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EDUCATION AND TRAINING 2
TASK A
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.
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
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
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
EDUCATION AND TRAINING 3
to relate to real and abstract ideas, thereby becoming a key aspect of reflective thinking and
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
EDUCATION AND TRAINING 4
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
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
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
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
EDUCATION AND TRAINING 5
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.
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
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).
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,
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
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
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
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
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.
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
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,
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
(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
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
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
inclusive teaching and learning environment. I utilise the theory of operant conditioning 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
management by teaching them to respect the unique perception of others, as respecting the
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
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
deliver optimum experience of learning that so far resulted in being effective as learners tend
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
time, I came to discover that the utilization of minimum core elements is a fundamental tool
and change on, I give out feedback at the end of the training session.
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
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
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
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
EDUCATION AND TRAINING 11
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
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
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
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.
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
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
7.2) Improving the Plan, Delivery, and Assessment of Inclusive Teaching and Learning
EDUCATION AND TRAINING 13
teaching, I consider four prominent strategies from the studies of Moorehead and Grillo,
(2013), that includes using designs of universal classrooms, incorporate multiple approaches
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
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Bryan, L.A., Moore, T.J., Johnson, C.C. and Roehrig, G.H., 2015. Integrated STEM
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training London learning matters SAGE ‘The minimum core: Planning to meet the
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school design: 10 critical components. Theory into Practice, 53(1), pp.64-71. pp.50-
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