Theories, Principles, and Models of Learning in Education and Training

This document provides an in-depth analysis of theories, principles, and models of learning in education and training. It explores how these theories can be applied to teaching, learning, and assessment. The document also analyzes models of learning preferences and explains how identifying and taking account of learners' individual learning preferences enables inclusive teaching, learning, and assessment.

Learning styles

Table of Contents
Introduction......................................................................................................................................4
Task 1 – Report................................................................................................................................4
AC. 1.1, 1.2, 1.3 and 1.4..................................................................................................................4
a) Theories, principles, models of learning (1.1).........................................................................4
b) Explain ways in which theories, principles and models of learning can be applied to
teaching,.......................................................................................................................................5
learning and assessment. (1.2).....................................................................................................5
c) Analyse models of learning preferences (1.3).........................................................................6
d) Explain how identifying and taking account of learners’ individual learning preferences
enables inclusive teaching, learning and assessment. (1.4).........................................................8
Task 2 – Report..............................................................................................................................10
AC 2.1and 2.2; 4.1 and 4.2............................................................................................................10
a) analysis of theories, principles and models of communication (2.1) and analysis of theories
and models of curriculum development (4.1)............................................................................10
Task 3 – Research activity.............................................................................................................11
AC 3.1 and 3.2...............................................................................................................................11
In order to broaden your knowledge on theories, principles and models of assessment and their
application..................................................................................................................................11
a) analyse theories, principles and models of assessment (3.1).................................................11
b) explain ways in which they can be applied in assessing learning. (3.2)...............................12
Curriculum or production templates..............................................................................................14
Economic ideology: The primary goal of higher education is not profit......................................14
Fabricating. The key aim is to render "human resources" from "Justhuman" for any learner. In
addition, the correct measurement of the success of learners is the..............................................14
Promising portion of the curriculum..............................................................................................14

Apprenticeship: College teachers assign learners to various organisations after completing the
theoretical component and work there as an apprentice who enriches their knowledge and learns
personal skills................................................................................................................................14
Blended learning-Blended learning applies to both formal and informal courses in which College
teachers offer instruction with the aid of digital technology. Before that, College trains digital
media use specifically for both instructors and learners................................................................14
Task 4 – Research and reflective account......................................................................................15
AC 5.1 and 5.2...............................................................................................................................15
a) Analyse theories and models of reflection and evaluation. (5.1)..........................................15
b) explains ways in which theories and models of reflection and evaluation can be applied to
reviewing own practice (5.2).....................................................................................................15
Conclusion.....................................................................................................................................17
REFERENCES..............................................................................................................................18

Introduction
The mechanism of gathering data by research, and very often from experience, is learning or
teaching. The practitioners involved in education are expected to manage the theoretical material.
Training and preparation are just the means of reviewing subjects' current knowledge, as well as
evaluating the upsides and downsides of the writing style. The healthy learning structure allows
agile schooling and relies on learners' self-motivation. A section of the trainers' didactic strategy
is to build excitement for beginners. The control of contact between students and teachers relies
on how learners are centred on education. In spite of shifting perceptions and personalities,
achievement curriculum helps learners to crack all hurdles.
Task 1 – Report
AC. 1.1, 1.2, 1.3 and 1.4
Carry out research into theories, principles and models of learning in education and training.
Write a report in which you analyse:
a) Theories, principles, models of learning (1.1)
Those who use various concepts, concepts and frameworks as a mentor in college. The ideas,
models and theories are analysed following table:
Procedural Vs. Experience in Declarative (Anderson)
Declarative and procedural information was established by Anderson (1981). I adopt this practise
as a professor of the College to enhance the person's information metric. Declarative awareness
contributes to the learner's understanding with unique if aware resources. For starters, London is
the United Kingdom's capital. Therefore no response than "London" is appropriate. Responses to
"WH" query by declarative information. There really is no chance of making anything different.
Students of the college was able to answer the declarative question with a single word quite
quickly. Constitutional detail applies to the definition of how to do something." To tell, for
example, "How can a business organisation be managed?" It should not be replied for one word.
College students obtain procedural expertise from realistic courses.
The Emergentist model of MacWhinney - Macwhinney defined abilities that are applied and not
clarified in the area of practical practise. In the high - level decision and concept creation,
cognitive domain suggests the way to implement current knowledge in a positive way. The

procedural education method is introduced by GCSE English so that participants can use their
previous knowledge for greater comprehension and intellectual framework.
Vygotsky's philosophy of capacity building - Vygotsky proposed "more knowledgeable others as
a landmark form of social developmental psychology. This technology protects student to read
with learned skills more autonomously. I would recommend a reasonably boring learner as a
professor to learn to learn. Specialized information takes place when "spatial cognition theory"
is introduced for evaluation; by a comparatively stronger student; it is named "proximal
development zone." The instructors benefit from the instructional process rather than the pupils.
b) Explain ways in which theories, principles and models of learning can be applied to teaching,
learning and assessment. (1.2)
Inductive methods (Bruner) Vs. deductive approaches (Ausubel)
I still adopt the descriptive and inferential statistical learning styles as a lecturer of the College.
Inductive research solutions are two contrasting teaching method frameworks for lesson plan.
Deductive learning approaches are to make learners realistic while I will first make learners
practical Introduce the subject. The technique is completely "teacher-centered," as I present,
explain let the learners basically do with acquired awareness as a lecture. For starters, I'm going
to enforce the "right forms of verbs" rule in the class and clarify them along with it. Before that I
will probably give the student assignments. The totally opposite way to instruct the classes is the
inductive technique. For example, I will present the description of the implied rules of "right
verb forms" to either the undergraduates at first. First of all, I will concentrate on "notice" to
demonstrate the inference, suggesting that realistic activities arrive first or the rules.
Personality philosophy - The theory of personality is described by Carl Roger and Jhon Dewey.
This theory discuses concerning the impacts of action in teaching. As a guide, measuring the
accumulation of expertise, educators can explore new ways after the lesson, collecting variety of
abilities and creating personalities. For eg, two people may actually, dyslexic and non-dyslexic,
are also very dissimilar of studying, but the instructor can prepare for language impairment
instructors to compose the digital style.
Leming VAKFleming - demonstrated three most productive ways for people to achieve
knowledge: visual, auditory and knee aesthetic. Visual learners, the first sort of learner, may
obtain some scope just through seeing. Slides, graphs and videos of demonstrations are useful

ways to read. Visual learner, the second category of learners, are able to collect something just
hearing, audio recordings are now the most powerful learning tools for them.
Connecting elements of current experience to ideas
I strive to integrate functional examples with philosophical expertise as a lecturer in college.
Philosophy drains the graduates' scientific experience, but story makes it alive for the pupils.
Developing personal learning ideas for teachers - College instructors are required to control the
training according to the skill of the pupil. Other than that, as a professor, when being trained, I
need to overcome the challenges that break the attention of the instructor.
Developing programmes focused on competency
The UK College is expected to coordinate the learners' suitability learning programmes. The
programmes should prove whether expertise is important and that knowledge will really be
involved as learners use it for creativity. Competency programmes will allow the learners
encounter issues, analyse remedies, and solve problems.
ILPS (Individual Learning Plans)
College students are inclined to watch video, mirror front rehearsal, and assignment to improve
private learning skills. Personal skills improve learners' information collection effectiveness.
Product-focused effects of learning
Though college emphasises on the learning experience as a commodity, the same explanations
are given to all students and in general, this very same support structure is provided to all in
classrooms. The same research or task is given to the teaching and learning; individual success is
not calculated.
Goal SMART
SMART target: Precise, Observable, Realistic, Consistent and Timely is to be analysed by both
teachers and students of the College. This is the essential evaluation of learning in which the
partnership between systems concept and cognitive approach is revealed.
c) Analyse models of learning preferences (1.3)
In education, the models of learning priorities used are as follows:
Model with Honey and Mumford
A learning model where four learning modes are explored was invented by Peter Honey and
Alan Mumford. They're advocates, theorists, pragmatists, and reflectors. The learners go into a
whole different environment according to the activist learning style; new perspectives are often

new. Activists prioritise learning strategies when they are seasoned leaders. The reflector is a
learning class with more observational forces that simply listens, at first and learns of the matter
with intellectual aptitude. The theorist's third learning choice. Theorists like to gain information
and draw a step-by-step analytical inference. Pragmatism is the fourth learning type. Pragmatist
students are pragmatic to point out when and why something different is being taught. The
"hands-on approach" is the perfect way to understand, as per John Dewey.
ACTIVIST
In the learning style of progressives, by doing the job, college students have to get realistic
experience. Learners should be inspired and committed to collecting information. As an

example, group assignment team members are activists. When working cooperatively in a
campaign, the team members improve their talents.
Theorist: When pursuing this method, college students are logical and theoretical. In order to
better explain it, learners grasp the theory, evidence and behaviour. For example, the college's
researchers are theorists. The researchers are searching for new styles that reduce learning
disabilities and make the teaching system simpler.
Pragmatist: this type of college student specifically includes the philosophy taught in the
practical field. They challenge and bring scientific experience into motion before the effects are
apparent. The trainer at the academy, that example, is a pragmatist. They are committed to
notifying the teaching styles.
d) Explain how identifying and taking account of learners’ individual learning preferences
enables inclusive teaching, learning and assessment. (1.4)
Context-dependent learning preferences(Entwistle)
The learning pattern where two styles of learners are found was explained by Noel Entwistle
(2001). Those who think of "getting the context into the head and carrying marks to examine"
first type, another type; who think of "realisation of the context and the theory's outcome
oriented." The students of the college here carry out further studies. The practical interpretation
of theoretical knowledge was stressed by Entwistle.
The type of learning's toughness or softness relies on how the learners take it; meaning the
mindset and efforts to learn will ease the subject matter. College offers a versatile atmosphere to
understand and take into account the learners' Style of its own.
To challenge their dominant biases in order to maximise learning
The traditional education system where all types of students are handled the same is avoided by
the new learning system. A new term, "I size fits all" was developed over time, where teachers
are recommended to add variety by measuring their success dividually. Roger Carl stressed
"student-centered learning," where learners find it ideal for all learners as part of learning
resources and instructional materials. In the institution, 'Social learning interests' handles the
appraisal that notifies the learners of their limits and level of experience.
The bulk of human beings have a by-birth bias towards them. A learning pattern that is difficult
for one is simpler for the other. I still advice the topay attention of the learners to inspiration and

dominating preferences as a lecturer of College. For example, some students are enthusiastic to
visit the organisation to gather information, but some are eager to examine it based on secondary
details, to suggest that the students of the College are assigned to solve a business case. As a
professor, I should choose the first one because it would obtain practical experience from the
learners.
Enabling people to see their long-held repetitive habits and to challenge them (Sadler Smith)
In his paper called "learning style framework," Sadler Smith (1997) argued that learners with an
intention to know are trending to be future researchers. The first requirements for appraisal,
instruction, and learning are to encourage college students to observe the meaning and then
challenge what they have not learned. Analysis has also shown that during the installation.
The theories, values and models of interaction used in college are as follows:
Language related to the development stage (Piaget)
Jean Piaget (1936) developed the principle of cognitive growth, in which the population of
children was surveyed. Piaget did not accept that intelligence is fixed; instead, students would
grow their intelligence in a fluid climate.
Sensorimotor stage - the learners are inventing the presence of the object at this stage, however it
is secret, but COLLEGE learners were unable to synchronise their thoughts.
Preoperational Level - College students are found to see only what is in front of them; there is
little opportunity to examine the secret truth.
Concrete operation: At this stage, college students begin to understand and learn of something
that objectively pushes them to gather evidence and knowledge in favour of logic.
Formal organisational stage: The College students are going to the ultimate in this stage.
Language coding elaborate or constrained (Bernstein)
Basil Bernsteinn (1971) complained about the extensive and restricted language code. There, the
elaborate code does not mean immense vocabulary and limited vocabulary does not mean limited
vocabulary (Evans, 2012). It was very fascinating for Bernstein to simplify the vocabulary in
order to say certain words. So when the lecturers speak some terms, the students of the College
will be a beneficiary, but the students get a bunch. The lecture will never be verbose; learners
will receive more and be engaged in listening instead.

Task 2 – Report
AC 2.1and 2.2; 4.1 and 4.2
You are required to prepare a presentation, which provides an
a) analysis of theories, principles and models of communication (2.1) and analysis of theories
and models of curriculum development (4.1)
Initial appraisal refers to an evaluation process in which their talents and skills are brought
to life by both learners and teachers. Initial evaluation gives the learners power, vulnerability,
possibilities and risks. For example, the teachers will plan an interview session for "I to I," where
the students will write a short storey about their lives and the teachers will discuss why they have
decided to study the subject.
Verbal Interactions
Visual communication is the most efficient form of communication with both lecturers and
college students. The modes of verbal expression used for instruction, learning and appraisal are
as extensive as:
 Usage of video to review the meeting: College teachers use video to review the
conference. It's more effective to use video than a lecture board. Instead of lecture notes,
the substance of the video is more concrete.
 Usage of speech: Lecturing over voice is the most common learning form, when this
technique is practised, vocabulary is used.
 Physical room: the instructors of Collegekeep space between lines in the case of verbal
conversation, enabling the learners to consider and set lectures in mind.
 Method and product reviews: It is much better for COLLEGE students to provide direct
feedback on the process or product.
 Learners empowering: Verbal technique allows College students to ask any kind of
question and to justify the teacher's answer.
 Responsive: Students can respond quickly to the problems raised by college students'
personal opinions. The verbal method is relatively simpler to react to.
Non-verbal technique
The non-verbal technique refers to the teacher's gesture, attitude and expression towards the
learners. The non-verbal form of communicating is occasionally followed by college professors.

The modes of non-verbal communication used for schooling, learning and appraisal are as
follows:
Body language awareness: body language is the reality of presence when the teachers are in front
of it. Along with the auditory lesson, this shows and provides new attractions to college student
concentrations.
Impact of emotion: With native speakers, emotion is although not always expressible. In the case
of utter facial expressions, the educators can tear, but it is only demonstrable by mentality.
Ways in which theories, principles and models of communication can be applied to teaching,
learning an assessment
Communication is the practise of exchanging relevant knowledge with individuals efficiently by
means of an exchange of experience. The significant word is 'successful,' meaning that when the
recipient takes the letter, a desirable behaviour improvement occurs. It is not enough to express
the directions, according to Walklin, it is also vital to offer encouragement or positive criticism
in order to inspire and direct the learner through new exploration, if you ask the learner to
complete a mission, a feeling of achievement may encourage behaviour conducive to further
learning. As my own students will always be resistant to the learning process, believing like it
has been forced on them this is important for me when teaching. If you set assignments that are
beyond the current ability of the student, it is also necessary to listen to the students, so you are
likely to build a contact obstacle whereby the student can close in on themselves without wanting
to acknowledge that they will not proceed and the learning process will end. It's not easy to
achieve two-way connectivity with our learners. Barriers will show themselves sometimes. It is
vital that a mentor can recognise obstacles and help students resolve them. Petty (2009) indicates
that obstacles to learning experience for learners could be inadequate level of work, jargon,
terminology, environmental variables, fear of failure and inapproachable teacher. While I agree
with this in general, I also feel that the incorporation of new vocabulary and language use is
important for the further learning of the learner.

Task 3 – Research activity
AC 3.1 and 3.2
In order to broaden your knowledge on theories, principles and models of assessment and their
application
a) analyse theories, principles and models of assessment (3.1)
In college fields, the ideas, concepts and evaluation models that are followed are as follows:
Analysis of learning needs -LNA, an authoring tool, is used by learners to define the preparing
written through mutual abilities, information and actions. LNA fills the difference between
studying and instruction. The teachers will prepare an action plan for the learners to fill up the
awareness gap. In terms of "individualistic approach" and not "generalised learning system," the
void filling process works. Geoff Petty stated the detrimental position of the appraisal of
schooling and adopted the method of "medal and mission". The "medal" is the perspective in
which the participants are specialised, and their "mission" is how they might fill the void in
education. Learning requires consideration in an appraisal theory where the College teachers
evaluate the difference between the learners 'idea and assignments. College teachers measure
individual performance, personality and abilities by assessing learning needs. The analysis of
learning needs is expected to be the first step towards an individual growth plan. The professors
define the differences and then address them with the students of this college informally.
Medal and Mission (Petty) -The college instructors use the appraisal model of Medal and
Mission introduced by Petty. The "formative evaluation" is called this model. Here, "Medal"
indicates the assessment of just what the students have performed right. For example, the college
instructor writes "your sentences are less defects" in the right margin of the learner. It is not a
rating or grade to be awarded. The job is to recommend what the students will do in the future to
correct the errors. For starters, the college teacher wrote "show logic more precisely in favour of
your choice of subject."
Integrated or comprehensive approaches - The professors evaluate the success of all groups of
learners through the integrated appraisal approach. COLLEGE teachers are expected to be
conscious of their personal expertise, temperament and experience in this integrated framework.
In the other hand, the professors of the college are themselves learners with a systematic

approach. The understanding works to ensure that even learners can manage the teaching
process.
b) explain ways in which they can be applied in assessing learning. (3.2)
Assignment is the system of testing individual analytical and decision-making capabilities.
Here it refers to Geoff Petty's "medal and mission." This method is available to students at the
time of writing the task brief. Success requirements and grounds for referral are decided by the
students. Petty said this approach would work as a guidance to the assignment be more analytical
and descriptive.
The Certificate and Curriculum Authority (QCA) is a UK education body that sets the standard
of instruction. They set performance standards for learners at primary, secondary education, and
university levels. The teachers have special performance preparation depending on which the
task of the learner would be graded. As an instructor, I assume learners would be guided to a
positive action plan by a generalised norm of learning.
Holistic evaluation Holistic evaluation
Holistic appraisal is an interconnected method in the assignment requirements that demonstrates
to learners what kind of expertise and expertise is needed to obtain pass, distinction and distinct
rating. I have a warning as an instructor on whether the learners will evaluate the meaning of the
module I have planned. I'm a trainer for company. I should thus, follow the standards of VASCR
evaluation and ensure the evaluation's accuracy, legitimacy and reliability. For starters, after
class, I conduct a quiz session. It is a fair means of defending the learners' knowledge gained.
CADET, which guarantees that the evaluation requirements are available, clear and
straightforward, is another assessment mechanism. As an instructor, I can ensure that the
measurement standards are standard with the student's age and academic capabilities and cover
the entire programme. The aspects in which evaluation ideas, concepts and models can be
implemented in evaluating college learning are as follows:
Linkage between original and diagnostic examination
As a college instructor, I train myself to teach the students first. This is the initial activity that
any teacher executes. Diagnostic test refers to evaluating the learner's power, vulnerability,
abilities and mindset. They are closely connected with each other. Although I'm not well
educated or qualified to diagnose learners, how can I test learners? I have to be properly
educated first.

Levels of retention and accomplishment
The retention rate applies to the number of students at the college for the first time and first year.
The majority of college teachers use the test approach and the performance rate is adequate. The
"Model and Mission" model has gained traction among college students in the last year and the
number of students grew in the next year. College is also seeking to uphold the good will by
delivering quality appraisal and teaching.
Effect on assessment of planning and planning Timetable
The assessment model specifically influences the College's curriculum and training framework.
For example, the College could assess the individual deficiencies according to the Jean Piaget
model and thereby have a personal success study. All the students were aware of their strength,
insecurity and talents. So, College agreed to be released from the additional appraisal model and
reduced the expense of the evaluation schedule as a result.
The road map of schooling and preparation is the curriculum. The College plans the programme
to ensure conformity with the realistic and theoretical structure. Curriculum theories and models
of specialism are as follows:
Learning similar theories: Humanist college students are guided by self-perception. To better
themselves, they use their imagination and ideas. In peak situations, their programme requires
self-assessment.
Behaviorists: College students who are behaviourists firmly believe that the self can be
conducted solely through punishment and incentive. The hypothesis goes entirely against
humanists.
Cognitive: Architects of the cognitive programme are fully self-centered. They're busy watching
them all the time. Their ideas are known to be their study and therefore take part in the college
curriculum.

Curriculum or production templates
Economic ideology: The primary goal of higher education is not profit.
Fabricating. The key aim is to render "human resources" from "Justhuman" for any learner. In
addition, the correct measurement of the success of learners is the
Promising portion of the curriculum.
Apprenticeship: College teachers assign learners to various organisations after completing the
theoretical component and work there as an apprentice who enriches their knowledge and
learns personal skills.
Blended learning-Blended learning applies to both formal and informal courses in which College
teachers offer instruction with the aid of digital technology. Before that, College trains
digital media use specifically for both instructors and learners.
The directions in which College curriculum development theories and models can be used in the
development of curricula in the field of specialism itself are as follows:
Specialist Curricula - Application of curriculum theory to programme design: College uses
curriculum theories to create plans for learners to develop competency. Skill growth,
personification, public speaking and intellectual capacity are worked out in the programmes.
Meeting the awarding institution requirement: The learners have to follow the protocol and
improve their skills in order to satisfy the criteria. This is a perfect chance for students to perform
with the most skilled students.
Research abilities: the basis of expertise is study, but this job can not be performed in a
haphazard fashion, as seen by College. The research strategy relies on memorising and analytical
capacity.
Creation of curricula m
Technology Application: The use of technology makes it easier to create curricula. Advancement
College is affiliated with numerous leading educational institutions in the age of technical
advancement. From there it selects demandable courses worldwide.
Interactive learning: integrative learning refers to the creation and exchange of courses with
multiple areas of the world(Hartnett and Naish, 1978). College allows learners worldwide access
and allows the programme flexible to the preference of the person.
Supportive analysis of learners:

The college encourages students to study and learn. It offers online facilities such as lecture sheet
e-portal, online evaluation and online query for 24 hours. So, students are encouraged to learn.
Task 4 – Research and reflective account
AC 5.1 and 5.2
Carry out research into the theories and models of reflection and evaluation.
a) Analyse theories and models of reflection and evaluation. (5.1)
Reviewing their time at college. The teachers finish the learning in the third stage, and they plan
to reverse the planning in the last stage. College pursues the behavioural style of the kolb to
assess the success of the learner and offer guidance about what to correct.
The Learning Style Of Kolb
Advantages of the learning theory of Kolb
Community learning is effective in this model. Because of cultural diversity, awareness
parameters increase
Here the learning methods vary; learners will find the right way
Disadvantages of learning theory for Kolb
Experimental learning style is not applicable for all purposes of education
Some variables are analysed; the remainder are not used in this model.
To the teachers, the model is not accurate and consistent
About the case, Murphy argued. He said that "things will go wrong if only onechance is given."
New situations emerge and, added by COLLEGE, being able to solve these issues is supreme
achievement. Murphyadvised to be mindful of this principle when taking decisions in a new
situation and it would lead to the next level in knowledge. At first, COLLEGE learners should
recognise why andwheatear the information is required for a new situation. Finally, the students
are able to recognise the lost and evaluate the perspective of unfamiliar encounters.
b) explains ways in which theories and models of reflection and evaluation can be applied to
reviewing own practice (5.2)
Critical approach to accidents
Critical incident approach applies to the sudden incident that was currently needed for the
educational and training institute, such as the students of College havedone well results. This
matter is not subject to the college ranking of learners. This is a self-motivated approach in

which learners individually gain information to hold them forward compared to other learners.
College administration would not report the event as the final result or reward points for it. The
directions in which ideas and models of reflection and assessment can be extended to the study
of college students' own practise are as follows:
Reflection in experience of its own
Scaffold questioning: Scaffolding refers to a method by which the learners are guided towards a
deeper comprehension and intensity of information. After this technique, the college's learners
have the freedom to gain knowledge.
Personal experience research: College students focus on personal experience analysis. This is a
self-generated report of skills and shortcomings in which learners invent the way to advance their
abilities.
Evaluation of Formal Course:
The learners build a structured book in which they assess their success in and course or training.
Performance and the capture of power by Arner.
Identifying the way to adapt: College students have to go through a comprehensive new world
where they have to select the way to adapt because College is just the entity that can demonstrate
the direction, but can not make it in favour of the students.
Alternative reflection methods
Audio or video recording: students have to capture their voice and mood in digital media before
public speaking. When analysing that the learners could quickly recognise and miss defects. As a
college professor, I recommend this approach as the perfect way to improve your own skills.
Blogs: The discipline of writing blogs increases the precision of writing and substantive sentence
making. Since blogging is the formal part of the work, writing blogs can help students fix
grammatical errors. College professors will study the errors.
Skilled learning network: College students have the ability to improve skills professionally.
Many websites that offer free classes are accessible on the internet. In terms of learning the
specifics of every subject, gaining information and collecting experience for professional
purposes is more valuable for learners.
Collaborative approaches: a collaborative approach refers to the case in which 2 or more students
gather and work together as evaluators. The college has developed a forum where students can

study their own practise in front of another student. This can also be explained as an approach
focused on students.
Reflective journal
The realistic use of reflective or learning journals is considered to be one of the most common
techniques used. They were primarily used in diverse fields of analysis, such as literature,
nursing, and mathematics. Free stream-of-consciousness writing or a systematic review of
important events might require the structure and style of reflective journals. The basic purpose is
to gain self-awareness and have a clearer understanding of the concept. A student teacher said
that as part of brain storming, I specifically asked questions at the pre-school stage of the lesson
to generate interest. It did not work, however. The introductory portion of the lecture was not
interesting and my questions were not about their encounters in real life, so I lost control. I had
already learned during the 10-hour orientation programme how I might begin a class. I should
have used a video script to construct a common film about the subject or something that
represents examples of which the consequences of not obeying certain laws could have been
accomplished. Another learner said in one of the submissions. I'd failed to state his priorities. I
didn't make it obvious to them what they would learn. I will continue with my priorities, speak
about the contribution to our everyday life of the topic stage. I actually learned how I can
mention my expectations in the 7-week practicum. I managed, however to split my students into
role-playing groups to encourage them to chat about it.
Conclusion
Enhanced articulation of expertise and usefulness can result in learning to follow diversified
patterns. The trainers are responsible to build relaxed atmosphere of acquiring expertise.
Practical schooling influences success and self-motivation. Teachers do not assume that
education spending is only an expense, it is an investment. Only in that situation can students
involve technical world intellectual knowledge. Learning is a constant process, which is why it is
important to budget time and formalise it. The college programme that carries out realistic
learning such as internships, part-time jobs and more study should be provided by educational
institutions.

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