Report: Analyzing Theories, Models, and Principles in E&T, Semester 1

This report delves into the crucial theories, models, and principles that underpin effective education and training practices. It begins by analyzing various learning theories, including cognitivism, behaviorism, and multiple intelligence, alongside key learning principles like readiness, exercise, and effect. The report further explores models of learning preferences, particularly the VARK model, and how these preferences can be leveraged to create inclusive teaching, learning, and assessment environments. It also covers theories and models of communication, emphasizing their application in educational settings, along with the use of models to support presentations. Additionally, the report examines assessment methods, curriculum development theories, and models of reflection and evaluation, providing a comprehensive overview of best practices in educational design and delivery. The content aims to equip educators and students with the knowledge needed to enhance learning outcomes and create engaging educational experiences.

THEORIES MODELS AND
PRINCIPLES IN E&T

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Analysing theories, principles, models of learning and models of learning preferences. 1
1.2 Explaining ways in which theories, principles and models can be applied......................3
1.3 Models of learning preferences........................................................................................5
1.4 Learning preferences enabling teaching, learning and assessment..................................5
TASK 2............................................................................................................................................7
2.1 Analysing theories, models and principles of communication.........................................7
2.2 Supporting presentation with different models................................................................8
TASK 3............................................................................................................................................8
3.1 Assessment method from the practices............................................................................8
3.2 Enabling learning and progression for learners................................................................9
4.1 Analysing theories and models of curriculum................................................................10
4.2 Applying the theories and models of curriculum...........................................................11
TASK 5..........................................................................................................................................11
5.1 Models and theories of reflection and evaluation...........................................................11
5.2 Models of Reflection applied in practices......................................................................12
CONCLUSION..............................................................................................................................13
REFERENCES..............................................................................................................................14

INTRODUCTION
Theories, principles and models of learning are important for both learners and students
in order to create an effective learning session. The report will cover the theories, models and
learning which are applied for the learning and assessment effectively. Models of learning
preferences and an individual learning preferences enables the inclusive teaching, learning and
assessment will be discussed in this report. Models of communication and application of this
towards teaching, learning and assessment is also covered in this report with power point
presentation. The ways in which theories, principles and models can be applied for assessing the
learning is also discussed. Models and theories of curriculum development are evaluated with
using it in practices of learning .
TASK 1
1.1 Analysing theories, principles, models of learning and models of learning preferences
There are different theories, principles and models of learning and preferences which can
be applied for inclusive learning. Learning is all about acquiring knowledge and skills with the
help of experience, teaching, study and behaviour. It is a process which is based on previous
experiences of learning and a continuous procedure. Learning increase with the experience. A
person or an individual becomes consciously competent after increasing his knowledge towards
any topic. The effective knowledge of topic makes him unconscionably competent efficiently
that the learning curve always enhance with knowledge and skills. There are so many learning
theories and some of them are discussed below:
Cognitivism theory: The theory of cognitivism is a traditional practice of learning that it can be
said that a person held the knowledge which is developed through experience and seeing
effectively (Richards and Rodgers, 2014). Sense will be enhanced through seeing and
experience.
Behaviourism learning theory: Learning can be more effective with the help of using the
personality elements of a person. There are many elements such as emotions, intellect, intuition,
imagination and desire. These elements are used by the teacher for making learning effective and
efficient. Moreover, any individual or a person should know the meaning and desire to learn new
things that he can learn many new things which he is imagining.
Multiple intelligence theory: This theory defines the nature of a teacher that he should act or
perform like a facilitator effectively. An effective teacher made things easy for the customers in
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order to provide facilitation for them efficiently. He should also manage the environment of
classroom easy and comfortable for the students. This will help students to learn in a positive
environment from the teacher so that they can learn new things and develop ideas effectively.
LEARNING PRINCIPLES
Readiness: The students should have eagerness to learn something new and also the
concentration level to acquire adequate and effective knowledge from teachers efficiently.
Exercise: Exercise is a continuous process which enable students to repeat their knowledge and
skills in order to maintain them effectively (Kelly, Lesh and Baek, 2014). This will help them to
manage their knowledge for long time.
Effect: The effect of learning defines the emotional reaction of students which is directly
connected to their motivation for the learning.
Primacy: The primacy defines the first learning which a students learn. This will make a strong
impression on students that what they learn very first from the teachers.
Recency: It describes that the students remember the things which they recently learned from the
teachers. It also removed from the minds of students if not repeated by them effectively.
Freedom: Students must have choices and freedom for what they need to learn. This will enable
them to bear the outcomes in which they performed.
Requirement: Teachers requires effective knowledge, skills, ability and instruments according
to their teaching level. This will help students to acquire good knowledge from teachers.
LEARNING MODELS
Learning models are different to make the learning session effective and easy. This will
help students to develop and improve their educational activities and also to make a peaceful
environment to learn. Here are some common features of learning models:
 Purpose of learning and connection areas should be clear.
 Different assumption which is based on the characteristic and age of students.
 Pattern required for assessing the learning activity (Kolb, 2014).
 Students’ surroundings for effective and efficient learning.
 Different methods to determine the learning.
VARK MODEL: The VARK model is based on four sensory to learn which are given below:
Visual
Write and read the learning
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Auditory
Learning through Kinaesthetic
1.2 Explaining ways in which theories, principles and models can be applied
Brain based theory: It is crucial in a primary school to make them able for learning with the
help of stimulating their sense and experiences such as ear, eye, tongue, skin and nose. The
learning curve will grow faster if the students are able to see, touch and feel the product which
will increase his knowledge effectively. Learning becomes easy if the students experience
anything such as different toys and instruments. This will help them to learn faster and acquire
more knowledge.
Social learning theory: The theory describes that a teacher should able to manage students for
learning. Primary Students learn through imagination and concepts that teacher should provide
them idea to understand the imagination and concept instead of making mug up teaching. This
can be done by a teacher with the help of charts and diagrams effectively (Siemens, 2014). For
an example, teaching maths can be done by using diagrammatic and physical presentation to
Students.
Cognitivism theory: The better environment for the Students can be managed by talking
towards the subject or raising hands for queries effectively. This will help students for their
overall development and improvement. Teacher should have qualities to motivate and encourage
students for desire of learning.
Here are some steps which a teacher can follow for teaching maths at primary level on
the basis of learning principles:
Readiness: Teacher should improve and develop the curiosity for desire learning in students’
minds. It is hard to teach students unless they are not ready to learn by themselves.
Exercise: The teacher is able to maintain the continuous process of increasing knowledge and
retaining information that a students can not learn things in one time only. This will require
repetition process for teaching.
Effect: An effect can be made by teacher through motivation towards students for their effective
work or completing the assignment well (Bishop, 2015). This will help them to learn more and
perform better towards their assignments. Prize strategy can be also effective.
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Intensity: The learning effectiveness can be increased by different tasks and playing games with
student. The knowledge will be remain for long time and easily by involving them in various
activities.
Freedom: Encouraging Students after every assignment or task by enabling them to ask
questions. This will help them to feel free in the environment by doing different things.
Requirement: The teacher should also be well qualified and have proper knowledge as well as
skills towards the subject that he can treat students well or the task effectively.
QUALITIES REQUIRED IN A TEACHER
 Teacher should have qualities to manage and handle the students and also have the
curiosity.
 Teacher should be aware of Students activities and characteristics in order to determine
the best learners between them. Every students has different characteristic and learning
capability which should be noted by the teacher.
 He can teach with models and concepts so that students can learn more effectively which
will help them to understand the topics well.
 The surrounding environment should be managed by the teacher in terms of peace, design
and code of conduct etc. Charts and presentations can be posted on walls for making
learning easy and effective (Amanchukwu Stanley and Ololube, 2015). This will also
help to enhance the future learning.
 A teacher should be aware of different strategies and activities from which he can
perform better in classroom and promote the learning activities. Games and other
learning activities can be managed by teacher to find the appropriate answers from
students effectively.
There are different types of learners based on learning preferences that some points
should be considered by the teacher in order to teach the students:
Visual: Different clips can be used by the teacher in order to possess quick learning for the
students which is also called as imagining visuals. This can be used for any concept and will help
students to learn something new and better effectively.
Auditory: Some of the students are different that they learned from hearing instead of watching.
Teacher can also perform oral activities in the classroom which will help students to ask
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something and solve their queries effectively. Tables, designs and increasing memory efficiency
will also help students to understand the topic well.
Kinaesthetic: Model based learning is best for the kinaesthetic students that it will help them to
learn through addition, counting and different activities. In respect to this some other instruments
also can be used by teacher to facilitate students towards their learning abilities and capabilities
efficiently.
1.3 Models of learning preferences
Learning models are different which is used in the learning session effective and easy.
This will help students to develop and improve their educational activities and make a peaceful
environment to learn. Here are some common features of learning models:
 Purpose of learning and connection areas should be clear.
 Different assumption which is based on the characteristic and age of students.
 Pattern required for assessing the learning activity.
VARK MODEL: The VARK model is based on four sensory to learn which are given below:
Visual: Visual learners draw an image in their mind. In case of visual learning sometimes
students miss the information and situation during the learning phase. In respect to this, teachers
should use the charts, diagrams and mapping method which will help visual learners to acquire
the skills and knowledge (Godino and et.al., 2016).
Write and read the learning: Some students learn through reading and writing the topic that
teachers should provide them information about the topic from which students can read and
write. This will help them to acquire their knowledge effectively.
Auditory: Auditory learners are the basic students who learn new things by hearing instead of
watching. Teacher can also perform oral activities in the classroom which will help students to
ask something and solve their queries effectively.
Learning Kinaesthetic: Such learners acquire knowledge from performing towards the task and
activity. In respect to this, some other instruments also can be used by teacher to facilitate
students towards their learning abilities and capabilities efficiently.
1.4 Learning preferences enabling teaching, learning and assessment
Inclusive teaching and techniques are used by the teacher to teach students different
learning styles, background and abilities effectively. It is very hard for the teacher to standardise
the learning techniques when a number of students with various types of preferences sit in the
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classroom. They all have different learning abilities and capabilities. Learning environment can
be created by the students who are able to understand the topic and concept. Here, some
advantages of inclusive learning are discussed below:
 Inclusive learning includes the discussion process which will help students to learn in a
better way instead of reading the textbook.
 It also helps to make a learning environment which is safe for the students that they can
learn and grow (Lantolf, Thorne and Poehner, 2015).
 Inclusive learning demonstrates the knowledge and skills which attract the students by
their own results.
 Surveys can be done by the teacher in order to find the results of teaching in every
student.
 Different strategies can be used by the teacher in order to accommodate all students with
various learning styles.
ASSESSMENT
Assessment has its own important role in teaching. A healthy learning environment
requires the assessment in both students and teachers. Teacher can determine the student’s
performance by organising tests and other activities at the end of every semester or year
effectively. This will also help to determine the performance of students towards the curriculum
learning. Teacher’s performance evaluation can be done by taking feedbacks from the students’
parents. Assessment test motivates students to give their best efforts to perform better in task
which will increase the participation in classroom as well. Apart from this, wrong assessment can
destroy the reliability (Chen, 2014). Poor teaching from teachers can reduce the performance of
students.
Authority style: Authority style refers to the lengthy lecturers which are delivered to the
students in the classrooms. This is also a traditional method from which teaching can be more
effective and efficient for the students.
Demonstrator style: In this method, different charts and diagrams are used by the teacher in the
classroom to present the lecturers effectively. It is also known as coach style. It is very hard for
the teachers to assess the performance of students whether they are acquiring the knowledge or
not.
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Blended style: In this method, teachers evaluate the students learning styles according to their
interests. This is also the most appropriate learning style which is followed by the teachers in
order to teach the students. The nature becomes flexible for the teachers that they are able to
teach various topics using different learning styles.
The empty vessel technique can be used by the teachers in which they assumed the mind
of student is empty and will be filled by the knowledge and experience of him effectively. Such
techniques will help teachers to provide better lecture towards the students to produce some
better results.
 Taking assessment tests after every assignment in a certain period of time.
 Determining the classroom activities through student’s performance.
 Oral tests for the students (Crain, 2015).
 Providing written assignment to the students.
TASK 2
2.1 Analysing theories, models and principles of communication
Communication is a medium in which information, ideas and opinions are exchanged
between each other effectively. Right medium is required for transferring the appropriate
information. Communication process includes sender, a message, channel, communication
medium and a receiver.
 Sender is one who delivers the message.
 Channel is used to deliver the message and the medium can be oral or visual.
 Receiver is who get the message.
 Receiver can also transfer the feedbacks to the sender if required.
COMMUNICATION THEORIES
Semiotic theory: In this theory, the sender receives feedbacks from the receiver. The teacher
will confirm the message which can be the information is delivered to the students or not. This
will be determined by the teachers with the help of their results in the assessment and reactions.
It will also help teachers to evaluate whether the method they are using is effective or need
changes.
The process theory: The process theory describes that the receiver do not expect any comments
or feedbacks from the the side of receiver. Thus, teacher should know the consequences towards
his level of teaching. Thus, an ineffective teacher is no longer able to deliver the important
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information to the students in the classroom. The method is difficult for both teachers and
students that they are not able to asses their capabilities and abilities effectively.
COMMUNICATION PRINCIPLES
 Understanding the topic and concept.
 Effective method should be used by teachers.
 Assessment and tests should be organised.
 Use of empty vessel theory (Anderson, 2016).
 Communication method should be used for evaluating the performance.
 Code of conduct should be used for a defective learning session.
2.2 Supporting presentation with different models
COMMUNICATION MODELS
Aristotle model: The model describes that a teacher changed the communication method such as
learning style which will help him to provide effective learning to the students. This will be
evaluated by the teacher in case the students are not performing well.
Lasswell's model: According to this model, the sender does not expect or assume any difficulty
during the communication method until it is going well and effective. This will help teachers to
manage the environment of learning towards students.
Shannon and Weaver's model: The model describes the difficulties in communication process.
The teacher determines the problems between students that why they are not performing well or
observing learnings.
Charles Osgood's model: In this method, there should be effective interrelationships between
both students and teachers. This will help both of them to manage the issues and problems in the
learning session effectively.
TASK 3
3.1 Assessment method from the practices
Assessment is referred to be a very essential aspect of learning that largely serves the
learners in distinctive ways. It is basically a method that tends to measure the degree and extent
of learning that has been grasped by the students. It could be either inside or outside the
classroom where their skills, attitudes and knowledge can be easily measured by comparing them
with some predetermined standard that has been set by the tutor. It is thereby referred to be an
act of measuring, appraising and evaluating. There exists different types of assessments and are
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known as formative, summative and initial diagnostic, etc. All these types of assessments are
further divided into two major categories, namely formal and informal.
This is for instance to demonstrate the effort of initial diagnostic where one of its very
common form is informal chat that could be used by the tutor to assist entering the student in an
examination hall. It is thereby with a prime goal of collecting as much data as possible, about the
student. This in turn assists in getting familiar to the exact needs and learning style of the student
for adjusting into a fine learning experience that directly meets the identified necessities of the
learner. This is one of the most suitable measure to identify the exact requirements of disabled
students (Dunleavy and Dede, 2014).
Formative assessment on other hand is specified to be a constant and frequent tool which
is used to notify the progress of the student to both his or her tutor as well as the student. This is
basically to identify whether the student is effectively meeting out the set objectives of the
undertaken course or not. On this basis, proper feedback is collected with appropriate decisions
in favour of the student as a way of assistance in future learning. Exit slip where the students
have participated in a short quiz and have discreetly submitted their answers to the tutor is a very
common example of such type of assessment. Also, using peer feedback, running records of
student behaviour etc. are also some well-known types of formative assessment.
Summative assessment is on other hand represents a very formal approach and takes
place at the end of the course or an academic year (Kubanyiova and Feryok, 2015). This in turn
assists the tutor to carefully measure the length and breadth of the student’s acquired learning.
Being a formal way of testing, such type of assessment is together being used to produce marks
at the end of an examination to further use it in generating or mark sheet, etc. Therefore, midterm
or final examinations are the examples of summative assessments.
3.2 Enabling learning and progression for learners
Authority style: Authority style refers to the lengthy lecturers which are delivered to the
students in the classrooms. This is also a traditional method from which teaching can be done
more effective and efficient for the students.
Demonstrator style: In this method different charts and diagrams are used by the teacher in the
classroom to present the lecturers effectively. It is also known as coach style. It is very hard for
the teachers to assess the performance of students whether they are acquiring the knowledge or
not.
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Blended style: In this method, teachers evaluate the students learning styles according to their
interests. This is also the most appropriate learning style which is followed by the teachers in
order to teach the students. The nature becomes flexible for the teachers that they are able to tech
various topics using different learning styles.
It is therefore on comparing the above three assessment methods, both initial diagnostic and
formative assessment measures are proven to be much effective in comparison to the summative
assessment method (Cunliffe, 2016). It is mainly due to the motivating characteristics of
formative assessment that support students to learn more improved ways and stay motivated
towards the process of learning. However, summative on other hand may result into marking a
negative impression on the students by demotivating them to a great extent. It is due to its strict
approach of making final remarks on their performance without giving them a scope of
improvement.
TASK 4
4.1 Analysing theories and models of curriculum
Curriculum theory: The curriculum theory is all about creating the sense of demonstrating
situations which will allow to bear the habits of repertoire and also changes it to discard the bad
ones effectively.
The terms theory: This is a set of proposition which derived from verifiable findings. This is
generally towards the different laws, facts and hypotheses which are related to each other in an
appropriate way effectively.
Scientific theory: It is a set of assumption from which teachers can deliver pure logical and
mathematical process effectively and efficiently.
Humanistic and philosophical theory: The philosophical theory defines the outcomes of their
real views and also the position within them. Humanistic theory emphasise the emotion melding
and also physical with intellectual (Arnab and et.al., 2015).
TYLOR'S CURRICULUM DEVELOPMENT MODEL
Defining learning experience objectives: Learning experience refers to determining the
problems, purpose and interest of students effectively. In this method, the teachers evaluate the
students’ problems and their interest towards learning.
Defining learning experience: The learning experience is defined by TYROL with some
illustrations such as finding the effort of both teachers and studentsetc.
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