ICON COLLEGE OF TECHNOLOGY AND MANAGEMENT

Pearson BTEC Level 5 Diploma in Education and Training

Unit 3: Theories, Principles and Models in Education and Training

Tutor: Dr Sonia Khan and Aisa Okunade

Student Name: Lucia

Student ID:

Session: April 2022

Contents
Introduction...............................................................................................................................................3
Task 1.........................................................................................................................................................4
1.3 Analyze models of learning preferences...........................................................................................10
1.4 Identifying and taking account of learners' individual learning preferences enables inclusive
teaching, learning and assessment is explained.....................................................................................11
5.1 Analysis of the theories and models of reflection and evaluation...................................................11
5.2 The ways in which theories and models of reflection and evaluation can be applied to reviewing
own practice is explained........................................................................................................................12
Task 2.......................................................................................................................................................14
1.1 Analysis of theories, principles and models of learning..................................................................14
1.2 The ways in which theories, principles and models of learning can be applied to teaching,
learning and assessment is explained.....................................................................................................15
Task 3.......................................................................................................................................................17
2.1 Analysis of theories, principles and models of communication......................................................17
2.2 The ways in which theories, principles and models of communication can be applied to teaching,
learning and assessment is explained.....................................................................................................18
Task 4.......................................................................................................................................................19
3.1 Analysis of theories, principles and models of assessment..............................................................19
3.2 The ways in which theories, principles and models of assessment can be applied in assessing
learning is explained................................................................................................................................20
Task 5.......................................................................................................................................................21
4.1 Analysis of theories and models of curriculum and development..................................................21
4.2 The ways in which theories and models of curriculum development can be applied in developing
curricula in own area of specialism is explained...................................................................................22
Conclusion................................................................................................................................................23
Reference..................................................................................................................................................24
Introduction
The way students learn something new is different from other learners and for effective learning,
the teachers have to find appropriate ways for each of the students to gain knowledge and
expertise in an area. They are responsible for ensuring the effectiveness of the learning process
are conducted. As each student uses a unique blend of strategies, mental models, and direct
experience when it comes to learning and mastering new information. Every learner has their
own unique learning style, and it is the job of the instructor to figure out what that is to ensure
appropriateness of the process. Professors at universities are entrusted with the responsibility of
instructing and guiding their students, and they do this duty to the best of their abilities. Teachers
use several instructional theories, frameworks, and models, as well as frequent formative
assessments, to differentiate teaching based on their students' individual needs and determine
whether their students are making progress towards learning goals, this article focuses on how
colleges and universities use critical evaluation of student learning to help graduates enter the
workforce with marketable skills and a concrete foundation for success.
Task 1
This lesson plan is made and will be followed to deliver the lecture before the learners.

In this part, the lesson planning has been broken down into three parts and discussed in details. It
provides clear understanding of the lesson and will assist to deliver lecture in front of the
learners.
Introduction

Communication in business is crucial for organisational success as it depends on people’s ability

to communicate effectively. The ability to effectively communicate in today's fast-paced and
ever-changing workplace is crucial for fostering increased productivity, deeper relationships, and
a more collaborative mindset. Presentation sides, handouts, and videos will used by teacher to
provide proper understanding of enhance workplace communication.

Delivery

To make the lesson interactive with the learners, the teacher will use several tactics like the use
of visual aids, case studies, and group discussions to explore the numerous components of
effective communication in the workplace and stress their significance. The lesson plan is
designed to assist students develop the communication skills needed to be successful in a variety
of fields like improving relationships with colleagues, ability to work together, and outlook on
the workplace by making an effort to better express personal view.
Visual tools

Online videos, power point slides and handouts, relevant image from the internet.

Audio tools

Interactive lesson planning, and delivery of lecture, Q&A session, class discussion, and role
play.

Structure of the lesson

The lesson is divided into three parts-

Introduction of the topic and clarification of the basic concepts.

Providing details description and discussion.

Sum up and review the important concepts.

Individuals can enhance their abilities and skills by using the reflective practice. The lesson is
well-organized, instructional, and beneficial from an educational standpoint with the goal of
enhancing oral and written communication in the workplace. The introduction part discuss the
need of honest and open discussion amongst coworkers and the audience was involved via the
use of examples and exercises that they could relate to in real life, as well as through discussions
in small groups and pairs (Barnlund, 2017). The given practical advice and approaches were both
informative and actionable, so students had no trouble implementing those in real life. The lesson
emphasis on participant participation, its focus on practical application, and its use of real-world
examples to promote relevance, this session seems to be consistent with best practices for
effective learning (Clampitt, 2016). Students are better able to open up and collaborate when
they utilise visual aids and participate in group discussions will develop the abilities necessary to
become more successful communicators.
1.3 Analyze models of learning preferences
In order to meet the needs of all students, teachers need to choose from a broad range of teaching
methods while using a multifaceted pedagogical approach for effective learning, and the
examples of it are:

According to the KOLB theory, the ways in which people take in knowledge and learn
something as well as the way they conceptualize teaching both have a role in shaping their
learning preferences. They will learn effectively when the learning process is designed for them
specifically. The visual, auditory, and kinesthetic described in VAK model is used by educators
to identify students' preferred methods of information intake. These features can be experienced
via a wide range of senses, from sight and hearing to touch. Bernice McCarthy developed the
4MAT framework is referred to as the father of the 4MAT model which has four components
(Munna and Kalam, 2021). Each of this paradigm's four parts is based on the idea that one side
of the brain is more naturally predisposed to handle certain tasks like critical thinking and
mathematical problem solving. These characteristics encourage students to think critically and
creatively about their own learning. Teachers can tailor their lessons to each student's individual
learning style by drawing from the four pillars of the Honey Mumford model, which map
directly to the KOLB model of learning styles. The KOLB model preferences for learning
reflected by the four components of the Honey Mumford model. The Hermann brain dominance
theory is a kind of learning style that emphasizes individual variations in how someone receive
information and react to it. According to this method, one must look for a common thread
throughout the four parts of the brain in order to fully understand an individual's distinctive
character traits. The Felder-Silver model was created after researchers considered the wide range
of extra-academic influences on teaching methods and learner preferences (Amanchukwu et al.,
2015). Learning styles including visual, verbal, sensory, intuitive, active, or contemplative
learning can be influenced by a person's underlying personality qualities. However, it has
nothing to do with only one's personality features but also influenced by additional elements.
1.4 Identifying and taking account of learners' individual learning
preferences enables inclusive teaching, learning and assessment is
explained
Educators have a heavy burden to develop expert graduates who can reflect their own knowledge
and abilities in the classroom, therefore teaching, learning, and evaluation are all of dominant
factors that significantly influenced the development of an individual. This is because educators
are primarily tasked with providing pupils with the information and training they need to succeed
in life and they serve as role models because of the knowledge and abilities they pass on to their
students and the characteristics they foster in their students. Educators have a moral obligation to
get to know their pupils well enough to design courses that are effective for each one (Bastable,
2021). Seeing is believing for some, whereas for others hearing is the only way to fully grasp a
concept. Because each person is different from the next in terms of their intellect, learning style,
and worldview, there is no universally accepted method for accomplishing any of these goals. It
is the teacher's obligation to choose the most suitable instructional technique, bearing in mind
that the student's present skill level, capacity, and activity level all effect learning. In order to
meet the diverse requirements of their pupils, educators must draw on their own experiences,
viewpoints, and expertise and teachers should emphasize the significance of students learning in
a way that works best for them and encourage them to address the subject freely with their
teachers. Teachers must account for pupils' various degrees of expertise while assessing their
knowledge, since this component does not stay consistent among all general students (Bada and
Olusegun, 2015).

5.1 Analysis of the theories and models of reflection and evaluation

For effective learning, evaluation as well as reflection is essential to improve the weakness areas
of an individual for their skill and expertise development. There are several model available for
reflecting on the learning and critical assessment. Among these models, here Gibbs model for
assessment and reflection will be used (Cooper and Wieckowski, 2017).
 Description Where did this take place? (Provide information with the specific
details).
Feelings How did you feel about that? (Try to recall emotions at the time).
Evaluation What you have experience from this? (Experience from the
situation)
Analysis What am I learned from this?
Conclusion Are there any other possibilities that might account for what
happened?
Action Plan What Should be done to tackle this difficulty in future?

Self-reflection models and critical evaluation

There are several parts in this process including reflective observation, abstract
conceptualization, Concrete experience, and active experimentation. In order to improve one's
response to a similar event in the future, reflective observation requires one to consider all of
the experience's pros and cons. In the second phase of abstract conceptualization, it is crucial
to recall previous encounters with similar situations and use this information as you plan for the
future. Actions and reactions to real-world scenarios, as well as the reflective thinking and skill
development that arose from analyzing and reflecting on such scenarios known as concrete
experience. By putting the plan into practice in active experimentation while still in the context
of the event, learners can have a more thorough grasp of it and improve their ability to cope with
the problem (Vijaya Kumari, 2014).

5.2 The ways in which theories and models of reflection and

evaluation can be applied to reviewing own practice is explained
Reflection and review can be utilised in a broad range of situations where the goal is to improve
performance as the cycle of reflection and evaluation aids in the development of expertise by
analyzing experiences, assigning values to them, and finally applying the lessons gained. For
instance, individual learners can use their past knowledge to decide what actions to take in light
of the current situation, based on what they already know. Having this information at hand will
aid in formulating a strategy and developing methods to deal with it, as well as in becoming
ready to respond. Firsthand experience is both good and negative and is invaluable for forming
an accurate image of an endeavor and serving as a springboard for future inquiry and
understanding. This is also helpful for active exploration, which often relies on imprecise
conceptualization, and it is due to the fact that it can influence the development of policies and
procedures that can be used in many settings (Gibbs et al., 2017).
Task 2

1.1 Analysis of theories, principles and models of learning

There are several theories, beliefs, and models of learning that are implemented by professors at
higher education institutions are discussed here.

Theory of learning: there are five types of models or theories which are used in learning and
they are discussed below:

Cognitive learning refers to learning via the mind is influenced by both internal and external
factors. The pupils' own preconceived notions, intellect, and external influences are only a few
examples of what might impede their ability to learn. As a result, educators must have a good
grip on their pupils' cognitive and physical capacities. Behaviorism's basic hypothesis is that
people's thoughts and actions can be altered by altering their surroundings, and teachers have a
greater chance of students learning in a classroom where there is a nice environment. Under the
humanist view of education or humanism theory, students should be given the freedom to
discover and develop their own methods of becoming their full potential (Chu et al., 2021).
Connectivism suggests that students will learn and retain more information if they have a
personal investment in the topic at hand, a strong motivation to learn, and well-defined learning
objectives. This link is available for teachers who want to provide their classes a more dynamic
and engaging experience. The theory of constructivism in education proposes that a student's
learning and thought processes are formed by their prior experiences, knowledge, and formal
schooling. When a teacher adopts a more adaptable pedagogical strategy, they are better able to
meet the needs of their diverse student body (Goldie, 2016).

Principles of learning: There are a variety of factors that influence how well individual retain
information, and the law of learning accounts for them all, including but not limited to
preparation, effect, exercise, intensity, primacy, freedom, and recency. By following the
guidelines, teachers can be confident that their students will get the best possible education and
training, which will lead to greater accuracy and proficiency on their part. The degree to which
these ideas are integrated into each stage of an educational endeavor is directly proportional to
that effort's likelihood of success. A learner's capacity to learn and willingness to actively engage
in the learning process are prerequisites for successfully modelling active learning's effects
(Alam, 2014).

The models of Learning: There are four distinct types of learning models which are used for
effective learning of the students. According to the rotating model of teachers can choose from
a wide variety of proven methods, such as virtual classrooms, hands-on activities, real-world
experiences, and a systematic rotating approach to teaching. The concept of enriched virtual
model does away with the need for students and teachers to be online together all the time by
giving them the option to accomplish their work either online or off at their convenience. A La
Carte model is focused on student and their preferences. Rather of taking all of their classes at
one institution, students can pick and choose which ones they want to take and where they want
to take them. Students have the option to change their schedules, and teachers have more leeway
in incorporating internet resources into traditional lectures which is the primary focus of flex
model (Duchesne and McMaugh, 2018).

1.2 The ways in which theories, principles and models of learning

can be applied to teaching, learning and assessment is explained
To prepare learners with the knowledge, skills, and attitudes they will need to be successful in
their chosen fields is a teacher's main duty and they are accountable for it. Children need
assessments to learn where they stand right now and what they can do to grow and gain
expertise. This is why, after the delivery of training, the trainees' development is meticulously
evaluated. They support instruction and student development by using strategies derived from
several theoretical frameworks. As an example, the cognitive approach places a focus on
determining a student's preexisting knowledge and abilities before moving on to more advanced
material, but in Behavioural theory, the importance of using rewards to foster a more open and
receptive mindset towards learning is emphasized (Black and Wiliam, 2018). Instructors should
motivate pupils to study independently and make educational activities enjoyable for their
students, and for this it is so important to tailor instruction to each student's interests and
preferred method of engagement. Learning processes including pupils' prior knowledge, interest,
aptitude, motivation, priority, intensity, and autonomy are all taken into consideration by
teachers when they plan lessons and choose instructional tactics. These four educational methods
are all employed in the classroom because of the evidence they provide that they improve
students' ability to retain information. Students can find the process to be engaging and
rewarding, which is great for expanding their knowledge, skills, and talents (Stufflebeam and
Coryn, 2014).
Task 3

2.1 Analysis of theories, principles and models of communication

The model or theory of communication is given below.

According to the cognitive dissonance theory, if a person's beliefs are in conflict with one
another, it might have a negative impact on their mental health and lead them to behave
irrationally. The phrase setting the agenda relates to the concept that different factors, such as
public interest, can change which problems and topics are prioritized are focused by agenda
setting theory. Changing the public's focus on a problem is possible, as seen by the success of
this idea. Regular social engagement increases the likelihood that an individual will acquire the
attitudes and behaviors of their social group which is described by the social learning theory
(Barnlund, 2017).

Communication principle for effective communication: To clearly communicate with the

people, communication principle should be maintained as all conversations benefit from using
the 7 C's of communication. It includes seven elements such as clear, correct, concise, concrete,
coherent, courteous and complete, and these seven guidelines can help individual communicate
more effectively. Adhering closely to these principles while communicating with another
individual will guarantee that their message is understood and no misunderstandings arise
(Sellnow and Seeger, 2021).

Model of communication: Each communication paradigm consists of the following four parts:

Senders are those who take the initiative to convey information to receivers and send data. A
message is any bit of data or information that is sent from one person to another. The route that
the communication takes as it travels from the sender to the receiver is sometimes referred to as
the communication channel. The numerous different ways that information can be shared are
collectively referred to as channels. The individual who hears the other person's message and
then responds to it is called the receiver in communication (Dainton and Zelley, 2022).
2.2 The ways in which theories, principles and models of
communication can be applied to teaching, learning and assessment
is explained
Communication theory provides educators with a rich framework for assessing their students'
progress and guiding their instruction. Educators' ability to connect with and learn about their
students can be enhanced by using one of many communication theories. The use of cognitive
theory in the classroom can help teachers and students connect on a more personal level and to
better understand their pupils' perspectives and perspectives on the world, teachers can use this
method. Instructors often stress the importance of modelling appropriate classroom behavior and
having students evaluate their own behaviors in light of the lessons they have learned from their
peers' examples. Teachers also need to keep the basics of effective communication in mind so
that they can help students overcome their own cognitive barriers to learning and it is possible
that the assessment process may be simplified if teachers and students were more open and
honest about communicating learning objectives and progress (Clampitt, 2016). Both the sender
and the recipient can use several methods including the above mentioned one for communication
to improve the quality of their exchange.
Task 4

3.1 Analysis of theories, principles and models of assessment

Assessment theories: This approach to evaluating students has cognitivism as its guiding
principle, which states that the evaluator must take in data before generating knowledge that can
be utilised to develop judgments about the students. Individual can make a more informed
assessment of a subject's visible qualities if one takes its behavior in its immediate environment
into account. Using this information, the evaluator can make an educated guess as to whether or
not the subject can be quantified. One of the major beliefs of humanism is the need of
developing one's full range of emotional and intellectual capabilities. The goal is for the
individual to mature to the point where they can realize their full potential. The primary idea
behind constructivism is that each individual's prior knowledge, experiences, and understanding
influence their analysis of a topic (Grant, 2018).

Evaluation principles: The assessment process is guided by a number of fundamental concepts,

including flexibility, fairness, reliability, and validity. Failure to adhere to these assessment
criteria will result in an invalid and unreliable evaluation of pupils. The reflection of a
procedure's validity, which shows how well it works, and its reliability which indicates how
consistently it works, while evaluating its effectiveness. Making allowances for people's varying
degrees of experience and expertise is one approach to demonstrate adaptability; another is
giving everyone a fair shot at success and it is crucial to regularly apply these standards of
assessment (Thomas et al., 2022).

Evaluation models: There is a wide variety of assessment frameworks available for going
through the process. A formative assessment will help a person see where they are in regard to
their objectives and provide feedback and guidance for future development. The diagnostic
assessment model emphasis that, it is impossible to make a correct diagnosis without taking into
account the whole individual, flaws and all. This final evaluation of a student's performance will
compare their results to a set of benchmarks established at the outset of the instructional period.
This example will be used to assess the student's mastery of the material once the course has
concluded is referred to as summative assessment (Khalil and Elkhider, 2016).
3.2 The ways in which theories, principles and models of assessment
can be applied in assessing learning is explained
Progress monitoring is crucial since it demonstrates how well a course is imparting its content to
its students as they requires the capacity for self-critical reflection in order to make progress.
Teachers need more than just assessments of leaners’ innate intelligence, but they also need data
on their pupils' actual learning and ability to learn. Teachers who have a deep understanding of
their students' psychological strengths are better equipped to predict how their pupils will react to
and benefit from a certain teaching strategy. Teachers can now provide more accurate and
critical feedback to the learners as the best educators will utilise their newfound knowledge to
help their students enhance their individual strengths, assess them objectively to identify problem
areas, and motivate them to work towards solutions (Vong and Kaewurai, 2017). The teacher is
in charge of making sure that the assessment is conducted in a way that adheres to the principles,
which include treating each student fairly, using the same criteria for assessing each student, and
being adaptable to the needs of the children being assessed. Educators should not only double-
check for mistakes and inconsistencies, but also make that the plan is working as intended as
evaluating pupils' capacity to identify and classify their own strengths and areas for improvement
helps ensure that they will be better able to persevere in the face of hardship and contribute to
their own and others' communities (Zepeda et al., 2014).
Task 5

4.1 Analysis of theories and models of curriculum and development

There are several theories and models which are used to develop curriculum and enhance the
development process of the learners and they are described below:

It is the job of educators to help students develop the skills they will need to succeed beyond
high school and contribute to society in meaningful ways which is the fundamental idea of social
efficacy theory. Pessimists in society are those who believe that values, customs, and mores
change with time and that people must adapt to these changes are focused on social meliorism
and the ability to react and adapt to novel situations is a skill that must be honed by everyone
including students. The goal of believers of the developmentalism philosophy is to constantly
improve one's knowledge and skill level. Because of its potential to fortify all these facets of
one's identity, a prospectus is designed to improve one's future psychosomatic capacity to serve.
The method used to create a prospectus is emphasized in John Dewey's theory, critically
important to the outcome of an organisation (Grant, 2018). There are a lot of considerations that
must go into the design of this to make sure it achieves its goal of educating pupils for the future.

Models of Curriculum development: In contrast to subject-centered curriculum design,

learner-centered curriculum design focuses on the individual qualities of each student to create
an instructional strategy with the greatest chance of success. This approach is more appropriate
in today’s global situation. Subject-centered curriculum design is characterized by a focus on
one field of study over another, and education programs that focus on a single theme can be
developed using this methodology. Under the problem centered approach, the emphasis is on
the problem at hand, and a solution is developed that offers the best chance of success. For
instance, developing curriculum to include technological aspects to support the learners tackle
the technical and technological challenges (Thomas et al., 2022)
4.2 The ways in which theories and models of curriculum
development can be applied in developing curricula in own area of
specialism is explained
Curriculum development in one's area of expertise sometimes necessitates an in-depth discussion
of the many possible theoretical and methodological approaches to ensure its effectiveness. The
goals for and context of the students' education are laid forth in the curriculum and this reduces
the current debate about its applicability controversy. Teachers are accountable for developing
the curriculum and preparing lessons for their students and individualized learning plans are
developed by teachers to meet the specific content, skill, and worldview objectives of each
student. To prepare their learners for life as active, engaged, and responsible members of society,
teachers must do more than just impart knowledge in a subject area as it is the job of educators to
foster in their learners the ability to persevere in the face of adversity and to equip them to deal
with the difficulties they will surely experience in the world (Clampitt, 2016). Teachers and
coaches need to work on their pupils' capacity for psychosomatic self-awareness and to solve
these issues, the course description and learning goals must be well-written. The goals of the
students' education should serve as the driving force in the development of the curriculum and
this will make it possible to specify the topic's educational significance and its intended
outcomes. Nonetheless, constraints and the individual requirements of the student should be the
focus of the programme. In these conditions, it is necessary to design a curriculum focused on
the student and adapted to his or her specific requirements and goals. Writing a prospectus that
takes into account any unusual conditions is essential, and the problem-centered prospectus is
intended to accomplish exactly that, preparing the individuals to face and succeed in spite of
difficulties (Khalil and Elkhider, 2016).
Conclusion
Teachers have to focus on students and needs at first to effectively develop resources for
learning, assess them and develop the process of enhancement. Organisations can benefits from
the various tactics, methods, and concepts described above which are used by teachers to make
learning more effective and efficient. Students are directed through the steps of learning what
they need to know and doing what they need to do to become valuable members of their local
and national communities. Teachers implement these theories and principles in the classroom to
better prepare their students for the modern world, improve their students' learning outcomes,
ensure that students are being evaluated and assessed fairly and accurately, and personalize their
lessons to the needs of their students, classes, or units. If used correctly, these tools will allow
teachers to evaluate not just their students' but also their own proficiency levels, as they advance
in their professions, teachers will acquire the knowledge, skills, and experience necessary to
carry out their responsibilities to the fullest extent possible.
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