of learner and also their actual level of
learning. This also leads in adapting the lessons as per the needs of learner
specifically. While, there is also disadvantage of this theory is that pre conceived
ideas are developed by tutors which may control the progress of learners.
2. Formative- This type of assessments are two way process. Thus, formative
assessment also leads in providing feedback from learners so that it helps in
ensuring that learners are on track. The main focus of this assessment is on
that area where improvement is required. There are various types of
formative assessment as following-
 Homework
 Role play
 Questions and answers sessions.
 Concept map that helps in representing the understanding of learners
 Reflections journals
3. Summative- This is the end which is known as high stakes summative
assessments. It means that authorized exams are given at end and further
takes standardised format. Further, with help of this level of understanding
is assessed against benchmark that is universal. There are various types of
summative assessment that is described as per below context-
 Portfolios
 Performances
 Instructors self-evaluation
 Evaluation of student.
 Authorised examinations
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Thus, the main advantage of this is that it helps in analysing and
determining the learning progress and also their level of achievement. Further,
this assessment type also assists in measuring the improvements that is further
required by learners. The major consequence of this assessment theory is that
such authorised examinations may leads in extreme pressure on the learners that
later makes them anxious that in turn affect their performance level.
B. Explaining ways in which theories, models and principles of assessment can be
applied to learning.
Assessment methods are used in various purposes mainly in system of
education. Thus, the main aim and purpose of this is to improve the performance
level of students in terms of teach (Barrow, 2015).
The assessment learning is termed as an approach that leads in using the
assessment of classroom in order to broaden the learning, promoting
achievement and also providing opportunities in order to develop learners that
may be self-regulated and initiative. Thus, application of assessment has been
discussed as per below context-
 Cold calling- this means that teachers must try to ask the questions to their
students during the class. They must adopt such procedure that ensures
that everyone will get a chance to answer. Thus, for these apps can be used
as Teacher Pal that helps in calling students without any kind of repetition
randomly.
 Traffic lights cards- They can also adopt this strategy in which they will get
cards of traffic light colours. Green will be indicating as the student knows
the answer, red will be indicating that they do not know and yellow
indicates that they may partially know.
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 Exit card- this is the one which is handed to a students in terms of a short
quiz type. In this card few questions will be asked in simple manner to
them. Students mark their answer and give it back to teacher as they leave
the session.
 Watching body language- careful attention has to be paid to the body
language of a student. Thus, they will understand often communicate the
understanding or lack of understanding with the help of their body
language.
Thus, first example is that during school days, opportunities mainly arise in
order to produce useful information related to assessment for both teachers and
students. Thus, in a discussion of a class, remarks of students make teacher
believe that they are unable to understand the particular topic that there are
learning from them. Therefore, decision of visiting the laboratory again to study
the earlier completed activity is taken by teacher. Later, the connections are
examined between activity and discussion. As experiments are thus conducted,
the teacher than circulates around room and ask questions in term,s of conclusion
that has been drawn from that. Thus, this creates opportunities for students in
order to reflect and also demonstrate their thinking. Later, their requirements in
terms of improvement and later leads students in understanding of a particular
concept.
Relationship: The assessment models used by teachers such as exit card,
watching body language,cold calling and traffic light cards helps students to
develop their skills and knowledge so that they can score better the next time.
And this leads to develop strong relationship between inclusive learning and
assessment.
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The another example is that a planning session has been undertaken in
which small group of students work on issues related to different topic which
further leads to discussion about criteria for judging the quality of work. This
discussion related to assessment before starting of an activity may have strong
influence on what students learn and conduct themselves in activity.
Relationship: This assessment techniques will help students to increase their
problem solving skills by sharing their views and ideas with other people in group
discussion and therefore, there is a relationship between inclusive learning and
assessment.
The another useful example is that during class discussion in terms of
planning terrarium, it was determined by teacher that one student among the
group confuses rocks for that of living organisms and the other one was
completely unaware about plants basic needs. Therefore, the teaching of that
particular group was reshaped in immediate manner and assessments were made
in terms of understanding of students. Relationship: Curriculum development and
centralised assessment are conditions that militate against the student self-
revelation development.
C. Choosing assessment method from teaching practice portfolio.
The assessment method chosen is formative because the major advantage
of this assessment type is that it helps learners in enhancing those areas or skills
for which they are actually struggling in. Thus, disadvantage of this is that they
lack in providing objective and comparable measures that is required in terms of
accountability. Further, it is very time consuming process that requires maximum
time and also high level of ongoing commitment. In addition to this, the tutors
may lack awareness in terms of using this formative assessment in successful
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manner. Formative assessment helps in improving both learning and teaching
simultaneously. The instructor helps learner by encouraging them to self-assess their skills and
knowledge and also provides them with feedback and further instructions.
Whereas, summative or informal assessment are considered as higher stakes than
formative, as it is important to insure that the assessment models links and aligns with
expected goals and outcomes of instruction. Summative assessment also referred as
Cumulative assessment and it usually occurs at the end of topic coverage in order to capture
that what student has learned and the quality of learning. This aims at judging the performance
of learner against some specific standards.
D. Evaluating effectiveness in enabling learning and progression for different
learners.
It has been analysed that there are various opportunities that may exist in
each of the above examples. It has also been stated that everything that is done
by an individual leads to a purpose of assessment. There is no shortage of
opportunities, and teachers have to work in a meaningful way as they use
meaningful experience in terms of learning as an assessment experiences.
The three assessment types are diagnostic, formative and summative. And the different
types of learner are auditory,visual, reading or writing and kinesthetic. Different types of
learner responds accordingly to different methods of teaching and assessments.
The different assessment models and methods informs instruction and learning in the
teaching process. Teachers at different levels of teaching aims at integrating different strategies
in order to meet different learners and their desired learning style for maximising the learning
results and outcomes. Formative assessment is considered as most effective and fundamental
part of teaching and it is also presumed to enhance and develop learner's performance and also
provides feedback to teachers in the course of teaching and learning. Summative assessment is
considered as the measured assessment which takes place after teaching and learning period or
period of instructions. And it requires making of judgements about the learning which has
occurred.
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Visual learner is a student that prefers using pictures, shapes, graphs or colours and
visible sequencing for obtaining information and accordingly communicate with others.
Effectiveness: The visual learners benefits from being able to visually display their thinking in
form of mind maps, charts and doodles.
Auditory learner are the students who prefers to obtaining information through
listening, hearing and often organizes and processes information by learning and speaking
activities.
Effectiveness: The auditory learners prefers songs, lectures and audio books and the effectively
learn through this.
Kinesthetic learners are students who prefer for gaining information in form form of
tactile experiences which often involve physical activities and movement rather than listening
or viewing.
Effectiveness: The physical movement helps in effectively developing the skills of learner
through this methods.
TASK 4
A. Analysing theories and models of curriculum development.
Curriculum development is termed as the most significant part of the
process of education that leads in ensuring that all classes are designed in the
best way that it helps students in learning process and also in gaining skills and
knowledge that is required (Anderson, Smith and Hammick, 2016). In other
words, it has not been carried out as an isolation but is termed as a part of
planning, implementation and review cycle. Thus, theories and models of
curriculum development has been discussed as per below context-
1. Linear product or objectives model- This model basically states that all
learning is defined in terms that what all learners must be able to do at the
end. The main focus of this model is basically on learning outcomes and
further make use of systematic approach in terms of planning. Further, in
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this, the outcomes are designed first and later content of course is
developed. This is done to achieve the targeted outcomes of a particular
learner. In this there are four steps involved which includes following
 Identifying aims and objectives.
 Constructing course in such way that objectives can be achieved easily.
 Later capacity of the course is tested in order to achieve objectives.
 Further, the objectives of curriculum are later explained to teachers.
2. The student centred model- under this, the learners are allowed in such
way that they can define their own problems (Eggleston ed., 2018). This
approach mainly emphasises on methods of adult learning and also use
active learning instead of various other models that are shaped in terms of
beliefs, experiences and latest theories or practices. Further, issues may
arise as it is really a difficult task in order to ensure consistent coverage of
content and is also difficult in order to standardise and measure the level of
performance against those objective that has been targeted in terms of
learning. As per this model, The best approach in terms of curriculum
development is to combine extremely the best part of both that is
particularly based on requirements of learners, experience of teacher and
other resources as well.
3. Perspective theory - The main aim of this theory is to create frameworks or
models in terms of curriculum development that may lead in improving
practices in learning process. The main focus is to meet the requirements in
terms of social needs that includes learner centeredness, social efficiency,
reconstruction, Rationalism and Academic rationalism.
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4. Learner centeredness - The main description of theory is that curriculum of
an individual is related to role of school. According to the author, it has
been stated that the learners social experiences are termed as the starting
point in order to develop curriculum and are rarely significant in order to
organise disciplines of knowledge.
5. The situational model - It has been determined under this model that
curriculum is that design in which teacher modifies and transforms the
experience of an individual by providing them with insights into cultural
values, interpretative frameworks and also symbolic systems. This model is
completely based on assumptions which is that the aim for development of
curriculum must be related to schools or their teachers. This is because it
has been identified that school based curriculum development is one of the
most significant and most effective way that mainly leads in promoting
change that is genuinely needed in particular school. There are five major
components involved in this model.
 In situational analysis the external factors that has to be considered are
broad social changes that includes ideological shifts, community and also
parental expectations, the nature that is changing of a particular topic and
also potential contribution of colleges and universities that are termed as
the major support system of a teacher. In addition to this, the internal
factors that has to be considered include attributes of an individual that are
involved, skills, their interest and also their knowledge.
 Further, goal formulation along with the statement of goals in which
actions of both teacher and learner are embraced. These goals are those
which are basically derived from situational analysis only in that way in
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which they represent such decisions that leads in altering or modifying that
particular situation (Dhaliwal, Singh and Singh, 2017).
 The other component is programme building which is basically comprised
of subject matter selection in terms of learning.
 Interpretation and implementation is the other component in which
practical problems are anticipated that are related to new curriculum that
is introduced and later overcome them as the installation proceeds.
 The last component involves monitoring, feedback, reconstruction and
assessment of evaluation that leads in determining about the fulfilment of
objectives that has been targeted.
B. Explaining ways in which theories and models of curriculum development can
be applied in own area of specialism.
Curriculum is what actually happens in a classroom and what is done by an
individual in order to prepare and learn from that particular development
process. In other words, it is also defined as a body of knowledge that has to be
transmitted so that everyone that are involved can achieve certain ends in
students or learners (Malik, 2016).
The linear model is termed as the most appropriate one and can be applied
when there is some kind of exam or test at end of the learning process or a
course. Thus, to achieve success in a particular subject, objectives that has to be
achieved has to be defined first. Authorized courses must also has to be
standardised so that the curriculum design is consistent across the institutions.
Further, the needs related to active learning must also be incorporated in order to
ensure that learning as multi-sensory has been achieved by a particular learner or
individual. As it has also been analysed that is requirement of some learners
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which is more than a passive learner approach in order to achieve those
outcomes in learning which has been stated.
This model will also be the most appropriate one for the distance learning
courses also in which there is lack of importance of practical application.
Therefore, this is the time where interaction of learner is not correct and the
content of course is further delivered in an entire package.
Thus, the main intention of this is to achieve high level skills at the need.
This is also effective to overcome the past experience in the system of education
and also enable learners so that they can direct easily what they have learned in
the whole session in easy and simple manner (Smith and Roberts, 2015).
The main difficulty that may arise under this is that some of the learners
among all members that are involved may be slower than that of others.
Therefore, it is that time which enables one to help the other one who is slower
and lead the other one towards progress in quick and easy manner.
The Different models of curriculum development are blueprints of curriculum that are
miniatures samples which aims at summarizing methods and data that can help the reader for
having an understanding of full package in short time. Four models of curriculum development
are Physical, conceptual, mathematical and Graphic model. The model of curriculum
development that has helped in my own area of specialism is conceptual model and also
known as verbal model. It is verbalized concept that is essentially stuck in phenomena and also
aids to comprehension. Further, this model can also be taken into consideration when
vocational and lifelong learning courses is in extreme manner.
TASK 5
A. Analysing theories and models of reflection and evaluation.
Reflection is termed as the process that leads in reflecting on own
experience so that it helps in learning from the own experience (Glatthorn,
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Boschee, Whitehead and Boschee, 2018). On the other hand, Evaluation is termed
as the process that leads in making an assessment or judgement to any kind of
experience of a person or of a particular person itself. Thus, theories and models
of reflection and evaluation has been discussed as per below context-
Gibbs reflective cycle
Gibbs reflective model encourage to think systematically about phases of
an activity and use all the heading to structure reflection. In model, the reflective
process all steps, so that each stages informs and flows through the next.
However, in the practice, it is confused evaluation, analysis and conclusion steps.
Therefore, it is helpful to analytical writing in only needed at the analysis step.
Other 5 steps are created of statement of description, value and summation or
justification. The purpose of this cycle is to challenges assumption, research new
ideas and concept, encourage self-improvement through determine strengths and
weakness, taking action to them (Husebø, O'Regan and Nestel, 2015). This model
involves six steps such as:
 Description: In this section, it necessary to explain that reflecting on to
reader. It involves background information etc. It is essential to remember
to keep the information given relevant and to the point. If there is no
requirement, so that don not hesitate on about details. If people do this, so
that they are utilising valuable words that will get minimum marks for that.
It is description of experience of teaching.
 Feelings: In this section, discuss feelings and thoughts about the experience
as teacher. There are some questions considered such as what did you
think at the time? It can discuss emotions honestly but make sure to
remember at all times that it is academic piece of writing. In this section,
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discuss feeling, emotion and reaction, thoughts after and during
experience. Therefore, avoid talkative text in this section.
 Evaluation: In this section, discuss well think things went. It is thought
about reaction to situation, other people reaction, good and bad about the
experience. If the writing about situation, so that it can discuss resolution
about situation. This section is good place to involve theory and work of
other authors. It is essential to involve references in reflective writing. It
makes positive and negative decisions about an experience.
 Analysis: In this section, believe that have helped or hindered the event.
Also, opportunity to compare reading literature with experience. Analysis
section is very essential for particularly for higher level writing. It is
necessary to bring the theory and experience together in reflective
projects. If the students are not bringing this, so that they get poor marks
for reflective project.
 Conclusion: In this section, it is essential to declare that can have done
anything else, about learning from the experience and consider responded
in various ways. If talking about positive experience, so that it can discuss
the ensuring positive outcomes and consider some changes and
improvement further in things. Conclusion involves learning about
experience, current knowledge or level of practices, any learning goals to
meet to need any competencies.
 Action Plan: This section sum up anything needs to know and to improve
for next time. It can need that requirement of learning and attend some
training, ask supervisor for some advice and suggestions. Action plan
includes preparation to face this experience in the future, developed
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priorities areas, taking any kind of specific steps to achieve improvements
about incidents.
Schon reflective cycle
According to the Donald Schon, the reflective practice is termed as an
ability in order to reflect on one’s action so that it will help them in engaging on
one action in continuous learning process (Griffin, 2018). In other words it has
also been referred to as paying significant attention to the values and theories
that are practical which basically informs everyday actions. This can be further
done by examining the practice in reflectively manner. There are two parts to this
model which has been discussed as per below context-
Reflection in action
Reflection in action is termed as an own ability in order to think on owns
feet. This is when someone faces any kind of issue related to profession, then one
usually connect with others feelings, prior experiences and emotions so that they
can imagine themselves as they are present in their current situation. This also
leads someone in order to make any real time decisions about the best practice
that can be adopted in terms of learning and also evaluation of the adopted
practice. And all this can be done by taking down points of reflection so that it can
be later used in taking or prompting actions.
Reflection on action
Reflection on action is termed as an idea which is analysed by owns
reaction after the experience of particular situation. Further, one tries to explore
the reasons behind that situation and also tries to design consequences that
might occur due to action that they take. The simple and normal way of this is to
write up the reflection afterwards after taking it with that of supervisor. This
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basically comes into action after any kind of action has been taken place after
teaching and learning. The main aim of this is to review and evaluate the study of
past action and take them into use in the future so that they may learn from them
and can be applied accordingly.
Thus, it has been believed by the Schon that professional growth of a
person or an individual mainly begins by doubting any taking some kind of
actions. This doubt means that particular individual thinks that there can be
something else that they might learn.
Kolb's reflective cycle
This reflective cycle is that theory that basically argues that everyone learns
with own life's experiences may be on a daily basis (Bergsmann and et.al., 2015).
Thus, according to the Kolb, it has been stated that learning process basically
follows and adopts pattern which comprises four stages. And if one person
undergoes this process of learning in complete manner than the new and fresh
experiences will start forming for another pattern. Further, it is also referred to as
experimental learning. These four stages have been discussed as per below
context-
 Concrete experience- There is some kind of situation which a person
experience either physically or consciously. This kind of situation leads in
making that person realise that there is a requirement in order to reflect on
their own learning experience in systematic way so that they can improve
their own skills and knowledge and also talent in adequate manner. Thus,
this is the stage where note is made in terms of particular situation and also
have to describe what is seen and what that person thinks regarding it. In
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addition to this, at this stage, Kolb states that life is full of experiences from
which a person can learn many things from and also that there are number
of opportunities in order to kick start the learning cycle.
 Reflective observation- In this stage, description is given of an experience.
Further, in this stage reflection is done in deeper manner about all types of
happening occurred in particular situation. In this some particular questions
are being asked to self as what worked or failed, what was the reason that
made this situation arise, what was the behaviour of individual in that
situation. While, it has been analysed that some people are good at this
naturally. And the remaining ones train themselves in order to make
themselves more confident so that they can easily review their experiences.
 Abstract Conceptualisation- This is the stage where someone enters when
they pass in terms of thinking related to their experiences in a particular
situation that arises and also in interpreting them. We therefore into that
stage which Kolb considers as conceptualisation. Thus, according to him,
conceptualisation means to generate hypothesis about various meanings
related to our experience. In addition to this, in this stage, there is a huge
requirement to consult the colleagues and literature so that they can
achieve better understanding and further ideas related to learning.
 Active experimentation- This is that stage where newly acquired theoretical
knowledge is being practised. Thus, self-reflection and also their thoughts
has been taken into consideration in terms of further improvements by
trying new strategies. While some members or learners that are involved
may work and other might not work. Therefore, it is the basis for a new
pattern or cycle of reflection. Hence, it has been concluded that learning
27

from owns experience involves that element as reflection. And people
unknowingly follows the Kolb reflective cycle.
Thus, from the above theories and models, it can be analysed that
reflection helps individual to think in particular manner in terms of possibilities
and also related to their likely outcomes and also knowing that the action plan
that has been carried out are correct in terms of learning.
B. Application of theories and models of reflection and evaluation in reflective
account.
Reflective practice is a requirement in terms of profession for which
evidence has to be provided. This requirement usually tries in bringing teachers or
mentors in the sector of lifelong learning with various other professionals (Nilsen,
2015). The main reason of this is that it leads in encouraging teachers that they
can easily understand their learners and also their needs, requirements and their
abilities. Thus, there are number of learner who have different characteristics.
Reflective skill development can be enhanced greatly with the help of experience,
feedback and also use of a framework or structure in order to guide or direct the
process related to reflectiveness.
Gibbs cycle
I have applied Gibbs reflective cycle in order to evaluate my own
experiences and learning during the present study, which is explained in detail as
follows:
Description
The teaching practice I conducted was an importance of theories in training
and education. I was asked to do this by my senior in order to find the actual
requirement of learners. I was doing this project with the help of my friends and
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we were working as a team. In this section, I focus on describing my learning as
the talents, skills and knowledge which gained and increased through the learning
and assessment process.
Feelings
It was really difficult for me to conduct research by surveying on various
students and also teachers. But it was also a positive feeling to understand their
requirements and their learning process. In this, I need to describe about my
feelings and experience through out the learning process. The feelings before ,
during and after the learning needs to be described in order to get accurate
results.
Evaluation
The positive thing of this situation was that it helped me in analysing the
importance of learning needs and also various theories and models that can be
applied to enhance this needs in education and training process. The negative
point of this was, it took maximum time and resources as I was completely
unaware of the situation and also the process of this research. I ask myself about
whether the experience of learning was good or not. What was my and others
contribution in the learning process. I also needs to include the bad experiences
as well in order to get best results of evaluation.
Analysis
It was analysed by me that education played really significant role in
learner’s life. And I reached to maximum information related to this. I also
analysed that effective communication also plays very essential role in order to
increase the learning power and skills and knowledge of an individual. This step of
29

evaluation includes the both positive and negative experiences of learning and
needs to be written down and analysed properly to get accurate results.
Conclusion
I must have adopted various other measures and strategies so that it would
have helped me in providing effective outcomes. I must also have to increase self-
awareness skills and communication skills so that I can communicate with
everyone easily and can receive information more accurately. The conclusion is
developed at this stage of evaluation process by gathering ll the information and
experiences learned through learning process.
Action plan
They must also use training and development strategy so that they can
easily develop the skills of learning to a great extent. This refers to developing
action plan that guides me for performing better and getting better outcomes in
similar situations. This includes all the positive and negative experiences and
learning and the skills I developed in the learning process.
CONCLUSION
From the above report, it has been analysed that education and training
plays essential role in life of learner in order to help them in achieving high level
of skills and knowledge. Thus, various theories and models related to various
topics has been discussed in deeply which includes learning, communication,
assessment, Curriculum development and reflection and evaluation. Further, it
has also been analysed through this report that all these theories and models
were further applied in order to find out the learning outcome of an individual or
a group. This report also helps in concluding that effective communication
methods used by teachers will further lead them in order to deliver assessment to
30

their learners. This study also leads in analysing that assessment method can be
used in order to prepare learners to acquire skills and this also help teachers to
analyse what is lacking and accordingly fulfil them further.
Moreover, this report also concludes that Gibbs reflective cycle is the most
effective one to share the experience related to the topic. In addition to this, this
assignment also highlights on various opportunities that can be provided to
learners so that it will lead them in finding out that what they are actually lacking
in and providing them with those skills.
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