Learning Plan Analysis: Theories, Assessment Methods, and Strategies

This assignment provides an analysis of learning theories and assessment methods. It begins by exploring various learning theories, including behaviorism, cognitivism, and experiential learning, highlighting their core principles and applications in educational settings. The assignment also delves into different teaching styles, such as the directing and discussing styles, and how these approaches can influence student engagement and learning outcomes. Furthermore, the document examines various assessment methods, including testing, writing assignments, and portfolio reviews, discussing their strengths and weaknesses and how they can be effectively implemented to evaluate student learning. The assignment also incorporates elements of a learning plan, with a focus on CPR, and discusses the application of these theories and methods in practical scenarios, offering insights into how educators can enhance teaching and learning experiences. The document emphasizes the importance of aligning assessment methods with learning objectives and providing constructive feedback to students. It concludes with a reflection on the effectiveness of different assessment strategies and their impact on student performance.

Annotated Learning Plan
Comment A3:
Learning and teaching theories
Behaviorism
Behavior assumes that a student is inherently flawed and is created through positive or negative
negatives. Learning is thus characterized as a change in behavior. Skinner (1974) admitted that
behavior is a part of his findings, for example students will reestablish behavior separately if
persuasive feedback is provided. Conduct should not be restored if a negative input is provided.
Providing input in a timely manner, whether positive or negative, should get your students
engaged with a specific goal in their mind. Inspirational ideas or rewards can include verbal
feedback, for example, it's unbelievable, you delivered that report without errors or you will
certainly manage everything well with these activities.
Cognitivism
Cognitivism is based on what happens in the brain, for example, thinking and critical thinking.
The new information is based on previous information and students need dynamic collaboration
to learn. Changes in behavior, however, are monitored only as an indication of what is happening
in the student's psyche. Cognitivism uses the image of the brain like a PC: data arrives, is
manipulated and learning takes place.
Experiential learning
Experiential learning is about the student who meets things for himself and who earns from
them. Kolb (1984) proposed a four-stage model called an experiential learning cycle. It is a path
through which individuals can understand what has happened to them and, as a result, change
their behavior. It depends on how a student usually contemplates a commission, they usually
have the opportunity to adjust and perfect their efforts. The road to learning can start at any level
and is unstable, for example there are no restrictions on the number of cycles that can be
achieved in a learning setting. This idea suggests that individuals continue to repeat their
mistakes.
Learning styles
The directing style

Promote learning by attuning and following the heads. With this style, the instructor guides the
subconscious, how to do it and when it should be completed. The instructor provides data to
subscribers through lectures, reading readings, audio / visual introduction, presentations, results
and various methods.
The discussing style
It promotes learning through communication. In this style, experimented with Socrates, the
instructor strengthens basic reasoning and cunning dialogue by offering tools to handle
investigations. The instructor is a facilitator who controls the conversation for an obvious end
result. Perspectives include how to make decisions and support them with facts and information.
Comment A6:
Assessment methods:
Testing and writing assignments
The most conventional use of developmental assessment in standard study rooms is
experimentation, which varies from individual to complete test. The tests may involve several
questions of inference and explanation. Test repositories are in motion and can include tests
created by teachers; created a test distributor; purchase test; and complex assessments, such as
oral presentations, writing missions and execution tasks.8 Writing tasks are used as a kind of
assessment in standard and online study rooms; models include basic comprehension papers,
journals, test papers, emotional communication, research papers, summary papers and "worst
case.
A case of innovative methods with which the instructors adapt the house evaluation methods to
adapt to the various objectives, needs and conditions of the secondary word, the report is a direct
evaluation in which the educator does the main purposes of the lesson on the blackboard towards
starting a lesson and towards the end of the lesson requires that subscriptions record the most
important thing they have learned.1 Students often repeat the key attention on the blackboard; in
any case, the teacher will ask what remained higher in their brain or what more important
understanding they built.
Portfolio review
The portfolio evaluation method evaluates an agent's evaluation using a combination of their
work, execution evaluations, observations, and other information. The various pieces collected to

achieve the performance have all been decided in full10. Although a solitary assessment can be
spread over the package, some sections can be evaluated using scoring rubber, especially
execution companies.
Portfolio has become part of a change of outlook in the assessment of agents in scientific
education. University studies courses modified in packages were considered important in
determining the results obtained by the agents. The use of packages to assess merit reflects a
shift from the pedagogical approach aimed at educating to one that considers different
combinations of represented teaching.11 Packages provide the educator with an example of the
inventor's innovative work, along with their clarification of that work according to the course
content or objectives. This procedure allows instructors to explore the capabilities of apprentices
and assess how they can achieve what they have achieved and clarify those claims.
The portfolio put a lot of effort aside to evaluate, no matter how the teacher structures the
activities. In order for menus to become increasingly valuable and virtually the same, the rules
for their content should be spaced and applied to the start of activities.
Summary
In Pre teaching consideration section discussion about various teaching and learning theories has
been done. Some of the learning methods include Behaviorism, Cognitivism and Experiential
learning. These techniques would help both teacher and students to learn CPR concept in more
precise way. A lesson plan is pre plan by teacher or its form of rehearsal a teacher do to decide
about alternative methods to help students in better understanding about CPR; this section
contains Los approaches and methods of presenting information for students.
This test did not use a functional test as an assessment tool. Despite the fact that the test
conducted should not replace the practical test of individual assessment, it can be a practical
option as a tool to measure and reflect on the feasibility of psychomotor skills, especially for the
preparation of complete programs. The conceptual evaluation used in this study, although based
on several decision making guidelines established by the AHA, had not been agreed in previous
studies. Finally, the way in which substitutes demonstrated the tangible supply of a course during
the course does not in fact demonstrate a reasonable demonstration of psychomotor skills during
CPR.