Unit 3 Theories, Principle and Models in Education and Training Assignment Sample

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Introduction - Unit 3 Theories, Principle and Models in Education and Training

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TASK 1: PORTFOLIO

Analyzing a range of theories and models of reflection and evaluation

Improving student learning as well as teaching both depend on the reflection and assessment processes. Many theories and models were established in the field of learning to assist teachers in their practice of reflection. A number of these theories and models will be examined in this examination, such as Gibbs' Reflective Cycle, Schon’s reflection-in-action and reflection on action, and Kolb learning cycle. Gibbs' has been selected from among these, as well as the reasoning for the choice is going to be offered.

One well-known experiential learning approach is Kolb learning cycle. Concrete experience, reflective observation, abstract conceptualization, and active experimentation are its four phases. By participating in a continual process of experiencing, thinking, theorizing, as well as experimenting, teachers may use this paradigm as a lens for the ways in which they educate. Kolb's is helpful for hands-on learning, but it could not offer a complete structure for introspection and assessment in the classroom (Grifith A, 2012). For a comprehension of experience learning, particularly in practical occupations, Kolb's provides a useful paradigm. It makes four key learning phase distinctions, bringing people from concrete experience through introspection, creativity, and active exploration. Opponents contend that it oversimplifies everyday situations by not explicitly taking emotions into account. People's reactions to events are greatly influenced by their emotions, and if emotions are left out of the theory, it becomes less complete. Kolb's must include emotional and contextual elements into account in order to be effectively used.

A more thorough grasp of reflective practice is provided by Schon’s notions of reflection in and on action. Although reflection on action entails looking back on one's instructional encounters. Reflection-in-action is the process of reflecting on the spot while instructing. Schon's paradigm promotes flexibility and reflection in the classroom. It may not have a set method for methodical self-examination which is necessary for instruction to constantly get better. Schon (reflection-in-action/reflection-on-action) presents a distinctive viewpoint on education and professional practice (Hattie J, 2011). It highlights the need for throughout-the-moment reflection, which enables professionals to modify their actions in the moment a crucial skill in domains such as emergency care as well as healthcare. It promotes a thorough comprehension of an individual's professional activities, but because of its nuanced theoretical difference, it can be difficult to understand. Its lack of an organized framework for introspection may prevent individuals looking for a more methodical approach from using it. If practitioners want to improve their practices via thoughtful reflection, Schon's theory is still a useful too. Despite these shortcomings that is, if they can get beyond its theoretical complexity.

In contrast, Gibbs' Reflective Cycle offers a thorough and organized system for introspection and assessment. The description, feelings, evaluation, analysis, conclusion and action plan are its six phases. This approach enables teachers to carefully reflect on their encounters with instructing students, investigate their feelings, assess the success of their activities, assess the circumstances, make inferences, and make plans for their upcoming growth (Illeris Knud, 2011). Gibbs is an appealing option for instructors looking for a clear method for reflection and assessment because of its systematic character.

GibbsReflective Cycle (1998)

Kolb’s Cycle of Reflective Practice (1984)

Schon Reflective Model (1991)

Its organized and thorough structure, focus on the psychological elements of teaching, and broad acceptance and use within the education sector all serve to support the chosen of Gibbs' Reflective Cycle which is a perfect fit for reflective practice in learning. This is an extremely useful tool for teachers since it provides a methodical and planned method for self-reflection as well as assessment. Six separate phases make up the framework: description, feelings, evaluation, analysis, and conclusion and action plan. This well-defined structure leads teachers through a sensible flow of actions, guaranteeing a comprehensive analysis of their classroom experiences. It assists teachers in methodically breaking down every encounter, recognizing their feelings, assessing their actions strategically, and creating detailed plans for development. For teachers looking for a rigorous and controlled manner to improve their instructional practices, this organized strategy is beneficial.

The way that Gibbs incorporates emotional components into the act of reflecting is one of its most notable qualities. Teaching is a relationship-building and emotional endeavor that goes beyond just technique. The model acknowledges the psychological impact that teaching has on learners as well as instructors by urging teachers to share their thoughts about a specific encounter with instruction. This kind of reflection is critical because it helps teachers get a deeper understanding of their own motives and emotional reactions. This may help them make better judgments about the next phase of teaching (Keeley-Browne L, 2007). Encouraging empathy, self-worth, and enhanced interaction with students all depend on individuals understanding these feelings. This reflective cycle is well-known and used in the area of education. Because of its acceptability and appeal, it is a sensible option for teachers who want to participate in professional growth events, partnerships, and conversations on reflective practice. Teachers who utilize Gibbs' approach are going discover a shared vocabulary and structure for self-reflection conversations, which encourages peers to share best practices and encounters. A cooperative and encouraging atmosphere of learning for teachers is made possible by this group method of reflective practice.

Significance of theories and models of reflection and evaluation to own practice

When analyzing an individual’s practice, particularly in the realm of learning, the use of theories and models of reflection and evaluation is crucial. These theories and models provide organized systems that make it easier to analyze individual experiences, deeds, and results in a methodical and thorough manner. In the end, this procedure assists teachers in particular recognizing opportunities for growth, improving their methods, and creating atmospheres for learning that are more productive and student-focused. Examine the way theories and models of reflection and evaluation may be used to examine an individual's practice in this conversation (Kidd W, 2011). These concepts and practices of assessment and reflection provide teachers with a methodical way to examine themselves. The models above provide a logical flowchart for folks to follow by segmenting the procedure of reflection into several phases. Teachers may more methodically evaluate their lessons learned, behaviors, feelings, and the outcomes of their teaching practice with the aid of this organized technique. They may then see opportunities for enhancement, trends, and behaviors that could have been missed before.

Additionally, psychological awareness is emphasized in these reflective models, which is an important part of instruction. Teaching is not just an academic pursuit; human interactions and feelings play a significant role in the process. Teachers are encouraged by such models to communicate their thoughts and feelings related to a specific teaching encounter. Teachers can learn more about their motives and prejudices by recognizing and comprehending their emotional reactions. Teaching strategies that are more sympathetic, self-awareness, and reactive may result from this increased emotional awareness (Lemov D, 2011). Teachers must also critically analyze their own encounters with teaching in order to comply with theories and models of reflection and evaluation. They urge teachers to examine the efficacy of their interventions, ponder other strategies, and gauge how their choices affect students' development. This critical study is necessary to pinpoint the instructional strategies' advantages and disadvantages and to improve student results through improved techniques.

Moreover, models of reflection and assessment help teachers find possibilities to enhance learning in their lessons. By carefully examining every facet of their work, instructors are able to identify any gaps in their comprehension or proficiency. In order to fix these gaps and eventually become more successful teachers, they may employ this Self-awareness to direct themselves toward possibilities for professional growth, further instruction, or pursuing mentoring. Promoting an environment of constant enhancement is one of the main objectives of these frameworks for reflection and assessment (Olson Matthew, 2012). Teachers may actively participate in a lifetime learning procedure and aim for greater outcomes by routinely examining their practices. This way of thinking encourages flexibility and the adoption of new technology and teaching methods as they become available, making sure learners take advantage of the most recent developments in education.

Additionally, using reflection models encourages improved collaboration as well as interaction among teachers. Teachers can talk about their experiences, exchange ideas, and work together to improve teaching practices more successfully when they use similar models. Students as well as teachers may gain from the diffusion of innovative and best practices in education as a result of this cooperative strategy. Making well-informed decisions is yet another important advantage of these theories and models. Teachers may make choices based on data in how they teach by examining their prior experiences and their results (Powell S, 2011). This procedure is especially helpful when teachers have to modify their lesson plans to accommodate the different demands of their pupils or when they are put in difficult circumstances. Enhancing learning for learners is eventually the main goal of examining one's personal practice by employing such models. Teachers are able to determine the best teaching tactics, customize their approaches to fit the requirements of every student, and iteratively improve their ways through reflective thinking and assessment. Better student results follow from more interesting and successful instruction.

References

Books and Journals

• Grifith A – Outstanding Teaching: Engaging Learners (Crown House Publishing, 2012) ISBN 9781845907976
• Hattie J – Visible Learning for Teachers: Maximising Impact on Learners (Routledge, 2011) ISBN 9780415690157
• Illeris Knud – Contemporary theories of learning: learning theorists: in their own words (Routledge, 2009) ISBN 9780415473446
• Keeley-Browne L – Training to Teach in the Learning and Skills Sector (Pearson, 2007) ISBN 9781405812382
• Kidd W Czerniawski G – Successful Teaching 14-19 (Sage Publications, 2011) ISBN 9781848607125
• Lemov D – Teach like a Champion (John Wiley & Sons, 2011) ISBN 9781118296820
• Olson Matthew H Hergenhahn B R– An Introduction to the theories of Learning (Pearson Education Limited, 2012) ISBN 9780205871865
• Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011) ISBN 9780857251022