Theories, Principles and Models in Education and Training: A Report

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Theories, Principles and Models in Education and Training

TABLE OF CONTENTS
INTRODUCTION........................................................................................................................2
TASK 1 LEARNING PREFERENCES..............................................................................................3
1.1 THEORIES, PRINCIPLES, MODELS OF LEARNING.........................................................3
1.2 WAYS IN WHICH THEORIES, PRINCIPLES AND MODELS OF LEARNING CAN BE APPLIED
TO THE TEACHING-LEARNING AND ASSESSMENT................................................................3
1.3 MODELS OF LEARNING PREFERENCES............................................................................5
1.4 HOW IDENTIFYING AND TAKING ACCOUNTS OF LEARNER’S INDIVIDUAL LEARNING
PREFERENCES ENABLES INCLUSIVE TEACHING, LEARNING AND ASSESSMENT....................6
TASK 2 COMMUNICATION........................................................................................................8
2.1 ANALYSIS OF THE THEORIES, PRINCIPLES AND MODELS OF COMMUNICATION............8
TASK 3 ASSESSMENT.............................................................................................................. 10
3.1 ANALYSES OF THEORIES, PRINCIPLES AND MODELS OF ASSESSMENT.........................10
3.2 WAYS IN WHICH THEORIES PRINCIPLES AND MODELS OF ASSESSMENT CAN BE
APPLIED.............................................................................................................................. 12
TASK 4 CURRICULUM............................................................................................................. 14
4.1 ANALYSE THEORIES AND MODELS OF CURRICULUM DEVELOPMENT..........................14
4.2 WAYS IN WHICH THEORIES AND MODELS OF CURRICULUM DEVELOPMENT CAN BE
APPLIED IN OWN AREA OF SPECIALISM.............................................................................17
TASK 5 REFLECTION AND EVALUATION..................................................................................18
5.1 ANALYSES OF THE THEORIES AND MODELS OF REFLECTION AND EVALUATION..........18
5.2 WAYS IN WHICH THEORIES AND MODELS OF REFLECTION AND EVALUATION CAN BE
APPLIED REVIEWING OWN PRACTICE.................................................................................22
CONCLUSION.......................................................................................................................... 23
References..............................................................................................................................24
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INTRODUCTION
This assignment report will cover the different aspects of education and training to enable
the teachers to provide an enhanced learning experience to the students. Proper education
and training enable the students to leverage their existing strengths and overcome and
develop their weaknesses (Avis, 2014). The different aspects of education and training such
as learning, communication, assessment, curriculum and reflection and evaluation will be
analysed and discussed in this report to provide better learning experience to the students
through identifying their learning styles, analysing effective ways of communication and
assessment of individual needs, development of effective curriculum and analysis of the
personal performance. This would support in delivering better education to the students.
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TASK 1 LEARNING PREFERENCES
1.1 THEORIES, PRINCIPLES, MODELS OF LEARNING
Learning could be defined as a process of acquiring knowledge, skills, behaviour and values
etc. it is a transformative process that leads to change in an individual's perception and
behaviour through new information and knowledge. As a teacher, it is very important to
engage all the students in learning rather than believing that some students are destined to
perform poorly (Corder, 2012). The teacher should believe that every student is capable of
learning and achieving success and should find ways to motivate every student to
participate in learning. For this concern, the teachers could utilize different theories, models
and principles of learning.
PROCEDURAL VS. DECLARATIVE KNOWLEDGE (ANDERSON)
Anderson's procedural Vs. Declarative knowledge could be utilized to enlarge the student's
knowledge parameter. Declarative knowledge means conscious and specific materials to the
learner’s experience. While procedural knowledge is related to how to do something (Illeris,
2018). For example, declarative knowledge is what is Bike whereas procedural knowledge is
knowing how to ride a bike. Being a math teacher to primary students, I must ensure that
the students are well aware of declarative knowledge to have a clear understanding of basic
math that would support their higher education.
INDUCTIVE (BRUNER) VS. DEDUCTIVE (AUSUBEL) APPROACHES
The approaches of Bruner and Ausubel are two important and contradictory approaches to
teaching and learning. Bruner’s Inductive approach focuses on nurturing intuitive thinking
among students by encouraging them to make guesses on the basis of incomplete
knowledge and providing appropriate and correct knowledge (Illeris, 2018). Whereas
Ausubel’s deductive approach suggests that knowledge is primarily acquired by being
directly exposed to it rather than through making assumptions and discovery.
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1.2 WAYS IN WHICH THEORIES, PRINCIPLES AND MODELS OF LEARNING
CAN BE APPLIED TO THE TEACHING-LEARNING AND ASSESSMENT
The different learning theories and models can be effectively applied to teaching by linking
aspects of existing teaching practices with suitable theories. Moreover, personal teaching
theories could also be developed by identifying the behaviour and competency of the
students. This would also enable in developing competency-based programs such as
individual learning plans (ILPS) and SMART (Specific, Measurable, Achievable, Reliable and
Timely) targets, by findings problems in the learning abilities of the students (Lemov, 2015).
The teacher could also apply the learning theories by using the different theories and
models such as;
TYPES OF PERSONALITY
By identifying the types of personalities in the classroom, an effective learning environment
could easily create. The theory of type of personality is introduced by Carl Roger and Jhon
Dewey (Gould, 2012). This theory discusses the impact of personality and behaviour on
learning.
VARK LEARNING STYLE
Flaming and Mills have suggested the four modalities that reflect the experience of teachers
and students.
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Figure 1: VARK Model of Learning Styles
[Source: Simpleshow, 2015]
V – Visuals: the visual learners acquire knowledge by just seeing. It involves the use of
diagrams, Presentation, Videos etc.
A - Aural/auditory: the auditory learners learn by just listening. It involves speeches, audio
clips etc.
R - Read/write: such type of learners requires to display information in word. It involves
text-based inputs and outputs.
K – Kinesthetic: such type of learners acquires knowledge through gestures, observation,
walking and talking (Lemov, 2015).
I could effectively use the VARK model while applying the different theories of learning in
my teaching. I could analyse the types of personalities in my classroom and develop
effective teaching material to help them learn effectively. My students are very young so I
could rewards and punishment to motivate them to work as well as also focus on combining
VARK elements in my teaching so that every student could effectively learn.
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1.3 MODELS OF LEARNING PREFERENCES
I should also apply the different models of learning preferences to identify and understand
the individual strengths and weaknesses to enhance students learning experience and
performance.
HONEY AND MUMFORD MODEL
This model has discussed the four learning styles;
 Activist: such people learn by directly diving into new experiences and do not like
theory.
 Theorist: such people want to gain full theoretical knowledge of a subject before
they feel comfortable with it.
 Pragmatist: these are focused to see the practical implementation of what they are
learning and demands practical techniques.
 Reflector: these people want to acquire full information before coming to a
conclusion. They have higher observatory power (Wallace, 2011).
Gardner’s Multiple Intelligences
This theory suggests that all people have different kinds of intelligence. Gardner has
suggested eight types of intelligence;
1. Visual-spatial intelligence with higher visual and spatial judgment abilities
2. Linguistic-verbal intelligence that involves writing, language and words intelligence
3. Logical-mathematical intelligence with higher analytical skills and abilities to solve
mathematical operations
4. Bodily-kinesthetic intelligence that reflects physical movement and higher motor
control abilities
5. Musical intelligence that has good knowledge of rhythm and music
6. Interpersonal intelligence these people are good at understanding and relating with
other people.
7. Intrapersonal Intelligence is people with good self-reflection and introspection
abilities
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8. Naturalistic Intelligence involves a greater relationship with nature (Reece and
Walker, 2016)
By analyzing the intelligence level of the students, I could effectively understand the
intelligence level of my students and identify which students have greater logical-
mathematical intelligence and which students are weaker in math. This would support me
to maintain a good learning environment in the class.
1.4 HOW IDENTIFYING AND TAKING ACCOUNTS OF LEARNER’S INDIVIDUAL
LEARNING PREFERENCES ENABLES INCLUSIVE TEACHING, LEARNING AND
ASSESSMENT
The identification of learning preferences of individual learners enables in designing an
effective lesson plan for the overall development of the students. The above theories have
suggested that every student have different preferences and styles of acquiring new
knowledge and skills. By identifying the learning styles and preferences of the students, I
could have a clear understanding of the capabilities of my students and built and inclusive
teaching environment in my classroom. I could effectively perform an initial assessment to
identify the learning needs of every student in my class. This would support me designing
individual learning plan and create a structure for their learning (Tummons and Powell,
2011). By considering the needs and preferences of the individual learner, I could effectively
develop my lesson plan. This would also support all the students to perform better.
Building an inclusive teaching and learning environment would support in engaging all the
students equally where all are open to new ideas and ways of thinking that are different
from their own style. It supports in challenging the dominant preferences of the students
and supports in maximizing individual learning. I could also introduce alternative learning
approaches in the classroom to meet the needs of the individual students and suit their
respective learning style.
Sadler Smith has argued that individual learning could be encouraged by enabling learners
to analyze and question their existing habitual behaviour. The learners with a higher
intention of learning are considered as potential learners (Tummons and Powell, 2011).
Therefore, the first thing I need to do is to let the students observe the context and question
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what they don’t understand. This theory of Sadler and Smith can be effectively used to
develop an inclusive learning environment in the classroom.
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TASK 2 COMMUNICATION
2.1 ANALYSIS OF THE THEORIES, PRINCIPLES AND MODELS OF
COMMUNICATION
Communication means an exchange of information, ideas and opinions among two or more
persons through a particular mean. In a classroom, communication exists in verbal, non-
verbal and written formats (Stubbs, 2012). Verbal communication is when the teacher and
students send and receive the message through language and sounds. Non-verbal
communication is communication without words or through body languages, facial
expressions, gestures, tone and pitch of voice etc. written communication is referred to
sending and receiving information through writing.
Shannon and Weaver have designed a model of communication to ensure effective
exchange of communication between the sender and receiver. This model involves various
elements of communication such as;
 Sender: the source form where the information of message originates
 Encoder: the transmitter for converting the message into signals
 Decoder: the place where signals are received and converted into the message.
 Receiver: the destination of the message and the receiver than givers feedback to
the sender (Al-Fedaghi, 2012).
 Noise: during the transfer process, the message could be affected or distracted by
the physical noise such as crow noise, sounds or distractions during encoding.
PIAGET THEORY OF COMMUNICATION
Jean Piaget has introduced a cognitive development theory that suggests that there is no
fixed intelligence and the learners have to develop their intelligence through engaging with
the environment (Lunenburg, 2010). According to the Piaget theory the different stages of
communication is as follows:
 Sensorimotor: at this stage, the things are learned on the basis of trial and error and
experiences. It is aimed at establishing an understanding of the permanency of the
object.
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 Preoperational: at this stage, people are able to attach meaning to the objectives
with and think symbolically.
 Concrete operational: it involves methodological and logical manipulation of
symbols. It allows individuals to solve problems without physically encountering
things in the real world (Lunenburg, 2010).
 Formal operational: here the individuals lead to ultimate maturity and understand
the abstract concept of symbols and come up with a hypothesis based on their
knowledge.
BERNE TRANSACTIONAL ANALYSIS
Berne’s model states that every person has three ego-states of their personality; child, adult
and parent. In parent state people uses judgmental, critical words and posturing and
patronizing language with angry and impatient body language (Littlejohn and Foss, 2010).
The child state uses baby talk, verbal phrases like I dunno, I don’t care, worst day of life with
emotionally sad expressions, despair, struggling shoulder and rolling eyes. On the other
hand, the adult- state uses words like how, why where with attractive, straight-forward
physical qualities. The transactional analysis enables to have a clear understanding of the
communication process and establish a better relationship.
By analysing the above theories it is suggested that the teacher should consider being
concise, clear and confident in their words to effectively communicate in the classroom
(Littlejohn and Foss, 2010). For effectively communicating with the students the teacher
should understand the level of understanding and ego-states.
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TASK 3 ASSESSMENT
3.1 ANALYSES OF THEORIES, PRINCIPLES AND MODELS OF ASSESSMENT
Assessment is the process of interpreting, collecting and acting on the collected data and
information about the learning abilities and experiences of the students. Assessment
enables in gaining insight knowledge on the current abilities, knowledge and learning
preferences of learners (Gadsby, 2012).
The key purpose of assessment in education and training is to improvise the student’s
learning and teachers teaching. It is a continuous process that involves the interaction
between teaching and learning. the term assessment could be defined as a wide variety of
tools and methods used by the teachers for measuring, evaluating and documenting the
academic readiness, educational needs, skill acquisition and learning process of the
students. The common types of assessment used in education are:
 Formative assessment: this type of assessment is typically administered during an
academic program or course. It is used to process feedback about what students are
learning and not learning to develop teaching material, modify academic support
and instructional approaches (Wiliam, 2011). For e.g. strategic questioning,
classroom polls etc.
 Summative assessment: this type of assessment is performed at the end of an
academic session or unit. These are scored and graded tests and projects that enable
to determine whether the students have learned their expected course or not. For
e.g. exams, graded projects.
 Diagnostic assessment: it allows teachers to determine the strengths and
weaknesses of the individual students prior to the course. It is used to diagnose the
difficulties of the students to formulate guide lessons and curriculum planning (Petty,
G., 2009). For.e.g. pre-test, running records etc.
PRINCIPLE SOF ASSESSMENT
The principle of assessment is based on VACSR
 Valid: it should be appropriate to the subject
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