EDUCATION AND TRAINING 1

Developing Teaching, Learning, and Assessment in Education and Training

By [Name]

Course

Instructor’s Name

Institution

City

Date Submitted
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Developing Teaching, Learning, and Assessment in Education and Training

TASK A

1.1) Pedagogical Principles

Jean Piaget and Jerome Brunner’s pedagogical principles greatly impact the teaching,

learning, and assessment of education and training. The two theorists contribute to the field of

education through the introduction of statements relating to cognitive growth during the

process of teaching and assessment outcome. Notably, both Brunner and Piaget’s postulations

provide educators with a great guideline to enhance the process of teaching among learners.

Foremost, Brunner’s pedagogical principle was a modification of Jean Piaget’s

developmental theory. Brunner’s principle is grouped into three categories namely enactive,

iconic, and symbolic. In the first stage, the child learns to manipulate materials directly then

moves to the second stage where they deal with mental images of objects, and in the last

stage, they are strictly engaging in the manipulation of symbols as illustrated in the diagram

below. Enactive Mode. In this aspect, students tend to utilize known ideologies of reality in

the absence of image and use of words. Ideally, it facilitates the representation past activities

based on motor stimuli. Therefore, learners are able to develop various skills are essential

towards understanding how to perform an action such as Hairdressing, skiing, and tying a

knot (McLeod 2019).

Iconic Mode. It tends to integrate internal imagination, in which several aspects of

imagery are used to characterize knowledge to infer concepts. Notably, sensory associations

such as visual abilities are fundamental for this level and as such, techniques and perceptual

organization of economic transformation of perspectives into meaning defines this stage.

Symbolic Mode. This stage is symbolised by thoughts, whereby learners are always

constantly adding ideas and concepts. Ideally, the symbolism tends to be defined by discrete,

abstract, and flexible ideologies. Therefore, the symbolic stage ensures that students are able
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to relate to real and abstract ideas, thereby becoming a key aspect of reflective thinking and

individual competence (McLeod 2019).

Figure 1. Jerome Brunner’s Three Stage Pedagogical Principle

Vygotsky is one of the most dominant and key authors in the area of teaching and

psychology. The Theory of Sociocultural growth of Vygotsky proposes that learners are

taught through the influence of the society (Belyh 2016). Vygotsky declares that
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communication is the key psychological tool in the growth of children reasoning, and as a

child grows, their basic speech begins to be further complex speech is key in individual

growth, because it is built between actions of giving and channelling of understanding in a

forthcoming and public environment. That is, the channelling of understanding of society is

transported through speech, which is the key means of the growth process and is what

determines cognitive growth.

Figure 2. Vygotsky’s Development Theory

1.2) Effectiveness of Creative and Innovative Approaches

It regarded that implementing creativity and innovation in learning motivates the

students in learning via creating interest. Furthermore, the study of Siew, Amir and Chong

(2015) emphasises on using modern technology and techniques in order to conduct inclusive

sessions as the element of surprise and exploration of new things creates curiosity among

learners to discover more on practical phenomena. Similarly, the research of Peters-Burton et

al. (2014) stated that technical fields such as Mobile Hairdressing frequently utilises multiple

innovative techniques in teaching each discipline of the course that consequently allows the

learner to thing innovatively. These approaches include Active Learning through peer
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instructions and discussion groups, Visualization Skills, and Integration of Technology

through the use of projectors and computers.

2.5) Planning Inclusive Teaching and Learning

I personally prefer the Phenomenological Theory of communication as I believe that

every learner has a different ability to construct their own world. As a Mobile Hairdresser, I

wanted to see the creativity within each of the students; Hence I conduct weekly activity for

the learners by asking them to go deep into their thought processes and share their ideas in a

piece of paper. By conducting this activity, I tend to know the learning needs of the learners.

Additionally. I prefer Transactional Model of Communication in classroom as it enables them

to grow their thinking processes with aging. Also, it allows them to collaborate with other

students as they begin to enter adulthood stage of life thus fulfilling one of learning outcomes

of my sessions of encouraging inclusive learning. In terms of theory of learning, I prefer

constructivism theory of learning to be used in my sessions as it allows the learner to

construct their own thought on each discipline associated with Mobile Hairdressing so that

their learning experience is different from another that would help them in future (Olson

2015).

Figure 3. Transactional Model of Communication (Barnlund, 2017)

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6.1) Demonstrating Minimum Core Element in Planning, Delivery, and Assessment of

Inclusive Teaching and Learning

The study of Moorehead and Grillo (2013) identified that minimum core elements

such as Numeracy, ICT, Language and Literacy have wide range of uses in planning,

delivering and assessing inclusive teaching and learning.

Planning - According to Peters-Burton et al. (2014), Mobile Hairdressing has to

integrate all four disciplines such as Technology, Science, Mathematics, and Design in

planning the inclusive learning. The author added that planning involves using of resources

such as PPT (ICT), assessment (Numeracy), lesson plan (Literacy) and relevant vocabulary

(Language) to deliver the lecture according to learning outcome of the session.

Delivering - The study of Moorehead and Grillo (2013) mentioned that delivering of

inclusive learning involves conducting group activities such as group presentation that would

fulfil minimum core elements of ICT, Language and Literacy. Also, the Mobile Hairdresser

can conduct analytical case studies to increase the capacity of learners in solving complex

problems that may arise in their Hairdressing professionality as it would fulfil the minimum

core element of Numeracy in inclusive learning environment.

Assessing - The study of Bryan et al. (2015) indicated that assessment of inclusive

learning can be done from conducting self-awareness and self-assessment sessions in which

the learner tends to enhance their learning skills. Additionally, Mobile Hairdresser assesses

the session by conducting weekly tests in which the students are supposed to share their

learning experience of each discipline (ICT, Numeracy, Literacy and Language) in inclusive

learning.

TASK B

3.1) Theories of Behaviour Management

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According to the study of Anderson (2016), major theories of behaviours management

are being used in classrooms are operant conditioning (behaviourism), constructivism and

choice theory. The author elaborated that operant conditioning believes that a certain

behaviour is achieved as a result of response given in the environment. The author added that

small reinforcement such as praise, compliment of good grades results in occurrence of

positive behaviour. The study of Dowrick (2012) identified that constructivism theory of

behaviour management gives free hand to learners in formulating their own understanding

from the experiences. By this way, learners tend to learn multiple things on a particular

phenomenon based on their unique thinking process. Another theory is identified as choice

theory in the study of Olson (2015), as it provides learners with multiple choice of learning

form their tutors that either way benefits their learning capability.

Furthermore, tutors also rely on the use of various theories such as Assertive

Discipline, Logical Consequences Model, Love and Logic Model, as well as Kohn’s Theory.

In this sense, Assertive Discipline considers Mobile Hairdressers as fundamental guides to

effective learning. Arguably, they are mandated to utilize punishment to maintain sanity in

the learning environment where necessary. Unfortunately, the utilization of warnings and

threats as punishment approaches might sometimes compromise the effectiveness of this

model because it may fail to prevent negative learning behaviour. Citing from Sage

Publication (2016), instructors are considered the head of learning and have the obligation to

punish their students in case of any negative classroom behaviour. Nonetheless, the theory

might also fail to mitigate negative behaviours considering that it might fail to appeal in case

of threats.

Additionally, the other key perspective is the Logical Consequences Model stating

that attracting class attention is the main reason for motivating positive behaviour. This

theory was developed by Dreikurs (1968) and even though it can be perceived as punishment,
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it is a direct encouragement for positive behaviour among Mobile Hairdressing classes. On

the same note, Kohn’s Theory also considers that the key motivation to positive class

behaviour is putting more effort on the importance of success rather than the approaches to

learning. Notably, it suggests that information and knowledge cannot be achieved at the same

time and each learner has to fall in between the two. It promotes a mature and respectful

relationship between the teacher and the students where they are always at liberty to interact

and ask questions and share their ideas (“Behaviour Model” 2016). On the other hand, a

Mobile Hairdresser has to embrace the Love and Logic Model to encourage a more robust

way of changing learner’s behaviour through effective problem-solving. Developed by Fay

(1981), the crucial aim of the behaviour model is directing students through methods of

solving error and minimizing the need for punishment. However, it fails to give precise

techniques and approaches regarding these objectives.

3.3) Taking Account of Theories of Behaviour Management

More often, I tend to apply the use of various tactics to build more inclusive learning

sessions. For example, I ensure that there is an opportunity for learners to explore their

knowledge in a variety of ways through effective assessment choices such as presentations,

portfolios, and oral examinations. I also allow learners to actively process information from

various well-springs such as videos, internet, and periodicals, which offer rich information

and techniques for students to progress. I ensure that my key focus is always on what students

already know by mainly discouraging the deductions of points for negative classroom

behaviours such as lateness and distractions. Therefore, building purpose and confidence and

facilitating success among students is determined by the level of preparation and these tactics

have played a key role in this objective.

Moreover, my primary role in the classroom as a Mobile Hairdresser is to enforce safe

inclusive teaching and learning environment. I utilise the theory of operant conditioning by
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appreciating and praising the effort of every student in assignment irrespective of

unfavourable results. Additionally, the choice theory of behaviour management is utilised by

giving the learners a choice on kind of lectures and activities that suits them best, as by this

way, the learners gets a sense of belongingness and inclines more towards learning. As a

Mobile Hairdressing teacher, I also utilise the constructivism theory of behaviour

management by teaching them to respect the unique perception of others, as respecting the

ideas of other allows the learners in learning new perspective on a phenomenon.

I ensure that I give rewards in the form of motivation to students each time they

achieve their set goals. It involves building interest and trust among learners through

application of external motivational model among the learners that never develop interest in

the learning activities. Such motivation ensures that students can actively participate in

learning activities and that there is creation of a safe environment that considers their main

objectives and needs whenever they feel suspicious. However, I also rely on negative

punishment where needed, especially to students who take part in bad behaviour and wrong

activities.

TASK D

4.5) Taking Account of Theories and Models of Learning and Communication

Ideally, I have conducted sessions that results in favourable outcome as almost every

learner in my class actively participated in group activities and group assessments. The

current teaching practice for planning, delivering and assessing inclusive teaching has been

effective so far but it still has some capacity to improve. The current practice emphasises on

utilising minimum core elements such as ICT, Literacy, Numeracy and Language via PPT,

case assessment, lesson plan and using relevant vocabulary in Mobile Hairdressing learning

by them with the coursework of Science, Technology, Engineering and Mathematics to

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deliver optimum experience of learning that so far resulted in being effective as learners tend

to show productive results.

As a Mobile Hairdresser tutor, I promote consistency in skill development and learn

further on emerging technologies and approaches that are essential in training. On that note, I

tend to incorporate the use of lesson observation and PowerPoint presentation to determine

the positive learning changes taking in my classroom. ICT has also been effective in the

creation of presentations on various perspectives of Mobile hairdressing. Over a period of

time, I came to discover that the utilization of minimum core elements is a fundamental tool

within my area of specialization. Therefore, to determine what my students need to develop

and change on, I give out feedback at the end of the training session.

Furthermore, I often utilize Vygotsky’s theory of proximal development to help

learners create group work to ensure that strong assist the weak in class. In this sense, it

creates a suitable atmosphere for learning through development of new skills that facilitate

the interaction and inclusion of peers. Citing from Vygotsky, “learning is a necessary and

universal aspect of the process of developing culturally organised and specifically human

psychological function that precedes development.” This implies that regardless of age,

training is an individual process and all students are free to learn at their own rate whenever

they are ready to do so.

5.5) Taking Account of Theories, Models, and Principles of Assessment

In my practice, I design and apply all forms of assessment activities both individually

or in-group throughout the session to meet all learners learning style which could be

observation; as explained by Gravells, (2012) as a practical act of viewing, looking to notice

and record happenings or something in order to gain information that can be used to improve

my own assessment and teaching practice when reflecting on the lesson. It is a direct way of

assessing the learners and keeps them on task” as the teacher it’s physically and visually
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presence as the learners attempt their task. I remember in one of my lesson, the learners

decided to teach other learners by attempting or showing their amazing hairdressing skills

individually or in small group on the smart board, which gave me the opportunity to step

back (physically and visually presence) and only support them where necessary, and directly

assess the learners and keeps them not to “go off task,” allowing them to take control of their

learning.

I mostly used feedback surveys, peer teaching, self-grading and quick summaries

practice to assess the outcome of inclusive learning as it allowed me to utilise the theory of

choice, transitional model of learning and constructivism to improve the practices of

assessing the work. Activities like roleplay were assessed by feedback surveys, critical case

analysis were assessed by peer teaching that allows group of students to teach one another

using inclusive learning practice in classroom.

I assess the learners throughout the delivering of the session, by observing their work

informally using questions and answers, quizzes etc as a group or individually. During the

recap of skills learnt at the end of the previous or past sessions, they are encouraged to recall

certain aspects of the learning such as formula to work out adapted awarding body questions

and answers. It is particularly rewarding when learners respond and then go on to further

demonstrate the questions of the group unprompted.

Additionally, I plan and apply different activities including homework to encourage

the learners to practice and demonstrate their knowledge and skills, ensuring that the process

is SMART and not too time consuming. I give constructive verbal or written feedbacks so

that they are able to understand any errors they may have made and how best to rectify them.

I remember setting strategic targets so that the learners are motivated in order to be able to

progress further which is relayed back to my students, their referrers and mentors at the end

of the year.
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7.1) Effectiveness in Utilizing the Theories and Models of Reflection

As Gravels and Simpson (2014) note, “Reflection should be a part of everyday

activities, which enables one to look at past things in details, by applying another strategy to a

lesson that was disrupted or by not wanting to change but improve on an event that went well.

Secondly, reflection is needed to ascertain why an event went well, and use similar situations

in future sessions allowing improvements made to benefit the learners.” During my teaching,

I use short test, worksheet, quizzes and Q&As to give me an insight into the level of each

learners knowledge on the topic being discussed, observe their work individually, and put a

red tick with positive feed backs to encourage them to improve in the activity. At the end of

the lesson, I ask more questions, give the learners time to reflect on it and answer them, and I

reward them with blue cards appropriately as recommended by the school authority which

makes the learners so happy, incredibly motivates them and always looking forward to the

rewards and also a red tick against their correct work. Those reactions from the learners

makes me fulfilled and very happy that the learners trust my judgement and have actually

learnt what has been planned on the learning objective.

I hand out an evaluation sheet to each of the learner, within few minutes to end of

lesson, encouraging them to complete it, focusing mainly on what went well in the lesson for

them, what needs to improve etc and stick it in their notebook at the end of the topic learnt . I

read all the received feedbacks from learners; peers and observer’s comments on the

evaluation sheet, it allows me to check how well they understood the topic lesson, which I

use to assess myself to realise if learning actually took place during the lesson. It also helps

me to reflect on my teaching practice to be able to maintain what went well, or improve on,

or change my teaching strategies or change work on things that did not go well in the lesson

and aid me in my future teaching and personal development.

7.2) Improving the Plan, Delivery, and Assessment of Inclusive Teaching and Learning
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In order to improve my practice of planning, delivering and assessing inclusive

teaching, I consider four prominent strategies from the studies of Moorehead and Grillo,

(2013), that includes using designs of universal classrooms, incorporate multiple approaches

for instruction, getting knowhow on Individualized Education Program (IEP) to know

individual needs of students to fulfil them in inclusive teaching and establishing the

behavioural development plan via using behaviour management theories such as operant

conditioning, constructivism and choice theory. In this sense, I will introduce the Flipped

Classroom Model technique to improve the process of inclusive teaching and learning. This

model will ensure that I engage students in what will be taught in subsequent lessons to

encourage maximum preparation for active and inclusive participation. Therefore, it will

enable me to create a dynamic learning environment that allows students to elaborate on what

they have already learnt. Moreover, I will ensure that I utilize further ‘Teacher Invention’

approach in planning, delivery, and assessment. In this case, I will ensure that I set tasks and

move around consistently to check whether students are achieving their individual targets. In

addition to the tasks, I will make sure that I use ‘Directed questions and feedback sheet to

complement them on their progress at the end of the learning sessions.

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Reference List

Anderson, T., 2016. Theories for learning with emerging technologies. Emergence and

innovation in digital learning: Foundations and applications, pp.35-50.

Barnlund, D.C., 2017. A transactional model of communication. In Communication theory

(pp. 47-57). Routledge.

“Behaviour Model.” 2016. [Online] Available at:

http://www.sagepub.com/sites/default/files/upmbinaries/40497_1.pdf. [Accessed 08

March 2020].

Belyh, A. 2016. Understanding Vygotsky’s Social Development Theory. Cleverism.

https://www.cleverism.com/vygotskys-social-development-theory/

Bryan, L.A., Moore, T.J., Johnson, C.C. and Roehrig, G.H., 2015. Integrated STEM

education. (pp. 23-37). Routledge.64-71.

Dowrick, P.W., 2012. Self-modelling: Expanding the theories of learning. Psychology in the

Schools, 49(1), pp.30-41.

Gravells A. & Simpson S. 2014. Passing assessments for the certificate in education and

training London learning matters SAGE ‘The minimum core: Planning to meet the

needs of learners in education and training.

http://www.anngravells.co.uk/sitebuildercontent/sitebuilderfiles/c9010samplei

nformationleaflettheminimumcoreplanning.pdf

McLeod, S. 2019. Bruner - Learning theory in education. Study Guides for Psychology

Students - Simply Psychology. https://www.simplypsychology.org/bruner.html

Moorehead, T. and Grillo, K., 2013. Celebrating the reality of inclusive STEM education:

Co-teaching in science and mathematics. Teaching Exceptional Children, 45(4),

Olson, M.H., 2015. Introduction to theories of learning. Routledge.

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Peters-Burton, E.E., Lynch, S.J., Behrend, T.S. and Means, B.B., 2014. Inclusive STEM high

school design: 10 critical components. Theory into Practice, 53(1), pp.64-71. pp.50-

57.

Siew, N.M., Amir, N. and Chong, C.L., 2015. The perceptions of pre-service and in-service

teachers regarding a project-based STEM approach to teaching science. SpringerPlus,

4(1), p.8.