Analysis of Reflective Learning Processes and Preferences

This essay delves into the analysis of learning processes, focusing on the application of various theories and models of reflection and learning preferences. The first section explores models such as Gibb’s, Kolb’s, Schön’s, Boud et al.’s, Johns’, Brookfield’s, and Mezirow’s, detailing their core principles and applications in educational contexts. It then examines the practical application of these models within the author's teaching practice, highlighting how reflective practice enhances teaching effectiveness, fosters student engagement, and promotes innovation. The second part of the essay shifts to an examination of learning styles, including the VAK model, Kolb's learning style model, and the Honey-Mumford model, providing insights into different approaches to learning and their implications for instruction. The essay emphasizes the importance of understanding and utilizing these models to improve teaching methodologies, tailor learning experiences, and cultivate a more effective and engaging learning environment.

Running head: LEARNING PROCESS
LEARNING PROCESS
Name of the student:
Name of University:
Author Note:

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TASK 1
The Theories and Models of Reflection and Evaluation
The model of Gibb’s has six stages for learning to take place. It stipulates that the feeling
of a learner influences the manner in which one begin to reflect on the experience through
evaluation and what can be learn from the reflection. It also gives the learner to ponder on how
well the evaluation could have been performed. It gives a way of seeking alternative ways of
how the feelings experienced could have been done to better foster learning and to give ways of
improving the experience. However, the model does not give a way to critical thinking because it
is not taking into account the assumptions based on the experience and do not indicate the depth
of asking questions.
Kolb’s model of experiential learning posits that learning entails an integrated process
that comprises of four stages. In every stage, different learning styles are employed for the
purpose of learning to take place and that different people have a preference of different learning
styles which is influenced by other factors such as the environment, cognitive structure or
education experiences. The choices that learners make can be process continuum or perception
continuum and no two choices can be made by the learner. The choices adopted by the learner
illustrated the type of learning style that can be adopted so that learning can occur which can be
diverging, assimilating, converging or accommodating.
Schon’s model point out on the reflection on the action undertaken. It is reflecting on
implicit knowledge that is used in the transfer of experience which takes into account the new
experiences acquired and that to be acquired in the future. This is a model that gets oriented to a
thought out activity that can be part of an active experimentation. The model assumes that

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activities undertaken will form part of learning especially when it is accompanied by reflective
writing where a learner look back on the activities done, analyse as add the previous experiences
and come up with generalizations that will be essential in future. The reflection forms the bases
for future learning where the objectives as well as goals will manifest and remain in the learner’s
memory.
The model of reflective learning by Boud et al (2005) asserts that interrelationships
stimulates learning as well as the reflective activity that are created by dedicating time for
reflection in an activity that is set for learning. In the model, the initial stage is the return to
experience where there is new experience which is tended to be reflected, analysed and
reproduce by the learners. The second stage is the attention to feelings and the learner uses
feelings that are positive and eliminate inappropriate feelings. The third stage is repeated
assessment based on the experience through deeper integration of knowledge learned from first
encounter into the conceptual of the learner. It assists in checking authenticity and for planning
further and in the process it is employed for professional activity in the process of integration,
validation and assimilation. In this model, reflection occurs in a consistent manner; however,
there is a lot of repetition emerging on important components.
Johns’ Model for Structured Reflection (2006) looks at the situations in relation to the
environment and present easy questions that can be followed. The model gets employed in any
order even though it may follow a natural order and is applicable for groups as well as
individuals. In a modification of on Carper’s (1978) types of knowing (empirical, personal,
ethical and aesthetic), John added reflexivity in coming up with the model. Irrespective of the
above, the model does not give structured questions and this might bring up confusion to learners

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with no experience. In addition, the model is having too many questions and this can take a lot of
time to the learner.
The Brookfield model (2005) analyses the situation from four lenses self, students (or
patients), colleagues, and research. The reflection that is deeper take into consideration personal
self-reflection, patient feedback, peer assessment, as well as information gained from literature.
The model is suitable for learners who are inspired for self-directed learning, however, it covers
for perspectives and this is not suitable for a deeper learning in only one angle.
The Mezirow model (1981) is a model for transformative learning and deals with
personal development that entails a learner having a critical evaluation of one self’s assumptions
as well as deep reflection. The model talks of reflection’s frame of reference. There is reflection
on premise and reflection on process and these lead to deeper reflection and personal
development. As per the model, reflection is essential if there is a transformation in self or there
is learning taking place from the dilemma. Despite this, the model is critical only when there is
motivation and time that can be employed in integration of learning. The model concentrates
mostly on the rational aspect leaving aside the emotional aspect.
The application of Theories and models of reflection in my own practice
In the analysis of the theories and models of reflection in my own practice, it is apparent
that learning entails a process of reflection cycle that is repeated over and over so that the
concept under consideration gets learned. As a teacher in my own practice, I find that these
theories and model are essential in aiding the process of making teaching easy undertaking and
to make the learning simple. As per Moon (2013) the cycle of teaching start by teaching, self-
assessment to ascertain on the impact of teaching on learning, taking into consideration new

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ways of enhancing quality during learning, practicing the ideas and repeating the process. As a
teacher, gaining new insights entails learning through experience. According to Schön (2017)
reflection is a reviewing process that permits one to make links. In my case, reflective models
and theories allows me to make links from experience and connecting those links to the next
until learners make the maximum progress. Since reflection is a necessity as well as part of
teaching, it allows me to be aware of the professional knowledge and action through the
challenging of assumptions that might arise in everyday practice as well as critically evaluating
my own responses to the situations in the practice (Shanks and Tilley, 2016). The process of
reflection encourages working with other people because one is able to share best practice as
well as drawing from others’ support. The process ensures that learning is effective because the
process of learning is tailored to meet the needs of the learners (Vaughan, 2017).
According to Bryant and Usher (2014) one is able to create confidence through the use of
reflective practice because it allows the teacher to builds on the ability to understand learning
capabilities of the learners and to create a way of teaching them well. Based on the Brookfield
model (2005), in my practice as a teacher, this is going to allow me identify barriers to learning
and create ways of teaching the learners on areas they have not been able to understand. I will
also be able to have diverse range of skills in the process of finding new ways of teaching them.
Additionally, I will be able to come with abilities of solving problems and this is possible
through the use of questioning and changing the method of delivering the lesson. I will be
flexible with my teaching and it gives me time to assess and appreciate teaching. Moreover, the
learners are able to build confidence since they get challenged in the application of new methods
in teaching. Also, through the use of reflection, students are encouraged to take new challenges

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in learning through the development of secure and knowledge base (Patton and McMahon,
2014).
In the application of Boud et al (2005) model, I make sure that I am responsible for my
own actions as well as those for the learners. As a teacher, I get to know how my learners learn
and be accountable on the learning progress. The assessment of the strengths and weaknesses of
teaching and learning allows the teacher to create awareness of aspects that control and hinder
learning.
The thoughts and feeling of the learners concerning learning constitute an active part in
the learning cycle as posited by Gibb’s model. The learners are able to take control of their
learning, work with the teacher and present feedback and this is going to create self-awareness
and responsible learners. As the learners take part in the learning cycle, they get to become more
aware of different learning tasks as well as learning styles and thus making them aware of the
process of learning. This is going to impart on them key skills as well as strategies of becoming
lifelong learners.
Additionally, innovation is one of the aspects of learning. The reflective practice ensures
that there the teacher design lessons that are in-line with the target class (Collin, Karsenti and
Komis, 2013). Reflective practice compels the teacher to employ new ideas as well as
approaches to teaching in order to gain success. It facilitate varying of learning as well as
experimenting on new approaches for the purpose of giving learners a richer experience so that
they are able to think creatively, resourcefully, imaginatively and be prepared to adopt to new
ways of thinking (Bulman and Schutz, 2013).

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On the other hand, engagement is an essential component in teaching where the teacher
and the learner have to take part so that learning is realized (Gould, 2016). As per Redmond
(2017), reflection assist in challenging of own practice through the justification of decisions and
rationalizing on the choices that has been taken. As per Tsingos, Bosnic-Anticevich and Smith,
(2014) the reflective practice allows the teacher to understand different perspectives and
viewpoints with the aim of creating environment that centres on the learner as well as the teacher
and that which support innovative, confident, engaged and responsible (Moon, 2013).
TASK 2
The Theories, Principles, Models of Learning and Models of Learning Preferences
Types of Learning Styles Models
The Fleming’s VAK model: The model gives a basic method to clarify and comprehend
learning styles. Fleming trusted that there were three classifications of student's preferences.
Visual – The students in this category like to learn by observing and learn best with the
use of pictures and visual guides like the slides, graphs etc.
Auditory – The students in this category like to learn via listening like addresses,
exchanges, and tapes.
Kinesthetic – The students in this category like to learn through moving, touching, and
doing. Exploration of the environment is their preferences like science ventures, building
structures or models, and dynamic analyses.
The Kolb Learning Style Model

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The theory gives four learning styles that can be seen on a continuum across two
dimensions depending on information get perceived and processed.
Convergers – These students like to learn through solving issues and doing specialized
errands, and they are great at finding functional utilizations for thoughts. They like ideas and
dynamic experimentation.
Divergers – These students like to learn by perception, conceptualizing and getting data.
They are inventive and touchy. They like handy experience and reflection.
Assimilators – These students like to learn by placing fact in and organized and
legitimate plan, and utilizing intelligent perception. They like abstraction and hypothetical
thinking.
Accommodators – These students like the experiential approach. They are individuals
who are hands on and depend on feelings as opposed to logical investigation. They like
involvement and testing.
The Honey-Mumford Model
Honey-Mumford model have four distinct styles of learning.
Activist – The students are inclined toward challenges brought by new encounters and
exercises. They get involved directly into new experience to learn. They are good at critical
thinking and taking part in roles, and appreciate discussion when in groups.
Reflector – The students here learn by watching, contemplating what they have watched,
are considerate individuals and would begin with examination or perception before making any
decision. They gather and make analysis before settling on any choice.

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Theorist – The students focused on thinking in an orderly manner. They like logical and
complex speculations owing to their tendency to investigate and synthesize circumstances, and
different procedures. They lean toward listening, studying, and developing models.
Pragmatist – The students here apply what they have as well as appreciating testing or
applying theories such as research centres as well as observations.
Felder-Silverman Learning Style Model
The model employs the personality areas contributing to learning which entails active or
reflective, sensing, intuitive, visual, verbal, inductive, deductive, sequential and global. The
combination of any of the styles creates the learning preferences of the learner.
The 4MAT Model
The 4MAT System gives four learning styles in relation to the brain dominance theory.
Innovative Learners – These students lean toward co-agent learning and conceptualizing.
They are concerned with individual importance and making associations.
Analytic Learners – The students are inclined toward lecturing and investigation of
information. They are occupied with getting reality things while focusing on the goal to develop
a comprehension of ideas and procedures.
Common Sense – The students focused on toward experiential learning exercises. They
are occupied with how things function.
Dynamic Learners – The students are focused on role playing and recreations. They are
occupied with self-coordinated disclosure and depend intensely without anyone else instinct.

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The Use of Theories, Principles and Models of Learning in Teaching Learning and
Assessment
Participation and Engagement
The application of behaviourism theories in teaching and learning takes the assumption
that a learner is basically detached and passive in the process of learning, and will be moulded
through positive or negative support. Learning therefore is characterized as an adjustment in
conduct (Davey, 2017). Bazzano (2013) pointed out that behaviour is a component of its results,
i.e. students are going to repeat the conduct if the feedback is given was positive. The conduct
ought not to be repeated if there was a negative feedback given. Giving quick feedback,
regardless of whether positive or negative, should empower the students to act in a desired
manner (Ertmer and Newby, 2013). Therefore, in the classroom, this is most valuable for
recognizing connections between particular activities by a learner, the prompt signs as well as
the results of the activities. The educators set up the learning environment that helps students to
learn, for example, orchestrating exercises that suit condition. Instructors additionally enable
students to influence routine with regards to what they have realized. This is vital because
learning depend on the rate of behaviour change.
Cognitivism centres around what occurs in the mind, new information is based on earlier
learning and students need to actively participate so as to learn. Changes in conduct are watched,
and are a sign of what is occurring in the student's psyche. Cognitivism utilizes the illustration of
the psyche: data comes in, is handled, and learning happens. Educators arrange the materials to
be used for teaching in a way that ideas can be obtained by students. Teachers utilize assortment
of instructing systems in order to lead learners to investigate the ideas from various angles.
Observational learning by Albert Bandura recommends that learners learn by watching.

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Educators in this manner are good examples to their learner. Since the current learning expands
on the past one, the instructors look for learners' earlier information before giving new ideas.
Instructors give activities and practices to the students on the grounds that students learn best
when given works. Activities help learners get the information learn they learned.
The application of summative Assessments for Meaningful Performance Goals
The presently, content principles has been set that concentrate teaching on assigned
information and abilities. In order to avoid the use of standards and benchmarks as a way of
teaching, teachers set targets of desired performance and ensure authentic performance.
Educators should then present the summative assessment task to learners at the start of a course
or unit. The type of assessment has three virtues with the first one being to clarify target
standards for both teachers and learner, the second is performance assessment tasks carried out in
order to give evidence of understanding where students get to transfer knowledge to a new
situation and the third is a performance task presented at the beginning of the lesson give the
learners a learning goals.
The Use of Set Criteria and Models in Advance
The other assessment practice that back learning includes introducing evaluative criteria
and models of work that outline distinctive quality levels. This is normally given prior to
teaching. This type of assessment is normally open-ended and do not give single answer or
process of getting the solution. Subsequently, instructors cannot score learner's reactions by
utilizing an answer key. They have to assess items and exhibitions based on characterized criteria
of performance. In this case, a rubric gets employed as an evaluation tool which describes the
characteristics of every score.

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Assessment Prior to Teaching
The diagnostic assessment get done prior to teaching because at the beginning of any unit
of study, certain learners are going to have effectively get a portion of the abilities that the
instructor is going to present, and others may a comprehend key ideas. A few learners are going
to be insufficient in essential aptitudes or harbour misinterpretations. Furnished with this
diagnostic information, an instructor increases more understanding into what to educate, by
comprehending what ability need to address or by utilizing gathering alternatives and starting
exercises in view of favoured learning styles; and how to associate the substance to learners'
interests and abilities.
Presentation of Appropriate Choices
Responsiveness in appraisal is as imperative as it is in educating. Learners contrast not
just by the way they want to take and process information but also by the way they best show
their learning. A few learners need to "do"; others thrive well with oral clarifications. A few
learners exceed expectations at making visual portrayals; others are skilled at composing. In
order to influence legitimate judgment during the process of teaching, the educators to need to
enable learners to work based on their qualities for learning to take place. An institutionalized
way to deal with classroom assessment might be effective, however, is not reasonable on the
grounds that any selected planning will support a few learners and punish others. Appraisal
becomes very responsive when learners are given choices for exhibiting information, aptitudes,
and comprehension. Permitting decisions with the purpose of gathering required and necessary
confirmation in view of objectives is essential.

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The Learners’ Individual Learning Preferences and Inclusive Teaching, Learning and
Assessment
Inclusion is a procedure that augments the privilege of all students to a wide, important
and fortifying educational curriculum, which is conveyed in an environment setting that will
have the best effect on their learning. With the end goal for educators to show respect and
gratefulness for differences, they have to first look at their own particular characters and how the
character add to a bigger, different group. The inclusive teaching methods are the instructing
approaches that address the necessities of learners of different foundations, learning styles and
capacities. These methodologies are planned to guarantee that all learners feel supported with the
goal that they learn and investigate new thoughts, feel safe to express their perspectives in a
common way, and respected as people and individuals from group. The purpose of fusing
comprehensive methodologies is to enables learners to see themselves as individuals who have a
place with the group of students in a classroom.
There is an increase in the learner’s engagement with the use of differentiated instruction.
As a result of different learners with different range of learning modalities, the teacher is able to
design lessons based on the learners. There are no similar learners and hence inclusive learning
creates a ground for all learners to learn and be assessed with use of different ways. In this way
different learners with different needs are gathered and accommodated. In addition, this adds on
the diversification of the experiences of the learners because they get involved together
irrespective of disabilities.
There is the provision of support in relation to education where every learner gets the
opportunity to access the curriculum that is employed. In order to meet the high-stake testing,
instructors ensures that each learner is able to meet the needed objectives as well as standards

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across the curriculum. In this respect, inclusive learning present that opportunity where all
learners get academic support that is presented in an inclusive environment that support all the
learners. Even though this is challenging, students with disabilities get the necessary support and
at the same time engaging learners who are gifted through the creation of a responsive learning
environment.
The support provided in inclusive learning help keep a positive learning condition for
everybody which is another imperative factor in viable inclusive learning is the usage of reliable
social support all through the learning condition. In an inclusive classroom, instructors create
composed guideline and support that can enable learners to advance. Learners get the chances to
move around or utilize fidgets. The educators frequently put positive conduct mediation and
support set in place. These methodologies are useful for all learners—not just for learners with
learning issues as well as attention issues. This consistency is basic for the achievement of
learners with talents or social handicaps in the general instruction condition, and in addition the
support also helps to set up high requirements all through the school group in general.
The respect for diversity makes an inviting environment for all learners. Inclusive
learning for learners having disabilities is only going to be effective when these groups of
learners feel that they are really part of the school group. This requires transparent dialog about
distinction, and an institutional respect for individuals of all background and capacities. In
comprehensive schools, the foundation of such an atmosphere benefits everybody by
encouraging a situation where learners and their families are esteemed for their identity. When
learners go to classes that mirror the likenesses and contrasts of individuals in reality, they figure
out how to acknowledge variety. Respect and understanding develop when learners of varying
capacities and societies play and learn together. Schools are essential spots for learners to create

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companionship and learn social aptitudes. Learners with and without disabilities learn from each
other in comprehensive classes. Since the reasoning of inclusive instruction is for helping all
learners to learn, everybody in the class benefits. Students learn at their own particular pace and
style in the supporting learning condition.
The inclusive practices make the full utilization of a school's assets. Before, a custom
curriculum frequently included the isolation of learners having disabilities with the goal of
giving specialized training. This model of a specialized curriculum in a different setting deny
learners having disabilities the cooperation they get with their associates and full access to the
educational modules, it can likewise include doubles system in the school as well as assets that
are exorbitant for schools to keep up. Inclusive learning is more productive in the utilization of a
school's assets by full use of the accessibility of staff and materials for all learners.
Task 3B
To support this presentation, produce a research report which details your analysis
of theories, principles and models of communication (800 Words)
New Ideas with Persuasive Theory
The paradigm of instructing clarifies how training ought to be conceptualized, how
techniques can be utilized and give recommendations for good practice. The theory may have
may impact instructors for instance through the structures received in theory in training or
professional development, or where the effect on structures in the instructive system is reflected
in the practice of educator. Further, experiencing new innovation requires instructors to consider
how they acclimatize innovation in training, and in to the current ideal models of educating and
innovation that impact the practice. The presentation of "new" innovation in the classroom

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presents new opportunities for instruction. As showed, if educators experience the innovation as
another instrument in the classroom and to adequately acclimatize the innovation, then it is
important to consider its relationship with existing instructive standards and how it offer
innovative ways to instructors.
The theory of Reasoned Action
As per the RAA theory behaviour is controlled by hidden convictions (beliefs) and the
information that people have in relation to their behaviour. Along these lines, at the level of
hidden beliefs most experiences get learned through the manner in which individuals think and
the thought that direct the choices to perform or not play out the conduct.
Along these lines, for instance, based on an instructor's choice to give learners a chance
to compose an idea can be the conviction that doing will have the positive outcome of learners
having the capacity to reflect and gain from each other. Such a conviction influences the state of
mind of that instructor. In like manner, all determinants of goal (mentality, social control) are
directed by fundamental beliefs. In that capacity, beliefs are psychological and foundation for the
three proximal factors. They allude to the same fundamental construct. It can be deduced that
every proximal develop, for instance attitude, has an immediate measure (mentality), and a
conviction based measure (social convictions). This prompts the supposition that state of mind is
framed by behaviour convictions, norms are shaped by regulating convictions and social control
is framed by control beliefs.
Injunctive convictions can be seen of as an educator's convictions that individual s or
gatherings that are essential (the referents, e.g., understudies) figure he or she ought to or
shouldn't incorporate innovation. Distinct convictions are the educator's desires that individuals

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that are vital to him/her likewise play out the conduct themselves (e.g., associates that coordinate
advancements). Standardizing convictions are weighted convictions too, which implies that the
conviction quality of those injunctive and spellbinding convictions is duplicated by the degree to
which the educator is roused to consent to the referent (if there should arise an occurrence of
injunctive convictions) or the degree to which he or she relates to the referent (in the event of
elucidating convictions).
Social Learning Theory
Numerous classroom and techniques for teaching draw on the social learning principles
figuring out how to get the learners learn through the use of acquisition as well as retention. For
instance, utilizing the method of guided support as well as participation where an educator gives
a phrase and requests the class rehash the expression. In this manner, students copy and replicate
the educator's activity, helping in the retention of concepts.
An expansion of participation that is guided is a proportional learning, in which both
students as well as instructors share obligation in engaging in dialogs. Moreover, instructors can
shape the learner's behaviour in the classroom by displaying fitting conduct and rewarding
students for good conduct. By stressing the instructor's part as model and urging the learners to
receive the situation of observation, the educator can create knowledge and practices to learners,
and hence learning outcome get upgraded.
In present day field of computational insight, the social learning hypothesis is received to
build up another PC advancement algorithm, the social learning algorithm. Imitating the
observational learning and fortification practices, a virtual society sent in the algorithm looks for
the most grounded personal conduct standards with the best result. This compares to scanning for

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the best arrangement in taking care of streamlining issues. Contrasted and other optimization
worldwide streamlining calculations that copy normal development or creature practices, the
social learning calculation has its noticeable favourable circumstances. To start with, since self-
improvement via learning is more straightforward and quick than the development procedure, the
social learning algorithm can enhance the effectiveness of the algorithm by impersonating
regular improvement. Secondly, the social learning procedure of individuals shows a more
elevated amount of insight. By copying human learning practices, it is conceivable to land at
more compelling enhancers than existing insight algorithms.
Task 4A.
Assessment is the method of gaining information which is used for making educational
decisions regarding the students, for giving feedbacks to students about their developments,
strengths or weaknesses (Moscardini 2014). Assessments are important to judge the instructional
efficiency and curricular proficiency then to inform the policy. In this process of gathering
interpreting and acting upon the data for student learning have three major types based on which
the models and theories of assessment has been built. These are summative, formative and
diagnostic assessment. Paul and Black in their black box theory has discussed about the
importance of assessment and classroom learning processes. This have however showed the
formative assessment to be one of the most effective tools to raise the achievement levels of the
students available to the teachers (Walton et al. 2014). The summative assessment refers to the
assessment of the participants where the focus is on the outcome of the program. It contrasts with
the formative assessment that summarises the development of the participants at a particular
time. The summative assessment is widely taught in the educational programs in may developed
countries like the USA.

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Formative assessment model id completely opposite of summative assessment model. It
is a wide range of formula as well as informal assessment process which is conducted by the
teachers during the learning process from modifying teaching as well as learning activities for
improving the student attainment. This typically involves the qualitative feedback for both the
student as well as the teachers which focusses on the details of the content as well as
performance. This is mainly contrasted the assessment that seeks to monitor the educational
outcomes, for the purposes of external accountability.
Another model of assessment is diagnostic assessment which is given at the being of the
course or the topic and unit (Grant and Gareis 2015). It is the method of collecting data that is
collected on what the students already know about the unit or course. The diagnostic assessment
is a set of written question mainly multiple choice questions or short questions which are meant
to assess the current knowledge base of the students as well as their current views on the topics
or issues to be studied in their course (Race 2014). The main idea of this model is to get an
overall stand of the students both intellectually and ideologically. This allows the instructors to
make a sound instructional selections of the method to teach new courses, contents. It also helps
the teachers to decide what teaching approach to use.
The selected assessment scheme discusses about the process of evaluating the students in
the most effective manners on which the teachers are to set the segments to categorise the criteria
of the assessment. It needs to be kept I mind that a well-designed course has a proper
amalgamation of diagnostic, formative and summative assessments types. The students need
more practice as well as feedback before their summative assessment (Hewett et al. 2017). It is a
helpful visual to review when designing a course to help you create a balanced assessment plan

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to incorporate both formative and summative assessments but formative assessment model is
mainly used in building an authentic assessment scheme.
The Creative Extension Projects is one example of assessment where the students can
make a great scope of some projects in order to demonstrate comprehensions. These are the
quick projects which can help them to apply the higher-order levels of their study (Adams,
Jackson and Turner 2018). These do not need to be complicated and less time consuming for
which the students need only a day or even few hours. The formative assessment can consider
where the assessments fit in the big picture of the whole course and how it covers the overall
learning outcomes as well as other major assessments.
The method of issuing exit or admit tickets is a simple yet operational formative
assessment. It is the method of keeping some small pieces of paper and cards which the students
must deposit when they leave their classrooms (O’Sullivan et al. 2017). The students here will
write down the accurate understanding of main idea behind their lesson which will be taught that
day. After this, they will provide more details about that topic. On the other hand, the admit
tickets can be done at very beginning of their class. The students can respond to these questions
regarding their homework’s as well as on the lessons taught on the previous day.
Through the classroom polls will let the pupils to give some responses rapidly as well as
accurately (Shevlin and Rose 2017). The method of silent polling is perfect process to incur
responses from those passive students who have some troubles to speak up. These are also a
quick way to check understanding using mobile technology.
Task 4C

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From the aspect of reflecting my experience about the assessment models and their
application I have come to know the importance of assessment designing in the successful
learning process of the students. The process of gathering data for the better understanding of the
strengths as well as weaknesses of the learning of the students can be discussed though proper
assessment. To me assessment of the student learning is more important than grading. Though
proper understanding of assessment, I want to uplift the standerds of the learning process of the
students in one hand and motivate them effectively so that they feel the necessary attachment
with their learning as well as study. The assessment process I belief must be most effective in
understanding the areas of improvement. Through this process I shall be identifying the
identifiable barriers which will help me to bring some changes as well as improve the teaching
approaches in me also. As the three examples of the improved learning process have discussed
there are always need of innovation in the learning as well as teaching method so that the
engagement among the students and teachers can be increased. The three types of assessments
namely summative, diagnostic and formative assessment are the three bases on which the whole
process is standing. Therefore, proper understanding of the theories is needed to monitor
educational outcomes, often for the purposes of external accountability.
In order to enhance my proficiency in this sector, I have decided to guide myself through
a series of questions in order to determine which of the element of learning are to be assessed.
This will be associated with the contents, aspects of thinking process and expectation of the
students which will the students want to develop through my coarse. Here is another aspect
which is related with my professional skills and attitudes which I expect the students will
definitely develop during my course. I shall be increasing my understanding of the vital elements
of the assessment so that the students will be able to judge the areas of improvement themselves

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and apply necessary skills to improve their understanding. Assessment of learning whether it is
effective or not, can be easily judged through problem solving skills, collaboration skills and
creativity improvement. This will effectively lead me to straighten my conceptual understanding.
Despite the fact that the assessments play powerful roles in the processes of the students’
learning along with motivation, I need to rely on the narrow range of the assessment methods
which are chiefly summative in their nature. It is the test for features of learning which are quite
easy to assess. Especially in the introductory levels, many a courses must be default for the use
of the traditional multiple-choice exams. This will give me a scope to test students primarily and
judging their abilities to learn a large amounts of the contents without essentially understanding
as well as applying it.
Task 5A
Analysis of theories and models of curriculum development
There are several models and theories present in curriculum designing among which product or
rational model by Tyler, interactive model by Taba, cyclical or process model by Wheeler,
Stenhouse and Hawes and Biggs’ model of constructive alignment are important (Wheeler
1967).
The linear product model is the best know model in curriculum development process. The
assumption that underpins this model focusses on the agreed body of knowledge which the
students need to learn about. This begins with the statement of objectives followed by the
descriptions of the contents as well as methods. It finishes with the evaluation that generally
includes both the assessment strategies as well as evaluation of curriculum. In the inner product
model, the objectives are served as the basis for devising the ensuing elements, with the

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evaluation that indicates the degree of achievements of those objectives. Here teaching remains
the main focus.
In Taba’s interactive model, he has proposed a variation which recognises that at the time
of documentation of the curriculum may be linear as well as logical but the process curriculum of
designing is much messier. This interactive model of Taba, adds to the idea of needs analysis, as
well as reflects more precisely the actual iterative design practices (Brady 1995).
Figure 1. Taba’s Interaction Model
(Source: Brady 1995)
The cyclical model in the curriculum development are quite similar to the linear and
product models of curriculum designing. This particular model also includes similar elements
such as initial situation analysis, identify of aims as well as objectives, assortment as well as
organization of the contents, selection then organization of the learning activities, followed by an
assessment or the evaluation process. This model like others is efficient, clear and logical.
Despite the fact that the model does not reflect definite curriculum design practices but it serves
as the useful checklists as well as tools for the documentation of curriculum.

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The process model or dynamic model is mainly student cantered where the role of the
teacher is of facilitator’s rather than the content authority. This particular model assumes
curriculum development to be a continuing process, that is dependent on the emerging
information along with practice, moulded by theories, beliefs, experiences, and philosophies of
those who are planning specific learning environment (Irlbeck et al. 2006). This particular model
goes well away from the core rudiments of the objectives, method, content and the assessment
along with evaluation and recognize parts of the processes. In his process model Hawes has
showed that the designers draw on the theories from teaching, learning, psychology and
epistemology in the decision making part about the contents as well as process selection.
Figure 2. Hawes’ Process Model
(Source: Brady 1995)
The Tyler model is one of the major scientific approach that is used in many variations.
There are some basic steps in the principles of curriculum development (Tyler 1949). These are
 Determination of the school’s purposes or objectives
 Identification of educational experiences associated with purpose

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 Organization of the experiences
 Evaluation of the purposes
In the first step the curriculum must determine the purpose of the school on the basis of
natural objectives of each subject that are indicators of mastery. Next step is developing the
learning experiences which can help the students for achieving the step one. The nest step
focuses on the organization of the experiences. This step points out that the teachers need to
define a logical order of experiences for their students.
The final step is to evaluate the objectives. In this step the teacher can assess the ability of
the students. Through this process the ability of the students gets evaluated thus prove that they
have achieved the objectives of their lesson.
Walker’s model of curriculum designing is the alternative of the Tyler’s model. In his
model, Walker has stressed on the significance of studying definite curriculum works as the
means to determine what is working as well as what requires to be improved (Walker, 1971).
Rather than suggesting new models or theories for describing how curriculum must be created,
organized and evaluated, the theorist have suggested that through analytical study of the ways
which the teachers now create, organize then evaluate curriculum can more effectively give
answers to the practical questions. This particular model has three phases. These are platforms,
deliberations and design. Platform includes ideas, values, points of view, preferences, beliefs and
about curriculum (Nicholls and Nicholls 1972). Deliberations includes interaction between the
stakeholders that begin, clarify views and ideas to reach the consensus of shared vision. The last
part is Design where, the curriculum developers make decisions based on the deliberations.
Therefore, these decisions can affect the curriculum documents as well as materials production.

25LEARNING PROCESS
Figure 3. Walker’s Model
(Source: Print, 1993)
Task 5B
As the area of specialisation is hospitality management, here curriculum development is
very much essential. Therefore, some of the models mentioned before needs to be vital in the
application in designing proper curriculum. In this section not every model can be applied in the
hospitality management aspect but four main models of curriculum designing can be applied.
The process model has a huge application in the planning and designing of curriculum in
any area of knowledge and the effect is far reaching (Hawes 1979). In this model, Stenhouse has
illustrated that the usage of the process model is so effective that it eases the complicacy of the

26LEARNING PROCESS
planning process. In designing the curriculum for hospitality management only the method of
defining what constitutes the effective acceptable teaching procedures as well as articulate the
standers through which the works of the students will be judged, are needed (Stenhouse 1975).
Through this method, unlike other models, the align can be done without using the objectives.
Moreover, this model also has the applicability in the curriculum designing even if the
curriculum does not have any specific form of knowledge underpinning it. This model aims to
design the curriculum for the students in such a way that the curriculum can help developing in
the students a proper understanding of the social situations presents in the supple setting (Biggs
and Tang 2008). This is very important for the students of hospitality management segment
students who also need proper knowledge about various social conditions as well as human acts
and the controversial value concerns associated with them which these raise.
In this section Taba’s model of curriculum development can re refereed. It is a sequential,
scientific as well as a logical model. This is due to the fact that the model done not only looks for
the short term efforts but aims to focus on the long process. Through this process that students
get opportunities to understand their studies in hospitality management effectively and identify
things according to their own perspectives. This particular model is designing to face the
challenging topics. The hospitality management curriculum needs a long effort and processing as
there is vast area to cover. This model is based on three main assumptions that state thinking to
be taught which is the active transaction of individual and data. According to this theory the
curriculum must have a proceed thought that will evolve by the lawful sequences. This model by
Taba is one of the most useful models that can be applied in management curriculum process as
the model sees the students to be the most important part of curriculum. The chief focus is to
cater the thigs so that the students feel engagement with their studies due to its simplicity and

27LEARNING PROCESS
presentation. The seven steps maintained by this model starting from the setting the objectives
and matching the selections, organisations of the contents. This leads to contrast the curriculum
with the learning experiences of the students so that they can effectively get benefitted by this
curriculum.
Walker’s naturalistic model also is highly applicable in the designing of curriculum for
the hospitality management. This is also called the communicative approach as it actually
opposes the classical prescriptive model of Tyler. This model of curriculum designing starts with
higher subjective perceptions as well as views of the designers, other stakeholders and the target
group. Better curriculum planning can help the persons to participate in the process as well as
reach a consensus about final products. In this particular curriculum designing method the
stakeholders get the opportunity to contribute their own idea in the planning and development
process which empower them by acknowledging their contributors.
Another important model is the Skilbeck’s model which basically states about the
curriculum designing process from the perspective of cultural frameworks. This model has a
huge application in the hospitality management sector as this model guides the teachers to
modify and transform the students’ experience by providing the insights into the cultural values,
explanatory frameworks as well as symbolic systems. This model underscores the value-laden
feature of design processes and their unavoidable political characters as the diverse pressure
groups as well as ideological interest which ultimately seek to manipulate the processes of the
cultural transmission. As this is a situational analysis model it involves the review of a situation
as well as an investigation of all the interrelating elements that constitute it. The external features
to be measured are wide social changes which include ideological changes, parental as well as
community prospects, changing feature of the subject disciplines along with the potential

28LEARNING PROCESS
contributions of the teacher-support systems. The internal factors in this aspect include the
students and their attributes, the teachers with their knowledge, their skills and interests. This
model also includes the judgments of school ethos as well as political structures, material
resources along with other problems which are essential to be judged in the designing of
curriculum for the hospitality management sector.

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