A907-4.edited

Table of Contents INTRODUCTION ........................................................................................................................... 2 TASK 1 ............................................................................................................................................ 3 1.1 A NALYSING THEORIES , PRINCIPLES , AND MODELS OF LEARNING ........................................... 3 1.2 E XPLAINING THE WAY OF IMPLEMENTING THEORIES , PRINCIPLES , AND MODELS OF LEARNING IN THE TEACHING PROCESS ......................................................................................... 3 1.3 A NALYSING MODELS OF LEARNING PREFERENCES ................................................................. 4 1.4 I DENTIFYING LEARNERS ’ INDIVIDUAL LEARNING PREFERENCES ............................................ 7 TASK2 ............................................................................................................................................. 8 2.1 A NALYSE THEORIES , PRINCIPLES , AND MODELS OF COMMUNICATION ................................... 8 2.2 E XPLAINING THE WAY OF INTRODUCING THEORIES , PRINCIPLES , AND MODEL OF COMMUNICATION ........................................................................................................................ 10 TASK 3 .......................................................................................................................................... 11 3.1 A NALYSE THEORIES , PRINCIPLES , AND MODELS OF ASSESSMENT ........................................ 11 3.2 E XPLAIN THE PROCESS OF IMPLEMENTATION OF THEORIES , PRINCIPLES , AND MODELS OF A SSESSMENT IN CASE OF ASSESSING LEARNING ........................................................................ 12 TASK 4 .......................................................................................................................................... 13 4.1 A NALYSE THEORIES AND MODELS OF CURRICULUM AND DEVELOPMENT ............................ 13 4.2 IMPLEMENTATION OF THEORIES AND MODELS OF CURRICULUM DEVELOPMENT .................. 13 TASK 5 .......................................................................................................................................... 16 5.1 A NALYSE THEORIES AND MODELS OF REFLECTION AND EVALUATION ................................. 16 5.2 E XPLAIN WAYS IN WHICH THEORIES AND MODELS OF REFLECTION AND EVALUATION CAN BE APPLIED TO REVIEWING OWN PRACTICE ................................................................................ 16 CONCLUSION .............................................................................................................................. 18 REFERENCES .............................................................................................................................. 19

Task 1 1.1 Analysing theories, principles, and models of learning Behaviorism Skinner was one of the pioneers in psychology, and the American professor introduced the behaviorist theory of learning. According to his theory, learning is a function of 'conditioning' within an environment of stimulus, reward, and punishment ( Richelle, 2016) . He stated that behavior change results from an individual responding to events in the environment. This theory is known as 'radical behaviorism. The psychologist also provided a theory of child development based on this theory of behaviorism. According to his theory of child development, children learn from their results of behavior ( Omomia 2020) . For instance, if a child experiences likability as a consequence of their behavior, they are more likely to repeat the behavior. As Skinner stated in the theory of behaviorism, three factors are significant—conditioning, reward, and punishment. This is also applicable for child development as children repeat those behaviors that bring pleasantness. Cognitivism Cognitivism in learning refers to the process of understanding how thought is processed. Cognitivism in education is mainly complemented by behavioral learning theory that focuses on the outside influence or environmental influence on learning ( Piaget, 2018) . In this regard, the idea of Jean Piaget is significant and apt. Piaget proposed that human progress goes through four developmental stages: sensorimotor, preoperational stage, concrete operational, and formal operational stage ( Howard and Walton, 2015) . For instance, a child may use a remote as a 'cell phone,' signifying awareness about both a remote and cell phone. According to Paget, children make more meaningful choices in the concrete operational stage.

1.3.2 Honey and Mumford Learning Styles/Preference Honey, P. and Mumford, A. (2020) created their own Learning Styles Questionnaire (LSQ) based on Kolb's learning styles notion because of the LSI's low validity with managers (Leaver, 2021). Because most people ignore what they're learning, they utilize a survey to gauge their overall attitudes and behaviors. Using the Honey and Mumford Learning Styles Questionnaire, individuals may discover their unique learning preferences and styles, which offers them the knowledge they need to make better educated educational decisions (Zwanenberg, 2022). The questionnaire may identify four unique learning styles. You may choose from a variety of looks, including these: Students interested in learning more about the underlying theory should take advantage of this opportunity. Models, facts, and ideas are used in the learning process with a specific goal. When it comes to new knowledge, they want to organize it into a logical 'hypothesis.' To better understand the material, students use various methods, such as stories, models, statistics, quotes, and background information. People who practice pragmatism are known for being able to think about how their new knowledge may be put to use in the present. Those who belong to this club consider everything that doesn't have a practical use "artificial." A large part of their job is testing various hypotheses and processes to see what works. To better grasp how their learning may be used in the real world, they utilize case studies, problem-solving, and dialogue. Experience is the best teacher for activists. Since they're always open to new experiences and don't shy away from getting their hands dirty, learning is a messy business for them. Learning is facilitated via a wide range of activities, including role-playing and group discussions, as well as brainstorming and problem-solving competitions. As a result of their observation and contemplation, reflectors can get new knowledge. They like to watch from the sidelines and gather information from various perspectives before making a judgment. Learning activities include self-analysis surveys, time out, paired chats, personality assessments, observing activities, interviews, etc. 1.4 Identifying learners’ individual learning preferences Various methods may be used in the classroom to optimize learning, and it is crucial to recognize these preferences. Students would benefit from this approach in the classroom and inspire them

he claims that a newborn, and later a kid, evolves into a person capable of reasoning and thinking. An explanation of the procedures and processes involved in this evolution is the main focus of his theory. According to Jean Piaget's theories on cognitive development, a person's mental processes undergo progressive restructuring as they mature physiologically and acquire experience in their settings. These two elements have a direct impact on how this reorganization occurs. The hypothesis may be broken down into three parts, and they are as follows: Think of schemas as the fundamental building blocks for all knowledge. Transitional processes (equilibrium, assimilation, and accommodation) and cognitive development phases are examples of cognitive development stages. The sensorimotor, preoperational, concrete operational, and formal operational phases are all included in this framework. According to J. Bruner (2020), a curriculum should promote problem-solving skills development through inquiry and discovery and be designed, so that mastery of one skill leads to mastery of even more powerful ones. Furthermore, the subject matter should be represented in terms of the child's ways of viewing the world, and culture should shape the ideas through which people view their surroundings. Bruner (2021) recognized three levels of cognitive representation by Bruner, J. They are: Actions are used to express information dynamically. A picture that is instantly recognizable because of its iconic status. Words and other symbols may be used to express an event symbolically. Material or resource access may also be conveyed via paper or the internet, which is another kind of communication. Theodore L. Pratt Jr. (2015). The SMOG (Simple Metric of Gobbledygook) measure of readability assesses how many years of education a person must have to comprehend a piece of literature. The formula for the SMOG is as follows: The first step is to gather all of the content to be evaluated. There are 30 sentences in this paragraph, so count them one by one for a total of 30 sentences. In each collection of sentences, identify all words with three or more syllables.

two assessments is that the test data is just one data element in the discussion in an assessment for learning. The assessment process is constant rather than at a single point in time. 3.2 Explain the process of implementation of theories, principles, and models of Assessment in case of assessing learning For instance, a traffic light tool is an important assessment tool. In the sense of art education, this tool has an application of color coding for different tasks to be assessed by the students in the form of traffic lights. When giving a lecture, students should give feedback on the levels of measurement in struggling. This would not only adjust the teachers' behavior toward students but would also make the students feel better about their condition to be acknowledged. In addition, the teacher's role as a communicator would be based on not certain breaks during the lecture, but the teacher would constantly support the student at suitable times. Another application of this Assessment might be to provide constant Assessments among the students. So the students can exchange their outputs of the lecture with each other and give each other feedback in the form of a positive language labeled as the `Even Better If…` condition. This would not only support the social exchange theory aspect of learning but also encourage the same level feedback loops to be grounded.

Participating in artistic endeavors gives people more chances to exercise their right to uninhibited expression. It should be known that this training can be accomplished through the education of art and business while simultaneously creating a civilized society with the same qualities and aiming to make the talents of individuals operate in a way that is creative, self-confident, productive, and aesthetic. This is the training that should be accomplished. As a consequence of this, traveling through the stages of art and technology is something that is going to inevitably take place. It is widely acknowledged that "art education" is one of the most important components in preserving social peace and sustaining physical welfare. The author Herbert Read states in one of his works, "That is the value of art and education is likely to lose to the balance of artless societies." Read's statement is taken from one of his writings on the subject.

Conclusion Using theories, concepts, and models of learning in education and learning was addressed in detail in this paper. Bruner's inductive and Ausubel's deductive techniques for evaluation were properly compared and contrasted. Moreover, it examined the ideas and principles of communication, as well as their use in education and training, as well. Nonverbal and verbal communication, as well as how they might be used for learning and evaluation, were the focus of the study. Additionally, the high points of initial and diagnostic learning assessment were discussed, as was the use of Assessment via preparation and preparation of an assessment schedule. Curriculum development ideas, concepts, and models are discussed, as well as how they might be put into practice in schools and training programs. Theories, concepts, and models of educational research were thoroughly discussed to ensure that participants had a thorough grasp of the subject matter.

References Anderson, J.R. and Corbett, A.T., 2021. Knowledge tracing: Modelling the acquisition of procedural knowledge. User Modelling and user-adapted interaction, 4(4), pp.253-278. Bruner, J.S., 2022. Beyond the information given: Studies in the psychology of knowing . WW Norton. Deborah, L.J., Baskaran, R. and Kannan, A., 2021. Learning styles assessment and theoretical origin in an E-learning scenario: a survey. Artificial Intelligence Review , 42 (4), pp.801-819. Florin, L., and Pratt, L., (2020). Embedding equality and diversity in curriculum: an education practitioner’s guide. Higher Education Academy. Gagné, M. and Deci, E.L., 2020. The History of Self-Determination Theory in Psychology and. The oxford handbook of work engagement, motivation, and self-determination theory , p. Gardner, H. and Hatch, T., 2020. Educational implications of the theory of multiple intelligences. Educational researcher , 18 (8), pp.4-10. Govaerts, M.J., Van der Vleuten, C.P., Schuwirth, L.W., and Muijtjens, A.M., (2019). Broadening perspectives of clinical and educational performance assessment: rethinking the nature of in-training assessment. Advances in Health Sciences Education, 12(2), pp.239-260. Helsby, G., 2020. “Teachers’ construction of professionalism in England in the 1990s. Journal of Education for teaching, 21(3), pp. 317-332. Honey, P. and Mumford, A. (2020). Manual of learning styles London. Kolb, D.A., 2014. Experiential learning: Experience as the source of learning and development . F.T. press. Obtained from http://academic.regis.edu/ed205/kolb.pdf Leaver, B. (2020). Learning styles and strategies (chapter 3) – Achieving Success in second language acquisition. [online] Cambridge core. Moon, J.A., 2013. Reflection in learning and professional development: Theory and practice . Routledge. Özkan, İ.A., Okumuş, H., Buldukoğlu, K. and Watson, J., 2021. A Case Study Based On Watson’s Theory of Human Caring: Being an Infertile Woman in Turkey. Nursing science quarterly , 26 (4), pp.352-359. Piaget, J., 2021. The theory of stages in cognitive development. Shannon, C.E., and Weaver, W., 1998. The mathematical theory of communication . University of Illinois Press. Skinner, B.F., 1981. The shaping of a behaviorist: Part two of an autobiography.

Stanny, C., Gonzalez, M. and McGowan, B., 2021. Assessing the culture of teaching and learning through a syllabus review. Assessment & Evaluation in Higher Education, 40(7), pp. 898-913. Stufflebeam, D.L. and Coryn, C.L., 2021. Evaluation theory, models, and applications (Vol. 50). John Wiley & Sons. Topping, K., 2020. Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), pp.249-276. Truong, H.M., 2021. Integrating learning styles and adaptive e-learning system: Current developments, problems, and opportunities. Computers in Human Behavior , 55 , pp.1185-1193. Wilson, E. ed., 2021. School-based research: a guide for education students . Sage. Zwanenberg, N. (2021). Felder and Silverman's Index of Learning Styles and Honey and Mumford's Learning Styles Questionnaire: How do they compare and predict academic performance?: Educational Psychology: 20(3), [online]

Introduction Effective teaching is one of the most intricate and significant tasks as it involves children from different backgrounds, comprising different socio-cultural and economic conditions. Besides, every child has their individuality and learning process. Several researchers have already introduced several models of the learning process, principles, and theories to provide a thorough learning experience to the students. In recent times, Countries have been more focused on providing a student-based learning process, interactive sessions, and overall growth for the students that can help them physically and mentally. In this background, the report will analyze, discuss, and evaluate the various aspects and impacts of teaching theories, learning models, and principles.

Task 1 1.1 Analysing theories, principles, and models of learning Behaviorism Skinner was one of the pioneers in psychology, and the American professor introduced the behaviorist theory of learning. According to his theory, learning is a function of 'conditioning' within an environment of stimulus, reward, and punishment ( Richelle, 2016) . He stated that behavior change is a result of an individual responding to events in the environment. This theory is known as 'radical behaviorism. The psychologist also provided a theory of child development based on this theory of behaviorism. According to his theory of child development, children learn from their results of behavior ( Omomia 2020) . For instance, if a child experiences likability as a consequence of their behavior, they are more likely to repeat the behavior. As Skinner stated in the theory of behaviorism, three factors are significant—conditioning, reward, and punishment. This is also applicable for child development as children repeat those behaviors that bring pleasantness. Cognitivism Cognitivism in learning refers to the process of understanding how thought is processed. Cognitivism in learning is mostly complemented by behavioral learning theory, which is focused on the outside influence or environmental influence on learning ( Piaget, 2018) . In this regard, the theory of Jean Piaget is significant and apt. Piaget proposed that the progress of humans goes through four developmental stages: sensorimotor, preoperational, concrete operational, and formal operational ( Howard and Walton, 2015) . For instance, a child may use a remote as a 'cell phone,' signifying awareness about both a remote and cell phone. According to Paget, children make more significant choices in the concrete operational stage.

1.2 Explaining the way of implementing theories, principles, and models of learning in the teaching process To begin, behaviorism in education may be implemented through rewards and consequences. However, in current practice, lectures are not well-organized, and students have little responsibility, but the teacher is held responsible for students' progress. There are several inconsistencies in this idea if it is employed in a classroom. Using models like cognitivism in the classroom may pique students' curiosity and encourage them to put their ideas to the test through research-based assignments. Teachers might create a scenario based on this notion to help students feel more at ease in a new environment. Because of what is known as the "Social Learning Theory," it is believed that students learn best when they work together as a group and in teams. Using journaling and practical tasks combined with this technique may encourage supportive and cooperative learning. Multiple intelligences may be used in the classroom by emphasizing student agency and empowering students to take care of their education. The brain-based learning theory may be used with this theory to produce a continually changing and multisensory teaching environment. It is possible to integrate several of these ideas to create a learning environment that caters to a diverse range of learning styles and preferences while still meeting the requirements of the Independent Learning Plan (ILP). The goal of this method is to accommodate students' various learning styles and the teacher's capacity to identify those styles and demands. SMART objectives are developed for each student, and a range of theoretical implications are used in the classroom by teachers who recognize that kids have various degrees of need. 1.3 Analysing models of learning preferences 1.3.1 Gardner’s Multiple Intelligences Doval et al. (2020) suggest that IQ is not an accurate predictor of intelligence. It doesn't matter how smart you are if you don't utilize your abilities. After that, he set out to define what he terms "intelligence," which he describes as the ability to think critically and creatively:

Damage to the brain may lead to a loss of consciousness. Its origins in evolutionary history. The primary function. Encoding-proneness. A distinct path of growth. The existence of notable individuals. Based on results from psychological experiments and psychometrics. This has resulted in developing several bits of intelligence that are beneficial in the learning process. Mathematical reasoning and language fluency are two of the most commonly praised and rewarded abilities. A third kind of intelligence goes beyond the limitations imposed by culture, education, and ability. Included among these kinds of intelligence are Visual-spatial intelligence: Drawing, doodling, idea mapping, patterns/designs, color combinations, imagery, and active imagination are a few examples of activities that may be utilized to learn about the world around you. Verbal-linguistic intelligence: There are several ways to improve one's ability to talk and write clearly: listening or reading, speaking, and even disputing. Logical-mathematical intelligence: This offers the ability to construct equations, do calculations, and solve complex problems ..... For example, sequences and patterns may be used to work with abstract notions. Bodily-kinesthetic : The ability to use physical and motor skills in conjunction with hand-eye coordination is critical to this skill. You may learn by moving and sensing your way through information using this software. Other forms of intelligence include musical, naturalistic, intra- and inter-personal, and so on. 1.3.2 Honey and Mumford Learning Styles/Preference Honey, P. and Mumford, A. (2020) created their own Learning Styles Questionnaire (LSQ) based on Kolb's learning styles notion because of the LSI's low validity with managers (Leaver, 2021). Because most people don't pay attention to what they're learning, they utilize a survey to gauge

their overall attitudes and behaviors. Using the Honey and Mumford Learning Styles Questionnaire, individuals may discover their unique learning preferences and styles, which offers them the knowledge they need to make better educated educational decisions (Zwanenberg, 2022). The questionnaire may identify four unique learning styles. You may choose from a variety of looks, including these: Students interested in learning more about the underlying theory should take advantage of this opportunity. Models, facts, and ideas are used in the learning process with a specific goal. When it comes to new knowledge, they want to organize it into a logical 'hypothesis.' To better understand the material, students use a variety of methods, such as stories, models, statistics, quotes, and background information. People who practice pragmatism are known for being able to think about how their new knowledge may be put to use in the present. Those who belong to this club consider everything that doesn't have a practical use "artificial." A large part of their job is testing out various hypotheses and processes to see what works. In order to better grasp how their learning may be used in the real world, they utilize case studies, problem-solving, and dialogue to do so. Experience is the best teacher for activists. Since they're always open to new experiences and don't shy away from getting their hands dirty, learning is a messy business for them. Learning is facilitated via a wide range of activities, including role-playing and group discussions, as well as brainstorming and problem-solving competitions. As a result of their observation and contemplation, reflectors are able to get new knowledge. They like to watch from the sidelines and gather information from a variety of perspectives before making a judgment. Learning activities include self-analysis surveys, time out, paired chats, personality assessments, observing activities, interviews, etc. 1.4 Identifying learners’ individual learning preferences There are a variety of methods that may be used in the classroom in order to optimize learning, and it is crucial to recognize these preferences. Students would benefit from this approach in the classroom, but it would also inspire them to work more. Children would be actively involved,

and a multisensory atmosphere would be created since the more senses participated in the learning process, the more memories students would retain. The multimodal teaching method should be applied in the teaching of art in order to achieve this goal. For best results, students should be able to feel the various materials before hearing or seeing instances of their use. There are several ways drawing lessons may be included in a classical music lesson or a session on playing an instrument. Organizing museum outings and visits to historical landmarks might be an alternate method of multimodal education in the U.K., which has a rich cultural legacy. Teaching students about current operas and concerts may be a powerful tool for engaging them in their studies by using the cities' cultural assets. A learning environment in which pupils are constantly challenged by interesting questions should also be implemented. Pupils, on the other hand, should ask questions and provide feedback since teaching is not a one-way street. Task2 2.1 Analyse theories, principles, and models of communication Many models, concepts, and ideas may be used for any kind of communication, whether it's at work, school, or home. The following types of theories, principles, and models may be found: Behaviorism Theory Whatever individuals say and what they do in reaction to their circumstances, as presented by J. D. Watson, is an explanation of behavior (2013a). It covers any action that leads to a reaction from the subject. If the stimulus is perceived and recognized, the counter motion can always be expected. It is consistent with Watson's approach to stimulus-response relationships that instinct

was not considered in his examination of behavior. Human behavior is founded on psychoanalysis and introspection, and the development of Behaviorism came about as a consequence of these methods. As long as a person's behaviors can only be influenced by their environment, there is no need to worry about whether they are logical or emotional. K. Topping wrote the piece (1998). Information or Mathematical Theory Mechanistic interaction theory is a school of thought in communication studies. In addition to being a mechanical process, communication is seen as a mathematical and informational one in this school of thinking. An understanding of how to utilize a variety of channels and kinds of communication media is considered part of communication, according to this perspective. An important effect on subsequent communication theories may be shown by the word "this theory" being used. W. and C. Weaver were the ones who put the whole thing together (1998). During the communication process, the amount of signal points delivered over the communication channel or medium is the primary focus of attention. Electrical systems with a transmitter, receiver, and code may benefit from this knowledge since it can improve the speed at which data is sent. In 1971, Jean Piaget presented a theory of cognitive development that explained how a kid builds a mental model of the world. It was named after Piaget. This specific idea is referred known as the "building theory." It was his belief that intellect was a product of one's physical growth and connection with the environment, and he discarded it as something that remained constant throughout time. Using hypotheses as a foundation for reasoning and thinking, he claims that a newborn, and later a kid, evolves into a person capable of reasoning and thinking. An explanation of the procedures and processes involved in this evolution is the main focus of his theory. A person's mental processes undergo progressive restructuring as they mature physiologically and acquire experience in their settings, according to Jean Piaget's theories on cognitive development. These two elements have a direct impact on how this reorganization occurs. The hypothesis may be broken down into three parts, and they are as follows: Think of schemas as the fundamental building blocks for all knowledge.

Transitional processes (equilibrium, assimilation, and accommodation) and phases of cognitive development are examples of stages in cognitive development. The sensorimotor, preoperational, concrete operational, and formal operational phases are all included in this framework. According to J. Bruner (2020), a curriculum should promote problem-solving skills development through inquiry and discovery and be designed, so that mastery of one skill leads to mastery of even more powerful ones. Furthermore, the subject matter should be represented in terms of the child's ways of viewing the world, and culture should shape the ideas through which people view their surroundings. Bruner (2021) Three levels of cognitive representation were recognized by Bruner, J. They are: Actions are used to express information in a dynamic way. A picture that is instantly recognizable because of its iconic status. Words and other symbols may be used to express an event in a figurative way. Material or resource access may also be conveyed via the use of paper or the internet, which is another kind of communication. Theodore L. Pratt Jr. (2015). The SMOG (Simple Metric of Gobbledygook) measure of readability assesses how many years of education a person must have to comprehend a piece of literature. The formula for the SMOG is as follows: The first step is to gather all of the content to be evaluated. There are 30 sentences in this paragraph, so count them one by one for a total of 30 sentences. In each collection of sentences, identify all words with three or more syllables. 2.2 Explaining the way of introducing theories, principles, and models of communication Communication methods in the classroom may have an impact on students' learning styles. All pupils should be able to use the communication app, regardless of learning style. Classroom implementations should reflect these ideals, which emphasize the significance of communication in cultivating a passion for learning. It's important for teachers to maintain favorable body language by sitting at the same height as their students. While standing for long periods of time is a show of assertiveness, eye contact should remain the same.

Language is a means of communicating ideas and concepts. Here are a few instances: Use video in the classroom and at business meetings to assess the session and to keep track of what is being discussed. Using the teacher's voice as a means of conveying important information or a specific subject to the students. Listening to these remarks inspires the listener to improve themselves and become a better people. The learner's capacity to speak and express themselves improves as a result of good education and development. In order to improve their ability to communicate, students prepare comments on both the process and the outcome of their work. Nonverbal means of communication are referred to as "alternative forms of communication." Included in the package are the following: A person's body language may be used to communicate a variety of meanings. A method of conveying ideas or information via the use of strong emotions like fury, joy, or pleasure. Students have access to handouts and digital tools for teaching, learning, and evaluation. Dyslexics may use these questions to gauge their level of understanding. Task 3 3.1 Analyse theories, principles, and models of Assessment 3.1.1 Initial and Diagnostic Assessment Initial Assessment This is a method of acquiring students/learners' prior knowledge in the course undertaken and allows the tutor to use the information as a means of selection. This is usually taken or carried at

the beginning of a particular course or a chosen qualification which may add to the requirement needed by students for the furtherance of that particular course. As for any student, necessary initial assessments are put in place to enhance their proficiency in a new course of study. A diagnostic assessment is an assessment undertaken to give a lecturer an understanding of the levels at which students will be working with. It avails me the opportunity of knowing how best a tutor can work with students and apply the needed strategies needed for their learning and training. Diagnostic Assessment can highlight and needs additional support. Students' weaknesses and strengths are easily assessed and play a major role in ensuring that the needed solution is provided. The initial and diagnostic assessments start with the appropriate application of strategies that prepare the students for the new task in the course and then followed by continual Assessments which occur throughout the qualification or course of study. These help a lecturer to monitor the growth and development of students in their learning and training. 3.1.2 Assessment for Learning and of Learning Assessment for learning Prembeds assessment processes throughout the teaching and learning process to constantly adjust instructional strategy. It also addresses other qualitative and quantitative data with the inclusion of test data and covers a great deal of anecdotal and descriptive data, Gonzalez, M. (2015). Examples of Assessment are the use of NWEA in addition to teacher generating daily data (check for understanding, exit tickets, observation of student engagement) alters instructional strategy during a lesson or unit delivery. Assessment of learning involves looking at assessment information at the end of the teacher and learning process to set students' achievement levels against a standard. Its summative nature that involves standardized tests is used to rate teachers' or schools' ability to move student achievement based on the result of the single and point-in-time tests. The major distinction between the two assessments is that in an assessment for learning, the test data is just one data element in the discussion, and the assessment process is constant rather than at a single point in time.

3.2 Explain the process of implementation of theories, principles, and models of Assessment in case of assessing learning For instance, a traffic light tool is an important assessment tool. In the sense of art education, this tool has an application of color coding for different tasks to be assessed by the students in the form of traffic lights. When giving a lecture, students should give feedback on the levels of measurement in struggling. This would not only adjust the teachers' behavior toward students but would also make the students feel better about their own condition to be acknowledged. In addition, the teacher's role as a communicator would be based on not certain breaks during the lecture, but the teacher would constantly support the student at suitable times. Another application of this Assessment might be to provide constant Assessments among the students. So the students can exchange their outputs of the lecture with each other and give each other feedback in the form of a positive language labeled as the `Even Better If…` condition. This would not only support the social exchange theory aspect of learning but also would encourage the same level feedback loops to be grounded. Task 4 4.1 Analyse theories and models of curriculum and development Tyler's approach to curriculum building follows a four-stage process. It's critical to understand the educational objectives of a certain institution. Whose aims are most likely to be met via educational opportunities? What are the most efficient methods to set up these learning opportunities? How can we know whether we've achieved our objectives? The rules and methods for curriculum development, planning, and implementation may be summarised as follows: Students learn how to attain their educational goals using this method.

Students want to instill in their children a sense of justice and equality via the curriculum. A strong feeling of community and an appreciation for good actions will also be instilled in them. Possesses these qualities: the capacity to express oneself clearly and concisely, as well as the courage to speak the truth, the self-control to keep one's mouth shut, the desire to take responsibility, and the ability to apologize when necessary. You must be patient and tolerant, know when to stop, be polite and humble, love other people's personalities, and analyze the participant's position, characteristics, and circumstances. You must take your time and be patient and tolerant. Being a good person means valuing the importance of a solid family, sacrificing, trusting others, displaying kindness, and accepting responsibility for one's actions and the environment. Being a diligent worker, being a union member, abiding by the law, and being generous are all important traits to have. A major focus of the curriculum is on self-improvement and increasing one's achievement level. Behaviourism theory may be predicted and managed in some situations where changes in the environment affect learning and have a significant effect on the learner. 4.2 implementation of theories and models of curriculum development My previous knowledge has been expanded upon. It is essential to include "Art Education" in school curricula so that students can learn how to cultivate their own creative strength and potential, as well as how to think aesthetically and organize themself consciously. This will allow students to learn that it is possible to teach themselves how to think aesthetically and how to organize themselves consciously. The person has the potential to adapt to social interactions, collaborate and support one another, choose and communicate truth, have pleasure in the beginning and finish of anything, and be creative. Because of these uniquely human capacities, art is very necessary. At this point in time, the overriding objective of education in contemporary art is to assist the student in terms of his or her intellectual, emotional, and social development in the direction of capability and to make an effort to adapt to the specific needs of the student.

It is commonly accepted, perhaps as a result of the shifts that have taken place in society, that the curriculum is the process for which the courses are designed. One of these spheres is that of the arts. In this regard, educational functions are key concepts that must be taken into account since art serves not only an aesthetic purpose but also an educational one in addition to serving an aesthetic one. The study of contemporary art serves a number of specialized aims, in addition to these more general objectives, including but not limited to the following: People who are willing to learn, research, question, tolerate, widen their perspectives, and are free and thinking may be cultivated as a result of this ability. The ability to acquire artistic skills that are related to spiritual, cognitive, and intellectual activities provides the individual with the ability to find his identity in the future and demonstrate who he is. It is the intellectuals who define the artistic pursuits (artistic pursuits), as well as the various dimensions of creative endeavors. The inclusion of art in the curriculum; computing, commercial, industrial, textiles, automotive industry, social care sector, and many more have been established to lead students who desire to work in the area. Art in the curriculum. As the curriculum is being built, trainers make use of a number of resources in order to give a variety of interactive learning approaches to students as a means of supporting them. It provides opportunities for self-directed learning as well as personal development. Students are encouraged to take a greater interest in what is going on around them and to be more aware of their surroundings in order to help them feel better and build talents that are more adaptive and organized. They will experience an overall improvement as a result of this. in the significance of art education, the emancipation of the people, the mastery of nature, the satisfaction of the spiritual needs of individuals, and the endeavor to construct a society that is harmonious, modern, and sensitive. Through participation in artistic endeavors, people will have more chances to exercise their right to uninhibited expression. It should be known that this training can be accomplished through the education of art and business while simultaneously creating a civilized society with the same qualities and while simultaneously aiming to make the talents of individuals operate in a way that is creative, self- confident, productive, and aesthetic. This is the training that should be accomplished.

As a consequence of this, traveling through the stages of art and technology is something that is going to inevitably take place. It is widely acknowledged that "art education" is one of the most important components in preserving social peace and sustaining physical welfare. The author Herbert Read states in one of his works that "That is the value of art and education is likely to lose to the balance of artless societies." Read's statement is taken from one of his writings on the subject. Task 5 5.1 Analyse theories and models of reflection and evaluation One of the most critical tasks in the development of a program is to conduct an evaluation. There are several elements to take into consideration, such as the purpose of the program, the value it provides, the factors that are taken into account and those that are not the standards, and the methods for collecting data. There are two basic objectives in conducting the review: to decide whether or not the program should continue or if it should be audited. In order for the authorities to perform an assessment, a scientist must be in the region who is competent. The appraisal cannot be entrusted to the whims of a haphazardly selected individual due to its critical nature. Program regulations and use conditions should be analyzed in the most logical way feasible so that they may meet their academic as well as professional knowledge needs. Additionally, the assessor must be a skilled mentor or counselor. It is impossible to overestimate the importance of the opinions offered by the person in a position to make this Assessment and who has the necessary knowledge. It's important to think about both the positive and the negative sides of a situation while doing an analysis. Take into account whether or not you expect a positive or negative outcome, and then design a plan to enhance it. For the utilization-oriented plan evaluation, defining usefulness and profitability as well as sensitivity and ethics is the genuine expected goal. An exercise or other instruction may be made

more distributed using this strategy, which encourages a diversity of approaches to the problem. It provides a chance for the teacher to think about how the course might be improved and what changes need to be made. 5.2 Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice As a result of the lengthy history of classical art education, the general public is well-versed in the fundamentals of conventional art education, which was developed by highly educated teachers. It's important to keep in mind that our knowledge of the new global order is incomplete. Students will be taught to be more creative in order to keep up with the rapid pace of technology advancement, and the Ministry of Education has begun the process of reeducating the educational systems now employed in schools. We practiced rebuilding throughout our training. Reorganization of the curriculum to include cutting-edge teaching techniques was the first step. Developing goals has already started for a group of prospective instructors who will all take part in the program. Debates have taken place in both the arts and the sciences. Ultimately, the laws regulating teacher candidates will be rearranged in such a way that the emphasis will be shifted from teacher preparation to real classroom practice. There has been a trend toward putting a premium on highly skilled, experienced, and regularly trained trainers as new technologies, technological improvements, and enhanced communication become more ubiquitous. Engaging with modern educators who have created their own unique viewpoints by combining academic competence with practical experience is now conceivable because of the advancement of expert understanding. Students like professors who are able to appropriately convey the information that their schools and institutions have about their beneficiaries to their peers. It is possible that the repetitive, rushed living created by mechanization will make it difficult for individuals to unwind in our quickly industrializing and urbanizing civilization. Individuals must be able to produce their own goods in order for industrialization to take place. Their lives may be thrown off balance and alienated as a result of this situation.

As a result, we've made it a priority to find qualified professionals who want to teach and who can make a positive difference in the lives of their pupils. Of course, this new educational trend also reveals the challenges confronting the creative community. When I initially began drawing, I worked in small areas on paper and canvas. Design, internet programs, advertising, décor, textiles, and the automotive sector are all seeing the industry's influence. Some of the ways in which it has begun to show itself are listed below. There has been an increase in the number of training areas given. Using my pupils in my assignments and projects to extend my creative emotions is seen as a mirror of myself in this perspective. I am a teacher of art. Conclusion Using theories, concepts, and models of learning in education and learning was addressed in detail in this paper. Bruner's inductive and Ausubel's deductive techniques for evaluation were properly compared and contrasted. Moreover, it examined the ideas and principles of communication, as well as their use in education and training, as well. Nonverbal and verbal communication, as well as how they might be used for learning and evaluation, were the focus of the study. Additionally, the high points of initial and diagnostic learning assessment were discussed, as was the use of Assessment via preparation and preparation of an assessment schedule. Curriculum development ideas, concepts, and models are discussed, as well as how they might be put into practice in schools and training programs. Theories, concepts, and models of educational research were thoroughly discussed to ensure that participants had a thorough grasp of the subject matter.

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