COSTEL marked Task 1 Report

docx

School

Australian Catholic University *

*We aren’t endorsed by this school

Course

308

Subject

Psychology

Date

Nov 24, 2024

Type

docx

Pages

Uploaded by rizvinusratjaha

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Unit 502 Theories, Principles and Models in Education and Training • To: Mr Nav Riaz • From: COSTEL ALEXANDRU PADURARU • Date: 29/01/2021 • Title: Analysing theories, models and principles in education and training.

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Contents LO1 ............................................................................................................................................ 3 1. Introduction ............................................................................................................................ 3 2. Findings - ............................................................................................................................... 3 1.1 Analyse theories, principles and models of learning ............................................................ 3 1 Models of learning .................................................................................................................. 7 2. (1. 3). Analyse models of learning preferences ...................................................................... 8 5. 1.2 Explain ways in which theories, principles and models of learning can be applied to teaching, learning and assessment .............................................................................................. 9 1.4 Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment ............................................................... 13 4.1 CURRICULUM DEVELOPMENT – ................................................................................ 14 4.1 Analyse theories and models of curriculum and development ........................................... 14 4.2 Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism ....................................................................... 17 5.1 & 5.2 ................................................................................................................................... 18 7. REFLECTION – .................................................................................................................. 18 REFERENCES ......................................................................................................................... 23

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING LO1 1. Introduction Inspiration teaching involves a tutor with the capability to inspire students is the kind of tutor that will be remember by students. Inspiring students is important to ensure their success and encouraging them to accomplish their potential. A tutor that inspire is considered as role model, an impact that goes far beyond academic achievement. Inspiration learning can be considered as process of acquiring new understanding, knowledge, skills, behaviour, values, attitudes and preferences ( Miller, Manderfeld and Harsma, 2020). A person can also learn from the professionals or role models who inspire them from their experience, shared ideas, opinions, values and thoughts. Reflective teaching can be defined as process under which tutors think over their teaching practices, analyse how something was taught and how the teaching might be improved or transformed for better learning outcomes. In this report, the initial task involves analysis of theories, principles and models of learning used by individuals to improve their learning. These important theories involve behaviourism, constructivism, cognitivism, constructivism and humanism. Two important models of learning will be discussed such Pedagogy and Andragogy ( Lefrancois, 2019). It also involves discussion of model of preference such as Kolb’s reflective model, Honey and Mumford model, Gardner and Flaming model. These are models are used to discuss the ways through individuals can improve their learning. Learning theories effectively determine the ways through which students receive process and sustain knowledge at the time of learning. Cognitive, environment and emotional impact along with experience, all essential elements have important part in how knowledge or views of world can be acquired or transformed and understanding and skill retained. 2. Findings - 1.1 Analyse theories, principles and models of learning.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING  Behaviourism – The behaviourism learning theory is considered as ideas that how a student behaves is based on their interaction with their environment ( Lefrancois, 2019). It clearly defines that behaviours are mainly influenced and learned from external forces apart from internal forces. Behavioural learning theory is recognised as basis for psychology that will be observed and quantified. This theory is considered as the basis for psychology that will be analysed and quantified. Positive reinforcement is analysed as popular element of behaviourism. Teachers in classroom can use positive reinforcement in order to help students in better learning a concept. Similarly, constructivism and other important theories, models and principles will be discussed in this model. Two important originators of behaviourist approach for learning are John. B. Watson and BF. Skinner. Behavioural theory defines that the behaviour of an individuals is a specific outcome of stimuli that elicited specific responses. Watson has determines that conclusion associated with the development of human being should be based on observation of overt behaviour rather than concentration of subconscious motives or latest cognitive procedure. Strengths of theory is that it concentrates on human behavioural changes that may arise from their motives. However, this theory is not acceptable in different situation of learning. Therefore, it cannot be applied in learning. The study of Ivan Pavlov a famous behavioural theorist was depended on digestive procedure and communication of salivation and stomach function. This theory is based on two principles that operant conditioning and classical conditioning. To identify behavioural learning, Pavlov experimented a situation of providing food to dog by ringing a bell and observed that salivation occurs when dog consider food. This theory discovered that repetition of learning tends to create of sense of understanding among learners. Pavlov identified that dog salivated shortly before they were given food. Pavlov started ringing bell when he always provided food to dog and similar after too many repetition of this task dog started remembering that when bell rang the food is served and the dog ceased to salivate at the sound of bell. From the skinner research on animals, it is concluded that both animals and human being will repeat actions that leads to favourable outcomes and they will not perform those acts that produced unfavourable outcomes. If rats get foods by pressing a push lever, then it will press again and skinner defined this response as operant and decrease the likelihood that it will arise in future. Therefore it can be stated that behavioural theory should use in learning in order to promote behaviour among student that is desirable and discourage.

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING  Cognitivism – This is a broad learning theory that is used to explain the mental processes and how they are influenced by both internal and external factors to make learning in an individual. This theory is proposed by educational psychologist Jean Piaget. This theory concentrates on the processes involved in learning apart from observed behaviours (Gopalan and et.al, 2017). As opposed to behaviourism, cognitivism does not need an outward exhibition of learning but it concentrates more on the internal processes and connection that take place during learning. Theorist Jean Piaget proposed most influential theories of cognitive development. In this theory, theorists suggested that children move through four different stages of mental development. This theory not only focus on understanding how children aquire knowledge, but also on understanding the nature of intelligence.  Constructivism – Constructivist theory is an active procedure in which learner identifies and contruct new ideas/ concepts based on current/ prior knowledge. Strengths of constructivism are that this theory allows learners to discover principles for themselves by solving problems. Weakness of constructivism is that instruction should be focused with the experiences and contexts that make the learner willing and capable to learner. As per the Clark (2018) this believes in personal construction of meaning by the learner through experience and that is meaning is influenced by the communication of prior knowledge and new events. Standards of this theory involves following:  Knowledge is developed rather than innate or passively absorbed.  Learners build new knowledge upon the foundation of previous learning.  Learning is active procedure rather than a passive procedure.  All the understanding is socially constructed ( Krijgsman and et.al, 2017).  Overall understanding is personal and it existing in the mind.  There are three kinds of construction such as cognitive, social and radical. John Dewey was considered as philosophical founder of this approach. Bruner in 1990 and Piaget (1972) are recognised as the main theorists between the cognitive, constructivists, while Vygotsky is identified as major theorist among social constructivists. John Dewey theory rejects the notion that schools need to concentrate on repetitive, rote memorization and introduced method of directed living. Student should engage in real world and practical workshops in which they will demonstrate their knowledge of creativity and innovation. Learners should get opportunities to think for themselves and articulate their thoughts.

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Further, piaget theory reject the ideas that learning was the passive assimilation of given knowledge. It has inspired several education principles such as discovery learning, sensitivity toward children readiness and acceptance of individual differences. The strength of this theory is that it allows learner to discover principles for themselves through problem solving whereas its weakness is that instructions need to be related to experience and context which makes the student willing and capable to learn.  Humanism – This theory concentrates on the value of human being and provides the onus of learning away from teacher on to the learner. It is based on belief that person is self-determining, free to prepare their own selections. Learners are influenced to be curious and should have a desire for personal growth and development. It is student centred activity where students play a crucial role in deciding what they must be allowed to learning. The common premise of this theory is that students have a natural capability for learning and that important learning take place when students can consider the subject matter is relevant towards them. Tutor acts a facilitator who encourages learning apart from identifying particular methods or techniques of instruction. Strengths of humanism involve emphasis switched from teacher centred to learner centred. Two important theorists of humanism are Abraham Maslow and Carl Rogers. Abraham Maslow’s humanistic theory of personality defines that individual attain their full potential by moving from basic needs to self-actualization. Hierarchy of needs ranks human need from most basic physical needs to most advanced need of self-actualization. Maslow studied personality of individuals who are healthy , creative and productive involving Albert Einstein, Eleanor Roosevelt and Thomas Jefferson and others. Theory identified that human being share similar characteristics such as open, creativity, spontaneous, concerned for other and acceptance of themselves. In comparison, Carl Roger theory of humanistic personality emphasis on the significance of self-actualizing tendency in shaping human personalities. However, these theories can be criticized due to lack empirical evidence in research. Principle of learning

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING  Participation : Learning should permit and encourage active participation of the learner. It tends to raise motivation and apparently engages more senses that reinforce the procedure of learning.  Repetition : This principles aims to provide learner with the chance for practice and repetition. To attain overall benefit of training learned behaviour should be overlearned in order to ensure smooth performance.  Relevance : Learning can be supportive when the sources used for learning for meaningful. This kind of learning needs to be problem centre apart from content centred.  Transference : Learning can be transferred when trainees implement their knowledge and skills acquired in training course towards their jobs.  Feedback : It is provides information to individual about their growth. Feedback on performance is an essential prerequisite for learning. It helps in improving performance not only by support learners in correcting their mistakes but also providing reinforcement for learning ( Carlson and et.al, 2020). 1 Models of learning  Pedagogy – According to author, pedagogy is recognised as study of how understanding and skills are communicated within an educational context and it considers the communications that take place while learning. This model places students learning at the centre of planning and implementation. It also supports teachers to design involving and challenging learning experiences through planned integration of curriculum, pedagogy and evaluation. It is based on the fact that tutors create professional skills and knowledge around curriculum, pedagogy and assessment for continuously increasing their practices improving student learning. There are five essential approaches of pedagogy such as constructivist, collaborative, integrative, and reflective and inquiry based learning. Learning can be determined by the methods of pedagogy that teacher use in classroom lectures. Principle of appropriate pedagogy is Inclusion, motivation, quality assurance, consistency & transparency and innovative approaches (Esmonde, 2017).

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING  Andragogy – It mainly refers to the theory of adult learning that provides understanding about some ways in which adults learns differently than children. For example, Adults are usually more personally directed, internally motivated and they are always ready for learning. Theory is based on specific assumption that learners should know about why they require to learn something, they should learn experimentally, adults use learning as problem solving and they learn effective when the topic is interesting or is of immediate value (Murtonen and Lehtinen, 2020). 2. (1. 3). Analyse models of learning preferences Kolbs learning model, honey and Mumford model, Gardner model and Fleming model are the models of preferences. Preferences of learning style are termed as attribute towards strength and preferences in the ways that individual take in and process information. Everyone utilized overall preferences at diverse durations but not usually within equal levels of confidence. Individual learn in diverse ways and style of learning is an individual preferred way of learning.  Kolb’s learning theory : David Kolb outlined this theory of learning styles in 1984. In this experiential theory, learning is viewed as four stage cycle. first immediate and concrete experience serve as basis for observation. Next is individual reflection on these observation and starts to create a general theory. Kolb states that learning involves acquisition of abstract concepts  Honey and Mumford : Learning styles are developed by Peter Honey and Alan Mumford that student adopt based on Kolb work. These four learning styles used by students are activist, theorist, pragmatist and reflector. Activist people learn by doing things. Theorist learn by understanding theory behind action in the form of models and facts. Pragmatists put learning in to practice and implement to real world. Reflector learn through observation and reflection on this observation. They learn by watching others.  Gardner model of learning : Theory of multiple intelligences proposed by Howard Gardener. It states that people are not born with overall intelligence they usually have. Theorists challenged traditional notion that there is one single kind of intelligence such as general intelligence that ever concentrated on cognitive abilities. To expand the notion of preferences or intelligences, Gardner proposed eight diverse intelligences such as Linguistic, logical/ mathematical, bodily kinaesthetic, musical, interpersonal, intrapersonal and naturalist. Gardner suggested that there may other candidate intelligence such as spiritual intelligence, existential intelligences and moral intelligence. Linguistic intelligence deals with sensitivity towards the spoken and written language, capability to learn different languages and capacity to utilize language to complete particular targets.

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING  Fleming model : This is another model of learning preferences. Vark model involves learning styles developed by Neil Flaming in 1987. These styles are visual, auditory, read/write and kinaesthetic. It states that material and evaluation must cater to overall individual styles . 5. 1.2 Explain ways in which theories, principles and models of learning can be applied to teaching, learning and assessment Social learning theory assumes can apply in teaching and learning. It assumes that classroom can be utilized as social construction where students will collaborate in groups and work in team to model responses and expectation altogether. This theory in integration of social constructivism should be applied in form of journaling and empirical activities for creating supportive and cooperative learning. Multiple intelligence theory of Howard Gardner can be applied in classroom as it acknowledges diverse kinds of learning styles and puts the student in centre of learning system through self-directed learning. This theory is parallel to brain based learning that will be used in teaching spaces as making regular transforming and multi-sensory environment. Cognitivism can be used in classroom for encouraging curiosity and testing hypothesis for inquiry originates projects. As this model involves past experiences within learning teacher can conclude a scenario to make a familiar environment for students. These theories can be applied in combination to each other based on capability and needs of students to make an environment of learning for diverse kinds and preferences towards acknowledgement of overall needs of diverse individuals. Below is a table fill this in: THEORY/PRINCIPLE /MODEL APPLICATION BEHAVIOURISM Behaviourism can be implemented in learning can be utilized in ways of rewarding individual or providing punishments. However,

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING this is not an effective method in contemporary practices because the lectures are not structures highly and responsibility of learning is not high as the tutor is accountable for learning. Along with this, when this theory is utilized by teacher in classroom, it will not provide understanding about the diversity of students. This theory of learning is psychological-grounded theory with pedagogical line of thought, based on the ideas that behaviour can be researched scientifically without consideration of cognitive states. Behaviourism is also known as theory of learning based on the idea that overall behavioural theories are acquired through conditioning. COGNITIVISM Cognitivism theory is applied in classroom to encourage curiosity and evaluation of hypothesis for inquiry oriented projects. As this theory of learning, this model involves previous experiences within learning that involves a scenario to make an environment for students to be familiar with ( Crook and Sutherland, 2017). According to Piaget, there are four stages of learning such as sensorimotor, preoperational, and concrete operational and formal operational. Piaget states that all individuals usually pass through these stages to reach the next level of cognitive development. However, other researcher has identified some shortfalls in this theory. First argument states that by determining activities with confusing abstract terms and utilizing complex tasks, Piaget underestimated capabilities of children’s. Therefore, an important implication of this theory is adaptation of instructions towards the learner development level. The content of instructions is required to consistent with the development level of learner ( Chaghari and et.al, 2017). CONSTRUCTIVISM Cognitive constructivism defines that understanding is something that is actively developed by learners based on their existing cognitive structures. Therefore, learning is related to their stage of cognitive development. Social constructivism defines learning as collaborative procedure and knowledge develops from the individual interactions with their own culture and society. As per the theorists, main responsibility of teacher under this theory is to make collaborative problem solving environment where students become active participants in their own learning. In constructive learning, knowledge will be shared between teachers and students, they share authority, role of teach is one facilitator or guide and learning groups involves small numbers of heterogeneous students ( Illeris, 2018). KOLB This theory is based on the fact that individual acquire learning in different ways which are suitable for them and helps in increasing knowledge such as actions, observation, communication, practice and evaluation ( Brown, 2019). This theory of learning is based on four different learning styles such as converging, diverging,

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Assimilation and accommodators. Students who adopt converging style of learning usually prefer to learn by solving issues and performing technical tasks and they are also good at finding practical utilization for ideas. They learn by analysing conceptual understanding and active experimentation. Diverging learner usually prefer to learn through analysis, observation of others, brainstorming and collecting information. These individuals are usually imaginative and sensitive. They usually like practical experience and reflection. Assimilators are individuals that prefer to learn by putting information to concise logical order and using reflective observation. They usually like intellectual showing and theoretical understanding. Accommodators usually prefer to learn by taking a practical and experiential approach. They are usually individual oriented and different from learner that mainly depends on feeling more than logical analysis. HONEY AND MUMFORD This model is also similar with Kolb’s because it has also provided four different styles of learning such as activist, reflector, theorist and pragmatist. This theory is proposed by peter honey and Alan Mumford in 1986. Activist style involves students that learn by doing things effectively. Activists usually get their hands dirty, to dive within both feet first. They usually have an open-minded approach towards learning, involves themselves completely and without biasness within new experiences. GARDINER It is also known as Multiple intelligence model of learning based on seven linguistic, logical-mathematical, spatial, musical, bodily kinaesthetic, interpersonal and intrapersonal. Mainly, it is essential for teachers to test the majority of the classroom based in diverse learning preferences, yet moreover within crowded classrooms in order to combine diverse learning style of groups is very essential in order to balance the group dynamics ( Calik and Birgili, 2013). FLEMING It is the most common and effectively used model of learning styles. It provides common way to explain and analyse learning styles. These individuals usually learn by observing other people through visuals. They learn from pictures, visual aids like overhead slides, diagrams and handouts. Auditory learner usually prefers to learn through listening. They usually like pictures, discussions and tapes. Kinaesthetic style of learning is used by students that aim to learn by experience of moving, touching and performing task. They want to take active exploration of the world such as science projects, building structures and active experimentation.

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Figure 1 VARK diagram (Source: Drinko, 2021) 1.4 Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment Learning preferences are essential for appreciation within classroom as it usually requires diverse techniques to be combined with a maximized learning. This essential practice is classroom not only assist the flow of individuals but also provides them motivation to perform more efforts. This essential practice tends to involve individuals actively and making a multiple sensory environment as more senses involved the more individuals will learn. As per the requirement of leaner, a weak learner usually needs an effective guideline for the teacher and a bright student not only requires an effective guideline for the bright

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING future. Multiple intelligence model provides support in analyse effective strategies and effective approaches for the specific student, the growth within teaching and techniques of learning that will surely provide support within assessment of students by utilizing effective models of learning ( Kortegast, 2017). Inclusive teaching is an important principle that is based on involvement of both teacher and learner in the process of learning. Both student and teacher will coordinate with each other to enhance knowledge, skills and capabilities of learners. These essential techniques of observation, practice and theoretical understanding can be applied for learning. Teacher can deal with by providing actual examples to learners who have special need and disability. Teacher can interact with these learners and provides them learning in the form of stories, ideas, concepts and virtual presentation to make learning easier for them. Teacher should involve case studies, discussions, problem solving and time to reflect. 4.1 CURRICULUM DEVELOPMENT – 4.1 Analyse theories and models of curriculum and development Curriculum development can be considered as the procedure of planning, implementation and evaluation of curriculum that mainly results within a curriculum plan. Tyler also explain that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned. In this model Tyler stated that curriculum planners identify general objectives by gathering data from three sources such as learners, contemporary life outside the school and subject matter. Curriculum objectives clearly indicate both individual behaviour that needs to be developed and area of content to be applied ( Lefrancois, 2019). Curriculum theory is that which provides a solid platform in related to education. Educational practitioners such as teachers, professors, administrators point similar important and specific roles for curriculum advancement. The models based on this curriculum are linear model, cyclical model and Peyton model. These models have been used to identify the context of what to be delivered, identifying learner needs, identifications of limits and boundaries, deliver course, development plans and analysis of outcomes and feedbacks.

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Models of curriculum development Product: This theory was established by tyler and later modified by Taba. It identified learning objectives and structures learning and evaluation around these. This theory concentrates on outcomes of learning and uses a systematic approach to curriculum design. This kind of model can be essential within a modular programme specifically when combined with graded levels of achievement. There are four steps of curriculum design such as:  Identification of wide aims and specific objectives  Constructing the course so objectives can be achieved  Testing capacity of the course to attain objectives  Determining the curriculum and objectives to teachers. Process : This model was established in 1960 which is student based model and promotes active learning. This models is based on humanism is accordance with humanism learning and it can be considered as relatively descriptive within its mechanism. It identified the content of learning but situated this within the context of their learning. For example it is related with their learning preferences. This model involves four steps of curriculum design such as  Training and skill acquisition  Information acquisition  Socialization  Problem solving Curriculum development is essential in my teaching and provides major influence on mu learners and their growth. I also have faith that it is important that I recognise which theories and models are suitable with needs of my learners and act upon this. Praxis : It is cycle of theory and purposeful action that incorporation reflection. It helps in analysing efforts so that I can develop and improve my thinking, doing and effectiveness as educators. This theory holds that teaching practice must not only concentrate on individuals alone or the group alone. Instead, it pays careful attention to the way in which individuals and group create understandings and practices as well as meaning. It indicates that both teachers and learner must be able to communicate and encourage learner to confront the real problems of the life curriculum should make the learners to aware of their own collective situations

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING and how to change them for the better as a result of their commitment efforts ( Lefrancois, 2019). Theories of curriculum development Tyler model : This model posits the issues with the education that educational programs lack mistakably defined objectives. Tyler stated that curriculum needs to be dynamic and a program under continuous evaluation and revision. It had always been considered as a static, set program and in an era preoccupied with student testing, this model offered innovative idea that teachers and administrators should spend as much time evaluating their plan as they do assessing their students. Tyler recommended that teachers needs to identify general purpose by collecting data from the learners, contemporary life outside school and subject matter. After analysing numerous general objectives, the teacher should refine them by filtering them through philosophical and psychological screen. Stenhouse: Lawrence Stenhouse proposed one best known explorations of a process model of curriculum development theory and practice. This theory defines curriculum as an attempt to communicate these essential principles and features of an educational proposal in such a form that it is open to critical screening and capable of effective communication in to implementation. This theory promotes more students choice, looks at curriculum not as physical thing but as interaction of learners, students and knowledge.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING 4.2 Explain ways in which theories and models of curriculum development can be applied in developing curricula in own area of specialism Curriculum development is not implemented in insolation but it is considered as piece of planning, advancement, implementation and review in the field of education. The curriculum theory provides support in understanding diverse scales like large curriculum reform to transforms to beings lessons. There are diverse models that could be concluded to create the base of the development of the curriculum ( Miller, Manderfeld and Harsma, 2020). Design of curriculum is identify the objectives and ordered aims, designing of the courses that need to be executed, testing the capabilities of courses in order to attain the analysis and the explanation by the teachers. The benefits of tyler model or discussion that enables benchmarking of subject and functional classifications. The trainer needs to survey the desirable feedback and should explain them effective and clearly. Then they are required to work backward in order to verify the best experiences of learning to get appropriate feedback. This Investigation factors enables teachers in reflecting effective principles to concentrate more on what the students will attain to create the educational situation of the education systems. Piaget and Gardner cognitive theory is most effective and useful for creation of curriculum at very early stages. Giving proper environment should have an influence on student’s learning and it is usually stated that vulgar environment is not suitable or proper for development of learning. Gardner on other side defines that appropriate structure and cultural activity are required for curriculum development. For example, from early mathematics and practicing music can helps in increasing the brain development which leads towards the futile method of learning.  Application of curriculum development theories to program design : Most of institutions apply these theories to design programs of competency development for the learners. These programs are held on the development of skills, personification, public speaking and analytical capability.  Meetings needs of awarding organization : for completing the needs, the students should follow the specific procedure and create their own skills. This is an essential opportunity that will allow learner to compete with the most qualified.

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING  Study skills : Studying is analysed as essential source of acquiring knowledge, however this task cannot be done in chaotic way, depicted by students of college. Memorizing and analytical strength usually depends upon the study strategy ( Murtonen and Lehtinen, 2020). Developing curriculum Using technology for increasing range of approaches toward learning and teaching is an important method for curriculum development. I will develop my teaching methods by using technologies as a source of teaching. I will also integrate computer systems and internet working in order to design curriculum for students. To motivate learners and ensure that learner is getting appropriate understanding, I will promote interactive learning with students. 5.1 & 5.2 7. REFLECTION – Reflection is analysed as method of creating self-awareness related to performance and changes in behaviour, enabling progress and development. For various, it is a skill that needs to be learnt. There are various theories and models which consider reflective practice. Experiential learning (Piaget) is considered as theory related to reflective practice, concentrating on the procedure and context of learning. This states that learning begins from the problematic experience. This learning can be considered as effective when individual become involved with the procedure, it is relevant with their needs, they are motivated towards learning and collectively involved within the procedure. Learning is analysed cyclical procedure that involves experience, observation and reflection, abstract reconceptualization and experimentation. However, this model does not take in to account for the impacts of non-reflective experience or shared experience on the procedure of learning ( Schunk and DiBenedetto, 2020).

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Figure 2 SCHON Model of reflective practice (Source: Iqbal, Ramzan and Arain, 2016) SCHON This model accounts for both reflection during and after the events. This enables more deep reflection and teaches students to take control of their situation as they are arising and developing the skills to be able to think on an individual’s feet. Moreover, reflection in action is considered as procedure for professional self-evaluation because it needs major skills to attain for the students they are initiating on the procedure so it is unlikely that they will be able to attain the deeper levels of reflection ( Tafuri and Molisso, 2017).

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Figure 3 Brookfield model of evaluation (Source: Cljeffs, 2015) The 4 Lenses of Reflective Practice in Teaching Brookfield suggested in this theory that path to discover the work of teaching is through a procedure of critical reflection. Critically reflective teachers are excellent teachers who continuously use their personalized authentic voice that reveal the value and dignity of teacher’s work. The task of critically reflective learning is to garner an increased awareness of their teaching from different vantage points as possible. Critically reflective teachers create three benefits such as inspiring self-confidence, achieving educational Smart targets and motivated, critically reflective learners. The goal of the critically reflective teacher is to gain increasing awareness about one’s own teaching and effectiveness from as many different viewpoints as possible. The continual and progressive search to improve their teaching and learning environments is a worthy professional practice of excellent instructors.

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Figure 4 Brookfield Model of Reflection (Source: Brookfield, 2000) Autobiographical Lens Teachers may focus on their experiences as teachers in order to reveal aspects of their pedagogies that may need adjustment or strengthening. Activities using this lens include: Teaching Portfolios • Philosophy of Teaching and Learning • A/V Recordings • Teaching Logs • Teacher Learning Audits • Role Model Profiles • Survival Advice Memos • Conference Learning Logs These recording and teaching logs can be utilized for critical learning, keeping record that allows students to improve their learning. Teaching logs, audit and advices are three essential elements that helps teacher to consider their own experience with students concerning education and learning. This analysis of learning experience will support to uncover assumptions and convictions about the way people learn.

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Student Lens Engaging with student views of the learning environment can lead to more responsive teaching. Evaluations, assessments, journals, focus groups and/or interviews can each provide cues to improve teaching and learning. It is necessary to move beyond reflection through autobiographical lens. It is essential that teachers understand student experiences. Activities using this lens include: • Formal evaluations • Classroom assessment • Student focus groups • Interviews • Letters to future students • Critical Incident Questionnaire. Self-reflection lens is foundation of critical reflection The colleagues experiences Peers can highlight hidden habits in teaching practice and also provide innovative solutions to teaching problems. Further, colleagues can be inspirational and provide support and solidarity. Activities using this lens include: • Peer Observation/Peer Coaching • Faculty Learning Circles • • Collaborative Problem Solving • Structured Critical Conversations The theoretical literature Teaching theory provides the vocabulary for teaching practice and offers teachers different ways to view and understand their teaching. Activities using this lens include: Scholarship of Teaching and Learning • Conferences/Workshops • Professional Journals • Action Research

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING REFERENCES Brown, J.D., 2019. Theories of Learning. In Reflective Practice of Counseling and Psychotherapy in a Diverse Society (pp. 17-32). Palgrave Macmillan, Cham. Calik, B. and Birgili, B., 2013. Multiple intelligence theory for gifted education: Criticisms and implications. Journal for the Education of Gifted Young Scientists , 1 (2), pp.1-12. Carlson, S.E and et.al, 2020. THEORIES OF LEARNING AND INSTRUCTION. Theories of School Psychology: Critical Perspectives , p.125. Chaghari, M. and et.al, 2017. Empowering education: A new model for in-service training of nursing staff. Journal of advances in medical education & professionalism , 5 (1), p.26. Clark, K.R., 2018. Learning theories: constructivism. Crook, C. and Sutherland, R., 2017. Technology and theories of learning. In Technology enhanced learning (pp. 11-27). Springer, Cham. Esmonde, I., 2017. Power and sociocultural theories of learning. Power and privilege in the learning sciences: Critical and sociocultural theories of learning , pp.6-27. Gopalan, V and et.al, 2017, October. A review of the motivation theories in learning. In AIP Conference Proceedings (Vol. 1891, No. 1, p. 020043). AIP Publishing LLC. Illeris, K. ed., 2018. Contemporary theories of learning: learning theorists... in their own words . Routledge. Johnson, A.P., 2019. Essential learning theories: Applications to authentic teaching situations . Rowman & Littlefield Publishers. Kortegast, C.A., 2017. Diversity and sociocultural theories of learning and development. College Student Development: Applying Theory to Practice on the Diverse Campus , p.13.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING Krijgsman, C. and et.al, 2017. Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective. Learning and Individual Differences , 55 , pp.202-211. Lefrancois, G.R., 2019. Theories of human learning . Cambridge University Press. Miller, C.L., Manderfeld, M. and Harsma, E.A., 2020. Learning Theories: Experiential Learning. Murtonen, M. and Lehtinen, E., 2020. Adult learners and theories of learning. Adult learners and theories of learning. Routledge . Schunk, D.H. and DiBenedetto, M.K., 2020. Motivation and social cognitive theory. Contemporary Educational Psychology , 60 , p.101832. Tafuri, D. and Molisso, V., 2017. Theories of learning and innovation in didactics. Research Journal of Humanities and Cultural Studies. IIARD–International Institute of Academic Research and Development , 3 (3), pp.2579-0528. Drinko, C., 2021 . “ 7 Important Characteristics of a Smart Auditory Learner” Available through :< https://www.lifehack.org/878421/auditory-learner> Iqbal, M.Z., Ramzan, M. and Arain, A.A., 2016. Students' Feedback: A Stimulus Reflective Practice for Professional Development of the Prospective Teachers. Journal of Research & Reflections in Education (JRRE) , 10 (1). Cljeffs, L. S., 2015 . “Taking the time to reflect: Reflections on a reflective practice workshop” Available through :< connections.ucalgaryblogs.ca/2015/10/30/taking-the-time- to-reflect-reflections-on-a-reflective-practice-workshop/> Brookfield, S. D. (2000). The concept of critically reflective practice . Handbook of adult and continuing education, 33-49.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

TEMPLATE FOR UNIT 502 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

COSTEL marked Task 1 Report

Related Documents