502: Theories, Principles & Models in Education & Training Analysis

This report provides a detailed analysis of various theories, principles, and models relevant to education and training. It covers learning theories such as behaviorism and connectivism, explaining how they can be applied to teaching, learning, and assessment. The report also examines models of learning preferences, including Honey and Mumford's learning styles, and discusses the importance of identifying and accommodating individual learning preferences for inclusive teaching. Furthermore, it explores communication theories like Piaget and Vygotsky, highlighting their application in fostering effective communication between teachers and students. The analysis extends to assessment theories, curriculum development models, and reflection and evaluation theories, demonstrating their practical application in improving teaching practices and curriculum design. The report emphasizes the significance of integrating these theoretical frameworks into educational practices to enhance learning outcomes and create a supportive learning environment.

502: Theories,
Principles and Models
in Education and
Training

Table of Contents
INTRODUCTION......................................................................................................................3
MAIN BODY.............................................................................................................................3
TASK 1......................................................................................................................................3
1.1 Analyse theories, principles and models of learning.......................................................3
1.2 Explain ways in which theories, principles and models of learning can be applied to
teaching, learning and assessment..........................................................................................4
1.3 Analyse models of learning preferences..........................................................................4
1.4 Explain how identifying and taking account of learners’ individual learning preferences
enables inclusive teaching, learning and assessment.............................................................5
TASK 2......................................................................................................................................6
2.1 Analyse theories, principles and models of communication............................................6
2.2 Explain ways in which theories, principles and models of communication can be
applied to teaching, learning and assessment.........................................................................6
TASK 3......................................................................................................................................7
3.1 Analyse theories, principles and models of assessment...................................................7
3.2 Explain ways in which theories, principles and models of assessment can be applied in
assessing learning...................................................................................................................8
TASK 4......................................................................................................................................9
4.1 Analyse theories and models of curriculum and development........................................9
4.2 Explain ways in which theories and models of curriculum development can be applied
in developing curricula in own area of specialism...............................................................10
TASK 5....................................................................................................................................11
5.1 Analyse theories and models of reflection and evaluation.............................................11
5.2 Explaining the ways in which theories and models of reflection and evaluation can be
applied to reviewing own practice.......................................................................................13
CONCLUSION........................................................................................................................14
REFERENCES.........................................................................................................................15

Books and Journals:.............................................................................................................15

INTRODUCTION
Learning and teaching is the important process of acquiring knowledge with the help
of study. It can be acquired with the help of experience also. The professionals who are
engaged in the teaching and learning to teach the students are supposed to manage the
practical curriculum (Pilieci and et.al., 2018). For that purpose, teachers are required to use
different theories and models related to education and training only they will be able to
provide the best teaching practice to their students. This report includes the theories and
models related to learning, learning preferences, communication, assessment, curriculum
development and reflection. These all are important in the education in the training program
and that's why a teacher must use theories and models related to these topics and should be
applied in their own practice in order to achieve the maximum result.
MAIN BODY
TASK 1
1.1 Analyse theories, principles and models of learning
A teaching job is not an easy task for the teachers because this is many problems on a
daily basis as they are teaching different students who have different backgrounds and
cultures (Mustafa and et.al. 2021). There are many reasons for teachers to use theories,
models and principles of learning in the daily practice of education and training for a teacher.
Some of the important theories and models of learning a mentioned below:
Behaviourism theory: This theory originated from the result of an experiment by
Pavlov. He did the experiment on the dog because classical conditioning suggested that
positive experiences influence the quality of learning in pupils. That means this theory
focuses on the teacher and is put at the centre of the process of learning (Visvizi and et.al.,
2018). One of the important advantages of this theory is teachers have created detailed
guidelines for the students so that they are able to gain positive experiences which help to
reshape information. For that purpose teachers uses quizzes and games as well as a reward
system so that it helps to create a sense of achievement. But there is one disadvantage and
this theory that student is not centred in the learning process and that's why there are many
students who do take not it seriously the studies. It will make pressure on the teachers and
sometimes it will result in increasing the stress and reducing the quality of teaching the
teachers.

Connectivism: It is becoming one of the important theories that come with the digital
age. That means this is not on the old methodology as it suggests that learners should be
connected to each other so that they are able to support each other learning process with the
help of technology (Anyolo and et.al. 2018). According to this theory, it found connections
between learners can be created and collaborated with the help of better decision-making and
creativity. This theory is focusing on making connections and it is very helpful for team
making. But this type of learning theory is taking too much time because of making
connections.
1.2 Explain ways in which theories, principles and models of learning can be applied to
teaching, learning and assessment
After analysing the different models and theories of learning now it is very important
to understand that they should be applied in the teaching, learning and assessment. There are
many ways which help to apply the models and principles of learning. For example, in
behaviourism theory, the teacher can be used this theory in teaching with the help of rewards
and punishment (Cifuentes-Faura and et.al., 2021). It is very obvious that this is not an
effective way in contemporary practice because the lectures are not highly structured and also
identification of the student responsible is not high. This theory included the responsibility of
teachers is very high for learning and that's why if it is used in the classroom then it will not
acknowledge the differences of students. In the case of the cognitivism model, it is analysed
that that model is mainly used for encouraging testing hypotheses and curiosity. That's why a
teacher can use this model with the help of creating a scenario in the environment so that
students are able to familiar with it. It will increase the quality of learning. It is found that
these types of theories can be used in any way which means a teacher can use them by
combining theories. Teachers are only required to create an environment in the classroom for
the students and identify the different types and preferences of all students (Nicolosi and et.al.
2018). They can also need to make an independent learning plan which helps to address
different learning needs of individuals. In this way, a teacher is able to apply the theories and
models of learning.
1.3 Analyse models of learning preferences
A teacher can achieve their goals and objectives only when they are good at
understanding the learning preferences of students because it is not necessary that each
student has the same choice of learning style. It is the responsibility of the teachers that they
should meet the individual learner's needs (Reyna, Hanham, 2018). That's why learning

preferences are important and it actually refers to the individual unique patterns of weakness
and strength in order to assimilate, retrieve and process information. There are different
models which are used to expose learning preferences by the teachers so that they will be able
to make better strategies. Some of them are mentioned below:
Honey and Mumford learning style: According to this style, it is actually based on
four important learning preferences that include activists, reflectors, theorists and
pragmatists. It is founded these are the natural learning approaches which are generally
preferred by the learners and it is suggested that they should be an endeavour for the purpose
of understanding the learning style (Liebermann and Erdelt, 2020). It is found that activists
are learning by doing through hands-on experience. They are not including bias in new
experiences and that's why they enjoy new ideas. Theorists are generally interested in the
theories which are responsible for actions and that's why it is important for the Teachers to
find models and concepts which will be useful for participation in the learning process. In the
case of the pragmatist, they are focusing on learning which is visual for them. That means
they are actually focused on visualising the learning in real life with a help of experiments
through new ideas and findings. In the case of reflectors, there are focusing on observation
and the thinking process (Francesco and et.al. 2019). They actually focused on obtaining
data and information and taking time for analysing then coming up with a conclusion.
1.4 Explain how identifying and taking account of learners’ individual learning preferences
enables inclusive teaching, learning and assessment
It is important for the teachers to identify and taking account the preferences of
individuals’ learning. This is necessary for the purpose of meeting individual learning goals
and objectives. It allows the teacher to create awareness of different learning styles. It also
helps in allowing to work together that promotes effective learning. In the teaching field, the
identification and consideration of individual learning preferences becomes very important.
This is because of many reasons in which one of them is it enables an inclusive teaching,
learning and assessment (Armoed, 2021). It can be possible with the help of capturing the
information on questionnaire according to the Honey and Mumford and other learning styles.
It found that VARK is refers to the multisensory approach which includes different learning
styles and preferences of different learners. It includes four important learning styles such as
visual who learns through seeing, auditory who learns through listening, kinaesthetic who
learns through doing and experience and read who learns trough read and write. It found that
when teachers are effectively focusing on using different learnings styles according to the

demand of students then they will definitely able to enables inclusive learning, teaching and
assessment.
TASK 2
2.1 Analyse theories, principles and models of communication
Communication is found to be the most important element of the teaching and
learning. It is found that every day the importance of communication is increasing and it
should be present between teachers and students as then only teachers are able to make an
inclusive learning environment. Without interaction, it is not possible for the learners to learn
the topics and subject. It is also found that teachers need to use different theories, models and
principles of communication as it all makes more effective (Puustinen and et.al. 2018). This
is necessary to understand that effective communication is the key of the successful learning
and teaching. Some important models and theories related to the communication are Piaget,
Vygotsky and non-verbal communication. It is important to use these theories of
communication as it is very helpful for making effective communication but it should be use
according to the situations. Piaget is the theory that mainly focuses on cognitive
development. It includes some important and certain changes which found between human
conception and death. It also found that the changes that occur in the individual is for long
term period and occurred systematically. It included four important stages such as
sensorimotor stage, pre operational stage, concrete operational stage and formal operational
stage.
It is found that Vygotsky is just opposite to Piaget as it believes that social interaction
is necessary for the purpose of cognitive development (Winn and et.al. 2021). Social
interaction is very important as it enables the language opportunities and also establishes the
found of thought to language. These are the some important theories of communication which
are necessary in the teaching and learning process.
2.2 Explain ways in which theories, principles and models of communication can be applied
to teaching, learning and assessment
It is very important that strong communication is well should be present in the
teaching and learning sessions as it provides a significant impact on classroom management.
This is the reason that verbal and nonverbal communication is important for teachers and it
should be improved in order to enable effective role models of appropriate behaviour. For
that purpose, the theories and model of communication should be applied in the teaching in

an effective way. For example, verbal communication includes the use of words and it can be
used in oral as well as written communication (Maass and et.al., 2019). According to the
scaffolding theory, it is important to apply with the help of using open and closed questions.
This is necessary to understand that this theory is very helpful for weak learners. A teacher
should make sure that effective teaching and learning is only achieved when they are using
clear speech, pitch, appropriate voice modulation, volume, etc. In addition to this, it is also
important for the Teachers that they should make sure appropriate gesture and bottle
language as it will help them to engage all the learners in the learning process and also makes
the presentation more expressive.
TASK 3
3.1 Analyse theories, principles and models of assessment
Assessment is a powerful tool for promoting effective learning. In the education
system, there is no evidence of the number of testing increases learning. So that assessment is
the tool used by the teacher in the evolution of the student. Assessment is like a tool which
helps the student to increase their learning (Putra and et.al., 2020). A teacher uses this tool in
schools for checking their learning. When the teacher uses this tool it shows the result of the
student's learning. Assessment can be challenging for student life as it gives fear. Teachers
can influence a learner's feelings and attitudes by providing support and motivation. An
assessment is a positive outlook which reduces the fear of learning. The assessment is a very
effective tool for the learner when a teacher uses this tool to assess the student's learning.
Teachers use this tool in different types they can use in the short term and long term (Malik
and et.al. 2019). Teacher asks many questions when they start the class it is just like a short-
term assessment which evaluates the student's previous knowledge.
It is the assessment which analysis the student's knowledge and skill. The teacher
decides on some specific criterion with the decision. This theory measures Learner ability in
some specific area and provides a direct answer. This assessment comes in the form of
summative and formative assessments (Sund and Gericke, 2020). The formative assessment
is the assessment for the learner and the summative assessment is the assessment that gives
the result. Those type of assessments gives a huge benefit to learners it used to increase their
self-esteem. Teachers use the four types of assessment to evaluate student learning.
They use the diagnostic assessment which uses to check their entry behaviour and the
student's previous knowledge. Teachers use it at the time the student comes for their

admission and it gives the student previous information about what they learner in the school.
The teacher also uses the formative assessment which is used after the class end teacher use
for evaluating the student's present learning (Coggi and et.al. 2018). Teachers use the
summative assessment at the time of the end. It gives the result the student is eligible for the
next lass. The assessment is set the standard in the class. The teacher uses this assessment in
the mark sheet. The assessment is used for valid and reliable results. It shows the
Transparency, sufficiency, and authenticity of the result. The assessment is a very effective
tool which increases student learning. By the use of this tool, teachers increase the student's
confidence in front of everyone. This tool gives the sure result to their student. It is very
effective because the assessment is checked by the teacher and done by the student. The
teacher uses the assessment tool in practice which increases the student learning (Erbas,
Çipuri 2021). The teacher also uses the assessment they change the assessment and add some
unique ideas for their learner they add the questionnaire for the student learning and in the
questionnaire, they use the yes and no tick marks which give the prompt result for their
student.
3.2 Explain ways in which theories, principles and models of assessment can be applied in
assessing learning
There are various learning theory are available which assess student learning. There
is some theory are available behaviourism, cognitivism, and constructivism. Their theory
very helps full for the very stage of learning. The behaviourism theory is used at the stage
where the student is teacher-centred (Akcanca, 2020). In the behaviourism cantered approach
teachers give the facts and information to the student which they learn. It is the rote learning
or cramming theory which use at the stage where the student is depending on the teacher.
Teachers say anything student learners trust the teacher and they obey their teacher. This is
the behaviourism theory which use at the stage where the student is going to the toddler
stage. The second one is cognitivism which is used when the student has now become an
understandable person. This theory is a teacher and learner-centric approach. This theory is
adding the various information given by the teacher to the student. At this time students can
interact with the teacher and build relationships. The cognitive theory is the process where
the student uses their own mind Lerner things (Hinojo-Lucena and et.al., 2019). The last
theory is constructivism this theory adds a new concept. At this stage now students can
challenge the teacher's information and make a new concept. This theory is helpful when a
student is using their mind without a teacher interface, now the student is depending and

learns various things when they experiment and challenge the actual information. These
theories, models and principles are used for student learning they assess the student.
Bloom's taxonomy is used for assessing student learning. This theory is a very
effective tool for the assessment of learning. Bloom's taxonomy gives the theory in 1956. It is
a sequential and hierarchical process (Javadi and Tahmasbi 2020). The Bloom theory is
divided into two parts which add higher-order thinking skills (HOTS) create, evaluate, and
analyze and the second one is lower-level thinking skills (LOTS) apply, understand, and
remember. The bloom taxonomy is depending on the learning outcome. Which is also
divided into three concepts cognitive domain, affective domain, and psychomotor domain.
All domains are related to the student learning outcome. The cognitive domain is related to
the intellectual skill, the affective domain is related to the altitude of the student, and the
psychomotor domain is related to the motor skill. This domain is related to the student
behaviour and attitude it gives the learning outcome. The learning outcome comes with the
assessment which is added by the summative and formative this assessment is used at the
various stage at the school, college and also their level. Every teacher uses this tool to ensure
student outcomes. When they going to learn new information in the classroom. This
assessment is very necessary to apply in student life which gives the necessary information
about the learning outcome. Every theory and model is helping the student's learning
outcome (Brantefors, Tellgren, 2019). Behaviourism, cognitive, constructivism and bloom
theory are used for every stage of student learning. This theory also helps to understand the
student learning outcome. Teacher use the assessment tool at various stage it helps them to
increase the leaning.
TASK 4
4.1 Analyse theories and models of curriculum and development
When the education institution makes the curriculum devolvement then they use the
various theory and models which can help to make the curriculum. There is some theory are
available that help to make the curriculum (Lourenço, 2018). The product theory helps to
make the curriculum development. It relates to the objective and outcome of the content
delivered by the teacher. The process relationship theory is related to the interaction during
the delivery of content and is aligned with the teacher and learner relationship. The theories
give numerous models that can be utilised by the teacher. Product theory of curriculum is
giving a major advantage in curriculum development. They add various practical information

to the theory. The theory is very essential to make product development. It gives practical
knowledge in the curriculum (Goel and Polepeddi, 2018). The link between the students to
the teacher with practical aspect. This type of theory helps to set the various ability of the
learner. This theory mange the behaviour and it is a very good initiative tool which increases
student learning in practical aspects. When the various teacher uses this aspect in the content
it increases the student knowledge. Teachers use the practical knowledge in the content and
they increase the student's knowledge.
Teachers use various tools to increase the subject content knowledge. This theory is
the systematic approach to the teaching they add various development tools to the curriculum
which means they add practical content to the curriculum. Which add the project and
presentation in the class and student do this task very effectively because it is a part of the
curriculum so they give marks in exams (Gil-Arias and et.al., 2021). When the model helps
the curriculum development it shows the highlight of the most information topic. This helps
in the future planning of a student. This is the first aim of any curriculum development which
adds brain activity and increases the student's cognitive power. Teachers use this information
to develop their brains the student use the bran storming activity. All information used in the
curriculum is very meaningful it gives the depth knowledge of the content. The model and
theory also help to test the information when they add to the curriculum these are very
necessary because of the understanding of the learner. The curriculum adds the information it
checks and then applied it to the curriculum. This content is very effective information that
can change a student's life forever (Simonson and et.al., 2019). When the information is
checked then it will be genera ability. The curriculum content is very important information
given to the student. So it is checked and verified by the authentic teachers. When the
educational institution is making the curriculum so they go to every step and think and
analyse the very information. A curriculum is a bridge between the student and teacher.
When the teacher gives the subject content to students they give them complete knowledge of
the curriculum. The curriculum is changing the student's behaviour and way of learning.
4.2 Explain ways in which theories and models of curriculum development can be applied in
developing curricula in own area of specialism.
Curriculum development is defined as the process through which an educational institute
or the instructor create or design a plan for a course or a program(Van Melle and et. al.,
2019). This is the continuous process which is related to the content review, revised and
updated as per the needs and demands. Being a lecturer of business management, there are 7

stages of curriculum development that helps in the better application of model and theories
can be applied in developing a curriculum. Various stages of curriculum development are
given below:
 Diagnosing needs: Before planning the curriculum, it is known that the diagnosis
helps in the proper analysis of the given problem and difficulties. The main purpose is
to have new ideas and focus about the curriculum by analysing the thoroughly from
various sources. This also includes the cumulative records, recordings and parents
interview.
 Formulating specific objectives: The objectives will be very in order to analyse the
overall consideration of the given work to be achieved. Concepts and ideas to be
learnt. Additionally, attitude, sensitivities and feelings to be developed, habits and the
skills of the master to be mastered. This helps me as a lecturer in business
management to set the objective.
 Selecting the content: After following above two steps, it is easy to go for the
content selection so that they can have the better consideration in the teaching of
business management(Usher, 2018). Being a lecturer of business management, after
selecting the content, this helps me in effective teaching to the students.
 Organising the content: After choosing the content, this is the next stage in which I
will arrange the content so that all the topic to the student related to the business
management can be understood positively. As a lecturer of business management, I
will avail the appropriate and correct content to the learners that helps them in their
future academic development.
 Selecting an organising learning experiences: This is the last stage in which the I
will gain the experience by teaching the student appropriately so that they can better
perform in the given future course of action.
There is the need to update the concept and knowledge with the help of organising
education camps so that students can gain new set of skills in an appropriate manner. In
context to Tyler model. This helps me in analysing the overall performance of the student and
I will rightly focus on the areas in which I have to put more focus to educate the learners in
an efficiency manner.