Theories, Principles and Models in Education and Training

Theories, Principles, and Models in Education and Training
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Theories, Principles, and Models in Education and Training
1.1 Introduction
The various theories, principles, and models of learning are crucial in the day to day teachers’ practice alongside experiences in education and training. Different learning theories entail behaviorism, cognitive, social learning theory, social constructivism, and multiple intelligences. Behaviorism theory focuses on the fact that various affirmative experiences within any environment impact learning quality amongst pupils (Reese, 2015). In this theory, the teacher becomes the central theme of the learning process instead of focusing on the students. The critical practices within this theory help in the creation of detailed guidelines for students by the teacher. These guidelines entail gaining positive experiences and techniques that help reshape the existing information as provided. At times, the teacher prefers to involve creating games concerning certain information alongside knowledge and rewards systems to develop a sense of achievement that stimulates the experience of learning within an environment (Amanchukwu et al., 2015).
Cognitive theory focuses on students’ learning through the concept of mental processing of knowledge that relates to change cognitive behavior. In this theory, the teachers focus on creating strategies to keep students concentrating and on the mental state’s alert. This helps maintain a high level of attention by using tools such as mind mapping, presentations, visual aids, and presentations (Barrouillet, 2015). Such a scenario enables the learners to put together the knowledge alongside information provided with real-life events and situations that entail personal experiences that create ownership. This strategy allows learners to be receivers and become an active part of the knowledge process. Such helps in balancing various personal thoughts alongside different mental understanding levels that relate to the information that exists in the outer world (Murtonen et al., 2017).
Anderson (2005) posits the existence of two different ways of learning that entails declarative and procedural learning. The difference is in the way the knowledge is presented. For instance, in playing a game, the teacher can explain the rules and facts required, which would be regarded as declarative. On the other hand, the students can discover the knowledge necessary through prating the same game until they gain mastery of it; this is referred to as procedural learning. According to recent studies, in the vent that there is an increase in creativity alongside critical thinking skills through brain activity, declarative knowledge provides the danger that relates to memory. Such issues include being forgetful owing to too much dependency on memorization skills and not thinking (Ullman, 2016).
Connectivism theory relates to the digital age. There is the belief that learners connect and network with others through technology and provide an environment capable of supporting other people’s learning process. Such a nature of the connection between learners leads to creation and collaboration that ensures the development of better creativity alongside decision making. The method of skill transfer and productivity through writing blogs, emails, and delivery of the online lecture, ensures the activation of own learning since the provision of teaching leads to the creation of high-level education within those involved (Goldie, 2016).
1.2 Application of Theories principles and models of learning in teaching
The aspect of behaviorism within the teaching cycles could easily be applied to provide rewards and punishments. However, such inclination as per the contemporary practices may not prove useful since the lectures may be less structured. The teacher’s responsibility is higher than that of the student for learning purposes. The application of this theory within the classroom does not take care of the existing differences amongst students. The use of cognitivism is applicable within the classroom set-up, whereby the model suits in encouraging curiosity alongside the testing of hypotheses for inquiry-oriented projects. Such a model ensures the inclusion of past experiences in learning, whereby teachers can create a scenario capable of producing a familiar environment for students (Goldie, 2016).
From the social learning perspective, there is an assumption that the classroom could easily be applicable as a social construction where students work in groups and teams in modeling responses. Such theory helps create support alongside cooperative learning as it relates to journaling alongside empirical activities. On the other side, the application of multiple intelligence theory is perceived to be useful in classroom set-up since it acknowledges the existing nature of differences in learning styles. This is ensured by placing the learners within the learning system by use of self-directed learning. The theory can be applied as a means of teaching space by creating a constant changing alongside a multi-sensory environment. However, the Flow theory is applicable in the classroom to integrate students within their flow states. In this case, the student’s assessment of various challenging and capability limitations ensures they are active and operating within their state of flow (Ullman, 2016).
There is the possibility of using these theories in combination with each other; however, it depends on the learners’ capacity and requirements. This helps create an environment that promotes learning as per different preferences that consider all learning needs as per the Independent Learning Plan (ILP). Such a plan helps provide the necessity of learning from different individual perspectives alongside teachers’ capacity to recognize them. In this case, the teachers are capable of setting other goals that suit every individual and identifying the right combination of theoretical implications that fit a specific classroom (Petty, 2006).
Critical thinking alongside learning forms crucial components of Constructivists theory and are significant in differentiating various activities that corresponds to the levels of support as identified. Such aspect is well engraved within the Individual Learning Plans of Learners. In this case, the learning goals are created using objectives that are considered specific, measurable, achievable, realistic, and time-bound (SMART). These correspond to the identified levels of support where action plans are generated before implementation. However, there is a thorough evaluation of such plans for the anticipated impact that may influence the extension of activities that enhance learners’ achievement. This theory’s application is made possible by using various learning or teaching strategies such as case studies, group discussions, research work, brain-storming, debates, and presentations. The concept facilitates positive interactions and conversations capable of promoting learning amongst students. In this case, the students share experiences through tasks and activities that require detailed analysis and evaluation of presented data (Petty, 2006).
The provision of constructive feedback based on formative assessment regularly helps in consolidating prior knowledge after and before lessons, therefore, reinforces learning in connection to future concepts of learning. The idea of learners keeping journals daily provides them with better understanding concerning the contribution of their experiences, theories, and observation compared to others. The idea of using problem-solving skills within the curriculum helps in promoting critical thinking skills amongst learners. In this case, the learners are able to reflect on their strategies while providing an assessment on the impact of differentiated activities, therefore, making necessary improvements. This may encompass the use of darts, graphic organizers, gapped handouts, pictures as well as labeling activities. The pictures are applicable in matching materials with words, groups, and answers and graphic organizers as instructional tools for activating prior knowledge and organizing information into answers.
1.3 Analyse models of learning preferences
The Models of learning preferences are considered to be theory-based, especially on the ILP settings. The theory focuses on different learning styles such as visual, kinesthetic, auditorily, amongst others. This focuses on a combination of various kinds comprising one suppressive that reflects Honey and Mumford’s main styles of learning: actives, reflectors, theorists, and pragmatics (Rodríguez Cepeda, 2018). As an activity, the model is helpful since it allows for a faster pace alongside a shorter period of time for a problem to be solved. It is crucial in self-analysis using a personality questionnaire. In this case, the students’ classification considers various categories as indicated by Alharbi et al. (2017). Despite surveys, general teaching, as opposed to individual learning, acknowledgment, provides more value when learning preferences are addressed at a much higher value. This requires that teachers should test the various classroom alongside learning preferences. The application within crowded classrooms that combines different group styles is critical when it comes to the aspect of balancing group dynamics. Gardner’s Multiple Intelligence model explains the operation of the human intellect as based on cognitive alongside developmental psychology (Cavas & Cavas, 2020). This model helps improve my learning abilities at any level of intellect through student-oriented and teacher-oriented activities as per the lesson plan.
For instance, metacognition is useful since it helps me apply instructions intervention measures that include making learners aware of their learning processes as well as products. In this case, there is the enrichment of problem-solving skills alongside learning experiences. It helps me develop some sense of independence through self-awareness and self-monitoring.
1.4 Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning, and assessment
The aspect of identification as well as considering student’s individual learning preferences enables the instructor to create awareness of the different learning styles. This provides them with the opportunity to work together with learners to identify learning preferences capable of promoting effective learning for individual students. In this case, questionnaires are applicable in identifying preferable and effective learning methods. The use of VARK provides a multi-sensory approach that considers the existing differences in learning preferences of the students since it provides all necessary learning styles (Sabiston & Leung, 2020). In this case, incorporating the four learning styles into the lesson plan with prompt delivery is possible. In the four learning styles (VARK), V represents the visual styles that require learning through visual aids such as pictures, videos, maps, and graphs. A represents the auditory style where learners are required to learn through listening to teachings, discussions as well as recordings, R represents learning through reading or writing styles, while K represents a kinaesthetic style that involves learning through practical demonstrations as well as hands-on experiences. The use of this mode maximizes learning since it promotes the aspect of student’s self-awareness, making it easier for teachers to monitor students’ choices and use appropriate strategies alongside learning style (LSRC, 2004).
There is always the challenge of acknowledging learning references in a classroom since applying different techniques to combine maximized learning. Such a practice within the classroom set-up supports the flow of learners as well as motivating their achievement. The various methods help engage learners actively while creating a multi-sensory environment, enabling students to remember quickly due to the involvement of a multitude of senses. This encourages the use of multi-sensory teaching in the presentation of art. In this case, the learners can come into contact with different materials, then visually support the results by identifying previous examples as identified by explanations. From such a perspective, creating lessons through teaching instruments and pictures during presentations is possible. Alternatively, other multi-sensory teachings could quickly be done by allowing students to visit historical sites such as museums. The artistic values of monuments and places effectively motivate students’ learning process, especially through events such as concerts (Alharbi et al., 2017).
2.1 Theories Principles and models of communication
Communication refers to the means of information transfer between the sender and the receiver. Such a process is essential in defining the relationship amongst learners, professionals alongside other stakeholders within the education sector. An efficient and elaborate understanding that includes skills development is made possible through critical engagement that underlies fundamental principles alongside relevant communication theories (Machin et al., 2015). The various approaches, guides, and communication models entail but are not limited to Piaget, Vygotsky, and non-verbal. In this case, Piaget focuses on cognitive development that encompasses various changes taking through human development between conception and death. Such periodic changes occur systematically over a long period. The process focuses on developing physical, social, personal, and cognitive aspects, the principles of development of the encompass development of people at different stages which occurs gradually. Piaget’s theory relates to the various universal development stages alongside physical and biological maturity (Piaget, 1983).
Vygotsky is considered a contemporary of Piaget and focuses on the belief that social interaction is essential when considering cognitive development and that the development of a child originates from a social context that involves a more skillful personality. Such social interactions enable language development, establishing language mechanisms vital to thoughts (McCafferty, 2018). According to Vygotsky, language development alongside beliefs springs together and marks the beginning of reasoning. The reasoning abilities entail more abilities to interact and communicate with people more than just interaction with the real environment. This theory represents a social constructivist theory that defines learning as an active process that emphasizes social interactions capable of maintaining development at higher levels. There is a belief through this theory that cognitive development within children develops while communicating and interacting with capable cultures. Such a group within the society comprising of parents, teachers, and mentors helps provide the much-needed guidance and vital information considered for their intellectual growth (McCafferty, 2018).
Non-verbal communication (NVQ) entails communicating through different means but not through words. Such a process mainly involves kinetics, which is a presentation of body movements’ study alongside gestures. Some of the gestures entail facial expressions, smiles, observations, eye contact that provides an easy way for teaching, learning, and assessment. According to Nayak and Rath (2019), non-verbal communication does not offer any form of universal meaning. Therefore, it is subject to misinterpretation across cultures on the global platform since the purpose of a gesture in one culture may not necessarily translate to the same meaning in another culture.
In this case, the models of communication appear in three different categories that entail aggressive, assertive, and passive behaviors. Despite being applicable for several years, the aspect of aggressive behavior may decrease the level of motivation. Conversely, passive behavior may also promote a lack of authority. The various essential means of communication entail but are not limited to positive motivation, having a sense of humor, using functional body language through eye contact, and using technical skills alongside high-level understanding. The application of debates alongside demonstrations helps in improving confidence. In this case, the belief, as presented, refers to the flow of behavior but not fixed conviction (Nayak and Rath, 2019).
2.2 Application of theories principles and models of communication
The various models of communication are well applicable within classroom set-up as regards to learning styles. The different types of learning as appropriate to students require an application of relevant communication. Such theories of communication acknowledge the essentiality of communication to understand motivation and various applications within the classroom. For instance, for an indication of motivational body language, the teacher is required to assume a sitting position in front of the students. This is since the standing place of a teacher in most scenarios is an indicator of aggressive behavior; therefore, adopting the same level of eye contact principle of communication is an ideal practice (Kent, 2017).
The use of strong communication skills plays a significant role in classroom management, including verbal and non-verbal communication skills. Such strong communication is required of teachers to become influential role models towards recommended behaviors. Scaffolding theory is applicable through the use of differentiated simplified questions amongst weak learners having improved complex as they reveal their level of understanding as opposed to challenging questions posed to strong candidates. In this case, the provision of an efficient mode of teaching and learning is achievable through the application of clarity of speech, use of appropriate volume, pitch as well as pace under the proper direction of gestures and body language. This ensures that the learners’ attention is fully engaged through the learning process while providing necessary material to aid their participation and self-expression. The use of focus group discussions and debates alongside the application of group dynamics is useful in assessing learners’ involvement and level of understanding (Kent, 2017).
Such dynamics easily reveal the nature of support as appropriate. The discussions also enable the learners to retrieve oral feedback that ensures that they succeed in their learning plans. Non-verbal communication, such as body language, enables learners to be more receptive to their teachers, therefore, preventing the wrong perspective. Role-playing in such a scenario allows learners to use observation and then be neutral as they record their findings. The use of online video could easily help disseminate teaching, learning, and assessment of various lessons (Kent, 2017). Learners are taught to monitor moods through observation and analyze their level of understanding and enthusiasm. The instruction method is easily modified to suit the chosen group activities, whereby it makes it easier to check for good behaviors applicable in a conducive learning environment. For instance, extended eye contact should act to convey to learners certain adjustments required for negative behavior. In other cases, learners can be provided with handouts to offer back-up to PowerPoint presentation alongside decoded digital materials presented as equations, symbols, abbreviations, and formulas. These can easily be accessible to learners and serve to improve the learners’ level of understanding and learning mechanisms. There is a certain level of inclusivity required of a learner to ensure the flexible application of models.
3.1 Theories Principles and Models of Assessment
The concept of assessment entails the aspect of reflection and dialogue on the process of learning. T...