Theories, Principles and Models in Education and Training

This document discusses the theories, principles, and models in education and training. It analyzes the models of learning preferences and their application in teaching, learning, and assessment. It also explores the theories and principles of communication, assessment, and curriculum development.

Theories, Principles and Models in Education
and Training
1

Contents
INTRODUCTION...........................................................................................................................3
TASK 1............................................................................................................................................3
1.1 Analyse theories, principles and model of learning...............................................................3
1.2 Discuss about the different ways to use model of learning and applied in teaching, learning
and assessment.............................................................................................................................4
1.3 Analyse models of learning preferences................................................................................5
TASK-2............................................................................................................................................6
2.1 Theories, Principles and models of communication..............................................................6
2.2 Applicability of principles and theories within learning.......................................................9
TASK 3..........................................................................................................................................10
3.1 Analyse theories, model and principles of assessment........................................................10
3.2 how could apply theories, model in assessing learning.......................................................12
TASK 4..........................................................................................................................................13
4.1 Theories and models of curriculum development...............................................................13
4.2 Applicability of model of curriculum..................................................................................15
5.1 Analyse theories and model of reflection and evaluation....................................................15
5.2 discuss how theories, model of reflection or evaluation applied to review own practice.. .16
CONCLUSION..............................................................................................................................17
REFERENCES..............................................................................................................................18
2

INTRODUCTION
Education and training refers to the act of inculcating specific skills in a person and also
educates all about the gaining theoretical knowledge in classroom. Learning is a way to develop
own skills, whereas education is one of the typical system in order to enhance the overall
capabilities, abilities and performance. The primary role of education and training are widely
used to recognise as essential effectiveness of new trends in work organisation. In this report, it
will discuss about different theories, principles and model in context of learning, communication,
assessment and curriculum development. Different model, theories and principles are basically
applied in multiple perspectives. Furthermore, it reflect on the model of reflections and also
identified the view-points.
TASK 1
1.1 Analyse theories, principles and model of learning
Learning theories, model and principles provide theoretical framework to understand the
preference of people, how they can learn. In current scenario, it has been rapidly increasing the
demand of theories which may provide the better knowledge, develop skills and modify attitude
towards learning.
Behaviourism theory- It is related the positive experience gained by individual people and
influence with learning environment. Behaviourism theory can be used by teacher at the time of
learning process and then target the students. In most of practices, this theory will help to provide
the direction of learner where they can gain positive experience and reshaping current
information (Surr and et.al., 2017). For example- teacher may select the best option in context of
learning such as games, quizzes. These type of approach will attract learners or student where
they also gained more knowledge on the basis of experience.
Cognitivism theory- this kind of theory is mainly used by teacher to understand the
mental ability of student. In most of cases, teacher will create an effective strategic plan to keep
record the performance of student. By using cognitivism theory, student may able to use their
3

knowledge and combine with information of real life. This can possible through cognitivism
theory which help to provide better learning opportunity for student.
Social constructivism- this kind of theoretical model is basically used in term of learning.
it indicate the accelerated as an active process or method by self-lead, socializing. In this sense,
learner can be experienced with the use of passive element which may be used in the time of
teaching.
Connectivism- this theory is come under digital age which means that provide the better
direction of learning, establish a connection by technology creates, this can support for leader to
improve their own understanding. In some situation, teacher can use connectivism approach in
order to create and establish collaboration through better creativity or decision-making.
1.2 Discuss about the different ways to use model of learning and applied in teaching, learning
and assessment.
To start with behaviourism theory, teaching is one of the important part of individual life
in which provide the direction to gain more knowledge. Behaviourism theory can be applied in
teaching, learning where student can learn something innovative. The primary responsibility of
student to focus on the teaching lesson (Lefrancois, 2019). At the time, behaviourism theory can
applied to find the behaviour and knowledge of learner in learning session.
Cognitivism is a model that can be applied in the learning classroom because it is always
encouraging the individual people curiosity, testing hypotheses for inquiry orientated project.
This model is help for student to engage with experience of teaching and build own confidence
level.
Social learning theory can be applied in learning which means that provide the better
direction to social construction. Through this theory, it is combined with social constructivism in
the form of empirical activities.
On the basis of discussion, it has been identified different theories and model in learning.
Different theories are combined to each other and depend on the capacity of learner while
4

gaining more knowledge in accordance to learning plan. Moreover, it also addressed the learning
needs of individual person and identify the capacity of teacher’s.
Principle of learning-
While studying, some kind of learners can listen to session in the classroom. Teachers
have focused on the skill and knowledge of individual people. For example- during classroom
session, learner can enhance their ability or capability to retain, recall information. This is
helping to develop a confidence level among learners.
Repetition enhances learning- it can be applied in the different situations and help to
remember information and innovation by learner. It is true for memorizing facts and also
improved mastering psychomotor skills.
Active participation in learning- it is necessary step in which participate into different
process. In most of cases, teacher engage with student during classroom session, provide the
better opportunity in term of learning (Beer and Mulder, 2020). The participation of every
learners which means that they can put more efforts into learning session to achieve desirable
goal or objective.
Learning style vary- some student can find it easier to comprehend the verbal disclosure
while other people can be used visual technique to improve skills. all these things are depending
on the experience to grasp meaning of concepts. There are different combination of visual,
auditory, verbal and learning experience is most effective. In this way, student must be aware
about the preferred learning style and help to enhance learning process. Student can facilitate
learning in order to find the best match between teacher teaching style and learning process.
1.3 Analyse models of learning preferences.
The model of learning preferences are basically represents the teaching setting for students.
In order to identify different learning styles such as visual graphics, auditorily etc. this is not
applicable for individual person but it depends on the combination of multiple aspects.
According to the Honey & Mumford’s, teacher will be adopting four style of learning such
as pragmatics, reflectors and theorists. Even though, it is an essential to gain knowledge and
5

instead of individual learning preferences. This is more valuable to find all kind of learning
preference in high level.
In this sense, it is mainly focused on teacher to conduct the classroom learning session for
student. At that time, it can be applied the learning preferences to improve the ability or
capability of learner.
According to Fleming’s VAK model, it refers to learning style and provide the simple way
to describe or explain different approach. When a teacher can use this model to share the
information of learners by using visualization manner.
Visual- learner prefer to learn new thing by seeing. Teacher can include a picture and
include graphics. These kind of activities are inspiring or motivating learner to participate into
different teaching session.
Auditory- a learner will try to learn something innovative so that they can listen such as
discussion, lectures, tapes.
1.4
Usually, I am focused on the individual learning because it help to find the better approach in
context of teaching, learning and assessment. Generally, I could analyse the current situation
where I could require to improve and participate into different learning session.
Yes, I have been used the VAK form in order to represent the view and opinion on the basis of
questionnaires. This will help for me to find own behaviour, nature and attitude.
In context of inclusive, I have been selected assessment strategies which help to find the strength
and weakness. Without changing the way of assessment is not properly justified.
As per consideration of Bloom taxonomy, it help to divide educational learning objectives in
cognitive, sensory domain and affective.
6

VAK Form-
1. When I operate new equipment I generally:
read the instructions first
listen to an explanation from someone who has used it before
go ahead and have a go, I can figure it out as I use it
2. When I need directions for travelling I usually:
look at a map
ask for spoken directions
follow my nose and maybe use a compass
3. When I cook a new dish, I like to:
follow a written recipe
call a friend for an explanation
follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to:
write instructions down for them
give them a verbal explanation
demonstrate first and then let them have a go
5. I tend to say:
watch how I do it
listen to me explain
you have a go
6. During my free time I most enjoy:
7

going to museums and galleries
listening to music and talking to my friends
playing sport or doing DIY
7. When I go shopping for clothes, I tend to:
imagine what they would look like on
discuss them with the shop staff
try them on and test them out
8. When I am choosing a holiday I usually:
read lots of brochures
listen to recommendations from friends
imagine what it would be like to be there
9. If I was buying a new car, I would:
read reviews in newspapers and magazines
discuss what I need with my friends
test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:
watching what the teacher is doing
talking through with the teacher exactly what I’m supposed to do
giving it a try myself and work it out as I go
11. If I am choosing food off a menu, I tend to:
imagine what the food will look like
talk through the options in my head or with my partner
8

imagine what the food will taste like
12. When I listen to a band, I can’t help:
watching the band members and other people in the audience
listening to the lyrics and the beats
moving in time with the music
13. When I concentrate, I most often:
focus on the words or the pictures in front of me
discuss the problem and the possible solutions in my head
move around a lot, fiddle with pens and pencils and touch things
14. I choose household furnishings because I like:
their colours and how they look
the descriptions the sales-people give me
their textures and what it feels like to touch them
15. My first memory is of:
looking at something
being spoken to
doing something
16. When I am anxious, I:
visualise the worst-case scenarios
talk over in my head what worries me most
can’t sit still, fiddle and move around constantly
9

17. I feel especially connected to other people because of:
how they look
what they say to me
how they make me feel
18. When I have to revise for an exam, I generally:
write lots of revision notes and diagrams
talk over my notes, alone or with other people
imagine making the movement or creating the formula
19. If I am explaining to someone I tend to:
show them what I mean
explain to them in different ways until they understand
encourage them to try and talk them through my idea as they do it
20. I really love:
watching films, photography, looking at art or people watching
listening to music, the radio or talking to friends
taking part in sporting activities, eating fine foods and wines or dancing
21. Most of my free time is spent:
watching television
talking to friends
doing physical activity or making things
22. When I first contact a new person, I usually:
arrange a face to face meeting
10

talk to them on the telephone
try to get together whilst doing something else, such as an activity or a meal
23. I first notice how people:
look and dress
sound and speak
stand and move
24. If I am angry, I tend to:
keep replaying in my mind what it is that has upset me
raise my voice and tell people how I feel
stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:
faces
names
things I have done
26. I think that you can tell if someone is lying if:
they avoid looking at you
their voices changes
they give me funny vibes
27. When I meet an old friend:
I say “it’s great to see you!”
I say “it’s great to hear from you!”
I give them a hug or a handshake
11

28. I remember things best by:
writing notes or keeping printed details
saying them aloud or repeating words and key points in my head
doing and practising the activity or imagining it being done
29. If I have to complain about faulty goods, I am most comfortable:
writing a letter
complaining over the phone
taking the item back to the store or posting it to head office
30. I tend to say:
I see what you mean
I hear what you are saying
I know how you feel
12

TASK-2
2.1 Theories, Principles and models of communication
Communication:
It refers to a process by which information from one person will be transferred to another.
It will lead to have a creation of understanding and delivery of message. It has a major role in
almost every aspect of life including teaching too (Sillars and Vangelisti, 2018). this is because
with the adoption of effective communication better understanding and delivery of message will
be able to take place.
Theories:
Shannon and Weaver model of communication:
It is one of the major model with respect to communication. It deals with various aspects
of communication right from source to the delivery of message. This model is applicable in the
field of communication at larger scale. It has following concepts:
Figure 1Communication model
13

Source: Shannon and Weaver Model of Communication., 2021
Sender:
It is the information source from where information related with communication
generate. It is the major aspect with regard to communication because through this point
communication begin (Mishra, 2017). This means when information come in mind of sender the
communication begins.
Encoder:
This is like transmitter which is used for converting message into signals. It will lead to
the actual flow of message. This is also a major part because without it message will not start
processing.
Channel:
It is the mode from which information flows and travel. This is the medium by which
lead and carry out information.
Decoder:
It is the stage wherein the encoded message is decoded. This means signals are again
converted into message (Umeozor, 2020). This will lead to have a creation of understanding
regarding the send message.
Receiver:
It is that person to whom entire process begins and started. It is the end of communication
process. This is because here the receiver receives the message and understanding is created.
Noise:
It is an essential aspect with regard to entire process. This is because it is that aspect
which may put impact over the entire communication process in terms of affecting its
transmission. For example, a loud sound while communication is going on over telephone may
act and considered as noise. This will act as hindrance in the path of effective communication.
Feedback:
14

It is to be noted that in order to complete the communication feedback is very important
because it enable the knowledge to sender that the message was understood by the receiver in the
actual manner or not.
7 C’s of communication:
These are also important principles with respect to communication this is because it
enable effective communication and creation of adequate understanding. These principles
generally include:-
Clear:
As per this principle in order to raise understanding and making effective communication
it is very essential that the message and the communication must be clear and under stable
(Carter, Guerin and Aitchison, 2020). It should be easy to understand by reader or the listener.
Concise:
It refers to the sticking to main message and concept. It is very essential that the
communication must be concise and to the point instead of long vague communication.
Concrete:
It refers to the solidness of message. It will lead to bring clear picture among the listener
regarding the message which is being passed and delivered.
Correct:
It refers to the error free communication. This means that the communication must be
correct and not contain any errors in it (Ranaut, 2018). So it will lead to have a creation of better
understanding.
Coherent:
It refers to logical communication. This means every point must be linked and relevant
with main topic. Also flow of message must be consistent.
Complete:
15

It will include the full message which is needed to be delivered. This will lead to have
raise in the knowledge and understanding.
Courteous:
It refers to honest, open and friendly communication. There is no hidden insult in it. In
this communication is made as per audience need and with empathy (The seven Cs of
Communication, 2017).
2.2 Applicability of principles and theories within learning
In the context of learning, teaching and assessment these principles and theory plays an
important role in terms of raising efficiency and effectiveness of message. An adoption and
execution of 7 C’s of communication in the field of teaching say when used by teacher then it
will lead to have a better delivery of message. This will also enable the teacher to have a creation
of better impact and understanding among its students. Likewise, students will also able to
understand the meaning of message or communication. This will raise their learning capability
with better understanding. These principles when implicated in assessment then it will raise the
efficacy of assessment and as a result better result and outcome will be produced.
Likewise, an applicability of Shannon and Weaver model will lead to have a better
delivery of message whether in case of teaching or in learning. An adoption of this model will
lead to have better communication among the teacher and the students. It will also lead to have
raise in learning capacity because if the communication s made as per model and when teacher
will take feedback of students in last. Then this will act as checking under which it is determined
that whether the communication has created desired impact or not.
Thus, these models and principles plays an important role along with equally applicable in case
of learning, assessment and in teaching too.
16

TASK 3
3.1 Analyse theories, model and principles of assessment
There are different kind of theories, model and principle of assessment used at the time of
assessment.
Observation Model- this kind of model is basically used in the assessment which allows a
student to view the learning process. It is based on the formative observational assessment and
integrated with process of teaching. In this model, it will be supported to find the coordination
between teacher and learner (Budiyanti, Patiro and Astuty, 2020). For example- when teacher
can conduct a learning session while encouraging learner to gain knowledge with properly.
Afterwards, if teacher will conduct ongoing assessment in order to learn something innovative.
By using observational model, it allows teacher to learn about student knowledge by carefully
watching them, listen and studying their work.
Survey Model- in context of assessment, survey model is one of the best option in order to
collect or gather data from different sources. As per consideration of survey model, it gained the
information and insight into interest of student at the time of learning process. For example-
teacher will be conducting a survey in order to gather large amount of information or data.
Afterwards, it can be shared information of particular topic or subject to student. In this way, it
become easier to learner, where they can easily improve their understanding. In some situation,
researcher can conduct it may depending on the survey method and achieve study’s goal.
Performance Task Model- it is based on the performance approach in which considered an
efficiency of learner. This is useful to differentiate between application of particular topic and
discrete skills (Hagiwara, Shogren and Smith, 2020). In order to measure the performance of
learner in proper manner. For example- in classroom session, teacher will be conducting a
performance task activities while encouraging the learner to participate into different activities.
This will help to measure the performance and ability of student during learning.
Portfolio Model- this type of model is a diversified system of mutual funds that are
basically grouped between teacher and student at the time of classroom session. It provides the
17

better way to represent the compilation of academic work and other forms of education evidence
assembled for purpose of assessment. Portfolio model is useful in assessment because of
identifying whether student have met learning standards or not. Teacher can use portfolio model
to collect or gather of student work representing a selection of performance.
Principle of assessment-
The principle of assessment is based on the process or method that help to assesses
competency of individual learner. The process of assessment will be used in the form of
validation and cover wide range of skills, knowledge required for competent performance.
Here are considerations of different principle of assessment:-
Fairness- it is based on the individual learner’s needs being considered at the time of
assessment process. This kind of principle is the most commonly used in assessment and make
some reasonable adjustment to account for individual learner needs. It is an essential aspect to
note that use appropriate integrity of training and ensure that student has improved clear
understanding of assessment process (Suud, Chaer and Setiawan, 2020). At certain point, it
allows to find the challenge in result of assessment. The aim of fairness principle is to create
learning environment for student and provide the best training to the student by teacher in
classroom session.
Flexibility- the principle involves consideration of different needs of learner at the time of
assessment process. In order to reflect on the student who have required a proper skill training
but it does not matters how they were acquired. Generally, many teacher will be using
assessment tool allows learner to understand the ability of learner.
Validity- the validity principle ensures that assessment decision made on the basis of
learner performance. Essentially, it means that include assessment process which means claims,
assess the competency of individual learner (Backman and Barker, 2020). In this way, it can be
easily validated the process on the basis of different factors such as assessment of knowledge,
skills.
18

Reliability- the principle refers to the consistency of assessment result or outcome. It
depended on the meaning that give similar condition. All assessors should reach in same
conclusion in context of competency of learner. Whenever, teacher may use assessment tool in
order to provide better guidance in regards with instruction and measure the performance of
learner.
3.2 how could apply theories, model in assessing learning.
In above discussion, it has been summarised about the different model which used in
assessing a learning. For instance, summative and formative are important assessment where
teacher can be used traffic light tool. This kind of application will help for student to gain a
knowledge of colour coding. In case, if a teacher can be performed the activities while student
uses a traffic light tool (Sumardi, Rohman and Wahyudiati, 2020). It provide the better
opportunity for student to measure own strength and weakness. It is not just for adjust the
teacher’s behaviour on the student but it make the learner feel so much comfortable on their
condition or situation to be acknowledged in proper manner.
Furthermore, a teacher plays important role in context of communication where they could
be divided certain tasks and constantly support the student in proper manner. Another important
application of assessment, it might have provided the constant training to students where they
can easily exchange output of lecture to each other. as per consideration of observation model, it
can be applied in the assessments and measured the knowledge, skills of student during
classroom. This would not only giving the support for social exchange theory but it is always
encouraging same level of feedback loops.
TASK 4
4.1 Theories and models of curriculum development
Curriculum development:
It refers to a process under which curriculum or framework of teaching and learning is
developed for the students so that best understanding in terms of learning will be established.
Model:
19

Bloom’s taxonomy:
It is one of the major model with regard to curriculum development. It will lead to have a
development of learning outcome among the students so that better understanding and
communication will take place. It includes major 6 stages, however after the stage of knowledge
every stage is related with skills and abilities. It is based on understanding that knowledge was a
pre-condition for making implementation of these skills. its stages are:
Figure 2Bloom's taxonomy
Source: Armstrong, 2021
Remember:
It involves practices that includes recalling and remembering. It include cite, define,
describe, identify and various others. It also includes remembering of important dates and
concepts.
Understand:
20

It refers to the creation of understanding by using various means and modes. It includes
the use of diagrams and various other explanation modes by which better communication and
understanding among students regarding the concept will be created (Lajis, Nasir, and Aziz,
2018).
Apply:
It refers to the application of knowledge and learning in alternative and suitable situation.
Here learner will apply its knowledge and understanding as per the occurrence of situation.
Analysis:
Here the entire communication is break down into certain segments and elements. This is
to be done so that the relative understanding and linkage between various aspect need to be
created and raised. It will lead to the clearance of ideas.
Evaluation:
It also includes making of judgement on the basis of criteria and standards. It includes
making of evaluation of the facts and information (Zhuang, 2017).
Create:
Here all the segmented elements will be put together so that a detailed information will
be formed. This means that here the information will be gathered together to recognize elements
into new form and pattern.
4.2 Applicability of model of curriculum
Bloom’s taxonomy is highly applicable in case of teaching. This means that a following
of Bloom’s taxonomy will lead to have a better creation of understanding among students and as
a result student would be able to learn and understand in a more better way. Also, an
applicability of this model will lead to have a creation of better learning model and makes the
teaching more worth. As when a teacher will adopt and implement this model then it would be
able to judge better its students and their need and make its teaching accordingly. As when a
student will recall and remember every task then it will enable the teacher that whether student
21

has understood the concept or not. Likewise, various other aspects with regard to this model will
lead to have better applicability of teaching practice. This will itself make a overall curriculum of
studies. As its aspect includes a wide perspective of remembering, understanding, applicability,
analyzing, evaluating and creating which will itself make worth of teaching that which the
required and applicable knowledge students are able to understand and learn something with
better practical approach in which they not only learn but they apply the gained knowledge too.
Similarly, creation stage will lead to give a new direction and perspective to teaching in which
students will use their knowledge and make creation of further understanding and knowledge.
Thus, it would not be wrong to said that when this model will be applying in case of teaching
better services and outcome with regarding to knowledge creation and application will be created
and grabbed.
Use of Bloom's taxonomy as a curriculum in teaching will lead to have fulfillment of all
the three aspects including cognitive, affective and sensory too. This will lead to have a major
and fruitful impact over the students in terms of raising the standards of learning. As this
taxonomy is related with thinking, emotional feelings and physical domain too so this will assist
the students to have better phase of learning along with maintenance of their emotional and
physical needs. This Blooms-taxonomy will lead to have overall development of students. As it
carry's a wide perspective so it can be used in teaching in many ways. This can be understood
with as it is being used under finding the meaning of phrases, words and sentences. Likewise, it
will also be used for drawing conclusions from passage, finding details, main idea, identification
of author's tone, suitable title with regard to passage easily. This means that this taxonomy
enables the learner to develop its deep and keen learning.
5.1 Analyse theories and model of reflection and evaluation.
An evaluation is important step in term of program development, value and objective. it
has to be taken into all necessary standards, norms and assessment type. These are basically used
to collect or gather information. The primary aim of evaluation is helping to decide what
program is continued, audited and terminated.
22

Many expert of authority to make a proper assessment which must have been consider
scientific aspect in term of improvement. That’s why, it should be focused on the evaluation in
which provide the better direction or path (Backman and Barker, 2020). In most of cases, learner
is able to analyse the program policies and utilization of current situation of person in term of
improvement. For example- in classroom session, a teacher will enable to fulfil all essential need
or requirement for learner in context of both academic as well as technical aspect. At similar
way, an evaluator should be great mentor for learner where they can give am opinion and gain
more knowledge. Usually, the opinion of individual person depends on the situation or condition.
it may have possibilities to achieve positive side and then improve themselves.
Theory and model of reflection is all about the way in which I have been used in learning
process. because this can relates to personal learning. usually, it is helping to reflect on the
learning context, it is not just of particular event or session. It is about owned thinking where
how can learn innovative idea. On the basis of Dewey’s world., it states the equal participation of
peoples and gained more knowledge. usually, it consists of different words such as “active,
persistent and careful considerations. these are developing a belief on the learner and supposed to
gain more knowledge in different forms. it believed that reflection could be really useful for
making sense critical situation and then resolve any kind of puzzle. The suggestion of reflection
on learning can be explored anything and suppose to implement actions or generate result and
outcome.
SWOT analysis
Strength
Good interpersonal skills
Self-motivated through learning
assessment.
Weakness
Difficulty in manage and control the overall
learning schedule.
Lack of coordination
Opportunities Threat
23

Build a good relationship between teacher
and learner
Balancing work and establish a better
collaboration with other student.
5.2 discuss how theories, model of reflection or evaluation applied to review own practice.
Reflection is not all about the way of learning theory but it is related to reflective thinking
to educative process. in order to focus on the importance of learning process (Apsari, 2018). with
regards of learning, teaching and education. It indicate the clear relationship between experience,
learning and raise concern about the model of reflection.
Kolb’s learning cycle-
According to this model of reflection, it allows individual to understand the pattern or
cycle of different phases.
Stage- experience: - Life is full of experience, in case of learning it would be focused on
the experience of learner in classroom session. In this stage, I mainly focused on the
coordination between teacher and learner, how can share their view or opinion at the time of
learning and teaching.
Stage-2 Reflect: - it involves thinking about the perception of learner and identify that how
they were changing their behaviour or attitude towards learning (Backman and Barker, 2020).
Some learner have naturally well at academic so that there is no so much training required.
Stage-3 Conceptualise: - In this phase, it is basically concerned about thinking about
learner experience and realm of what they can improve skill and gain knowledge in term of
conceptualization. Afterwards, it would be generated a hypothesis about the meaning of teaching
or learning on the basis of experience.
24

Stage-4 Plan: - this kind of phase is related to the active experimentation in which change or
modify the process of learning cycle. Sometimes, it is mainly referred to the “test” hypotheses
about the overall experience. This kind of phase plays important role in order to represent the
teaching plan, where how a teacher engage with learners and share information or data
effectively or efficiently. I have been experienced the teaching which will support for in future
growth and development. when I was learned from experience but it is not sufficient to acquire a
lot of opportunity. This will help me to understand the learning process from initial point to end
point. Rather, I have focused on the teaching lesion and experience which become potential but
only if I could pass through stages of kolb’s model in order to reflect on the experience. Usually,
I have done interpreting them and do certain kind of testing.
Reflection and personal development
According to the Dewey’s work and linked with reflection more personal development.
Theory of personal as well as professional development which may require to underpin what are
involvement of learner in education and teaching. In context of personal experience, I have
gained a lot of opportunity to understand the conceptual termed. In order to help owned ability or
capability to find better solution (Backman and Barker, 2020). As per consideration of reflection
theory, I have realised that different kind of action which is not only helping to gain knowledge.
But it provide me a right direction where I can select option and implement suitable action.
On the basis of experience. I become easier for me to analyse strength and weakness.
Sometimes, I am carrying out the process in which reflecting on the action at the time learning
process. Majorly, I always become so curious about new innovation. In classroom session, I have
leads to creation an extensive interventions. I have been implemented new strategic in
unexpected situation. It is enabled the expert practitioner to response on the learning session
immediately.
25

CONCLUSION
From above discussion, it has concluded that learning and teaching plays important role
in term of education. In order to provide the brief idea about the overall performance of learner
and teacher. In this report, it has been focused on the different kind of learning theories, model
and principles, which provide the right direction to the learner. In order to improve their own
ability or capability. As per analysis, it has been summarised the different theories, principles
and model in context of learning, communication, assessment and curriculum development.
Discussion on the model, theories and principles which are mainly applied in communication,
assessment, learning. It means that help to improve the skill and knowledge of learner.
Moreover, it has been described about the model of reflections such as Kolb’s, and also
measured the current strength and weakness of learner.
26

REFERENCES
Books and journals
Apsari, Y., 2018. Reflective Reading Journal In Teaching Writing. Indonesian EFL
Journal, 4(2), pp.39-47.
Backman, E. and Barker, D.M., 2020. Re-thinking pedagogical content knowledge for physical
education teachers–implications for physical education teacher education. Physical
Education and Sport Pedagogy. 25(5). pp.451-463.
Beer, P. and Mulder, R.H., 2020. The effects of technological developments on work and their
implications for continuous vocational education and training: A systematic
review. Frontiers in Psychology. 11. p.918.
Budiyanti, H., Patiro, S.P.S., Djajadi, M. and Astuty, S., 2020. Does Service Quality in
Education and Training Process Matters? Study of Government’s Human Resource
Agencies in Indonesia. Journal on Efficiency and Responsibility in Education and
Science. 13(1). pp.41-55.
Carter, S., Guerin, C. and Aitchison, C., 2020. Crafting Writing: Clarity, Style and Voice.
In Doctoral Writing (pp. 93-125). Springer, Singapore.
Hagiwara, M., Shogren, K.A. and Smith, S.A., 2020. Development of the Self-Determined
Learning Model of Instruction coaching model: Implications for research and
practice. Education and Training in Autism and Developmental Disabilities. 55(1).
pp.17-27.
Lajis, A., Nasir, H.M. and Aziz, N.A., 2018, February. Proposed assessment framework based on
bloom taxonomy cognitive competency: Introduction to programming. In Proceedings
of the 2018 7th International Conference on Software and Computer Applications (pp.
97-101).
Lefrancois, G.R., 2019. Theories of human learning. Cambridge University Press.
Mishra, S., 2017. Shannon and Weaver model of communication.
Ranaut, B., 2018. Importance of good business writing skills. International Journal of Language
and Linguistics. 5(2). pp.32-41.
Sillars, A.L. and Vangelisti, A.L., 2018. Communication: Basic properties and their relevance to
relationship research.
Sumardi, L., Rohman, A. and Wahyudiati, D., 2020. Does the Teaching and Learning Process in
Primary Schools Correspond to the Characteristics of the 21st Century
Learning?. International Journal of Instruction. 13(3). pp.357-370.
Surr, C.A. and et.al.,2017. Effective dementia education and training for the health and social
care workforce: a systematic review of the literature. Review of educational research.
87(5). pp.966-1002.
27

Suud, F.M., Chaer, M.T. and Setiawan, W., 2020. Implementation Educational Psychology
Theories at Traditional Boarding School in Aceh. Journal of Critical Reviews. 7(9).
pp.371-377.
Umeozor, S.N., 2020. Information Retrieval: A Communication Process in the 21st Century
Library. International Journal of Knowledge Content Development & Technology.
10(2). pp.7-18.
Zhuang, Z., 2017. Analysis of students’ performance based on bloom taxonomy (Doctoral
dissertation).
Online references
Armstrong, P., 2021. Bloom’s Taxonomy. [Online]. Available through
<https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/>
Shannon and Weaver Model of Communication., 2021. [Online]. Available through
<https://www.communicationtheory.org/shannon-and-weaver-model-of-
communication/>
The seven Cs of Communication., 2017. [Online]. Available through <https://edexec.co.uk/the-
seven-cs-of-communication/ >
28

Appendix
29

30