Detailed Description of Learning Models and Theories

This assignment involves providing a detailed description of various types of learning models and theories used in training and education processes. It includes different models of communication in training and education, as well as a review of leadership theories and principles relevant to educational management. The report is expected to be comprehensive and include references from books, journals, and online sources.

Theories, Principles and Models in
Education and Training

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Analysing theories, principles and models of learning....................................................1
1.2 Explaining ways in which theories, principles and models of learning can be applied to
teaching learning and assessment...........................................................................................3
1.3. Analysis the model of learning preferences....................................................................3
1.4. Identify and taking account of learners individual learning preferences enables inclusive
teaching, learning and assessment..........................................................................................4
TASK 2............................................................................................................................................5
2.1. Analysis theories, principles and models of communication..........................................5
2.2. Ways in which these theories, principle and models of communication cab be applied to
teaching, learning and assessment. ........................................................................................6
TASK 3............................................................................................................................................7
3.1. Analysis theories, principles and models of assessment.................................................7
3.2 Different ways in which theories, principles and models of assessment can be applied in
assessing learning...................................................................................................................7
TASK 4............................................................................................................................................8
4.1 Various theories and models of curriculum and development.........................................8
4.2 Several ways in which theories and models of curriculum development can be applied in
developing curricula in own area of specialism.....................................................................9
TASK 5............................................................................................................................................9
5.1 The theories and models of reflection and evaluation......................................................9
5.2 Different ways in which theories and models of reflection and evaluation can be applied to
reviewing own practice.........................................................................................................10
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
Theories, principles and models are the most important for improvement and
development of education and training. Theories, principles and models influence education and
training. There are various models and principle of theories which makes easy for human to
understand the concept of learning as well as better understand how learning occurs
(Amanchukwu, Stanley and Ololube, 2015). Communication plays an effective role in the
learning and training process. This report will analyse the theories, principles and model of
learning as well as the ways how these can it applied to assessment and learning. Further, this
report will also analyse the preferences of learning. Moreover, this report will also include the
theories, principles and models of communication as well as way in which these theories and
models are applied to assessment and learning. Besides this, report will also investigate the
models, theories and models of curriculum development and reflection.
TASK 1
1.1 Analysing theories, principles and models of learning
There are various theories, principles and models of learning which makes easy for
human beings. It enables effective training that begins with managers who are able to develop
the environment that engages different types of learning (Mayer, Borges and Simske, 2018). It
helps in explaining how individuals acquire, retain and recall knowledge.
Here are some theories and models of learning:
Behaviourism Theory- This is the theory of learning that focuses on objectively observe
behaviour and discounts any independent activities of the mind. It also defines learning is
nothing more that the acquisition of new behaviour based on conditions of environment.
Behaviourist believe that learning actually arise when new there are changes in behaviour are
acquired through associations between response and stimuli. Therefore, associations leads to
behavioural change. Learning process is directly influence by the behaviour of people.
Cognitivism Theory- This is the theory which also influenced by the behaviour of people.
It is actually based on the procedure of thought. It is based on the idea that human process the
received information rather than thinking about what is happening (Renkl, 2014). The
behavioural change are observed, but only as an indicant to what is going in the mind of learner.
The mind of learner is like a mirror that reflects the skills and knowledge. This theory is useful
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when the role played by learner is active in grabbing the manner to understand and information
procedure that learner receives and collegiate it to what is stored within his/he minds.
Constructivism Theory- This theory is based on the assumption that learner constructs
his/her own appearance of world which is based on internal knowledge and individual
experience. Learning is based on how the individuals interpret and create meaning of his/her
perceptions and experience (Van Merriënboer and Kirschner, 2017). This theory is totally based
on the mental activities of a learner. As this theory is based on the mental activities of learner so,
learning is unique and different from each person.
There are some principles of learning which are as follows:
Learning is fundamentally social- This is first principles of learning as it is very
essential that learning should be social. As when training is given to employees, students or
anybody, they should feel better (Bompa and Buzzichelli, 2018). By being social, effective
relationship is developed with people who are giving training and who are taking training.
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Illustration 1: Theories and Models of Learning
(Source - Learning Theories, 2017)

Learner at the centre- This is also one of the important principles of learning as it is
necessary that learner should be placed at centre. They are the key participants, they should
encourages their active involvement.
1.2 Explaining ways in which theories, principles and models of learning can be applied to
teaching learning and assessment
There are various ways where these above discussed theories and principles can be
applied for teaching, learning and assessment. The behavioural theory is applied in drill or rote
work, practice which comes in repetitions, by providing bonus and incentives the behaviour of
employees, students can be observed (Kirschner and et.al., 2016). Addition to this, by doing
verbal reinforcement influence the behaviour of teachers, students, employee's, managers. Beside
this, when there are changes or establishment of rules, behaviour of individual is greatly
influenced.
Cognitive theory can be applied where information is to be classify, writing or
describing new content with small knowledge of particular area or field. In teaching cognitive
theory plays a vital role as it provides a structure of teaching (Roberts, 2016). Furthermore, this
theory is also useful when real there is need to real world examples. In learning process where
there is need of discussion, cognitive theory is very useful. Lastly, constructive theory is
applicable when there is case study is given, any research project or any discovery etc.
1.3. Analysis the model of learning preferences.
There are various models of learning preference which enable people to learn in different
ways. All people preferred to receive, process and impart information in different ways. Thus,
there are various models that discover the different styles of learning are as follows-
Kolb Learning Style Model- This model was proposed by David Kolb in 1984. It is the
model of learning that defines different ways of learning styles (Fägerlind and Saha, 2016).
There are two levels of learning styles in Kolb Model, a four stage of cycle of learning and four
separate learning styles. Kolb theory has focus on learner’s internal cognitive processes.
Converges- In this factor of model, learner prefer to learn by solving critical issues and
doing technical tasks and they are fabulous at analysing practical used for thoughts and ideas.
Concept and progressive experimentation are mostly like by them.
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Divergers- In this factor of model, learner prefers to learn by observing, assembling and
brainstorming data or information. Imaginative and sensitive are their nature. They are very
practical towards work or experience.
Assimilators- In this factor of model, learners are very logical thinkers and they are using
observation of reflection (Arnab and et.al., 2015). Reasoning is very much liked by these
learners.
Accommodators- In this factor of model, learner prefers to gain approaches which are
practical and experimental. These types of learners have emotional type of nature. They are more
people oriented. Active testing is very much liked by them.
1.4. Identify and taking account of learners individual learning preferences enables inclusive
teaching, learning and assessment.
Comprehensive learning and instructing would distinguish and empowering that all
understudies ought to be educated in their own specific manner which may by or might be not
comprehensive for the other one (Shogren and et.al., 2015). It perceives that every one of the
understudies that are there are involved to have their diverse methods for realizing which must
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Illustration 2: Kolb Learning Style Model
(Source - Kolb Model, 2017)

be regarded by the side of educator or guide independent of their family foundation or some
other premise. Therefore, to upgrade the learning abilities of understudies, educators needs to
guarantee that adapting needs of every last sort of understudy is regarded (Kirschner and et.al.,
2016). There are diverse sorts of understudies in a classroom and instructor needs to ensure that
his or her training style is sufficiently sufficient to give quality training to each kind of student.
This is vital and basic for educator to empower comprehensive learning approach as the part and
duty of the instructor is to give quality training to the understudies. Keeping in mind the end goal
to empower comprehensive learning inside the classroom, educator needs to devise particular
methodologies and designs and fuse it inside the classroom with the goal that the development
and improvement of every last understudy can be made.
With a specific end goal to streamline the procedure, Howard Gardner proposed Multiple
Intelligence (MI) hypothesis in which he portrayed that understudies have unmistakable sorts of
brains and along these lines they learn, recollect, perform and comprehend things in various
ways. He fights that these distinctions challenge an instructive framework that gauges that
everybody can take in a similar material similarly. He contended that every tyke has diverse
method for comprehension and learning style. A few understudies are great at coherent thinking
while at the same time some are great at quantitative inclination, a few understudies gain from
hypotheses while at the same time a few understudies procured learning from down to earth
exercises. In this manner, it is fundamental and basic for educators to look for each viewpoint
and give quality training to the youngsters with the goal that their development and improvement
can be made (Roberts, 2016).
TASK 2
2.1. Analysis theories, principles and models of communication.
Shannon and Weaver-This model was created in 1948 by Claude Elwood Shannon. He
gives a scientific hypothesis of correspondence. Shannon was an American mathematician while
Weaver was a researcher. This hypothesis is known as mother everything being equal. In this
model sender encodes the message and sends it to the recipient by an innovative station, for
example, phone and broadcast. A short time later, sender changes over the message into codes
which is reasonable to the machine (Van Merriënboer, and Kirschner, 2017).
Concept in Shannon Weaver Model
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Sender-A man who makes the message, select the channel of correspondence and sends
the message is known as Sender.
Encoder-It is sort of machine which is utilized by sender to change over the message into
signals or numerous data.
Channel-It is the through medium which is utilized by sender to send the message.
Decoder-It is additionally a kind of machine which is utilized to change over different
data and signs into message who send the message.
Receiver- A man who get the message or place where the message should reach. Input or
reaction is given by beneficiary.
Noise- It is physical unsettling influence, for example, individuals, condition and so on
which impedes the message to reach at the last goal.
Berlo's SMCR Model-This model is produced in 19601 by David Berlo. It demonstrates
the way of correspondence i.e. Sender-Message-Channel-Receiver. He additionally contemplated
on the segments influencing the components of a man in the correspondence with a specific end
goal to make the viable and effective correspondence (Bompa and Buzzichelli, 2018). It likewise
makes accentuation on encoding and translating which happens before sender send the message
and before collector gets the message. Berlo significantly gas four components on his model. It is
a liner model of correspondence, there is no two way correspondence. In this model there is no
understanding of inputs by receiver.
2.2. Ways in which these theories, principle and models of communication cab be applied to
teaching, learning and assessment.
The role of communication is increasing day by day in almost all the areas. Models of
communication shows the ideas of particular subject as well as define the ideas of processes.
These models of communication play a vital role in every science and technology. These model
are used in various organisations, teaching institutions and many others. It is very important that
top level authorities should learn and understand these models, after that enable others to learn
and make the communication effective (Renkl, 2014). Without communication nothing work can
be accomplished. In order to make the environment positive it is very essential that these models
of communication should be properly analysis. The fundamental activity is that actual concept of
models should be analysed and motivate as well as develop effective communication within
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schools, organisation, etc. In this manner, it is fundamental and basic for educators to look for
each viewpoint and give quality training to the youngsters about effective communication with
the goal that their development and improvement can be made.
TASK 3
3.1. Analysis theorises, principles and models of assessment.
Assessment is an integral part of the process of learning. There are some principle which
is to be followed to make the learning perfect. Assessment for learning should enable reciprocal
learning where teachers and students share and value each other's sense-making processes. An
assessment is only valid when these principles should be followed like-
Reliable, equitable and fair- Assessment should be fair reliable and equitable. A good
assessment should be reliable that it should not be too costly (Mayer, Borges and Simske, 2018).
It should be simple and easy and equitable. Complexity makes the assessment trigger which is
not a good assessment. It should be fair also as it is very important that assessors acting
independently using the same criteria and marks strategy would come precisely to the same
judgement about what the work should be.
Validity- Assessment should have long validity as it is very important that the knowledge
which learner acquire should remain for long time. For example, student give lectures to students
and if any other person come and ask any question regarding about the lecture, so student should
answer the question. So assessment is good when it has long validity.
Relevance and transferability- Knowledge is only the thing which cannot be stolen it
can only be transferred. So it is very important that teacher anyone who is giving knowledge to
learner should give its best and good knowledge to make the assessment good and finer.
Addition to this, assessment is good when it has its relevancy. It does not need to transfer the
skills to anyone, it is the transfer of knowledge (Amanchukwu, Stanley and Ololube, 2015).
3.2 Different ways in which theories, principles and models of assessment can be applied in
assessing learning.
Assessment of learning should modify bilateral learnings where students and teachers
value each other's sense creating process. It must make sure about assessment that it is proper
and fit for this purpose because knowledge of the learner is vital. In this context, there are some
important ways that applies in assessing learnings that are as below :
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 Communication and planning – Assessment of learnings should be made through proper
planning and it need to deep knowledge of the content to be teach and how a learner learn
this thing. In this context, communication is play an essential role for learning. It supports
to the learner in order to make plan and communicate effectively.
 Content knowledge – A learner should have proper content in sufficient manner so that
he or she would able to apply learning assessment (Krueger, 2018). It will also useful in
validity of contents because it provides effective learning opportunities.
 Motivation and engagement – It is one of the best way to influence principles of
assessment. It provides proper motivation to the learner in order to expand their
knowledge. It helps in systematic learning program.
TASK 4
4.1 Various theories and models of curriculum and development.
The development is a multi dimensional systematic process that contains transformation
in attitudes, structures and acceleration of economic growth. It reduces eradication and
inequality of absolute poverty. In the other hand, the curriculum has been defines as a plan of
learning experience. It is refers as purposeful, progressive and systematic process that create a
positive improvement in the current educational system. The theories of curriculum are as
follows:
 Conceptual attitudes and beliefs – It describes as the different orientation that are useful
to understand individual attitudes and beliefs about learnings. These orientations are
transformation, transaction and transmission position.
 Epistemological rationale – It is a branch of philosophy that deals with the nature,
limitations and origin of knowledge. The knowledge requires completing a concrete
project or assignment to make sense of factual knowledge.
 Curriculum design – This is relies on the explanation of a particular phenomenon which
offers a theory that is non scientific (Richards and Rodgers, 2014). It can draw on the
theory that originates from the pure science but operating principles guide decision
making in some practical situations.
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 Curriculum process – It can be difficult to new learners because this principle has often
discussed in the literature. Interpretations of curriculum development are helpful and
valid for continually implementation.
4.2 Several ways in which theories and models of curriculum development can be applied in
developing curricula in own area of specialism.
The curriculum in the set of functions in which the learners will undertake to achieve
their learning objectives. There are a big amounts of factors that are useful to make curriculum.
There are some ways and methods to make and implement of curriculum and several curriculums
can designed around the goals of clients specifications (Ehrenberg and Smith, 2016). It is
depends on the organisational requirements of objectives of learning. For example a school's
curriculum consists both statutory and non statutory elements. There will be an importance of
diversity and equality in the design of the curriculum would be multi sensory impairments. An
individual can use summative and formative method to identify curricula to the area of
specialism. In the instances the organisation, it will supply the syllabus to proper shape the
curriculum. If this is not available, then learner can use their own skills to analyse the subject
that are required.
TASK 5
5.1 The theories and models of reflection and evaluation.
Reflection is refers as the systematic process of reflecting own experience towards learn
from that particular experience. In the other hand evaluation states the process of creating
judgement about experience of an individual or group. Reflection can take place in the act of
teaching role. A learner works towards putting into an action the theory of decision making with
the pedagogy (Ehrenberg and Smith, 2016). It is important to defines the reflection in the
systematic way in order to develop experience for further growth. There are many models of
evaluation and reflection, that are describes as below :
 Atkins and Murphy Model – It describes the situation where it includes feelings and
different thoughts. It can analyse the knowledge and feelings that are relevant to that
situation. This model starts from understand the knowledge then assume challenges and
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imagine or explore several alternatives. Evaluation of relevance of knowledge helps to
explain the problem and it also describes how to complete it.
 Gibbs Model – It is a special model for reflection that start from description that what is
happened in a critical situation. Further, it describes feelings and thinking about others. It
also evaluates that good or bad things about the experience. Analyse the sense that build
in the situation and take action plan to conclude the solutions.
 Johns Model – In this method, John stated the offers to help practitioners to access and
make sense of learn through experience. It is reflects from different aspects that are
influence to it and assessment tool includes the approaches taken to integrate the
reflection.
5.2 Different ways in which theories and models of reflection and evaluation can be applied to
reviewing own practice.
The reflective observation is associates with the judgement and analysis of several events
and it describes learning among mentor, tutor, colleagues. The tutor reflect from their teaching
experience that are specifically happens when they are not experienced (Ehrenberg and Smith,
2016). It has been seen that a lesson did not progress well if it is reflected. This situation is called
common sense reflection. It is important to express different reflections in the systematic method
in order to forget feelings and thoughts.
CONCLUSION
This report conclude applications of principles, theories and models of learning in
training and education process of an individual. It also includes different type of models of
communication in training and education. In this report a detailed description about all types of
models, theories, and principles for curriculum development area, reflection and evaluation
process.
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REFERENCES
Books and Journals
Amanchukwu, R.N., Stanley, G.J. and Ololube, N.P., 2015. A review of leadership theories,
principles and styles and their relevance to educational management. Management, 5(1),
pp.6-14.
Arnab and et.al., 2015. Mapping learning and game mechanics for serious games analysis. British
Journal of Educational Technology, 46(2), pp.391-411.
Bompa, T.O. and Buzzichelli, C., 2018. Periodization-: theory and methodology of training.
Human Kinetics.
Ehrenberg, R.G. and Smith, R.S., 2016. Modern labor economics: Theory and public policy.
Routledge.
Fägerlind, I. and Saha, L.J., 2016. Education and national development: A comparative
perspective. Elsevier.
Kirschner, P.A and et.al., 2016. Toward a cognitive theory of multimedia assessment (CTMMA).
In Learning, design, and technology (pp. 1-23). Springer, Cham.
Krueger, A.B., 2018. Inequality, too much of a good thing. In The Inequality Reader (pp. 25-33).
Routledge.
Mayer, J., Borges, P.V. and Simske, S.J., 2018. Introduction. In Fundamentals and Applications
of Hardcopy Communication (pp. 1-5). Springer, Cham.
Renkl, A., 2014. Toward an instructionally oriented theory of example‐based learning. Cognitive
science, 38(1), pp.1-37.
Richards, J.C. and Rodgers, T.S., 2014. Approaches and methods in language teaching.
Cambridge university press.
Roberts, J., 2016. Language teacher education. Routledge.
Shogren and et.al., 2015. Causal agency theory: Reconceptualizing a functional model of self-
determination. Education and Training in Autism and Developmental Disabilities, pp.251-
263.
Van Merriënboer, J.J. and Kirschner, P.A., 2017. Ten steps to complex learning: A systematic
approach to four-component instructional design. Routledge.
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Online
Kolb Model, 2017. [Online]. Accessed through:
<http://cei.ust.hk/files/public/simplypsychology_kolb_learning_styles.pdf>.
Learning Theories, 2017. [Online]. Accessed through:
<http://thepeakperformancecenter.com/educational-learning/learning/theories/>.
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