Theories, Principles and Models in Education and Training: Analysis

This report provides an analysis of various theories, principles, and models relevant to education and training, with a specialization in health education. It covers learning theories such as procedural vs. declarative knowledge, behaviorism, and scaffolding, explaining their application in teaching, learning, and assessment. The report also examines learning preference models like Gardner's multiple intelligences and Honey and Mumford's learning styles, emphasizing the importance of inclusive teaching. Furthermore, it analyzes communication theories, including Lasswell's model, interactive communication, and Shannon and Weaver's model, highlighting their role in effective teaching. The report also delves into assessment theories and models, curriculum development, and reflection and evaluation models, discussing their application in improving teaching practices. The aim is to provide a comprehensive overview of theoretical frameworks that can enhance the effectiveness of education and training programs.

Unit 502: Theories,
Principles and Models
in Education and
Training

Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Analyse theories, principles and models of learning........................................................1
1.2 Explain how principles, theories and models related to learning can be applied to the
teaching, learning and assessment..........................................................................................2
1.3 Analyse models related to learning preferences...............................................................2
1.4 How to identify and take into account of the learners’ individual learning preferences
enables inclusive teaching, learning and assessment.............................................................3
2.1 Analysis of the communication theories, models and principles.....................................4
TASK 2............................................................................................................................................5
2.2 Explain ways in which theories, principles and models of communication can be applied
to teaching, learning and assessment......................................................................................5
TASK 3............................................................................................................................................7
3.1 Analyse theories, principles and models of assessment...................................................7
3.2 Explain ways in which theories, principles and models of assessment can be applied in
assessing learning...................................................................................................................9
TASK 4............................................................................................................................................9
4.1 Analyse theories and models of curriculum and development.........................................9
4.2 Explain ways in which theories and models of curriculum development can be applied in
developing curricula in own area of specialism...................................................................10
TASK 5..........................................................................................................................................11
5.1 Analyse theories and models of reflection and evaluation.............................................11
5.2 Explain ways in which theories and models of reflection and evaluation can be applied to
reviewing own practice.........................................................................................................12
CONCLUSION..............................................................................................................................13
References:.....................................................................................................................................14

INTRODUCTION
The teaching process is consider as crucial for the students as it help the individuals in
gaining the knowledge and skills which is essential for the students to gain for the purpose of
making the successful career in the selected field. The teacher must have the knowledge of its
specialisation area in order to deliver the perfect knowledge of related concept and skills. The
education procedure entails providing students with critical knowledge and information that is
important for future expansion and student achievement. Health teacher is the chosen
specialisation area in the report. The report analyses learning theories, principles, and models, as
well as their application in teaching, learning, and assessment. The learning preference model is
examined, allowing for inclusive teaching. Furthermore, communication and assessment
theories, models, and principles are examined in relation to their application in assessing
teaching, learning, and assessment. Curriculum and development models, as well as theories that
can be applied in one's own area of specialisation, are discussed. Finally, reflection and
evaluation models and theories that can be used to review one's own specialism practise are
examined.
TASK 1
1.1 Analyse theories, principles and models of learning
Models and theories are proposed approaches which can be applied in practical scenario.
Different models and theories of learning are developed by great theorists for their life long
experience and observation. Certain of these theories are discussed below:
 Procedural v declarative knowledge- The declarative knowledge primarily deal with a
factual knowledge and information which humans possesses. Whereas the procedural
knowledge is a knowledge on how to operation certain practices (Aven, 2019). Anderson
J.R. (1994) has state that all knowledge was initiated as the declarative knowledge when
the procedural knowledge is basically acquired through an illation from the existing
knowledge as its occur without attention to species action done and reason why the thing
are being done. Being a teacher of the health I always ensure that my learners has enough
information with significant information within essential material for the knowledge
required for their tuition and also permit them to take part actively.
Advantages
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 It involve more sense such as practice at solving the problems, hand on experience,
understanding of limitations and many more.
 It make it possible to ascertain that what cognitive process re like during the motor
learning.
Disadvantages
 There are not all cases may be represented.
 Not all the deduction may be correct
 Behaviorism theory- This theory has originated from a result of the Pavov's experiment
on dogs as classical conditioning advice that within an environment, positive experience
impact the learning quality in pupils. Thus, respect vie theory put the faculty at center of
learning process instead being scholars centered. The most significant practices of this
theory is to create a detailed instruction for learners by the faculty in term of gaining a
positive experience.
Advantages
 It has an ability to define the behavior clearly and measure the change sin behavior.
 It looks for a simple explanation of the human behavior form scientific standpoints.
 It provide partial account of the human behavior, that which can be objectively viewed.
Disadvantages
 Use the animals when applying laws of the learning to humans has been criticized as the
humans are very complex than animals.
 Some aspects of the Behaviorism theory-are considered immoral as it believe in
punishment in schools.
 Scaffolding learning- This learning model use a support system of the scaffold as being
exploited in building the construction with the purpose to provide a support by breaking
the information up into chunks related of information for scholars absorption of
respective information passed across to them (Bhatia, 2019).
Advantages
 It help the learners as they move towards being able to complete the given task without
nay aid and help then in struggling in their course.
 It increase likelihood for the students to meet the instructional objectives and motivate
them to be good learners.
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Disadvantages
 There is potential for misjudging zone of the proximal development.
 Necessitates giving up the control to allow the learners to learn at their own pace.
1.2 Explain how principles, theories and models related to learning can be applied to the
teaching, learning and assessment
As my specialisation area is health teacher, so being a teacher of health and safety, I
ensure to teach my leaner from different community. All of them are from different background
and ability, in this case they may face various challenges. To teach them in more effective way I
will use the above mentioned learning theories.
For this the scaffolding theory can be applied when my students needs an extra help in
continuing their practices. Being a teacher I implement this theory through the techniques
including pairing them with another competent students one to one support, put them into the
small group to involve them on on particular activity (Kamalapurkar and et. al., 2018).
Behaviourism in my teaching can be applied in the way of punishment and rewards. Yet it is
ineffective way for the contemporary practices as teachers are so extremely structured and
learners responsibility is also not high but faculty is liable for the learning. Additionally, if
respective theory is undertake within classroom then it does not acknowledge difference of the
students.
1.3 Analyse models related to learning preferences
It is significant for the teachers to test majority of their classroom on difference learning
preferences, yet furthermore in the crowded classrooms for combining various learning type of
groups is essential in order to balance group dynamics (Lee and Kotler, 2019).
Gardner, H (1989), has state that intelligent quotient is not considered as suitable yardstick to
measure the intelligence. According to him, without productivity, a high amount of IQ is
nothing. Then he developed various criteria in order to establish a capability as intelligence that
he state to be
 Core operation
 Unique development progression
 Susceptibility to encodings and many more.
Above multiple intelligence which are common resources exploited by people for an effective
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learning. Common types of the intelligence which are known, reinforces, taught and rewarded
are verbal/linguistic and mathematical/logical intelligence. It also include other types of the
intelligence such as verbal linguistic intelligence, bodily kinaesthetic and visual spatial
intelligence.
Honey and Mumford learning preferences/style- According to him, learning style is built
based on the Kolb's learning styles model, that enable them for producing own learning style
questionnaire as Kolb's LSI's law validity with the managers (Lo, Lie, and Hew,2018).
Questionnaire is used by them probes individuals general behavioural tendencies as mostly
individuals never consciously consider that what they actually acquire in learning. So, learning
style of Honey and Mumford uses the questionnaire to enable people to become more effective
learners, that enable them for knowing about their learning preferences or style, aid them in
making smart decision and also increase their learning awarenesses and skills.
1.4 How to identify and take into account of the learners’ individual learning preferences enables
inclusive teaching, learning and assessment
Importance of identifying and considering the learner's learning preferences to enable inclusive
learning, teaching and assessment to efficaciously increase creative methods of making
teaching and education sustainable.
Different learning preferences or style adopted like Gardener’s multiple intelligence, describing
usage of the multisensory approaches including visual spatial, verbal linguistic intelligence,
bodily kinaesthetic and many more that create materials and resources with which scholars are
involved, that help in indicating types of the learning preferences appropriate for the learners.
Such multisensory approaches permit the scholars to determine appropriate learning preferences
which are suited for them by stimulating the,. Its result into enhancing in their learning style or
preferences (Wang, Jou, Lv and Huang, 2018).
Multisensory teaching preferences must used in teaching. Learners should be able to touch the
various material or resource and then visually supported by displaying them few previous
expanses by the auditory explanations.
Additionally, inclusive learning mode must be applied at learning environment, in which
learners are constantly stimulated by involving the questions. Then again, as teaching, is not a
single way path in return, the pupils need to ask question or queries and give feedbacks.
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2.1 Analysis of the communication theories, models and principles
In learning process, communication is considered most crucial aspect. An effective
communication is very useful when adopting the learning values and aims at increment of
scholars and faculty ability. Nevertheless, communication is dependent on the an aspect related
to cognitive ability.
Theories and models of the communication
 Lasswell's models (1948)- It state that it is essential to understand each phase of
communication in order to effectively understand process of the mass communication.
Respective model expatiate on the influence rather than message itself. Impact implies
observable changes in receiver. This also propose that changes ion component will
change the impact.
Advantages
 It is very easy to use a sit provide a blueprint to break down and examine any
communication.
 This model has a particular usefulness for the mass communication and a propaganda
analysis.
Disadvantage
 It does not include nay feedback and also ignore possibility of the noise.
 It is very general and only include very traditional topics
 Interactive- Communication take place in both verbal and non verbal form. Process of
the communication mainly include tow sources that are encoder and decoder. In this,
message originator is source and decoder and encoder are entity who receive the
message or information and based on this responds with feedback as resulting of this
feedback form, decoding which they gave. Respective communication model stating that
how the communication is conducted does not give any strategy to help with the
communication.
Advantages
 It allow the individual to compare the ways they act with different people
 it help the people to understand the social construction of this worlds.
Disadvantage
 It underestimate power of the structure,
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 In this individual do not get to choose consequences for the actions.
 Shannon and Weaver's model- It is also know as the engineering communication
application which is considered as most significant process for the schools. This
mathematical model of communication gave a techniques or tool to problem of how to
convey large information within given channel. This theory prosed noise concept. During
World War 2nd,main challenge for Shannon and was to find out most expeditious human
communication means (Zaidi and et. al., 2018).
Advantage
 It help in making the communication more effective eliminating problem causing.
 It attached to feedback mechanism that lack in most of other communication model.
Disadvantages
 It limit its application due to linear and unidirectional makeup.
 It increase misinterpretation of the nature of the human communication.
These communication model allow the teachers to understand and recognise significance of an
effective communication ability. Nevertheless, Shannon and Weaver is very relatable to my job
role as health lecturer. Respective model recognise two participant in communication scenario
and defined as source and receiver and is also more applicable to the faculties.
Principles of the communication
 Clarity- It refers to an accurate transfer of the information and ideas from sender's to
receiver. In this, every message or information should be convey very clearly so that
receiver can understand it well.
 Correctness- In this, it include correct grammar, spelling and punctuations. Sender
should check accuracy of of figures and facts.
 Conciseness- In this information include only the relevant material and remove all the
wordy expression.
 Courtesy- It is most significant quality of messenger. In this it show a respect for other
by using the expressions which show respect and avoiding any kind of the discriminatory
language.
 Concreteness- In this, information include clear and image building words. It assist the
receiver in understanding an exact idea.
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 Consideration- With this principle, sender see the material from reader's viewpoint and
also ensure benefit of receiver. Sender try to show a a sincere for reader's interest and
benefit.
 Completeness- According to this principle, information should be complete for bringing
a desired outcome. For completeness there are certain guidelines including provide all the
significant information, include the additional information and answer all question asked.
TASK 2
2.2 Explain ways in which theories, principles and models of communication can be applied to
teaching, learning and assessment
The school employs a variety of methods and procedures to enact communication theories,
models, and principles in education for the purpose of fostering better communication practises.
The frequent application of theories and models in practise assists in familiarising people with
processes that aid schools in meeting communication needs in operations and practises. The use
of communication models and theories assists teachers in understanding and recognising the
importance of good communication skills. In order to implement communication principles that
are accepted as part of culture, they are implemented in the classroom, assisting people to follow
school culture and developing an effective learning process. In terms of learning styles,
interaction models can be used in the lecture hall because different scholars learn in different
ways. Effective communication is essential in teaching, learning, and assessment (Banks, S.,
2018). The use of communication in education can be divided into two kinds i.e. verbal and
nonverbal communication. The verbal communication is associated through spoken words and
paralanguages which describe voice, pitch and concept that includes the use of video to evaluate
meeting within school environment. While teaching, language is important for conveying
emotion and attitude, whereas tone and pitch help in garbing attention and the importance of key
points in order to have effective learning for each lesson. The advantage of verbal
communication is that messages can be delivered quickly. It is simple enough for students to
grasp.
Nonverbal communication involves entire concepts related to communication that are
conveyed through various modes of communication, such as gesticulations and movement
patterns. Facial expression is the emergence at the front of the instructor that is demonstrated by
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verbal lectures. The teacher employs a variety of emotions, such as anger and smiles, to convey a
message or an idea. Handouts and digital materials are used in teaching, learning, and
assessment. Nonverbal communication is advantageous because it is easily understood by the
disabled. In cases of distance and disruptions, it is regarded as a monster alternate solution
verbal. The transactional analysis theory is effective in communication, which has an impact on
teaching. This theory aids in conveying the best descriptions when interact with others. The
concept seems to be about recognising ego nations in transactions that lead to more conscious
behaviour, which leads to constructive exchanges with pupils while trying to engage with them
in online schools (Blumberg, P., 2019). Transactional analysis allows teachers to figure out
what's going on on a social level in the classroom and within themselves. Following the
conclusion of a learning session, teachers creating a positive feedback profile for students, which
is a type of body language or non verbal communication.
TASK 3
3.1 Analyse theories, principles and models of assessment
This information is based on the assessment of important procedures of classroom and the
outcomes of the students results depends upon the how students has gain the learning process of
study and how they work on the pattern of study, it is clearly to understand that what they are
learning from the study and what they are experiencing from it. An assessment content of
teaching and learning process is continously to set the students of action to accomplishing the
levels of goal against the measures of standard. From the assessment points of view,
standardized tests is consider the summative nature means to measure the rating of standard of
schools and teachers. It gives a accurately results of the standard and it is time saving results. It is
ability to move the student for accomplishing the levels of goal that it's depend upon the outcome
of the results. An organisation should implement all these process to make an evaluation of
changing and development area to improve the organisational performance within internal
operation . There are several principles, model and theories of the assessment are mentioned
below:
Theories and models of the assessment
 Formative assessment- It refers to a process of monitoring the student's practices and
learning in class discussion by the teachers, low stakes group work, weekly quiz and
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clicker. This theory and model is helpful for the learning and thinking process of students
in which they are assessed for the criteria of students. In the context of learning standard
students should give the feedback and message to the teachers. It is an ongoing
assessment that help in exercise to control the monitoring learner's progress during their
course and putting together a series of quick fire questions. Without the formative
assessment, when students are struggling and supporting the right offer, it is impossible
for teachers to recognise the assessment . Formative pattern can be growing through the
equal and self assessment, questioning of assessment and marking of assessment and
many more.
 Summative assessment- This process is to assess the effectiveness of the student's
learning used by the teachers in the end of instructional unit . In the end of an assessment
process, students have to learning a capability level and understanding the lessons that
students can examine the tests, project or standardised test. By comparing the students of
what they have learned and what they know about the students. This process with the
help of assessing the students of proficiency, performance and knowledge. With a
certifies of student's competency aligned along with a learning objectives and goals of the
course in a particular subject matter . It is developed through the end of term exam, create
the portfolio, in a cheaper test and so on.
 Diagnostic assessment- From the diagnostic assessment, it is understanding the level of
students in which they can identify that how teacher can work with the students in an
effective manner and how to apply the strategies which is essential for the improvement
and learning of aim. To determine the strength and weakness of the students is require
for the pre assessment of form to allow a teacher in which used to determine in it. It is
primarily used to examine the student of problems and also guiding a curriculum
planning.
Principles of Assessment
 Practicality- The time of management and construction of assessment instrument is
related to the restraint of cost and time. It is should be measure in an economical form
which is necessary for the students to understand. It increase the ability and skills of the
students in solving the test to meet the level of competency within a given time period.
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 Reliability- With a respective principle, the stability of scoring overtime along with
different raters has been involved for the assessing. It lead to ensuring the consistency
level of the students which are necessary for the principles.
 Validity- In this principle, the valid test has been measures under the assessment. The
summative assessment of the success of students can be measured through the outcome
of their learning. It has a major involvement of criterion, consequential, content, face
validity and constitution.
 Wash back- It refer to the process of teaching and learning that take place within
classroom for the implication of assessment. This wash back consists of two terms such
as negative and positive.
 Authenticity- It contains the natural language, interesting topic and contextual are relevant to the
instrument of assessment.
3.2 Explain ways in which theories, principles and models of assessment can be applied in assessing
learning
The assessment models, theories, and principles are beneficial in evaluating teaching and
knowledge, which increases possibilities, and initial assessment is linked to diagnostic
assessment. The initial assessment is a benefit that tutors use to determine where learners should
begin their studies. The application of assessment principles aids in increasing the performance
and current practises of the assessment process used by schools to analyse students' learning
capacity and processes. An preliminary evaluation is done on the learner to determine the
learner's current level of ability in relation to the course and trying to meet pre-requisite
qualifications (Djigunovi, J.M., 2019). It is essential and vital in the process of wanting to hold
teaching students objectives that allow them to measure and continue their learning rates. The
initial assessment employs traditional techniques in educational activities, such as one-on-one
evaluation of group work, survey variations, and questionnaires. Furthermore, diagnostic
assessments are performed on a regular basis to determine the impact of support provided on
progress made and to determine whether additional changes can be implemented. In nlewarning
need assessment, information is gathered with the goal of determining individual needs, which
are then translated into individual learning plans aimed at bridging identified gaps in teaching.
The results of the clinical test are quite critical skills and talents that provide a measure to
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encourage teachers with specific knowledge for trying to measure students' strengths and
weaknesses. I have provided more information in 3.1, please check for references
TASK 4
4.1 Analyse theories and models of curriculum and development
The curriculum is viewed as a comprehensive process and plan that teachers use to provide
people with knowledge and information.
Models of the curriculum development
 Process model- In this model, creation is more important than results. It places an
emphasis on teaching, discussion, and individual student response. This model believes
that students will learn a lot by taking part in activities and discussion and debate. The
curriculum emphasises the process model, which emphasises how students learn, what
they think, and how this will influence the future learning.
 Thematic Model: This model focuses on the implementation of multiple theses in a
classroom setting. This strategy is especially beneficial for students because it allows
them to concentrate on their favourite subjects while breaking up the routine of the
classroom. The teacher's subject and content knowledge commonly irritate the learners'
attention (Farrell, and Marshall, 2020). Aside from that, if learners are uninterested in a
particular topic, they may dismiss it as irrelevant and disregard the material. As a result,
whenever this concept is being used in the classroom depending on a specific talent, bias
results due to the teacher's knowledge of the topic.
Theories of Curriculum development
 Tyler Development: This hypothesis was developed in the 1940s by an American
teacher named Ralph Tyler. It mainly outlines the method of achieving educational goals.
It also describes how and where to arrange all goals to achieve them in a timely and
effective manner. Tyler represents four stages of curriculum rationale: trying to identify
school objectives, deciding educational experiences related to those objectives,
organising all of the experiences and finally evaluating all of those purposes. Tyler's idea
was inspired by school principals who commonly use systems and procedures (Haigh,
2020). Taylor theory is not found as integrate for the recent education system as it need
some improvisation to integrate higher changes in education. It is essential to bring some
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holistic and multidimensional affect in the curriculum development process. One more
disadvantage of the respective theory is that lays a higher emphasis on measurable
objectives.
 Taba Theory: Taba Theory was founded by Hilda Taba, a well-known curriculum
theorist, reformer, and teacher. She advises teachers to take an inductive integrated
curriculum development, starting with a specific building and working their way up to a
journal system. This curriculum approach introduces six learning stages: diagnostic of
needs, specification of objectives, content selection, content organisation, having to learn
knowledge selection, having to learn experience organisation, and assessment.
Disadvantage of Taba theory of curriculum development include facing several issues for
non gifted students to grasp. It is also found as really difficult for the heterogeneous
classrooms. In addition to this, the teachers can not use Taba theory of curriculum
development in all subjects.
4.2 Explain ways in which theories and models of curriculum development can be applied in
developing curricula in own area of specialism
Teaching is thought to be important in the subject of health education curriculum because it
improves an individual's inventive and potentially future capacity, which is important in aesthetic
thoughts and fully cognizant institutions. According to a recent article, teaching is the process of
attending to human problems, feelings and perspectives in order to learn specific facts and
knowledge. In general, it includes a variety of components that aid an individual in learning
something new, such as questioning, giving details, trying to demonstrate a skill or procedure,
aiding learning practises, having to listen, trying to explain a few occurrences, running tests and
comprehension ability and many more (Hairon, Chua, and Neo, 2018). In today's world, one of
the most essential objectives of education should be to provide educators with deep emotional,
cultural and intelligent assistance. The curriculum was created as phase of the experience of
trying to teach health education in response to transformation.
Curriculum development has primarily been created with the objective of generating an
education system as well as ensuring the evaluation of student needs. These curricula are worried
with the academic progress and expansion of educators. The naturalism technique has been
recognized as the most important foundation for learning and curriculum design because it is
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based on the self and self-growth, both of which are significant factors in the teaching sector. To
apply curriculum theories and models in the teaching institution in specific and specific
processes, it is also essential to recognize current problems and issues in the education system,
categorise experts along with the new curriculum, select content, design and implement
experimental treatments in the organisation, evaluate specifications, set the best possible
outcome, and many other things. Only after having to put the syllabus into action can its
effectiveness be positively and effectively assessed and evaluated (Irons, and Elkington, 2021).
TASK 5
5.1 Analyse theories and models of reflection and evaluation
As they provide resources and materials for adequate subsistence, assessment and ability to
reflect are key steps in evaluating education and training tasks. Theories and models of education
effectively evaluate procedures, enabling for effective assessment and analysis. Personal
reflection must be incorporated into the instructional system in order to investigate the operations
that are used in the learning procedure (Khalifah, and Celenza, 201). The reflection process
increases individual capability, allowing for greater performance in a variety of functions. In the
educational sector, reflection is used in this manner to provide excellent knowledge and training.
The Klob and Gibbs reflective cycle is used to assess personal skills in specific
operational endeavours (Brown, 2022). The reflective procedure aids in the review of operation
condition along with the approaches to various scenarios. Students and teachers can effectively
analyse methods as well as other strategies by using the reflection. As a result, the corresponding
to specific a better knowledge of effective tactics for increasing productivity in similar
procedures.
The procedure of concepts and practices the design, application or consequences of an exertion
with the intention of educating or making decisions is known as evaluation. A careful review
produces valid and highest precision that point to future growth paths and behaviour. The
evaluation model incorporates the Kirkpatrick and Stufflebean models, which aid in determining
the efficacy of training programmes (MacSwan, and Faltis, 2019). The Kirkpatrick method
concentrates on response, having to learn, actions and findings, whereas Stufflebeam has made
considerable contributions to the advancement and assistance of the evaluation profession. As a
result, the CIPP model (context, inputs, processes, and products) was created.
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5.2 Explain ways in which theories and models of reflection and evaluation can be applied to
reviewing own practice
Reflection models and theories
Gibbs reflective cycle
This model facilitates personal reflection in terms of improving the student learning. In
addition to learning and gain more knowledge, it is necessary to use the appropriate mode of
reflection. This paradigm is proven as an efficient learning process with several stages:
 Description- This stage describes the entire event by utilising critical information related to
experience and recognised as reflection. Across the reflection process, all aspects of
expertise are discussed.
 Feelings- At such a stage, the person is expected to explain their feelings, which becomes
critical for analysing and having to learn responses even during expertise, that can assist in
extensive analysis during in the process of reflection. A person's emotions are important at
all stages, previously, throughout and after (Page, Trudgett, and Bodkin-Andrews, 2019).
 Evaluation- The experience is evaluated for actual actions at this stage is crucial how
effective it is in the learning experience. This sort of analysis sheds light on the experience-
based learning.
 Analysis- This entails evaluating one's own achievement and responses to circumstances in
order to analyse one's own performance.
 Conclusion- This stage assists in summarising the event successfully by taking into account
all positive and negative aspects of the encounter during the conclusion step. During the
reflection stage, this is critical for assessing the learning experience.
 Action plan- At this level, experience-based learning is being put in place in order to
prepare for the next phase. A plan of action is developed to improve knowledge and
experience such that the individual can perform better in the future (Stanny, 2018).
CONCLUSION
From the above report, it has been concluded that in the education sector, several theories,
models, and principles can be applied to help improve educational activities performed in daily
practise. The application of various models and theories aids in the improvement of current
school practises. In education, teaching, learning, and evaluation are critical for students'
acquisition of skills, understanding, and capabilities. Models, theories, and principles of learning
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are ascertained in the report to improve the learning process. Moreover, models, theories, and
principles communication, evaluation, curriculum design or development and reflection are
examined in this report in terms of improving internal practises, as well as their implementation
in teaching and learning.
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References:
Books and Journals
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Higher Education.
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Cennamo, and Kalk, 2019. Real world instructional design: An iterative approach to designing
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Conkling, and Mocella, 2019. Chemistry of pyrotechnics: basic principles and theory. CRC
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Djigunović, J.M., 2019. Affect 2 and Assessment in Teaching L2 to Young Learners. Integrating
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Farrell, and Marshall, 2020. The interplay between technology and teaching and learning:
Meeting local needs and global challenges. In Teacher Education in Globalised
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511.
Hairon, S., Chua, C.S.K. and Neo, W.L., 2018. School-based curriculum development in
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