Key Theories and Models in Education By Rapid Assignment Help
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Educational enhancement entails enhancing skills via the use of assessment and reflecting theories to improve student’s learning results. This paper compares and contrasts Gibbs reflective cycle, Schon’s (reflection-in-action/reflection-on-action), and Kolb’s Learning Cycle with a view to defending the choice of Gibbs model for educational development.
Kolb’s Learning Cycle provides an invaluable framework for comprehending how people learn via encounters, which makes it especially helpful to practical professions where practical experience-based learning is essential (Hajian, 2019). Its distinction of four separate learning phases, which offers an organized route from tangible experience to self-reflection, abstract thought and active exploration, is one of its significant qualities. People are encouraged to participate in a complete encounter with learning using this framework, which includes both performing and thinking. This model fails to explicitly incorporate emotions, according to critics, which over generalizes everyday encounters and ignores the intricate nature of events. The lack of emotions from the theory restricts the model's thoroughness because they have a substantial impact on how people react to situations. Kolb’s Learning Cycle is useful for comprehending experiential education, albeit, when emotive and environmental aspects are also taken into account.
A distinctive and insightful viewpoint on professional activity as well as learning is provided by Schon’s theory of reflection-in-action/reflection-on-action. Its recognition of the value of in-the-moment reflection, whereby practitioners may proactively modify and change their behaviors throughout practice events, is one of its significant characteristics. This characteristic is especially important in industries like healthcare or emergencies where choices should be made promptly. Furthermore, this model supports a thorough and critical examination of the judgments and thinking procedures undertaken at these times. It’s developing a deeper comprehension of one's professional activity (Blustein, et.al, 2019). The model does have certain drawbacks, though. The theoretical differentiation between reflection-in-action/reflection-on-action might be subtle and challenging to understand in reality, which may explain why some people find it cognitively challenging. Additionally, Schon’s theory does not provide an orderly or directive structure for practitioners to adhere to, which might restrict its applicability to individuals looking for an organized method of self-reflection. Regardless of such drawbacks, Schon’s theory is nevertheless a useful resource for professionals wishing to improve their practices via reflective thought, so long as they are up for dealing with its theoretical complexities.
A well-known and often used paradigm for the practice of reflection, the Gibbs' Reflective Cycle has some noticeable advantages. One of its main benefits is its complete structure, which leads people into a structured procedure of contemplation that has six different phases. This methodical technique makes it possible to properly evaluate all pertinent elements of an event, which fosters a greater comprehension of the circumstances (Abele, et.al, 2021). Also, this model effortlessly incorporates assessment into the procedure of reflection. Enabling practitioners to thoughtfully assess their acts and choices and fostering a further comprehensive understanding of what they have learned. Given the importance of feelings in shaping one’s behaviors and choices, Gibbs' model also stresses the examination of psychological responses during the Feelings phase. It’s important to remember that this thorough technique might take some time, rendering it less ideal for short or casual thought. The theory lacks a focus on actual time alterations throughout current circumstances, a trait seen in Schon’s model, even though it emphasizes action preparation. Gibbs' Reflective Cycle is still a useful resource for individuals looking for a methodical and comprehensive method for practicing reflection.
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There are numerous persuasive reasons why Gibbs' Reflective Cycle was chosen as a model for academic progress. Initially, this approach provides a clear and thorough framework that teachers may systematically apply. It walks participants through the procedure of reflecting, making sure that no important facet of their teaching encounters is missed, from outlining their learning to creating doable ways to enhance it (Christie, 2023). This model use of reflection as well as assessment is one of its significant advantages. It includes assessment in its phases, despite some further approaches that largely emphasize introspection. Teachers are encouraged to evaluate their instructional strategies and their effects on learners throughout the “Evaluation” as well as “Analysis” phases, which eventually produce practical suggestions for development. The phase of “Feelings” recognizes educators’ psychological responses to their encounters while highlighting the emotional component of teaching. Through purposeful reflection, this understanding enables teachers to interact with their knowledge in a further comprehensive and true way. Additionally, the “Action plan,” the last phase of Gibbs’ Reflective Cycle, fully complements educational development's main objective to better teaching methods and, subsequently, student learning results. Finally, the model’s broad adoption and utilization in several educational contexts demonstrate how successful it is as a useful instrument for academic growth, giving teachers a link to a wealth of knowledge as well as instances for practical usage.
A crucial component of professional advancement and growth is reflection on one's own work as an educator. The use of assessment and reflecting on concepts and models is a crucial part in this procedure, assisting me in evaluating and improving my teaching strategies in order to boost student educational results.
Self-reflection may be approached in an organized manner using Kolb’s Learning Cycle. It motivates me to start off with a practical teaching encounter and then go on to contemplative observation, abstract conception, and practical experimentation. Implementing this theory will allow me to carefully examine my teaching methods (Roberts, 2022). In order to assess my perceptions and responses to those encounters (Reflective Observation), I must select certain teaching settings or lessons (Concrete Experience). I then make connections between these findings and pertinent educational ideas or tenets (Abstract Conceptualization). lastly, I actively practice novel teaching strategies in light of my reflections. This process not only aids in my understanding of earlier events but also directs my decision-making for subsequent teaching improvements.
According to Schon’s concept, reflection may take place throughout instruction (reflection-in-action) and afterward (reflection-on-action). This is very helpful to me since it enables me to instantly modify and change how I educate in order to meet current problems and obstacles. Whereas reflection-on-action enables me to recall previous lessons to obtain a deeper understanding, reflection-in-action assists me in making judgments on the moment. My teaching technique will continue to be improved because of this double strategy.
The six steps of Gibbs reflective cycle are Description, Feelings, Evaluation, Analysis, Conclusion, and Action plan. This offers an extensive structure for self-examination with the help of this methodology. I am compelled to methodically explain my classroom experiences, articulate my feelings and responses, assess the circumstances, consider my choices and actions, come to conclusions about my performance, and create concrete ways to improve. By integrating psychological awareness, assessment, and preparation for action, this model enables a comprehensive and well-thought-out strategy to improve the way I teach.
Murphy's model emphasizes making choices and solving issues. It leads me via the steps of recognizing a novel scenario, being conscious of my thinking, summarizing the circumstance, assessing my prior information, assessing the applicability and value of that understanding, and determining what I am able to put into novel situations (Hajian, 2019). With the help of this approach, I am better able to adjust my expertise and abilities to solve issues to successfully handle novel barriers when I am presented with unusual teaching circumstances.
I am encouraged by Tripp’s technique to consider certain crucial events or circumstances in my education. I recall specific instances that had a big influence on how I teach using this strategy. I may find trends and learn about good and poor teaching methods by examining these instances. This method is very helpful for pinpointing certain areas that require development.
In order to diversify my self-evaluation procedure, I also take into account various methods of reflection. I may examine my teaching approaches and conversations with learners with objectivity by audio or video-recording the lessons. Professional conversations and team reflections offer a variety of viewpoints and collaborative solutions to issues. Sharing information and expertise is made easier by using technology like blogs, wikis, or educational forums. ‘Video clubs’ as well as educational action packages can establish organized environments for group development.
A key element of instruction and training is efficient interaction. It is essential for promoting comprehension, empowering students, and enabling learning. It will examine several communication theories, tenets, and frameworks in this project, as well as how they are used in academic settings. An essential component of learning is verbal communication. It includes the voice, spoken language, as well as physical environment used (Evans D W, 1990). One well-known Psychologist Jean Piaget's theory of cognitive development emphasizes the need to match interaction to the developmental phase of the student. This idea highlights the need for teachers to modify the way they speak and instructional strategies to correspond with learners' cognitive capacities. By doing this, teachers may make certain the material is interesting and understandable, which will support efficient learning. An understanding of the nature of interpersonal interaction may be gained via the application of Eric Berne’s theory of transactional analysis. Berne’s notion of “crossed transactions” emphasizes how crucial it is to coordinate verbal and non-verbal forms of communicating. By identifying and correcting any possible communication discrepancies, this approach may be used in a classroom to improve relationships between students and teachers.
An effective educational tool is the Johari Window, an approach for comprehending being aware as well as interpersonal connections. It highlights the value of both self-disclosure as well as criticism. By encouraging learners to share their thoughts on what they have learned, teachers may create a more honest and productive communication atmosphere. The “Simple Measure of Gobbledygook” or SMOG is an acronym for a technique utilized to evaluate written communications readability. Teachers need to be aware of linguistic usability in an open and varied setting for learning, particularly for learners who are dyslexic or who are acquiring English as a second language. The SMOG assists teachers in streamlining their written resources so that more learners may understand them (Ludlow R, 1992). Body expression is one kind of nonverbal interaction that is just as vital. It is important to take into account the influence of feelings and ego levels while reading nonverbal clues, as explained by transactional analysis. Instructors may create a friendly and beneficial learning environment by being conscious of themselves as well as learner’s nonverbal signs. Motivating language to strengthen students is a useful tactic. Teachers may increase students’ drive and self-assurance by providing them with praise and constructive criticism. This is consistent with the ideas of the self-determination theory, which holds that connection, independence, and competency are necessary conditions for innate motivation.
Moreover, constructive criticism is an essential part of efficient communication inside the classroom. It may be given on the procedure as well as the final result, assisting students in realizing their strengths and places for development. Learners are guided in their educational process and the reliability of tests is ensured by a clear scoring system of the assessment resources. Constant progress is encouraged and the development mentality is fostered via positively written comments. One of the main objectives of education is the development of students' expressive and communicative abilities. This is consistent with the sociocultural theory of Lev Vygotsky, which highlights the importance of social contact in cognitive growth. In addition to personal interaction, fostering team interactions gives students a safe space to hone their ability to communicate.
I have successfully used communication theories, principles and models in a variety of contexts to improve learning and promote inclusiveness in my field of IT-related education. The procedures for teaching and learning are much better as a result of these encounters.
Situation one- Improving Cognitive Adjustment in IT Education
Jean Piaget's theory of cognitive development has shown to be quite helpful in the area of technical education for maximizing verbal engagement and fostering a welcoming atmosphere for learning. This method was used with students who showed an array of cognitive growth phases in a course on psychology. I modified my instructional techniques in response to this variability, using cues from Piaget's theory (Nunan D, 1993). Although learners at lower stages got more realistic and illustrations, higher cognitive learners were given answers that were theoretical and organized logically. This flexibility made it possible for learners to interact with the content at their own speed, which in turn created a more adaptable and transparent atmosphere for education. As a result, students showed increased understanding and engaged in conversations in class, confirming the efficacy of this customized teaching strategy.
Situation two- Encouraging Productive IT Conversations with Transactional analysis
My goal in the field of instruction in IT were to create a setting where group conversations are lively and intelligent. In order to do this, I applied the ideas of Eric Berne’s transactional analysis theory, concentrating on “Crossed Transactions.” In order to increase students' understanding of crossover transactions and how they affect team dynamics and conversations, I designed cooperative assignments. In addition to outlining specific rules for encouraging civil, truthful, and fruitful interactions, I emphasized how important it is to steer away of these crossing transactions. Learners became more aware of those instances when their conversations were ineffective or out of alignment as a consequence (Schoeman M, 2011). They made the required corrections as a result of their increased self-awareness, which eventually resulted in deeper and more fruitful conversations. The situation served as a powerful example of how transactional analysis may enhance interpersonal relationships and foster a welcoming, courteous learning environment.
I used nonverbal communication strategies to handle the self-importance and emotional sides of encounters in both situations. I made sure to project warmth and enthusiasm through my nonverbal gestures. Making a deep connection with learners required the use of language that was sympathetic and sensitive. In order to ensure that the content could be easily comprehended by all pupils, I also tackled accessibility issues by using the SMOG reading factor while creating online materials and lectures. This dedication to equitable access included fair and open assessment processes with unambiguous guidelines. Constructive written comments were utilized to foster student involvement and improvement. These incidents demonstrate the transformative power of putting communication theories into practice, creating open and productive learning environments.
A successful and welcoming atmosphere for learning must be established via the use of communication theories, principles, and models for education and training. The tremendously beneficial effects of such methods are confirmed by my encounter. There is no denying that incorporating psychological theories and methods of communication into the way I teach contributed to better learners learning outcomes and made me more effective with my teaching tactics. In my capacity as a teacher, these lessons were quite beneficial (Stubbs, 2012). Adapting communication to the phases of progress of learners by using Piaget's theory is the foremost important lesson learned from this experience. Understanding that pupils might be at varying cognitive stages, I have learnt to modify my method of instruction appropriately. This adaptability guarantees that my lessons are understandable and interesting to pupils at different developmental levels. In terms of comprehending the mechanics of interpersonal interaction, Eric Berne theory of transactional analysis has changed the game. It improved my team interactions by helping me identify crossed transactions while working toward harmonizing communications. Learners’ attempts to collaborate more successfully have resulted from their proactive pursuit of better communication techniques as an outcome of this understanding.
Using SMOG concepts to improve the availability of instructional resources has proven to be a valuable lesson learned. Learners with disabilities and others who use English as a second language are going to gain from this method, which has rendered the instructional content easier to understand. I have worked to guarantee that everyone has an equal opportunity to learn by taking into account their various requirements (Thornbury S, 1997). Finally, it was demonstrated that giving students access to explicit rubrics as well as helpful written criticism for exams motivates them. This procedure promotes impartiality and openness in the evaluation procedure in addition to pointing them in the direction of development. These insights have improved the way I teach and had a beneficial effect on the students’ academic journeys.
It is clear that using such communication concepts and techniques in the classroom has advantages. By incorporating Piaget's theory into customization, learning environments are made more interesting by taking into account the individual requirements of each learner. Learners gain awareness through Transactional Analysis, which helps them both in the classroom and in reality. Promoting inclusion for learners with a range of requirements is facilitated by highlighting accessible as well as SMOG concepts. Learners are motivated by the utilization of precise guidelines and encouraging comments, which promotes a mindset of development. These advantages raise the standard of instruction and provide a welcoming, stimulating atmosphere for education. To improve the way these communication ideas are applied in education, career advancement, and ongoing learning are crucial. Keeping abreast of current studies and optimal methodologies is imperative for proficient teaching and guaranteeing the sustained advantageous influence of these approaches on learners.
A key factor in improving the method of instruction and learning within the fields of education and training is the use of many ideas, concepts, and frameworks of evaluation. In this context, all essential theories, principles, and models of assessment uses are explored in this study.
A critical perspective known as formative assessment sees evaluation as a continual procedure that is included in a pattern of learning and instruction. It entails giving student’s immediate opinions on how they did in order to pinpoint their advantages and disadvantages. This type of evaluation encourages learning by providing information on accomplishments and opportunities for development to both teachers and students (Gadsby, 2012). It is an assessment of the information, talents, and skills found in the educational curriculum. Practices like exit cards, traffic light cards, questioning strategies that promote thinking critically are examples of formative assessment. In order to optimize learning, this technique places a strong emphasis on open suggestions, in which professors and students converse continuously.
Summative Assessment model, at the conclusion of an educational program or unit, summative assessments are used as a concluding model to measure the entire learning results. It offers an overview of a student's accomplishments and frequently take the shape of tasks, final testing, or standardized testing. It aids in evaluating the degree to which educational goals were attained and the efficacy of the teaching method. The authentic assessment model examines how well abilities and knowledge are used in real life and extends above standard testing. Assignments that simulate real-world scenarios that learners might run into in their subsequent careers are assigned to them. Both analytical thinking as well as pragmatic skills are valued in this strategy. Research papers, investments, and lectures are a few instances. Real-world complexity is reflected in authentic assessment, which offers a comprehensive picture of a learner's aptitudes.
John Hattie’s concept of Assessment for learning (AFL) emphasizes the need for formative assessment in the educational process. AFL places a strong emphasis on the value of input and how it helps to advance learning (Gibbs, et al, 1993). It emphasizes that for review to be considered productive, it must be believable, trustworthy, useful, and legitimate. Initial as well as diagnostic testing is associated with learning and success rates, and continuous testing affects instructional tactics and fosters greater comprehension of the material by students. To accommodate various ways of learning, AFL promotes a variety of evaluation strategies along with questioning tactics, including electronic portfolios as well as e-assessment.
At the start of an educational course, a diagnostic assessment is a crucial principle that concentrates on determining students' advantages, shortcomings, and past experiences. Considering that the course of study is customized to fit the desires of every single student is an essential part of the original needed training evaluation process (Wood, 2012). Cold calling and questioning are some methods used in diagnostic assessment. Teachers may design an individual curriculum that maximizes the learning process by knowing the unique requirements and skills of each student.
Three fundamental principles are embodied by successful assessment are validity, dependability, and fairness. Validity guarantees that tests fairly reflect the desired learning objectives. It requires that evaluation techniques match the goals and offer insightful information about a student's abilities or learning. Consistency is emphasized by reliability, which suggests that the outcomes of the assessment hold true throughout time as well as many contexts while lowering measurement mistakes. Fair assessment requires fairness. It requires the creation of assessments devoid of bias or prejudice in order to give every student, no matter their origin or situation, an equitable chance to showcase their potential. Together, these guidelines guarantee that evaluations are impartial, constant and important for all students.
A variety of theories, concepts, and models are used in the complicated procedure of evaluating knowledge in education and training. The application of these principles must be understood in order to evaluate learning successfully. The use of vital assessment theories and concepts such as formative assessment, diagnostic assessment, and the importance of formative assessment when evaluating learning is further discussed in this report.
The foundation for educational assessment is formative assessment. It entails continuous assessment and input throughout the learning procedure. Teachers can utilize tools such as exit cards, traffic light cards, questioning tactics to implement this theory in an efficient manner. For example, exit tickets let students consider the things they have learned and give educators and learners perspective (Gould, 2012). With the use of traffic light cards, students may visually identify their comprehension level, allowing teachers to modify their lesson plans instantly. Questioning strategies that promote thoughtfulness, including questions that are unresolved, increase the students' involvement with the material. The main concept is aimed at giving students prompt, helpful input that directs their learning process and enables them to recognize their places of potential and areas for development.
Finding the specific requirements of each student is made easier with the help of diagnostic assessments, which are frequently carried out at the beginning of a course of study. This kind of evaluation is essential for creating individualized educational programs and ensuring that the curriculum aligns with the talents, expertise, and abilities of the students. Approaches including diagnostic (hinge) questioning and no opt out tactics are used to evaluate students' past knowledge and level of preparedness for the novel resources (Petty, 2009). All students are guaranteed active participation in the evaluation procedure through the use of comprehensive questioning techniques as well as cold calling. Teachers can successfully tackle distinct learning requirements by customizing lessons based on their comprehension of each student's unique profile.
John Hattie’s advocacy of formative assessment underscores the significance of continuous evaluation in the educational process. Putting this idea into practice entails creating an ongoing feedback system between educators and students (Wiliam, 2011). An essential component of formative evaluation is mutual criticism. In addition to offering students frequent constructive criticism according to how they perform, teachers also encourage students to express their ideas and queries. By quickly solving learners' problems and misunderstandings, this technique fosters learning and maintains the learning encounter active.
Summative evaluations correspond with the end stage of the educational procedure and offer a comprehensive picture of learners' general comprehension. They function as a kind of thorough evaluation that assists instructors in determining the efficacy of various teaching strategies. Authentic assessments, on the other hand, place more emphasis on analytical thinking and concrete abilities and connect what is learned to actual-life scenarios. They provide a comprehensive viewpoint by modeling real-world, career-relevant tasks. Although the two models have different purposes, when combined they provide a comprehensive method for analyzing and measuring the education of students. Summative tests provide a thorough synopsis, whereas authentic tests go more deeply into practicality and thinking critically. Their incorporation within curriculum creation guarantees a fair and significant evaluation approach.
My field of expertise is professional education within the domain of IT. To successfully establish a curriculum, which gives learners the expertise and abilities they need to succeed in an ever-evolving and quickly changing area. Curriculum creation concepts and frameworks pertinent to the area must be applied.
The cognitive theory by Jean Piaget and Howard Gardner is the important ideas that may be used in this situation. Learners studying IT require being able to think logically, resolve issues and adjust to novel ideas and technological advances (Bloomer, 2002). A course of study may be created to promote creative thinking, analytical thinking, and a thorough comprehension of difficult IT ideas by combining cognitive models. This strategy is especially crucial because the IT industry necessitates ongoing learning and adaption to novel advancements.
Furthermore, teaching realistic IT abilities might benefit from a Behavioral method, which was shaped by theorists such as B. F. Skinner. This method places a strong emphasis on learning by deliberate, repetitive practice an essential ability in IT (Kelly, 2009). Where competencies like managing networks and computing must be mastered via regular practice. To guarantee that learners acquire realistic IT abilities, the curriculum could involve behavioral concepts along with testing, modeling, and practical tasks.
The situational model is very significant for creating a course of study that adapts to the ever-changing IT ecosystem. Because of this approach's flexibility, the curriculum may change to keep up with new developments in technology (Lea J Hayes, 2003). Learners may keep up to date on technological advancements and business developments by having their curriculum matched with the demands of the IT sector. In the realm of information technology, curricular integration is crucial. It supports a broad variety of instructional strategies, such as interactive educational courses, internet materials as well as simulations. By utilizing the internet, curriculum may expand the minds of learners. By giving them accessibility to a wealth of online material and encouraging a lifelong learning environment. In a field where tech is driving creativity this strategy is essential.
Selecting the appropriate theories and frameworks for curriculum creation is essential for developing successful educational encounters in adult educational and career growth. Higher education for adults requires a Learner-centered curriculum that is influenced by humanism theories including those proposed by Abraham Maslow and Carl Rogers. By acknowledging their individuality, requirements, and past encounters, this method puts students at the center of the learning procedure (Neary, 2002). The various backgrounds and learning objectives of adult students must be considered while creating courses. It must to be adaptable so that students can choose their own objectives and speed, encouraging self-management. Build practical knowledge and abilities in career growth curriculum by utilizing the behaviorist methods, which was developed by B. F. Skinner and John Watson. Repetitive activity, encouragement, and practical experience are emphasized in these ideas. Courses may include hands-on activities and cases from the actual world to help students acquire abilities in fields, for example technical expertise or project management
In the Professional growth curriculum, cognitive concepts put forward by Gardner and Piaget may be used to foster the development of analytical and solving conflicts skills. Such theories support the growth of diverse intelligences as well as a profound comprehension of ideas (Oakland, 1994). Curriculum elements that support this might include lessons that force students to apply their theoretical understanding to practical contexts, reflective tasks, as well as scenario-based learning In career growth, the situational model is essential since it takes into account the unique circumstances and demands. Curricula can adapt to shifts in the market, in technologies, and in laws thanks to this paradigm. Curricula must be revised often to guarantee that students have access to the recent and pertinent abilities and information, as much professional disciplines move quickly.
Digital learning environments, such as electronic learning sites as well as discussion boards, are essential to contemporary professional growth. By integrating both virtual and physical training, blended education meets the demands of a wide range of adult students and makes knowledge easier to obtain (Petty, 2009). Accomplishments are shown in digital portfolios, as well as peer cooperation is encouraged through discussion boards. It is essential to take into account the varied backgrounds and requirements of adult students while developing courses. It is important to create a curriculum that makes sure all students can access the material and instructional strategies. It is important to incorporate tactics that take into account various types of learning, backgrounds in culture, and skill levels.
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