Theories, Principles And Models In Education And Training - VTCT

Theories,principlesand modelsin educationand trainingUET6A/505/0818Learner name:VRQLearner number:

VTCT is the specialist awarding organisation for the Hairdressing, Beauty Therapy,Complementary Therapy, Hospitality and Catering and Sport and Active Leisure sectors, withover 45 years of experience.VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DfES andCCEA.VTCT is a registered charity investing in education and skills but also giving to good causes inthe area of facial disfigurement.Statement of unit achievementBy signing this statement of unit achievement you are confirming that all learning outcomes, assessmentcriteria and range statements have been achieved under specified conditions and that the evidencegathered is authentic.This statement of unit achievement table must be completed prior to claiming certification.Unit codeDate achievedLearner signatureAssessorinitialsIV signature(if sampled)Assessor tracking tableAll assessors using this Record of Assessment book must complete this table. This is required forverification purposes.Assessor nameAssessor signatureAssessorsinitialsAssessor number(optional)

UET6Theories, principles and modelsin education and trainingThe aim of this unit is to provide you with the knowledgeand understanding of theories, principles and modelsapplied to education and training. You will learn about theapplication of theories, principles and models of learning,communication and assessment in education and training.You will also cover the application of theories and models ofcurriculum development within your own area of specialism,and the application of theories and models of reflection andevaluation of your own practice.UET6 v1

Level5Credit value20GLH60Observation(s)0External paper(s)0

Theories, principles and modelsin education and trainingLearning outcomesOn completion of this unit you will:1.Understand the application of theories,principles and models of learning ineducation and training2.Understand the application of theories,principles and models of communication ineducation and training3.Understand the application of theories,principles and models of assessment ineducation and training4.Understand the application of theories andmodels of curriculum development withinown area of specialism5.Understand the application of theoriesand models of reflection and evaluation toreviewing own practiceEvidence requirements1.Achieving assessment criteriaThere must be valid, authentic and sufficientevidence for all assessment criteria. Holisticassessment is encouraged and one pieceof evidence may be used to meet therequirements of more than one assessmentcriterion.2.Knowledge outcomesThere must be evidence that you possessall the knowledge and understanding listedin the Knowledge section of this unit. Inmost cases this can be done by professionaldiscussion and/or oral questioning. Othermethods, such as projects, assignmentsand/or reflective accounts may also be used.3.Tutor/Assessor guidanceYou will be guided by your tutor/assessor onhow to achieve learning outcomes a in thisunit. All outcomes must be achieved.4.PrerequisiteThis unit is a prerequisite for the Level 5 unitUET4 Developing teaching, learning andassessment in education and training.5.External paperThere is no external paper requirement forthis unit.UET63

Developing knowledgeAchieving knowledge outcomesYou will be guided by your tutor and assessoron the evidence that needs to be produced.Your knowledge and understanding will beassessed using the assessment methods listedbelow*: ProjectsObserved workWitness statementsAudio-visual mediaEvidence of prior learning or attainmentWritten questionsOral questionsAssignmentsCase studiesProfessional discussionWhere applicable your assessor will integrateknowledge outcomes into practical observationsthrough professional discussion and/or oralquestioning.When a criterion has been orally questionedand achieved, your assessor will record thisevidence in written form or by other appropriatemeans. There is no need for you to produceadditional evidence as this criterion has alreadybeen achieved.Some knowledge and understanding outcomesmay require you to show that you know andunderstand how to do something. If you havepractical evidence from your own work thatmeets knowledge criteria, then there is norequirement for you to be questioned again onthe same topic.*This is not an exhaustive list.4UET6

KnowledgeLearning outcome 1Understand the application of theories, principles and modelsof learning in education and trainingYou can:a.Analyse theories, principles and models of learningb.Explain ways in which theories, principles and models of learningcan be applied to teaching, learning and assessmentc.Analyse models of learning preferencesd.Explain how identifying and taking account of learners’ individuallearning preferences enables inclusive teaching, learning andassessmentPortfolio referenceUET65

Learning outcome 2Understand the application of theories, principles and modelsof communication in education and trainingYou can:6Portfolio referencea.Analyse theories, principles and models of communicationb.Explain ways in which theories, principles and models ofcommunication can be applied to teaching, learning andassessmentUET6

Learning outcome 3Understand the application of theories, principles and modelsof assessment in education and trainingYou can:a.Analyse theories, principles and models of assessmentb.Explain ways in which theories, principles and models ofassessment can be applied in assessing learningPortfolio referenceUET67

Learning outcome 4Understand the application of theories and models ofcurriculum development within own area of specialismYou can:8Portfolio referencea.Analyse theories and models of curriculum developmentb.Explain ways in which theories and models of curriculumdevelopment can be applied in developing curricula in own area ofspecialismUET6

Learning outcome 5Understand the application of theories and models of reflectionand evaluation to reviewing own practiceYou can:a.Analyse theories and models of reflection and evaluationb.Explain ways in which theories and models of reflection andevaluation can be applied to reviewing own practicePortfolio referenceUET69

Unit contentThis section provides guidance on the recommended knowledge and skills required to enable youto achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have theopportunity to cover all of the unit content.Learning outcome 1: Understand the application of theories, principles andmodels of learning in education and trainingTheories, principles and models oflearning: Learning theory (andragogy,behaviourism, cognitivism, humanism,socially situated learning), motivationtheory (e.g. Maslow, Herzberg, McGregor),learning domains, Bloom’s taxonomy,assessment theory, different typesof assessment (e.g. initial, formative,summative), different methods ofassessment (e.g. observation, oralquestioning, written questions, practicalexercises), reflective practice theory,models of reflection (e.g. Gibbs, Schon,Rolfe, Brookfield).Ways theories, principles and modelscan be applied to teaching, learningand assessment: Learning preferences,different teaching and learning methodsto accommodate different learners anddifferent abilities or needs (e.g. one-toone, paired work, small group teaching,whole group learning), communicationtheory, written, verbal and non-verbalcommunication, inclusive language,lesson planning, differentiation, classroommanagement, applying organisationalpolicies and procedures, demonstratinguse of appropriate resources, strengthsand limitations of specific resources,representation of cultural differences,avoiding stereotyping, adapting resourcesto accommodate specific learningdifficulties and disabilities.Models of learning preferences: Kolb,Honey & Mumford, VAK (VARK – Visual,Auditory, Reading, Kinasthetic).10UET6Identifying and taking account oflearners’ individual preferences:Learning preferences, different teachingand learning methods to accommodatedifferent learners and different abilities orneeds (e.g. one-to-one, paired work, smallgroup teaching, whole group learning),communication theory, written, verbaland non-verbal communication, inclusivelanguage, lesson planning, differentiation,classroom management, applyingorganisational policies and procedures,demonstrating use of appropriateresources, strengths and limitations ofspecific resources, representation ofcultural differences, avoiding stereotyping,adapting resources to accommodatespecific learning difficulties and disabilities.

Learning outcome 2: Understand the application of theories, principles andmodels of communication in education and trainingTheories, principles and modelsof communication: Transactionalanalysis, interactive, linear, institutional,social, cultural and personal barriers tocommunication.communication theory, written, verbaland non-verbal communication, inclusivelanguage, readability (FOG and SMOGindex), reading age, listening skills,questioning technique.Ways theories, principles and models ofcommunication can be applied: Lessonplanning, Blooms Taxonomy of Learning(categorisation of objectives, knowledge,comprehension, application, analysis,synthesis, evaluation), differentiatedoutcomes, embedding language, literacy,numeracy (LLN), adult core curriculum,Learning outcome 3: Understand the application of theories, principles andmodels of assessment in education and trainingTheories, principles and modelsof assessment: Different stages ofassessment (screening, initial, diagnostic,formative, summative), different forms ofassessment (self, peer, ipsative, criterionreferenced, normative referenced),assessment of learning, assessment aslearning, assessment for learning, differentmethods of assessment (computerised,group work, practical observation,presentations, question and answer, test,role play, witness testimony), formal andinformal assessment, validity, reliability,adaptation of assessment arrangements tomeet the needs of individual learners.Ways theories, principles and modelsof assessment can be applied: Thelearning journey and its relationshipto the assessment cycle, assessmentplanning involving the learner, differentstages of assessment (screening, initialassessment, diagnostic assessment,formative, summative), different forms ofassessment (self, peer, ipsative, criterionreferenced, norm-referenced, assessmentfor learning, assessment as learning,assessment of learning), different methodsof assessment (e.g. observation, oralquestioning, written questions, projectbased assignments, examinations, productevidence), formal and informal, paperbased and non-paper based, awardingorganisation requirements, consideringissues that impact upon selection ofassessment methods (validity, reliability,fairness, sufficiency, currency, authenticity),strengths and limitations of differentassessment methods, adaptation ofassessment strategies to meet individualneeds, awarding organisation specificationwith reference to specific assessmentrequirements, differentiation.UET611