Theories, Principles and Models in Education and Training - Management Assignment Help

Assignment Task:

TASK:

Scenario

You are a trainee teacher on the DET course and have been asked to carry out research and produce a variety of evidence to develop new teachers knowledge of theories, principles and models of learning in education and training as well as discuss theories and models of reflection and evaluation to reviewing own practice.

LO1 Understand the application of theories, principles and models of learning in education and training.

LO4 Understand the application of theories and models of curriculum development within own area of specialism.

LO5 Understand the application of theories and models of reflection and evaluation to reviewing own practice.

Task 1 Evidence to be handed in: Research Report and Reflective Account

Carry out research into the theories, principles and models of learning in education and training.

Write a report in which you analyse:

a) theories, principles, models of learning and models of learning preferences (ref. 1.1, ref. 1.3)

THEORIES may include behaviourism, cognitivism, constructivism, humanism. MODELS

may include pedagogy and andragogy. LEARNING PREFERENCES may include Kolb,Honey and Mumford, Gardiner, Fleming.

Drawing on this research and on your own experience, explain:

b) ways in which theories, principles and models of learning can be applied to teaching, learning

and assessment (ref. 1.2).

c) how identifying and taking account of learners’ individual learning preferences enables inclusive

teaching, learning and assessment. (ref. 1.4).

Include in your report: d) analysed theories and models of curriculum development. MODELS may include product, process, praxis, spiral, linear and thematic. THEORISTS may include Tyler, Stenhouse, Dewey and Taba (ref. 4.1). Models, e.g. national policy, economic, ideological (purpose of education), National Curriculum, Curriculum 2000, 14-16/19 curriculum, Diplomas, Apprenticeships, Sector Skills Councils, professional or vocational standards, intellectual process, inclusive curriculum, flexible, integrated, modular or unit-based, holistic, distance learning, blended learning.

e) explain ways in which theories and models of curriculum development can be applied in developing curricula in their area of specialism. (ref. 4.2). Specialist curricula, e.g. applying curriculum theories to programme design, meeting requirements of awarding organisation, reflecting appropriate standards, embedded functional skills, study skills, opportunities for vocational and employer experience, variety of approaches, suited to context, building knowledge content, opportunities for development of skills, applied learning, flexible to encourage learner achievement, linking to achievement, offering learner choice, reflecting timescales and resources, promoting equality and diversity. Examples of developing curricula, e.g. use of technology to increase range of approaches to learning and teaching, integration of computers and internet working, interactive learning, making information more accessible, broadening horizons, opportunities for blended learning, supporting learner study, paperless portfolio, online subject forum. then produce a reflective account which:

f) analyses theories and models of reflection and evaluation. Models of evaluation may include Kirkpatrick and Stufflebeam. Models of reflections may include Moon, Gibbs, Donald SchÖn, (1996) , Kolb, Johns and Brookfield (ref. 5.1) explain ways in which:

g) theories and models of reflection can be applied to reviewing own practice.

h) theories and models of evaluation can be applied to reviewing own practice. (ref. 5.2) 

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