Hudelowar 14062021Theorie, principles and models in education 502 (1)

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

TABLE OF CONTENTS Introduction .................................................................................................................................... 1 Task 1 .............................................................................................................................................. 1 1.1 Analyse theories, principles and models of learning ................................................... 1 1.2 Explain ways in which theories, principles and models of learning can be applied to teaching, learning and assessment ...................................................................................... 4 1.3 Analyse models of learning preferences ........................................................................ 5 1.4 Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment .................................... 6 Task 2 .............................................................................................................................................. 7 2.1 Analyse theories, principles and models of communication ....................................... 7 2.2 Explain ways in which theories, principles and models of communication can be applied to teaching, learning and assessment .................................................................... 8 Task 3 .............................................................................................................................................. 9 3.1 Analyse theories, principles and models of assessment ............................................... 9 3.2 Explain ways in which theories, principles and models of assessment can be applied in assessing learning ........................................................................................................... 10 Task 4 ............................................................................................................................................. 11 4.1 Analyse theories and models of curriculum and development ................................. 11 4.2 Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism ............................................. 12 Task 5 ............................................................................................................................................ 13 5.1 Analyse theories and models of reflection and evaluation ........................................ 13 5.2 Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice ..................................................................................... 14 CONCLUSION ............................................................................................................................ 14 REFERENCES ............................................................................................................................. 16

Principles of frequency/ exercise : It clearly determines that the more frequently a given response is made to a given stimulus, the more likely the response to that conditioning will be repeated. Principle of Recency : It determines that more recently a provide response to a specific stimulus is made, the more likely it will be repeated. Things most recently learned are best remembered. Principle of effect : It involves positive and negative reinforcement and the consistency within the use of reinforcers at the teaching learning procedure ( Muhajirah, 2020). Ivan Pavlov Classical conditioning Classical condition refers to learning through association and it was discovered by Ivan Pavlov a Russian physiologist. Pavlov experiment showed that when a bell was sounded every time the dog was fed, the dog learner to associate with the sound with the presentation of the food ( Arghode, Brieger and McLean, 2017). Skinner: Operant conditioning-radical behaviourism: Operant conditioning determines that the behaviour is determined by its consequences, be they reinforcements or punishments that make it more or less likely the behaviour will repeat again. In radical behaviourism, Skinner argued that individual’s behaviour and factors of environment that influence it are more critical towards fundamental understanding of individual psychological state ( Gruber, 2012). Gagne: Nine levels of learning 2

Learning can be developed by gaining attention of learners, informing learner about objective of learning, matching new information with previous learning, organizing information in a logical and easy to understand manner, helping students to learn more effectively by including examples, asking students to determine use of learning by role plays, providing feedback, assessing their performance by short questionnaires or tests and enhancing retention of learning and transfer ( Bada and Olusegun, 2015). Neurolism Brain based Learning: It is a comprehensive approach towards learning and offers a biologically driven classroom structure that mainly relates to the functions of individual brain at diverse levels of development. It states that teachers should make use of classroom space to arouse overall senses. Brain based learning helps learners relax for improving alertness, stimulation of social skills for improving the experience ( Kelly, Lesh and Baek, 2014). 3

Matching and labelling type activities : Teacher can use match-up cards, memory cards and puzzles for students to match-up and play in classroom. These educational resources can be to cover wide range of topics across overall essential areas of learning. Behaviourism approach: Individual learning plans (ILPS) : Improvement of personal skill helps the learners to raise their efficiency for collecting knowledge. The learner must practice in front of mirrors to build personal learning skills. Self-reflection can be used as principle to improve personal learning ( Mkonto, 2015). Target setting : Goal setting theory states that setting target for students will promote behavioural change when two conditions are met (a) the target set should be conscious and specific (b) the target must be sufficient difficult. Students must be encouraged to take responsibility for their own learning. Smart Target : An educator should believe within the SMART technique that is specific, measurable, reliable and timely learning approach. Smart Targets must be prepared by educators for learners , monitor their performance and provide feedback to improve their learning. This technique helps in changing behaviour and improves learning ( Ziemer and Tranter, 2014). Humanism Approach Treating learners as individuals : Teachers should teacher’s learners as specific individual focus on their basic needs such as physiological, social, safety, esteem and self-actualization needs. According to Maslow, students can be motivated towards learning by teacher through fulfilment of their basic needs in classroom. Teachers can support learning in improving their knowledge and capabilities by organizing unique activities in classrooms. Students should be provided common assignment and these assessment measures based on individual performance. Develop-competency based programmes: Programs of competency development are need to be developed by UK college such as seminars, corporate events and other learning programs where knowledge is relevant and the students can actually implement those with the purpose of introducing innovation. 1.3 Analyse models of learning preferences It can be determined as the distinctive way in which an individual acquires, process, comprehends and retain the information. Models of learning preferences defines that every individual has a divers learning preference. This prefers will be a dominant feature that is 5

apparent in overall situations, varies according to situations or blends with other styles of learning. Vark Model : This model determines that there are four kind of learner such as: Visual : Students will visual learning preferences learn through seeing, think in pictures and makes an image in mind to retain information. Auditory : These students learn by listening, thinking in words rather than in pictures, learn effectively through lectures and group discussion in classroom. Reading : These kinds of learners have preferences to work with the help of written materials, handouts and book references. They learn by reading resources and materials provided by teachers. Kinasthetic : These kinds of students learn by doing things, expressing by movement and they learn best by creating communication with peers or educators. Honey and Mumford model: This model involves students that have different learning preferences or these diverse learning styles for different types of learners. Activist : Students that prefer to learn by doing tasks are activist and they are open-minded and never afraid to perform new things. Reflectors : Learners with this learning style can improve their learning by standing back and observing peers or superiors. Theorists : These learners like to think of the original way of doing things. They can also develop new insights towards problem solving. Pragmatists : These kinds of learner prefer problem solving exercise and keen to make use of new ideas. 1.4 Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment Multisensory approach of learning can be utilized in school to describe teaching methods that includes engaging more than one sense at a time. Teacher can make use of visual, auditory and kinaesthetic strategic pathways to improve learning. This approach can help in enhancing memory of students and increasing their ability to learn. Teacher should a child to learn by more than one sense and they should many forms of instruction more than one method as it stimulates 6

Principles of communication: There are mainly seven principles of communication such as: clarity, conciseness, correctness, concreteness and completeness. Clear information is important aspect for learners and in academic communication. Sharing clear information, opinion and feedback is important to increase students learning. Teachers should convey the message in concise form ie best shortest possible manner such as visual presentation, auditory and visual presentation method. Restricted language code: Basil Bernstein provided explanation of code restricted language in year 1971. The lectures convey some specific words but the learners understand a lot ( Viterbi and Omura, 2013). This help to keep students interested towards listening towards the lectures of educators. Benefits of this language code is that involves short message but provide more expression towards learning, increases interest in listening lectures and the value of learning is generated this approach. Cognitive development theory: It is developed by Jean Piaget in 1936 that involve some specific stages of communication such as: Sensorimotor stage : Students are not capable to discuss or present their concepts in coordinated manner. Preoperational stage: Students only learn things that appear in front of them. They learn through observation and non-verbal communication. Concrete stage: learners are capable to understand and implement logical thinking. Formal stage: Learners are considered to analyse and make conclusions. They are considered to be communicating within an appropriate manner ( Taylor and Hamdy, 2013). 2.2 Explain ways in which theories, principles and models of communication can be applied to teaching, learning and assessment Verbal communication : The most appropriate form of interaction is the verbal interaction. Following are some specific form of interaction that could be implemented within teaching, learning and assessment of colleges such as: Responsiveness : The learners are considered to be active and effective interaction prevails. They can also response towards problems quickly. Using the voice : Unique voice or communication can be used as a tool of interaction by educators in their lectures. Verbal communications helps in interactive learning and promote visual learning. 8

Learner empowerment: Teachers should empower learners to raise their doubts and enable them to ask questions related to their subject. This increase their motivation and learning culture. Using visual aids: Interactive learning occurs through video lectures to make it more interesting than lecture notes. This helps in implementing models like transactional and interactional learning theory. Feedback on procedure and products: Students can provide instant feedback to the lecturers with as they can easily understand through visual aids. They ask questions and raise doubts that help in improving learning ( Duchesne and McMaugh, 2018). Non-Verbal communication: Gestures, attitude and expression of lectures needs to be positive and oriented towards learner specific needs. At the end of sessions, lectures should prepare a portfolio for feedback. The body language of lectures needs to be appropriate as it add motivation of learners to large verbal lectures and helps the students to keep concentrate on learning. Teachers should express their emotion along with the verbal communication of lecturer as it influence the communication process. Task 3 3.1 Analyse theories, principles and models of assessment Teachers need to be more aware in order to educated student every day, this is defined as an significant part of learning. There are various theories and principles which help teachers to learn and prepare themselves in the class. There are several ways to deliver information to students. Cognitivisim: There are several ways to which student think. Mental process is explained as one of important part of learning which make people understand about external and internal aspect of humans. This contribute more towards behaviourism, people react to surroundings and collect their information and process them. Moreover, this is an trial error principle which encourages the stimulus response ( Weinshall, Cohen and Amir, 2018). This is mentioned as classical conditioning. In cognitive psychology learning is understood as acquisition of knowledge and learners to process the information by absorbing all necessary details to it. Therefore, this is one of the preferred techniques used in process of delivering information and lectures. The learners is one of passive recipient which is known as teacher. Neurolism: This theory was emerged in the year 1970 and 1980, it started giving rise to the idea that learners are not only passive recipients of the content, but the actively participate in their 9

between students. Cognitivism is a model that can be used in the classroom. This model is used to stimulate curiosity and test hypotheses for research-oriented projects. The teacher's previous learning experience may include an environment in which students can become familiar with the theory of social learning. This theory combined with social constructivism can be used in journal forms and empirical activities to provide support ( Kolb and Kolb, 2017 ). Multiple intelligence theory can be applied very effectively in the classroom as it recognizes different types of learning styles and places the student at the centre of the learning system through self-directed learning. Yet another theory is that flow theory can be used in the classroom to integrate students into their flow states by assessing their ability limitations and challenges so that they don't stay bored and apathetic, but rather in the classroom. State of flow. Since most of these theories are just theories, they can be used in combination, depending on the ability and requirements of the students to create a learning environment of different types and preferences in order to identify all needs according to the Independent Learning Plan. . This plan looks at the different learning needs of different people and the teacher's ability to identify them. As teachers identify different needs, they will also set different SMART goals for each individual and find the combination of different theoretical implications in the classroom. Task 4 4.1 Analyse theories and models of curriculum and development The development, planning and implementation of curricula are the rules and practices that must be followed in education. It is the process of empowering students to achieve their learning goals ( Janelli, 2018 ). The curriculum has a number of important values that students want to instil in students, such as goals and objectives aimed at improving students ' competencies: justice, equality, sharing, trust, understanding, solidarity, loyalty, loyalty, cooperation , Honesty. Be clear and understandable, be honest, be trustworthy, stop saying, control , control your behaviour, take responsibility for your behaviour, have confidence in yourself, apologize when necessary , be Be patient and determined, tolerate, do not know how to wait, be respectful and humble, try to behave as others want to, try to appreciate other people's personality, observe the position, characteristics and situation of the participant, attach importance to the family unit, sacrifice bring, trust, be merciful, be responsible for yourself, the environment; stand in line, be consistent and trustworthy, take the consequences of your behaviour ( Rotter, 2017 ). Be a hardworking, supportive person, respect rules and laws, form trade associations, share. 11

Curriculum is viewed as the process for which courses are designed due to changes in the community, art is one of them , art is not only an aesthetic purpose, but educational and educational purposes are also important concepts in this sense. With these general goals, contemporary art education pursues certain specific goals: it enables people to be trained who study, study, research, tolerate, are broad, free and reflective, define artistic activities and the dimensions of creativity and intellectually der Acquiring artistic skills related to spiritual, cognitive and intellectual activities enables the person to find their identity in the future in order to prove their worth. Art in the curriculum; Computers, commerce, industry, textiles, automotive, social affairs, and many more who wish to work in this field are designed to guide students. As the curriculum evolves, trainers use resources to provide various interactive learning methods to support students. 4.2 Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism There is an imagery version, mind and emotions visualize with artwork . This very subjective scenario is an outward transformation, an embodiment and an essential requirement for guy to inform others. No rely what artwork, the motive of conveying the target target market is to inform the motion of creation. Art schooling ; to assist the man or woman make aesthetic judgments at the same time as coaching new paperwork to feel, to revel in and to direct their exhilaration with inside the proper ways. That is to say, artwork schooling isn't always approximately elevating artists; cognitive, sensory and emotional schooling desires of everybody whom she or he has to educate to creativity. In our industrializing, urbanizing world, people regularly lose their human abilities and the dominance of the monotonous fast lifestyles created via way of means of mechanization at their root can limitation the rest opportunities of the humans . Industrialization takes the efforts of humans to create they. This scenario can reason a smash of their lives, imbalance and alienation ( Kelly, 2017 ). The simplest reflective exercise is to think or think about what you are doing; it is closely related to the concept of learning by doing, because you will think about what you did and what happened, and then decide what you are going to do . Do something different next time. Thinking about what has happened is part of human existence ( Davey, 2018 ). However, the difference between casual "thinking" and "reflective exercise" is that reflective exercise requires conscious effort to think about events and develop the ir understanding. Getting in the habit of doing refle x exercises may help you both at 12

competencies and the dominance of the monotonous fast existence created through mechanization at their root can limitation the rest opportunities of the humans . Industrialization takes the efforts of humans to create themselves. This scenario can purpose a wreck of their lives, imbalance and alienation. 5.2 Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice Specialized courses created for the best development of courses and assessments to ensure that the development and improvement of students are necessary. Professional courses that combine the application of curriculum theory in curriculum design. Has built-in functional skills to improve academic skills and create opportunities for employers and work experience ( Wang and Hill, 2018 ). Apply a variety of contextual methods to knowledge content creation, improve skills development to participate in available opportunities Flexible learning, encourage learners to be able to align performance with deadlines, and reflect resources that promote equality and diversity. These students take this opportunity to understand the assumptions behind the activity. You use models, truths, and ideas with specific end goals to participate in the learning process. They like to decompose and integrate the new data you extract into a coherent and structured hypothesis. They use models, stories, statistics, citations, background stories, and applications of theoretical concepts in learning activities. These students take this opportunity to understand the assumptions behind the activity. They use models, truths, and ideas for specific purposes. The purpose is to participate in the learning process. You like to break down and integrate what attracts new data into an orderly and coherent "hypothesis." They use models, stories, statistics, citations, background information and apply theoretical concepts to their learning. -These people learn in practice, always get their hands dirty, are willing to accept learning, and make them all succumb to new encounters. CONCLUSION This assignment concludes that the information goes beyond methods of working with current lecturers who have used their theoretical knowledge to develop their own advanced methods. What is needed are teachers who can find a way to copy the school and institution records of the student beneficiaries. In an urbanized world, people continue to lose human abilities, and coping with the fast and monotonous life brought about by mechanization will limit 14

people's entertainment opportunities. Industrialization requires people to work hard to create themselves. Both current and future teachers need to be trained to teach students every day, and an important part of teacher training is to understand different teaching methods. Teachers who understand classroom theory can use different methods in the classroom to adapt to different forms of teaching. It can help all students succeed. 15

Mezirow, J., 2018. Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Routledge. Mkonto, N., 2015. Students’ learning preferences. Journal of Studies in Education, 5(3), pp.212- 235. Muhajirah, M., 2020. Basic of Learning Theory:(Behaviorism, Cognitivism, Constructivism, and Humanism). International Journal of Asian Education, 1(1), pp.37-42. Pierce, W.D. and Cheney, C.D., 2017. Behavior analysis and learning: A biobehavioral approach. Routledge. Rice, R.E. and Atkin, C.K. eds., 2012. Public communication campaigns. SAGE publications. Rotter, J.B., 2017. Some implications of a social learning theory for the practice of psychotherapy. Foundations of Behavioral Therapy , 2017 , pp.208-241. Schunk, D.H., 2012. Learning theories an educational perspective sixth edition. Pearson. Sobrie, O., 2016. Learning preferences with multiple-criteria models (Doctoral dissertation, Université Paris-Saclay; Université de Mons). Stufflebeam, D.L. and Coryn, C.L., 2014. Evaluation theory, models, and applications (Vol. 50). John Wiley & Sons. Taylor, D.C. and Hamdy, H., 2013. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Medical teacher, 35(11), pp.e1561-e1572. Viterbi, A.J. and Omura, J.K., 2013. Principles of digital communication and coding. Courier Corporation. Wang, C. and Hill, D.J., 2018. Deterministic learning theory for identification, recognition, and control . CRC Press. Weinshall, D., Cohen, G. and Amir, D., 2018, July. Curriculum learning by transfer learning: Theory and experiments with deep networks. In International Conference on Machine Learning (pp. 5238-5246). PMLR. Ziemer, R.E. and Tranter, W.H., 2014. Principles of communications. John Wiley & Sons. Zimmerman, B.J., 2013. Theories of self-regulated learning and academic achievement: An overview and analysis. Self-regulated learning and academic achievement, pp.10-45. 17