Education & Training: Theories, Principles, and Models Analysis Report

This comprehensive report delves into the core principles, theories, and models essential for effective education and training practices. The report begins by examining various learning theories, including behaviorism, cognitivism, and Vygotsky's social development theory, alongside models of learning preferences such as the Honey and Mumford model. It explores how these theories can be applied to teaching, learning, and assessment, emphasizing the importance of inclusive teaching that considers individual learning preferences. The report then analyzes communication theories and models within the context of education, focusing on their application in teaching, learning, and assessment. Furthermore, it critically evaluates assessment theories, principles, and methods, providing practical examples from teaching practice. Curriculum development theories and models are also analyzed, followed by an examination of reflection and evaluation theories and models, demonstrating their practical application in reflective practice. The report culminates with a summary of the key findings, highlighting the interconnectedness of these theories and models in creating a robust and effective educational environment. This document is contributed by a student to be published on the website Desklib, which is a platform providing all the necessary AI based study tools for students.

Theories, Principles and
Models in Education
&Training
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Contents
INTRODUCTION...........................................................................................................................3
Task 1 (Learning Preferences).........................................................................................................3
A. Identify and analyse theories, principles, and models of learning and learning preferences
................................................................................................................................................3
B. Explain ways in which theories, principles and models of learning can be applied to
teaching learning and assessment...........................................................................................5
C. Explain how identifying and taking account of learners’ individual learning preferences
enables inclusive teaching, learning and assessment.............................................................6
Task 2 (Communication).................................................................................................................7
A. Analyse theories, principles and models of communication that can be applied in teaching,
learning and assessment.........................................................................................................7
B. Explain ways in which theories, principles and models of communication can be applied to
teaching, learning and assessment in your own area of specialism........................................9
Task 3 (Assessment)......................................................................................................................11
A. Analyse theories, principles, and models of assessment.................................................11
B. Choose three Assessment methods from your teaching practice and write a report
explaining how a range of theories and principles of formal and informal assessment have
been applied in your assessment methods............................................................................13
Task 4 (Curriculum).......................................................................................................................14
A. Provide a written analysis of the theories and models of curriculum development........14
Task 5 (Reflection and Evaluation)...............................................................................................16
A. Identify and analyse theories and models of reflection and evaluation...........................16
B. Using at least two theories / models of reflection and evaluation explain how they can be
applied to your own reflective practice................................................................................19
CONCLUSION..............................................................................................................................20
REFERENCES..............................................................................................................................21
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INTRODUCTION
In education and training, principles, theories and models are very important as this will help
in improving the learning of learners. There are different models, principles and theories that
makes it easy for the learner to understand the concept in a significant way and gain better
understanding of the way learning happens. Training or learning is the process of gaining
knowledge through study or sometimes through experience. The individuals or professionals
who are engaged to teaching are supposed to administer practical curriculum. Training and
education are the ways through which the existing knowledge of the learners gets updated. A
supportive system of education allows flexible education and focuses on self-motivation of
students. Developing interest of students in the learning is a part of pedagogical approach of
teachers. This study is based on theories, principles and models in education and training.
The first part of the project discusses about the different theories, models and principles of
learning and learning preferences in education and training. The second task explains about the
theories and principles of communication utilised in learning, teaching and assessment. It also
analyses theories and principles of assessment that applied in assessment methods and teaching.
Apart from this, it provides written analysis of models and theories of curriculum development
and the different theories and models of evaluation and reflection also discussed in the report.
This project is being culminated with descriptive analysis of models, principles and theories of
curriculum and development along with the ways they can be well utilised and understanding of
reflection and evaluation models and theories within the study area.
Task 1 (Learning Preferences)
A. Identify and analyse theories, principles, and models of learning and learning preferences
Learning theories, principles and models are very significant with different reasons in daily
practice of the teachers of education and training. If the right strategies are determined, then
learning can effectively takes place. Thus, application of principles, theories and models of
learning help in ensuring absolute understanding and acquisitions. These also help in making the
learning easy for individuals. Different theories, principles and models of learning are discussed
below:
1. Behaviorism theory - this learning theory emphasizes on objectively observe the
behaviours as well as discounts any autonomous activities of mind. Behaviorists believe
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that it actually arises when alterations in behaviour are gained through associations
among stimuli and response. Therefore, association leads to change in behaviour and the
process of learning is directly impacted through behaviour of an individual. This theory
was developed from the outcomes of Pavlov's experiments on dogs. It puts the teacher at
center after process of learning instead of being student centered. In this theory, the most
significant practices are to develop detailed guidelines for people by tutor in terms of
acquiring positive experiences as well as reshaping the current information provided.
2. Cognitivism theory - this theory provides learners with the chance to get acknowledged
regarding themselves as well as their preferred process of learning. The intellectual
process of learning in this theory is mainly given during concentration specifically the
process of thought of student. According to this theory, the process of learning is defined
as acquiring knowledge from sense, incidents, experience and thoughts. It suggests
teachers to develop a strategy to keep the learner focus and keep their attention at its
higher level by utilizing tools like visual aids, spider maps, mind mapping and
presentations.
3. Procedural vs declarative knowledge - these are the two different learning ways
introduced by Anderson. Declarative knowledge is defined as the conscious and specific
materials to the learner's experience. This type of knowledge answers of WH questions
and there is no option to develop something new. On the other hand, procedural
knowledge is defined as the indication of 'the way to do something'. This type of
knowledge is acquired by the learners through practical class. The learners are usually
more interested to procedural learning whereas, declarative knowledge can be acquired at
moment however, procedural knowledge is not.
4. Vygotsky's social development theory - the theorist suggested a milestone approach of
social development theory. This option allows learner to work more autonomously with
the acquired knowledge. The theorist believes that children learn regarding their world by
physical interactions. Learning is being crucial social process where the support of peers,
caregivers, wider society and parents and culture plays significant role in higher
psychological functions development. The initial development of the children was
prompted through their immediate social interactions.
Models of learning preferences:
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1. Honey and Mumford model of learning - this learning model was developed by Peter
Honey and Alan Mumford in which four learning styles are defined including activist,
theorist, pragmatist and reflector. These learning approaches are those which an
individual propose naturally and they recommend that approach to increase one's own
personal learning. According to the activist learning style, they are the individuals who
learn through doing. They are enthusiastic and like to get the hands dirty in trying new
things. Theorists are the individuals who learn best through understanding theory behind
actions. They require facts, concepts and models to engage in the process of learning.
Pragmatists are the individuals who learn best when they can see the way what they are
learning. They see the way to put learning into practice. Reflectors are the individuals
who learn by observing as well as thinking regarding what happened. They prefer to
stand back as well as see experiences from different perspectives, gathering data or
information take time to get to the conclusion.
B. Explain ways in which theories, principles and models of learning can be applied to teaching
learning and assessment
If the well known facts are used and attached to set up new ones through anchoring on
known theories and facts that have been applied and found, learning is better improved. The
learner is encouraged to furnish himself or herself with needed materials that have been found to
define certain model, theories or principles and utilise it to develop better models and principles.
The behavioural theory in teaching can be applied in ways of punishments and rewards. Yet, it is
not effective in contemporary practices as teaching is not highly structured as well as
responsibility of student is not high however, tutor is responsible for learning. Apart from this, if
this theory is applied in classroom, it doesn't acknowledge differences of learners. On the other
hand, cognitive theory is applied in the learning for encouraging curiosity as well as testing
hypothesis for the projects which are inquiry oriented. As the modern engages experiences of
past in learning, teacher can involve a scenario to develop an environment for learners to be
familiar with.
According to the social learning theory, it is assumed that classroom can be utilised as
social construction where learners to collaborate in groups as well as work in teams to model
expectation and responses altogether. The social learning theory in combination to
constructivism can be utilised in form of empirical and journaling activities to develop
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cooperative and supportive learning. These theories can be utilised in combination to one another
relying on the capacity as well as requirement of learner to develop a learning environment for
distinct preferences and types to acknowledge the requirements according to independent
learning plan. It is addressing distinct needs of learning of different learners and the capacity of
teacher to identify them. When acknowledging different types of learners, the teacher set
SMART goals for each learner and find out combination of distinct theoretical implications at
classroom.
C. Explain how identifying and taking account of learners’ individual learning preferences
enables inclusive teaching, learning and assessment
The softness and hardness of learning style rely on the way learners take it. It means that
the efforts and attitudes to learn will ease subject matter. For identifying and taking into account
the individual learning preferences of learner, the schools and colleges gives flexible
environment.
For challenging dominant preferences of learners to maximize learning -
Modern learning system avoids conventional system of teaching where all the types of
learners are treated similarly. During the course, new idea "I size fits all" established where the
tutors are suggested for bringing diversity through assessing the performance individually. The
student centred learning is associated with the learning where learners find themselves as a
learning materials part and learning materials are appropriate for all the students. Individual
preferences of learning manage assessment in institution which notify the students of their level
of knowledge and limitations.
Enabling learners to see as well as to question their long-held habitual behaviours -
The initial criteria to learning, teaching and assessment are to let the students observe the
context, then to question what the learners have not understood. An investigation also
demonstrates that when the teachers’ speech on, students cannot have time to think on it. Mainly
the learners avoid it as well as do not ask later. Thus, questioning regarding context will increase
the parameter of thinking of the learners and drive them to inclusive teaching and learning. There
is some advantage of this learning includes skills are evaluated, personal assessment takes place
in this learning and self-orientation is developed.
Learning preferences of an individual and very crucial to acknowledge in classroom as it
will need distinct techniques to be combined for maximize learning. It would not support the
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student’s flow but also motivate and encourage them in further efforts. It engages students
actively in the learning and develop some multi-sensory surroundings as the more senses
involved, the most learners will remember. For this particular purpose, multisensory teaching
style must be utilised while teaching. The learners must be able to touch distinct materials and
then supported visually through showing them initial examples through auditory explanations.
Drawing lessons can be mixed with teaching instrument or classical music playing in this sense.
As Britain is rich country by its heritage, visiting historical monuments and organising museum
trips will be an alternative source of multisensory teaching. Apart from this, artistic values of
cities might be effective to motivate and encourage learning through introducing current operas
as well as concerts to the students. Besides this, inclusive learning mode must be implemented at
learning surroundings, where the learners are consistently stimulated through engaging
questions. Other than this, as teaching is not a single way path, learners must ask questions as
well as give feedbacks.
Task 2 (Communication)
A. Analyse theories, principles and models of communication that can be applied in teaching,
learning and assessment
Communication is defined as an act of exchanging information from one person to another. It
involves a sender, message and recipient. In teaching, learning and assessment, communication
is very crucial process as it helps in sharing the ideas and information among people in order to
reach common understanding. There are some principles of an effective communication which
are discussed below:
 Principle of attention - for making the communication effective, it is important to draw
the attention of receiver towards the message. Individuals are different in emotions,
attention and behaviour, so they might respond to the message differently. In education
and training, the learners must act similarly according to the message content. The acts of
teacher also draw attention of learners and they might follow what they see and observe.
 Principle of consistency - according to this principle, the communication between the
teacher and the student must be consistent which plan, objectives and curriculum
developed by the institutions. If the communication and messages and conflict with
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programs and policies, then a confusion will be there in mind of learners and they may
not execute the learning properly.
 Principle of feedback - it is a significant principle for making the communication
effective. Feedback information must be there from the recipient in order to know that
whether the learners has understood the message in similar sense in which teacher has
meant it. Thus, it is important for the teachers to take feedback from the learners in order
to determine whether they have understood the same message.
Aristotle's model of communication - it was developed 2000 years ago by Aristotle. This
model includes five communication factors involving speaker, speech, audience effect and
occasion. It suggests that speaker must construct a message for separate learners and separate
instance for individual purpose. Speaker plays significant role in speaking. It is very important
for the speaker to prepare the speech and analyse the needs of audience before presenting the
speech. Words of speaker must influence in minds of audience and persuade their thoughts.
Shannon and Weaver's model of communication - it is a mathematical communication
theory which argues that the communication of humans can be broken down in 6 main concepts
involving sender, encoder, channel, noise, decoder and receiver. It is a linear communication
model that administers a framework for assessing the way messages send as well as received.
This model is best known for its ability to describe the way messages can be combined and
misinterpreted in the sending and receiving process of message. By the use of this mathematical
theory, the pressure points where interaction is distorted can be identified more effectively.
Different concepts of the model are provided below:
1. Sender - The model starts with the information source or sender who is the individual
who begin the information. By selecting a message, receiver and the channel, information
source initiate the process. The message can be sent by the sender in multiple ways. It can
be sent in written, through music, body language and by orally.
2. Encoder - this is the second step of model which is the machine which converts idea into
signals which can be sent to receiver from the sender. The communication is done by
using the means like computers and telephone which encode words of the sender using
codes such as radio waves or binary digits. If the encoder is an individual, then they turns
the idea spoken words, sign language or written words in order to communicate it to
someone.
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3. Channel - this is the third step of the model that is the infrastructure which gets
information or data from transmitter and sender through to decoder and receiver.
4. Noise - it is the element which interrupt a message when it sends to receiver. It could
interrupt understanding of message of an individual. The noise can be external or
internal. External noise occurs when something extrinsic impedes the message and it
happens at the transmission point through channel. The internal noise occurs when sender
commits mistake encoding an information and receiver makes mistake decoding
message. It can happen at encoding and decoding point.
5. Decoder - it is opposite to encoding and this model usually requires a device which
decode the message from waves or binary digits back into format which can be
understood by receiver.
6. Receiver - it is the endpoint of the communication process where an individual gets the
message. In this stage the receiver gets the message sent by the sender.
7. Feedback - this is the last phase in which feedback is taken in response to criticism of
approach's linear nature. It occurs when receiver respond to sender to close the loop of
communication.
Theory of cognitive development - this theory was proposed by Piaget which explains the
way learner construct a mental model of world. Cognitive development has been regarded by the
theorist as a process happens because of biological maturation as well as interaction with
surroundings and disregard the intelligence as fixed traits. It explains the processes and
mechanism through which an infant develops into an individual who can reason using
hypothesis. Cognitive development sees by the theorist as progressive reorganization after
processes of mind as an outcome of environmental experience and biological maturation. It has
three components including schemas the building block of knowledge, processes of adaptation
which allow transition from one phase to another and cognitive development stages.
B. Explain ways in which theories, principles and models of communication can be applied to
teaching, learning and assessment in your own area of specialism
Different individuals respond to distinct communication forms, while teaching, teachers
give consideration to different types of learners, aural, visual, kinaesthetic and readers. Teachers
trying to develop the lessons to involve all styles. Individuals learn in distinct ways relying on
the outcomes developed by sensory input. Initial assessment is defined as the process of
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assessment where the teachers and the learners become alive to their knowledge and skills. It
provides opportunities, threats, strengths and weaknesses for the learners. The ways in which the
models, principles and theories of communication are applied to learning, teaching and
assessment are as follows:
Verbal communication - it is the communication method for teachers and learners of
institutions. The forms of communication applied to learning teaching and assessment are -
1. Use of voice - given lecturer voice is one of the common method of learning. When this
procedure is followed, languages used by the teacher.
2. Use off videos to review the sessions - in this, teachers use videos for reviewing the
sections. The content of video is realizable instead of the lecture notes.
3. Feedback on process - it is very easy for learners to provide instant feedback on the
processes.
Apart from this, the verbal communication ways include utilisation of words in passing
across messages or ideas. It involves utilisation of motivational languages which uplifting the
words that transform and inform, making learner a better individual. It also includes use of video
in classroom as well as among individuals who are having a business meeting and use of voice in
order to effectively pass the message to learners or provide crucial lecture and news on specific
subject. Apart from this, it involves development of communication skills and expression of
learner by training and development and preparation of feedback on the process that improve
communication skills of learner. The main advantage of using this type of communication is that
messages are delivered in short time and verbal communication also makes it easy for learners to
understand comfortably. In addition to this, this type of communication is a bold way of pursuit
the students directly. However, there are some disadvantages also of using this method of
communication. It doesn't work as permanent documentation and the barrier in pronunciation
make the speech irritating to listeners.
Nonverbal communication - this method of communication refers to expressions, attitude
and gesture of teacher to students. This way of communication is followed occasionally through
teachers. The form of communication applied in assessment, teaching and learning as follows:
1. Emotion impact - sometimes, emotions are not expressible with verbal language. The
teacher can tear in utter emotion case that is only demonstrate by attitude.
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2. Body language awareness - it is a fact of appearance when teachers are in front. It adds
extra attractions with verbal lecture for concentration of students.
3. Positive written feedback - when the session of learning is expired, the teachers
develops feedback portfolio for the students. Feedback in written is a kind of nonverbal
communication.
Apart from these, using body language while communicating experiences as well as impacts
of what is meant to be conveyed is also a way of communication. Moreover, use of emotions
such as happiness, smiles anger helps in conveying the messages effectively. Provision of digital
materials and handouts for assessment, teaching and learning is also the way of communicating
effectively. In addition to this, development of script questions for assessment of dyslexia
patients is there another way of communication other than words. The main advantage of using
nonverbal communication is that it is the best alternative to verbal communication in case of
interruption and distance. This method is also an easily understandable method for handicapped
as well as lessens wastage of time. Apart from this, while education and training, teachers can
represent the study matter deliberately and easily. However, there are some disadvantages also of
utilising nonverbal communication. This type of communication is quite informal and abstruse.
In addition to this, meaningful, deep and long conversation is not possible through this
communication type and the actual meaning of this communication might be distorted.
Task 3 (Assessment)
A. Analyse theories, principles, and models of assessment
Assessment is about reflection as well as dialogue on the process of learning. Using good
models, theories and principles of assessment is very crucial in education and training,
specifically in curriculum development and satisfaction of needs and wants of learners. It is
significant that learning has taken place, as an outcome it is crucial to check that learning takes
place. Some theories, models and principles of assessment are as follows:
Diagnostic assessment - this assessment informs the learner and teacher about current
capabilities as well as specific needs of future. If possible, it must be performed prior to starting
the course by student as this assessment will analyse whether the student is appropriate for the
course. It might be that because of that existing ability to low level course will be more
appropriate. A student with poor subject knowledge is possibly to struggle on course which
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