Comprehensive Review: Theories, Principles & Models in Education

This report provides a comprehensive analysis of various theories, principles, and models in education and training. It covers learning theories such as cognitive learning, behaviorism, constructivism, and humanism, along with models like Kolb's learning model and Honey and Mumford's model. The application of these theories in teaching and assessment is discussed, emphasizing the importance of individual learning preferences for inclusive education. The report also delves into communication theories, including transactional analysis and the Shannon-Weaver model, highlighting their application in teaching and learning. Furthermore, it explores assessment theories, curriculum development models, and reflection and evaluation theories, illustrating how these concepts can be applied to improve teaching practices and meet individual learning needs. Points of referral for diverse learning requirements are also identified, making this a holistic overview of educational theories and their practical implications.

Theories, Principles and
Models in Education and
Training
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Table of contents
MAIN BODY..................................................................................................................................3
1.1 Theories Principles and Models of Learning in education and training................................3
1.2 Models of learning preferences.............................................................................................4
1.3 Application of Theories, Principles and Models of learning in teaching and assessment:....5
1.4 individual learning preferences enables inclusive teaching, learning and assessment from
learner point of view:...................................................................................................................5
Task B.........................................................................................................................................6
2.1 Analysis of theories, principles and models of communication...........................................6
2.2 Theories, principles and models of communication applied to teaching, learning and
assessment....................................................................................................................................8
Task C.........................................................................................................................................9
3.1 Theories, principles and models of assessment.....................................................................9
3.2 Ways in which theories, principles and models of assessment can be applied in assessing
learning......................................................................................................................................11
3.3 Points of referral available to meet individual learning needs............................................12
4.1 Theories and models of curriculum development...............................................................13
4.2 Ways in which theories and models of curriculum development can be applied in own area
of specialization.........................................................................................................................14
5.1 Theories and models of reflection and evaluation...............................................................15
5.2 Ways in which theories and models of reflection and evaluation can be applied to
reviewing own practice..............................................................................................................17
REFERENCES..............................................................................................................................19
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MAIN BODY
Task A
1.1 Theories Principles and Models of Learning in education and training
In education training, educators use the principle models to enhance the quality of classroom for
better learning environment to the students (Duchesne and McMaugh, 2018). There are four
main learning models exist in the educational training.
 Cognitive learning theory: This theory focuses upon learning via mental processing of
the knowledge. By using Presentations, mind mapping and the information with real life
examples, teachers can help the student to keep focus and attentive at the highest point.
 Behaviourism: According to this study, behaviour of a student based upon the influence
of the environment. It comprises with the equation of Stimulus response and includes the
reward and punishment notion depends upon the behaviour of student with respect to
teachers.
 Constructivism: A study that describes a human behaviour and according to that student
tends to learn with their own experience regardless the knowledge in terms of the
information. As the students build their own concept, they incorporate the new
knowledge with the existing information that combination results in better learning of the
problem.
 Humanism: Humanity stresses upon the human moral and values rather than the
spiritual, religious matters. Humanistic teachers believes in emotional development of a
student, so that the student self develop the need of education, corporation with the other
students in his other side.
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Model of learning: The framework of physical and mental mechanism, used to involve the new
knowledge to facilitate a better learning is called as models of learning. Learning modes are of
two types. Pedagogy is a method of teaching practice within academic subject or it is a study in
which students and teachers learn together to produce the work, whereas, Andragogy is
associated with the adult education. It contains the behind science as well as the practice study of
adult education.
1.2 Models of learning preferences
Learning models are the combine framework that explains whole learning mechanism in the
education system (Sanchez-Ferreres and et. al., 2020).
Kolb Learning model: Also known as experimental theory of learning. Four stages of the model
 Concrete learning: something new has been explored by the students that vary from the
previous recorded experience.
 Reflective learning: Student's new experience or personal interpretation reflects upon the
previous experience.
 Abstract conceptualization: According to the understanding, change in the ideas can be
in two ways, either to implement the new idea or modify the old one concept. Active experimentation: The results in the past stages, used in this step to imply the
experience of the students to develop them in manner of converge, diverges etc.
Honey and Mumford model: This model is based on Kolb's theory and identifies four
approaches people adapt to learn new information. According to the learning theory, each
person adopts one or maximum two style of learning.
 Theorist: The learner tries to understand theory behind the action. This attribute focuses
upon the facts, concepts, theories and hypothesis.
 Activist: Learners are eager to jump on the activity directly by avoiding the theory part.
This attribute focuses upon new challenges.
 Pragmatist: This learning style works only when less theory as well as clear instruction
is provided. This attribute focuses upon applying the concept in real theory.
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 Reflector: This learning describes the technique to reflect the observation on the result.
Learner tends to adopt information from multiple sources and implement them to
conclude the work.
1.3 Application of Theories, Principles and Models of learning in teaching and assessment:
According to the application in teaching, a teacher can opt behaviorism in terms of reward
and punishment to improve the behavior of the student. By using cognitivism to improve the
curiosity and hypothesis, students can combine the entire knowledge by aligning all with the
social learning. The complete knowledge helps in the better teaching as well as the learning
environment (Arghode, Brieger and McLean, 2017).
For the assessment, the Honey and Mumford model can be used to understand the
learning principle and styles in real time teaching. With the different concept, different attributes
a learner or student can adopt maximum two types of learning styles. The learning style as an
activist or reflector, students keen to learn new thing with the theory support that results in the
better learning experience. These learning phenomenon also improves mutual relationship in
between the teacher and student. These fundaments not only improves the social exchange theory
but also supports the feedback loops to be improved or grounded.
1.4 individual learning preferences enables inclusive teaching, learning and assessment from
learner point of view:
Inclusive teaching learning and the assessment prepare the learners to get succeed working
diversely in environment. According to the inclusive learning theory, Organizations are tends to
perform better if the workforce is diverse in the nature. Individual learners focus upon the
knowledge in every discipline. Every student or learner have different skills or interest that is
responsible for the diversion. To meet diversity of student learning it is important to use the
individual learning process on preference. These preferences enable the inclusive teaching and
the assessment in the learning process. For this evaluation the classes shifts from the teacher
centred to the technology centred. This shift facilitates with the integration of new technology.
These individual learning preferences have included some evaluation in the inclusive teaching
and training (Jarvis, Pill and Noble, 2017).
Centre of the attention have been changed from the teacher to learning centred teaching,
Teachers became facilitator by offering the choices to the students to improve their different
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skill. Here teachers skills are more focused upon the need, preference as well as the interest in
the topic and this results in the inclusive teaching ad learning. These essential individual learning
preferences provides the all over focus upon the assessment, instruction and the evolution in the
learning process.
Task B
2.1 Analysis of theories, principles and models of communication
The transactional analysis is a psychoanalytic tool that helps to study the interpersonal
behaviour of the individual. To identify and understand different behaviour at different situations
by the same individual comes under this analysis (Ellwood, 2020). This framework is used to
understand the behaviour development among the student for the better communication in
learning. Generally, this analysis shows the way to interact with the student on the basis of
behaviour development.
This analysis is based upon the communication between two individual such as teacher
and students. Any of the individual does not behave like same in all the situation, their behave
depends on upon the situation and can be defined as three stages of the ego: Parental attitude,
adult attitude or the child attitude. Parent attitude comes as ordering or direction to other,
criticizing whereas, adult attitude characterized by detached or rational behaviour. Child attitude
is when the individual shows feat, curiosity, emotional demonstration. These all analysis can be
demonstrates on the basis of communication.
Communication cycle itself describes the sender, medium, receiver and the feedback steps in it.
As an example if the teacher is questioning and the student is answering, then this loop depict a
communication cycle.
The communication technique can be explained with Shanon and Weaver model of
communication.
Shanon and Weaver model: It is also known as the mother of all existing models. The model
explains the linear manner communication in between the sender to receiver. This model
includes 7 factors as: sender, receiver, encoder, decoder, channel, noise and the feedback.
As an example this model can be applied on the communication in between the teacher and
student. If teacher is asking the student, “What is your name ?”
Sender – Teacher
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Encoder- the message (What is your name) encoded in the form of sound wave to travel in the
medium.
Channel- air is the medium that is carrying sound wave. As an example If the teacher is using
telephone then the telephone is a medium to transfer the signal.
Noise- Noise can be internal or external in nature. Internal noise is when the student do mistake
in listening the question teacher have asked. External noise is when other student are too noisy to
understand the question of teacher.
Decoder: The sound wave reached to the student and student have received the question,
Receiver: Here, student is receiver as the message was sent to the student.
Feedback: the student answer the teacher after listening his question carefully comes under the
feedback.
This Shanon-Weaver model of the communication can be applied for the throughout
understanding of the teaching, learning and assessment.
The effective listening also plays an important role in the assessment of the learning model. An
active understanding of receiver about the information provided by sender or speaker comes
under the effective listening. Also, sending feedback is also a part of the effective listening as
teacher will understand that student has received the message. So the communication will go on
as per the requirement and this interactive communication results in effective teaching and
learning technique.
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2.2 Theories, principles and models of communication applied to teaching, learning and
assessment
Communication in the process of teaching is the main things which helps the teachers in
communicating with the students and helps them learn the different ways through which they can
learn and understand their assessments. Teachers are constantly imparting new knowledge or
transmitting information which helps the students in knowing that they can gain most of the
knowledge and information through them (Garkushenko, 2018).
There are effective listening skills which help in making and framing the scale of how
the learning and teaching can be done in an effective manner. The effective listening skills which
are important and used for learning are as follows –
 Provide feedback.
 Responding appropriately.
 Showing that listening is important and that it is being heard.
 Paying attention to the work that is being done (Nemec and et.al., 2017).
 Sharing of all the information is important.
 Reflecting to the process of listening.
Models of communication applied to teaching, learning and assessment are explained as
below –
Shannon and Weaver Model – This model is the mathematical theory of communication which
argues that human communication is divided into six key channels which are – sender, encoder,
channel, noise, decoder and receiver. With the help of this model the message is being conveyed
from the sender to the receiver and in between the process the message is being encoded and
decoded which helps in making and framing the scale through which all possible facts and
information is being known in the process of learning and teaching (Kubota, 2019). This model
is helpful in making and framing the scale through which all possible aspects are helpful in
making and processing the communication to be effective and efficient.
Johari Window Model – This model helps in understanding the relationships with selves and
others while interacting the process of communication and communicating at large scale. This
helps in making and framing the scale through which the enhancement is done for the
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perceptions on others and this helps in making and creating the value of what others think and
what are their perspectives. There are four factors which explains the Johari Window which is –
 Open/self – area or Arena – This helps in identifying the person’s behaviour, attitudes,
skills, feelings and views which are known by person and by others. This is the area
where the communication process occurs.
 Blind Self or Blind Spot – This provides the information about ourselves that other
individuals know in a group (Srivastava, 2017). Blind spot is reduced for the
communication to be effective by seeking feedback from others.
 Hidden area or Facade – Information which is kept known to self but is unknown to
others. This can be the personal information feelings, fears and past experiences. Unknown Area – The information which is not known to anyone and individuals are
unaware of it. Open communication will decrease the unknown area and will help in
communicating effectively (Yamanaka and et.al., 2021). This will help in making and
creating the value through which all possible aspects of communication can be done in an
effective and significant way at large scale properly.
Task C
3.1 Theories, principles and models of assessment
There are some very important theories, principles and models of assessment which are
explained as –
Models of Assessment – There are competency of assessment which are explained for the
analysis of assessment and learning. Competency assessment models are the capabilities which
help in achieving the target level which helps in filling the gaps for each task and skill which are
required in learning and assessment throughout. This helps in making and framing the scale
through which all possible factors of how the goals and objectives are being achieved and
fulfilled at large scale. There are major changes which helps in making and framing the basis
through which the competency models are being evaluated and these models are –
Leadership Competency Model – This model helps in evaluating the skills such as
development and self – management, mentoring and coaching along with the learning which
helps in knowing the major competencies of the individuals and this helps in knowing and
analyzing the skills which helps in making and evaluating the core skills and the individual
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possess (Welch and et.al., 2018). The main reason which helps in evaluating the assessment is
done through the leadership competency model incurring to changes which help in making the
scale through which all possible factors are known for which assessment and learning process
can take place. The leaders follow the process of how things are being concerned into and what
are the changes which helps in evaluating and analyzing core competencies of the individuals.
Competency models are the models which help in measuring the observable behaviours
that are demonstrated by the successful performers while they are learning or working for any
given work. This helps them in knowing what are their skills and competencies which help in
enabling the valuable scale through which all possible factors of learning and assessment are
observed.
There are various principles which helps in knowing the learning and assessment process
which is described and explained below –
Reliability – There should be reliability in the assessment which helps in knowing that the
assessment criteria are being followed effectively and in efficient manner. There are policies and
procedures which help in marking the assessed work.
Validity – The assessment is designed to measure whether it is valid or not and this helps in
making and framing the scale through which validity is known at large scale (Cope and et.al.,
2017). Validity ensures that the assessment is ongoing the programme of being valid.
Currency – The main aim of the assessment is that it incurs the currency and through that all
possible factors of how the things are taken into consideration are known for the assessment to
be taken place effectively.
Authenticity – It is also important that the assessment in the process of teaching and learning
should be authentic and valuable so that the work is being followed effectively and in an
appropriate manner throughout (Hornsby, 2020).
Transparency – Clear information regarding the assessment criteria to be followed should be
known in manner so that the assessment takes place in valuable form and through that
transparency is observed in the work process.
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3.2 Ways in which theories, principles and models of assessment can be applied in assessing
learning
There are different ways in which theories, principles and models of assessment can be applied
in assessing learning and this is created through the ways in which principles are followed and
this makes the purpose through which all possible factors and aspects of assessment in process of
learning and teaching are made valid and accurate.
And for this there is linkage between learning theory and assessment which helps in
making and developing scales through which all possible factors and aspects of learning and
teaching are known. Assessment is a critical aspect of learning and teaching process which helps
in aiming and collecting, analysing and then interpreting the information regarding students’
performance (Fisher and et.al., 2019). The quality of learning is determined by quality of
assessment practices which are done in the classroom and this helps in making and initiating the
process in which all important information regarding students’ performance is being analyzed at
large scale. The main aim of learning and teaching is process through which all perspectives and
knowledge is being gathered and this helps in making and framing scale of how effective and in
prominent manner the possible factors of learning are involved. The main aim of learning and
assessment is that the process of learning is valuable for both teaching and assessment.
Black, William and Assessment for Learning – Black and William developed a radical
approach for learning. Linkage of classroom to ‘Black Box’ was being done and this focused on
the inputs and outputs and what not went inside the box. Two processes were framed within this
which were – Summative assessment and formative assessment which helped in knowing the
students activities and tasks which were being taken into consideration and this helped in
evaluating the main purpose through which all factors of learning and assessment were known.
Black and William demonstrated the wide – range of research review which helped in knowing
that this approach can help in improvement of both exam results and learning (Arsyad and et.al.,
2017). Formative assessment or Assessment for Learning (AFL) incurs aspects such as
questioning, marking, peer and self – assessment, AFL through summative assessment. Along
with these aspects, implementation of AFL is also known and this is developed through the scale
of how effective and in efficient manner the possibilities of working are done through the
assessment and learning.
Apart from this, there are some principles of assessment which are being explained below –
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Efficiency – Assessment should be efficient for both staff and students in such manner that the
knowledge and skills are assessed effectively (Valdez-García and et.al., 2017).
Sufficiency – Sufficiency for the assessment helps in making and evaluating the process through
which the work can be evaluated.
Developmental Feedback – Developmental feedback should be taken into consideration as this
helps in analyzing and evaluating the work which is being done and performed (Cowie and et.al.,
2018).
Medals – Medals are being provided for the good work which is being done in the assessment by
the students.
Missions – Missions will help in making and initiating the scale through which all possible
factors of assessment and the criteria’s are achieved and fulfilled (Schuwirth and et.al., 2018).
3.3 Points of referral available to meet individual learning needs
There is various point of referral that can be used to meet the learning needs for the student
(Heinemann, Bolanosand and Griffin, 2017). As an example if the students wants a visual
learning and example based learning at the same time. For the better understanding, teacher
should meet the points of referral to achieve the quality, create interest, organization of the class.
Within the school the main referral point are available as student services, career services,
teaching mentors etc. For an example arranging the online resources for the students unable to
attend the classes regularly. There can be many points of referral, among them few are: Assigning the mentors: For the academic needs of the students, mentors can be assigned
to the student. That will help them in mind shaping and focusing towards the goal. Sole class counsellor: Teacher can also act like a class counsellor, with them students
can share their thought or problem they are facing either in the school premises like
ranging or bullying or in outside the school like personal distractible issues. Utilize space as library: Empty spaces can be utilized as the library so that in free time
students can use this space to do their homework or to study the new book to level up
their knowledge.
Task D
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