Consider Some Key Theories and Concepts of Learning and Assessment Essay

In this assignment I pull up stakes explore the excogitation of training and occupation of close to culture theories within the in the vocational further rearing welkin. I will explore the application program of theories to wellness and social vocational topics and how this abets in developing key attributes for disciples on these programmes. I will identify estimation methods and provide a critique of the validness of these in different didacticsal programmes. Definitions of encyclopaedism vary drastically.This is primarily overdue to the differing conceptions of what accomplishment actually is. Saljo (1979) identified five categories of culture. It is suggested that the five categories increase in knowledge memorising information Acquiring facts, skills, and methods making sense or abstracting heart and soul interpreting and understanding reality in a different re drinkation (Saljo, 1979), conceptualise information as process. There has been extensive debate r egarding the scholarly persons aw arness of events whilst undergoing this process.Rogers (Weilbel, 2011) identified dickens categories of acquire attainment and formalised. Acquisition development is activity or task based learning joined to a continuous, unconscious learning process that takes place throughout life, in education and personal experiences. As it is thought of as an unconscious process, Rogers betterment emphasises the lack of scholarly person aw atomic number 18ness during learning. Formalised learning is generally facilitated by an education professional where the learner is actively conscious of learning pickings place (Colley et al, 2003).Whilst many professionals agree in that respect are differing types of learning, the more normally referred to dimensions of learning are often categorised into five dimensions rather than the two categories identified by Rogers. The behaviourist approach bespeaks that behaviour is a go out of environmental input a nd the experience following the behaviour of demonstrable or negative consequence will determine repartees to the same environmental stimulus in the incoming.Reinforcement of positive consequences by positive praise or feedback can accelerate learning by conditioning the learners in the traffic pattern of behaviour response to environmental stimulus (Minton, 2005). Behaviourist view learning as a step by step process and this unite with sequential praise will alter learners to associate a positive experience with learning. These behaviourist concepts control a heavy influence over the whole education system and are embedded into regulatory guidelines however lend themselves well to vocational, competency based qualifications such as the BTEC give over the modular temper of the programme.The modular layout enables fix opportunity for the stimuli behaviour response relationship to be enforced through positive achievement. Although this passive learning approach is utilised within most educational arrangements, where learners acquire knowledge, constructivists argue that learners take a more participatory role in their learning and there is scope that each learner will have a differing perception of a learning experience and draw upon their have got comment of the knowledge presented to them.Unlike the behaviourist approach where the instructor is the knowledge base, the constructivist conjecture places the learner at the focus of a more meaningful learning experience (Driscoll, 1994). The constructivist approach lends itself to the teaching methods applied in vocational topics. It connect learners experience of the wider world including their vocational experience with the topics beingness taught. It creates opportunity for the application of learner knowledge in real life situations which accommodates them to build their own constructs (Petty, 2004).This approach links firmly with the humanistic approach to teaching and learning in that expe riential or applied knowledge concepts foster a positive learning environment. Rodgers identified cognitive and experiential as the two types of learning. According to Rodgers, cognitive learning is meaningless and often consists of learners reciting information presumptuousness it does non depose on understanding or the application of the knowledge. experiential learning however is closely tie in to vocational education in that it relies on learners ability to apply knowledge to situations that they have a personal interest in.In doing this, it creates opportunity for of import learner involvement and significant learning (Beard and Wilson, 2006) In 1984, Kolb highlighted the benefits of a learning rhythm method of birth control develop as a result of an experience and emphasised how this not lonesome(prenominal) enables knowledge transfer but it also develops skill competencies. This is especially important in the health and social care sector as application of knowledge a nd vocational competency are key to the future employability of learners.The social learning theory combines elements of cognitive and behavioural learning theories. Bandura developed an approach where these two theories integrated and formed four categories of learning observation, retention, likeness and motivation. This learning theory relies heavily on modelling behaviours and is utilised heavily in the health and social care sector through vocational placements and induction periods where appropriate behaviour is displayed for new employees to imitate.Vocational Health and amicable safekeeping course outcomes and preparation for employment in the sector pick up a particular set of learner attributes and as such, teachers in this sector need to be aware of the skills set to develop appropriate to the call for of the sector and leaner. Not all learning can rely on the conditioning of learners and the cognitive approach based on constructivism argues that learning is the er udition of not only knowledge but also skill by mental and cognitive processes.Thus learning is an active process and as teachers we need to appreciate the restraints of the assumptions of the cognitive theory of multimedia learning to assist in creating an experience which maximises the potential for learning to take place. This would include considering the auditory and visual channels, the capacity of each channel and the stages of the learning process (Mayer, 2001) Mayer (2001) highlights the vastness of transferable learning and the integration of new information with prior knowledge.This is rattling in the BTEC courses as the module outcomes are usually sequential and rely on the extension and application of existing knowledge Atherton (2011) however suggested that the mode in which students learn is hugely defined by their motivation. The model utilise identifies two types of learning bass and surface. This model associates well with the Access to HE Diploma in that mos t leaners are mature and have re-engaged with education purely as a stepping stone to succeed in a prone career pathway.The motivation of Access learners is usually high and as Atherton (2011) suggests, intrinsic motivation of the learners will likely trigger a deep learning strategy. Although plausible, some look suggests that learning is habitual and regardless of the motivation, historical experiences and approaches to learning are more likely to inform current volumeing with the learning process. Discuss the key principles and concepts of judgement According to Gravells (2011), mind is apply to find out if learning has taken place. judicial decision methods should be used at regular intervals throughout a lesson and informs practice, it should be used to advise future lesson readying of the same topic and concomitant lessons within the purpose of acidulate. This is merry as if learners fail to meet the assessment alterations need to be made to the lesson plan and precis of work to point this before further topics can be taught. The two main forms of assessment are additive and fictile. The methods used for each type of assessment and their several(prenominal) aims vary. Formative assessment is usually carried out on a regular basis.It allows constructive feedback based on assessment of learner knowledge or work and acknowledges that learners abilities can be challenged with motivational feedback which assists in development. Summative feedback is usually a final assessment of a learner which is rigid in structure and final. Within the Health and Social Care sector, vocational education is heavily targeted towards formative assessment and instructs are boost by the accreditation body to provide opportunity for leaners to develop their work development formative assessment attached verbally and documented on pieces of work.The assessment, accreditation and regulatory procedures put on educational establishments impose tight restrictio ns on the satisfy of teaching, expected learning outcomes, and their perception of what learning is. There are fictitious character and validity issues surrounding assessment in every educational establishment which has a direct effect on the achievement of learners. Linked with prime(a) assurance, shopwornisation and verification procedures, the consistency of tutor assessment of learning and its reliableness is placed under intense scrutiny.This images that all learners have the same expectations placed upon them and the work produced meets the required standards to achieve the award. The concept of effective feedback in education is one which is controversial and with the best efforts, can still be misinterpreted. It is vital for teachers to be aware and have existing knowledge of appropriate feedback models which caseful both learner and the programme which is being delivered (Wiggins, 2012). Feedback can be given in many forms and an awareness of the impact of these on th e learner, achievement, the teacher and the college is fundamental.Feedback given to an individual may be given formally, snugly, verbally, written, and be formative or summational. Learning and Assessment in Practice According to Petty (2004), there are four stages of teaching setting aims, planning to meet the aims, delivering the sitting and then evaluating it. Lesson aims are usually taken from a plan of work which is formed using the accreditation body specification. The Scheme of Work I devised was for the search Skills Unit of the Access to HE Diploma using OCN accreditation.The OCN specification gives teachers guidelines on which aspects of the topic are required to meet the learning outcomes and the assessment methods for them. The intrigue of work in place for this unit was very informal in placement and so I prepared a new reading which was approved for use by my mentor. I will continue the scheme of work including evaluation of inclusion, differentiation, embeddi ng of key skills and actual content. I will discuss and evaluate two lesson plans from the unit and reflect on whether they produced an inclusive learning environment where there were positive outcomes of assessment of learning.The scheme of work for the look for project pilot burnerly lacked any activity based learning and relied upon traditional didactic approaches of tutor led presentation style lectures. Whilst this is an Access to HE course which strives to prepare leaners for experiences they may encounter in FE, being more creative with the content may provide a more valuable learning experience for learners. James and Pollard, 2006) Throughout the scheme of work there are documented sessions on 11 incarnate which are used to differentiate between students The original scheme of work exhibit poor opportunity for inclusive learning and differentiation.During the get-go session, I entangle that the group were struggling a little with the concept of a search project and t he enormity of the task ahead of them. In an attempt to contain the content more accessible and less daunting, I revised the scheme of work by planning tutor led approaches, group activities, catch feedback, nominated questions and a variety of resources with links to each subsection of the scheme of work an example of this was the use of blurb on a book to identify the concept of a summary in research.This type of planning promotes an inclusive learning environment where each learner is involved (Ashmore et al, 2010). I had plotted to separate social groups to promote inclusion by supporting(a) integration across peer groups. This assists in learners piping the opportunity for peer learning and developing skills around recognising and respecting diversity which is a key attribute in all health and social care sectors. To assess learning and ensure I had planned for differentiation within the group I used nominated and open questions.This allowed me to identify learners who requ ired scaffolding whilst stretching and contend all learners appropriate to their ability. The first lesson included in this assignment is the first session based on the introduction and overview of the unit. In this session I introduced the Word Wall ( see appendix). This was a useful tool in introducing new academic jargon which was a requirement of the learning outcomes and hence leaners were required to utilise throughout their project. This utilised the cognitive approach as it assisted learners to guide them to relevant words, and limit individual sensory overload.As the unit has strong links to more formal academia and will almost certainly appear in most learners further education, it was unconditional that they had a good understanding of the basic knowledge required from the start. The blurb lesson included in this assignment is the workshop I delivered on conducting a literature survey. The original scheme of work planned for the use of a SMART board and class discuss ion for this lesson however this did not allow me to assess the ability of learners to conduct a literature review relating to their research topic and therefore failed to fully ddress differentiation and inclusion.My lesson plan involved tutor led starter activity where a recap of the literature review would occur and nominated questions to assess learners understanding of the variety of techniques used to specialize down their results and identify research which was of use to them. I had prepared a print out of the power point which I was unable to present due to the room restrictions the learning resource centre is a fluid zone and so no formal presentation of the information was appropriate.To cooccur with this, the learners were given a step by step guide of perform a literature review with an example to follow for those who required assistance (appendix). Throughout this lesson I embedded the use of ICT and literacy skills in the form of communication, typography and rea ding to ensure I was supporting the development of functional skills which are extremely important. Formative assessment, verbally and documented, was used throughout both lessons to support learning and create opportunity for learners to develop their work prior to summative assessment.Methods of assessment relevant to your specialist subject area For this section I will be using examples from practice that I have been involved in the OCN Access to HE Diploma and Edexcel BTEC Level 3 Diploma. The original scheme of work for this OCN unit was heavily based around the accreditation requirements and in doing so, was primarily focused on summative assessment. Learners were not often given the opportunity of formative assessment however this has been identified by both the learners and I as a potential learning opportunity which is being missed.Formative assessment would allow learners to reflect on and action their feedback which would enable targeted performance improvement. This woul d assist in the learning process for the learner and maybe also be reflected in improved achievement in summative assessment. When compiling the new scheme of work, this was considered throughout and opportunities for formative assessment and informal feedback were embedded to improve learners ability to build on their strengths and learn from continuous feedback rather than rely purely on summative feedback.The Access course design lends itself to summative assessment however learners on this course are often placed under increase insistency to gain Distinction mark criteria by Higher Education establishments. devoted most learners on the course are returning to education later work/life experience, it is unusual that a learner would achieve a Distinction grade especially on the first few modules. change magnitude formative assessment in the first term of the course would potentially enable greater differentiation of learning and opportunity for this to be a realistic possibil ity.The course design of the BTEC differs greatly from the Access to HE in terms of assessment. It is widely accepted that the BTEC learners have multiple opportunity to gain formative assessment and that summative assessment of learning almost merges into formative when required a final submission of work can be referred back to the learner with feedback which will highlight areas the learner needs to address to meet the criteria. There are possible issues with the reliability and transferability of the award.BTEC in nature is modular with each unit have a set of outcomes possible by gaining the pass criteria and for those able, the merit and distinction criteria also. Most of the work is coursework related with few incidences of presentations, this combined with multiple attempts at achieving the outcome criteria and some FE institutions teaching purely to assessment criteria rather than teaching to enable application of knowledge/skills in the sector could possibly lead to learn ers achieving the award without having developed the necessary knowledge and skills as relied upon in the sector.Conclusion I bump this module has provided me with an overview of delivery and learner expectations within the education sector. Not only have I been able to gain valuable experience in delivery of programmes, I have also been introduced into the complexities of the role of an FE teacher within a large organisation. My own attributes as a trainee teacher and desire to improve the learning experiences of those I deliver to have been met with some conflict within an institution environment where values, attitudes toward the learning process and increasing learner involvement are not shared.This has provided me with an opportunity to reflect on my own values and consider my future employment options. The scheme of work, lessons planned and lesson delivery within the placement has extended my knowledge and skills of effective learning within the classroom environment and how implementing theory affects the learning opportunities and achievements of the learners. I accept to continue developing these links throughout the course to inform a more effective delivery of learning and a higher standard of teaching.