QUALIFI Level 5 Unit 1: Theories, Principles and Models in Education and Training Assessment Example

Qualifi Level 5 Diploma in Education and Training

Unit code R/618/2526
RQF level: 5

Qualifi Level 5 Unit 1 Aim

The unit objective is to equip the students with an insight and comprehension of theories, models and principles of training and education. This unit will equip the knowledge of theories and models which are applied to learning, education principles, passing through the role of communication in education and training.

The unit will also undergo the application of curriculum development theories and models in a field of specialism, and the application of theories and models of reflection. The skills that the learners will develop will be better placed in your own practice assessment and improvement. 

LO1. Understand the application of theories, principles and models of learning in education and training.

AC 1.1 Analyse theories, principles, and models of learning

Answer:

Education and training learning is affected by various formulated theories and models. Androgogy invented by Malcolm Knowles, postulates that adults are self-directed and relevance-driven. It would be very applicable in higher education, but not all adult learners are as independent as they should be; there should be some form of direction. 

Through reinforcement, behaviourism, which relates to B.F. Skinner considers learning to be a modification of observable behaviour. It works well in teaching procedure skills, but it could inhibit more in-depth thought. Cognitivism, in its turn, which is affected by Jean Piaget, is more interested in inner mental activity and orderly development, in supporting theoretical learning and in being less attentive to social context. 

Humanism is a theory that has been formulated by Abraham Maslow and Carl Rogers, which focuses on the well-being of learners and their personal development. It emphasises the value of emotional safety, and complete individualisation may not be easy when working with big groups. Socially situated learning, which is an approach of Lev Vygotsky, lays emphasis on cooperation and scaffolding, as learning is socially constructed.

 Theories of motivation, including the hierarchy of Maslow, the two-factor theory of Frederick Herzberg, and the theory X and Y of Douglas McGregor, are the ones that describe the relationship between environment and expectation and their impact on engagement.

 The structured curriculum design is supported with the help of Benjamin Bloom's learning domains (cognitive, affective, psychomotor) and Bloom's Taxonomy. Assessment theory encompasses initial, formative and summative assessment, which is done through the methods of observation, questioning and practical tasks to provide a valid measurement.

 Lastly, Donald Schon and Graham Gibbs models of reflective practice promote lifelong learning.

All in all, teaching is an art that incorporates various theories, as it acknowledges that learning is a cognitive, emotional and social process.

AC 1.2 Explain ways in which theories, principles and models of learning can be applied to teaching, learning and assessment.

Answer:

The theories of learning have a direct bearing on the way teaching sessions are designed, conducted, and evaluated. The Andragogy, which was created by Malcolm Knowles, can be utilised by engaging adult learners in the process of setting goals in individual learning plans (ILPs) and real-life case studies to make them relevant. This helps in involvement and autonomy.

The approach of behaviourism, which is linked with B.F. Skinner, could be actualised using structured demonstrations, repetitions of the main skills, and immediate feedback. Practical exercises and observation assessments are examples that support the right procedures. Good rewards, like positive praise, are positive reinforcement that promotes development.

Jean Piaget influenced cognitivism, which defends structured lesson planning. This can be utilised by teachers through a logical arrangement of the content, connecting the new material to the previous one and questioning to ensure there is understanding. Cognitive learning is reflected in written assessment and analytic tasks.

Humanistic theory, associated with Abraham Maslow and Carl Rogers, could be implemented by building a safe and inclusive learning environment. Motivation is enhanced when the learners are respected and supported. Personal development is also facilitated by setting SMART targets.

The approach of socially situated learning, which is grounded in the works of Lev Vygotsky, is implemented through group work, peer discussion and support. Group work is a real-world learning experience and enhances deeper learning.

Recognition achievement, clear expectation, and learner autonomy through the application of theory Y and the two-factor theory of Frederick Herzberg are some of the theories of motivation that can be used.

The learning domains developed by Benjamin Bloom will help the teacher to incorporate cognitive (knowledge), affective (attitudes) and psychomotor (skills) activities. The Taxonomy by Bloom promotes a variety of learning, starting with simple recall to analytical analysis.

The assessment theory is implemented using the initial assessment to determine initial positions, middle-assessment like oral questioning, to track progress, and the end assessment, which is used to determine the scope of achievement. Different techniques, such as observation and practical activities, enhance validity and inclusiveness.

Lastly, Donald Schon, Graham Gibbs, Gary Rolfe and Stephen Brookfield have provided reflective models that can be used to continue improving the teaching practice.

AC 1.3 Analyse models of learning preferences.

Learning preferences models are trying to explain the way in which individuals like learning and the way in which they like processing information. The experiential learning cycle proposed by David A. Kolb is one of the most powerful models that assumes four steps: concrete experience, reflective observation, abstract conceptualisation and active experimentation. Based on this, he came up with two types of learning styles: converters and diverters. The model can be applied in promoting different teaching practices, but it supposes that learners can easily fall into groups, which could simplify learning behaviours that may be complex.

Peter Honey and Alan Mumford expanded on this work by Kolb, and created four preferences: activist, reflector, theorist and pragmatist. This model is extensively applied to professional training as it is the one that connects theory to practice at the workplace. Nonetheless, studies indicate that people can show varying preferences in various situations instead of having some innate characteristics.

Neil Fleming is linked to the VAK/VARK model that classifies learners in terms of visual, auditory, reading/writing or kinaesthetic. Although this model is widely used in the field of education because of its simplicity, there is limited empirical evidence on the support of fixed learning styles.

One of the strongest criticisms was made by Frank Coffield and others reviewing models of learning styles, and found that evidence on the importance of matching teaching to preferred style was lacking in terms of its positive effect on outcomes. This implies that excessive dependence on the styles of learning can limit instead of improve learning.

On the same note, Noel Entwistle also held the view that the strategy of learning depends on context, task requirements, and assessment techniques. This underlines the fact that tastes are not fixed, localised, and permanent categories.

The process of metacognition provides a good, wider view. According to research done by John H. Flavell, metacognition is awareness and control of thoughts. Students with specific goals, strategy choice and self-monitoring are likely to perform better than those who are just style-named.

In general, although learning preference models can promote diversity in teaching, this has been refuted by evidence which indicates that learning is more complicated and context-specific. The process of cultivating metacognitive abilities can be more advantageous than classifying the learners by fixed styles.

AC 1.4 Explain how identifying and taking account of learners’ individual learning preferences enables inclusive teaching, learning and assessment.

The recognition of personal learning preferences of the learners also fosters an inclusive practice as it allows the teaching approaches to be modified to accommodate the varied needs, skills and inclinations. Although there are models of learning preferences like those introduced by David A. Kolb and Neil Fleming, which imply varying approaches of learners to the content, the most important advantage is that they promote diverse methods of teaching, as opposed to labelling learners.

Diversity in instruction entails the employment of various techniques to include trainees, like one-on-one, paired work, small-group discussion and whole-class teaching. This is because it is flexible and therefore the students with diverse strengths or confidence can be involved effectively. As an illustration, the quieter learners can be given paired work before making any contribution in group discussions, whereas kinaesthetic learners can be given a more comprehensive contribution in practical exercises.

Individual Learning Plans (ILPs) are significant in the identification of the goals of the learner, support needs and reasonable adjustments. By using ILPs, teachers will be able to establish SMART goals and track the progress, so that learners with special learning problems or disabilities will be provided with proper assistance. The variation of lesson planning, e.g., the difference in the complexity of the tasks, or the usage of scaffolded materials, assists in maximising learning among all learners.

Inclusive practice is also based on communication theory. Written, verbal and non-verbal communication should be effectively used to make it clear and accessible. Equality and respect are encouraged by inclusive language, the absence of stereotypes, and various cultures in teaching materials. Educators should be able to make communication very accommodating to a learner with special needs, such as giving instructions in writing as well as explaining them verbally.

Proper management of the classroom and following of organisational policy also makes it more fair and consistent. It is also necessary to choose adequate resources. Visual aids can be used to aid in the understanding, but should be made available, culturally sensitive and simplified/ modified where required (e.g. large font, simple text or assistive technology).

Notably, models of reflective practice like those formulated by Donald Schon promote the teachers to consider the effectiveness of teaching strategies in addressing the needs of learners. Continuous improvement is provided by self-reflection and self-assessment of the learner.

All in all, the identification and subsequent action of individual learning styles enhances engagement, minimises obstacles and establishes a welcoming and inclusive learning atmosphere in which every learner can reach their potential.

LO2. Understand the application of theories, principles and models of communication in education and training.

AC2.1 Analyse theories, principles, and models of communication.

Answer:

Education and training require effective communication. Various theories and models enable the explanation of how communication is conducted and why misunderstandings occur.

1. Models of Communication

Linear Model

The communication is unidirectional (sender- message- receiver). Concentrates on the articulation of information. Limit: There was no feedback provided, and there could be a possibility of misunderstanding.

Interactive Model

Feedback involves a two-way process. Fosters participation and clarification. More appropriate to classroom instruction.

Transactional Model

Communication is dynamic and simultaneous. Messages are sent and received simultaneously by both participants. Emotionally, experience, and contextually influenced. The majority of the realistic models of education settings.

2. Theories of Communication

Eric Berne- Transactional Analysis.

There are three ego states of communication: Parent, Adult, and Child. Teaching occurs effectively when there is predominantly adult-to-adult communication. Helps deal with behaviour and conflict in classes.

Jean Piaget

Communication must be according to the cognitive stage of the learner. Educators have to tailor language according to the level of understanding of learners.

Lev Vygotsky

Stress on social interaction in learning. Learning is aided by communication in the form of the Zone of Proximal Development (ZPD).

Jerome Bruner

The process of learning takes place in a dialogue and scaffolding. Educators lead the learners in a systematic communication.

Basil Bernstein

Language codes (restrictive and elaborate) influence learning. Educators should not discriminate against learners who have varying backgrounds.

3.Barriers to Communication

Personal impediments - low self-esteem, anxiety.

Social and cultural obstacles of language differences and stereotypes. Barriers in institutions -formal language or policies. Environmental obstacles- sound, poor design. These barriers can be minimised through the use of inclusive language and easy explanations.

4. Readability and Methods of Communication.

The SMOG index is used to measure the readability of written materials. Communication can be paper or electronic and needs to be concise, accessible and need to be suitable to the needs of learners.

The process of communication within education is complicated and depends on the psychological, social, and cultural aspects. Using the communication theories and models, teachers will be able to minimise obstacles, facilitate understanding and allow an inclusive learning process.

AC 2.2 Explain ways in which theories, principles and models of communication can be applied to teaching, learning and assessment.

Answer:

Lesson Planning Application.

Theories of communication, like the linear, interactive and transactional models, can be utilised when planning a lesson, to make the delivery clear and effective in terms of feedback. The planning is to be done in regard to how the information will be conveyed, how the learners will react, and how the comprehension shall be tested.

The application of the Taxonomy by Benjamin Bloom aids in systematic reporting of the learning goals. Goals may be grouped into levels, i.e. knowledge, comprehension, application, analysis, synthesis and evaluation. This makes what the learners are supposed to achieve to be clear. Differentiated outcomes enable communication to address the different abilities of learners.

Putting into Practice: Verbal and Non-Verbal Communication.

The Lev Vygotsky theories emphasise the significance of dialogue and social interaction. The application of this by teachers can be through the encouragement of discussion, group work and scaffolding.

Eye contact, gestures and the tone of voice are non-verbal communication that help in understanding and classroom management. Use of inclusive language makes communication more mindful of cultural and social diversity.

Integrating Language, Literacy and Numeracy (LLN).

The application of the principles of communication deals with the incorporation of LLN in subject instruction. Understandable and articulate guidelines, modelled and systematized explanation aid in the development of literacy skills in the learner. The Adult Core Curriculum will be used to make sure that the communication facilitates the development of key skills.

The FOG and SMOG indices are readability tools which assist the teacher in ensuring that the written materials are within the reading age of the learners.

Inquisitive and Listening Skills.

The best questioning skills are connected with interactive and transactional communication models. Open questions allow higher-order thinking, whereas closed questions assess comprehension. Active listening is a sign of respect and assists in finding out the misunderstandings.

Use in Assessment and Feedback.

The communication theories are fundamental in evaluation. There are no misunderstandings that come about due to the lack of clarity of assessment criteria. Feedback is supposed to be directed towards the process (how the task was done) and the product (result of the task). Positive feedback in time facilitates motivation and development.

LO3. Understand the application of theories, principles and models of assessment in education and training.

AC 3.1 Analyse theories, principles and models of assessment.

Answer:

Evaluation Theories and Phases of Evaluation.

• Assessment theory regards assessment as a continuous process that facilitates learning, and not measurement. The key phases are screening, first, diagnostic, formative and summative assessment.
• The screening and first evaluation determine the starting point, previous knowledge, and support requirements of the learners.
• Diagnostic assessment examines the areas of strength and weakness of learning.
• Formative assessment occurs within the learning process and guides the teaching modifications.
• Summative assessment assesses success at the close of a unit/programme.
• It is generally believed that formative assessment is the key to successful teaching since it has a direct impact on the progress of learning.

Shapes and Uses of Assessment.

There are assessment models which are applied to different ends:

• The self and peer evaluations help in reflecting and being responsible.
• Ipsative assessment compares progress to the previous performance of a learner.
• Criterion-referenced assessment compares performance with predetermined standards.
• Norm-referenced testing puts the learners in comparison with one another.
• These methods are associated with learning evaluation (measuring output), evaluation of learning (facilitating development), and evaluation as learning (forming metacognition).

Feedback and Assessment as a Learning Tool

A good evaluation is based on feedback. John Hattie points out that in order to be highly impactful, learning feedback must be timely, specific and actionable.

In the same manner, Dylan Wiliam emphasises the importance of questioning strategies in formative assessment to test understanding and effect real-time changes in teaching.

Techniques and Approaches to Evaluation.

Assessment may be formal or informal, and these may be computerised tests, practicum observation, group work, role play, presentations, questions and answers sessions and witness testimony. The use of e-assessment and e-portfolios is growing in favour of flexible and learner-focused assessment and evidence gathering.

Embedded and holistic assessment will incorporate assessment in the learning processes in a more natural manner and reduce the stress and enhance authenticity. 

Concepts of Effective Evaluation.

The important guidelines are validity (evaluation of what is desired), reliability (consistency of the findings), and fairness. One should introduce assessment arrangements that can accommodate the needs of each learner and should be inclusive and equal.

 The assessment theories and models focus upon assessment as an inclusive, learner-based and ongoing process. Properly designed, assessment assists learning, informs teaching and encourages the learning success of learners.

AC 3.2 Explain ways in which theories, principles and models of assessment can be applied in assessing learning.

Answer:

Connection of Assessment to Learning Journey.

Evaluation is meant to be incorporated into the learning process. The assessment cycle should be mirrored in planning, wherein the starting points of the learners should be determined through screening and initial assessment, then the diagnostic, formative, and summative assessments should be carried out. This makes sure that the learners are guided throughout each level, and their progress can be traced easily.

Involving the Learner

Using the principles of assessment presupposes the involvement of the learners. Self-reflection and peer feedback promote learning, ownership and reflection. Ipsative assessment enables the learner to evaluate his or her progress relative to their past performance, where motivation and the self are encouraged. Assessment for learning models are aligned with the idea of involving the learners in the setting of the assessment criteria and goals.

Forms and Methods of Assessment.

Different types of assessment favour different learning needs:

• Criterion-referenced tests compare the learners with predetermined standards.
• Norm-referenced tests put the learners in comparison with others.
• Learning is assessed, and learning is the assessment that forms metacognition.

These methods are observation, oral questioning, written testing, project-based assignments, practical exercises, presentations, role playing and product evidence. Assessments may involve formal or informal, paper or digital, and must be organisation-conformant.

Reflecting on Principles of Effective Assessment.

Methods to be used must take into account:

• Validity - measures what it is supposed to measure.
• Reliability: The same outcome on various occasions.
• Equity - open to every learner.
• Sufficiency, currency and authenticity- the evidence must be sufficient, relevant and authentic.
• Teachers need to choose those approaches balancing these principles that promote the learning goals.

Differentiation and Adaptation

The assessment strategies must be revised to suit the needs of individual learners, such as those with learning difficulties, disabilities, and language barriers. Differentiation may involve changing the tasks, offering alternative versions, or changing the timing. Positive feedback is used to help the learners enhance the process and product.

Conformance to Awarding Organisation Specifications

The planning of assessment should be done based on awarding organisation requirements such as particular formats, evidence standards and submission guidelines. The use of assessment theory ensures that there is compliance, and at the same time, the practice is learner-centred.

LO 4. Understand the application of theories and models of curriculum development within their own area of specialism.

AC 4.1 Analyse theories and models of curriculum development.

Answer:

Educational Ideologies

Various educational ideologies determine curriculum development:

• Academic - is concerned with conventional knowledge and subject mastery.
• Liberal - lays stress on general knowledge and self-development.
• Progressive- learner-centred, experience-oriented and problem-solving.
• Instrumental- attempts to build skills that are immediately applicable at the workplace.
• Democratic - learners and teachers are encouraged to participate and make decisions.
• These ideologies influence the objectives of the curriculum, the material covered in the curriculum and the methods of instruction.

Theories and Principles

• Rogers and Maslow: Humanistic theories focus on the needs of the learner, self-development and Aristotle.
• Skinner and Watson: Behaviourist principles emphasise the quantifiable results and strengthening of abilities.
• Piaget: Cognitive development theory is in favour of the sequencing of knowledge according to age.
• Howard Gardner: Multiple intelligences propose that varying strengths of learners should be reflected in the curriculum.
• Kelly: The curriculum must be dynamic and flexible with the emphasis on objectives, content and assessment.

All the theories offer a varying view of what is important in knowledge and how it should be presented.

Curriculum Body of Knowledge, Product, Process and Praxis.

• Body of knowledge- curriculum refers to a collection of subjects to be learned.
• Product – emphasise quantifiable results and competencies.
• Process- focuses on learning activities and experiences.
• Praxis- combines theory and practice to learn applied knowledge.

The practices determine how much should be delivered and how much should be participatory experiences.

Curriculum Models

• Linear- sequential flow of ideas; rudimentary but uncompromising.
• Modular- independent units; flexible and individualised routes.
• Spiral: issues considered again at more and more complexity; helps reinforce and learn more effectively.

Both models can be argued to possess advantages and disadvantages based on the subject, needs of learners and context.

Influencing Variables on Curriculum Design.

The design of the curriculum depends on:

• National policy requirements and local policy requirements.
• Organisational resources and objectives.
• Abilities, cultural diversity and learner needs.
• Educational ideologies and sociological factors.
• Awarding organisation specifications.

Planning and Resources

Curriculum is operationalised in schemes of work and lesson planning. The methods of teaching and strategies of assessment should be in line with the objectives of the curriculum and the needs of the learners. The selection of resources should be based on availability, efficiency, and cultural appropriateness.

AC 4.2 Explain ways in which theories and models of curriculum development can be applied in developing curricula in their own area of specialism

Answer:

Implementing Educational Theories.

Humanistic strategies (Rogers, Maslow): Pay much attention to the needs of learners, their motivation and development. Put into practice through the development of inclusive curricula which promote confidence, engagement and wellbeing.

Behaviourist methods (Skinner, Watson): Control organised skill learning and reinforcement methods, which are applicable to practical or vocational subjects in the specialism.

Cognitive approaches (Piaget, Gardner): Direct the sequencing of knowledge and tasks based on cognitive development and the various intelligences of the learner. Encourages differentiated learning and differentiated activities.

Using Curriculum Models

• Linear model: Step-by-step plans the topics to be followed obviously; useful in learning technical knowledge.
• Modular model: It has flexible unit options, which are based on the interests and abilities of learners.
• Spiral model: Reiterates major concepts at ever-increasing complexity, and strengthens comprehension and practice.

The models could be used to make sure that the curricula used support the basic knowledge and further learning in the specialism.

Lesson Planning and Schemes of Work.

Fitness Schemes of work transform curriculum intentions into weekly plans, aligning the objectives, learning activities and assessment techniques.

In the lesson plans, different teaching and learning strategies, including one-to-one support, paired work, small group and whole-class instruction, are introduced to address different needs and preferences.

The Taxonomy by Bloom gives information about whether the objectives should be at various levels: knowledge, comprehension, application, analysis, synthesis and evaluation.

Inclusion and Differentiation.

• Adjust the teaching methods to reduce institutional, social, cultural or individual barriers.
• Inculcate LLN assistance and skill growth potential.
• Apply differentiated results so that learners can attain success based on personal ability.

Assessment and ICT

• Combine various techniques of assessment: observation, verbal questioning, written assignments, practical activities and e-portfolios.
• ICT can aid in the study, presentation and assessment, which makes it more accessible and engaging.
• Make sure that it complies with awarding organisation requirements and other relevant legislation (e.g. SEND, equality laws).

Fostering Equality and Diversity.

Cultural differences are manifested in terms of resources and activities, and do not stereotype. Accommodating language and modified contents are used to promote equality and involve and participate all learners.

LO5. Understand the application of theories and models of reflection and evaluation to reviewing their own practice

AC 5.1 Analyse theories and models of reflection and evaluation.

Answer:

Models of Reflection

Through reflection, an educator is able to assess practice, enhance teaching, and promote learner outcomes. Key models include:

• Schoen - proposed reflection-in-action (thinking during practice) and reflection-on-action (after practice). Facilitates real-time and post-lesson post-implementation teaching.
• The Reflective Cycle by Gibbs: Reflective Cycle: A six-stage model description, feelings, evaluation, analysis, conclusion, action plan. Gives a systematised way of reflecting.
• Four Lenses- Brookfield This framework encourages reflection in a multi-faceted way: self, students, co-workers, and theoretical literature. Ensures critical and inclusive appraisal.
• Johns Model of Structured Reflection- involves guided questions, which assist practitioners to seek experience and meaning.
• Atkins and Murphy highlight awareness, critical analysis, and future action and connect reflection to improvement directly.

Continuous professional development is based on self-reflective practice and promotes adaptive teaching, problem-solving, and self-awareness.

Models of Evaluation

Assessment indicates teaching and learning effectiveness to make improvements:

• Kirkpatrick Model -Four levels: reaction (learner satisfaction), learning (knowledge/skills gained), behaviour (application of learning) and results (Impact/outcomes). Popular in programme and training assessment.
• Plan-Do-Review Cycle by Greenaway - focuses on the planning activities, their implementation and the analysis of the results to improve them consistently.
• Learning Cycle Experiential learning -Kolb model of learning that encourages reflection as the learner goes through experience, reflection, conceptualisation, and experimentation.
• Honey & Mumford Learning Styles - Reflection. Reflection is a part of learning preferences (activist, reflector, theorist, pragmatist) that can be used to customise teaching approaches.

Reflection and Evaluation in Practice.

• The determination of assessment outcomes helps in setting targets and improving performance.
• Teacher evaluation offers qualitative information about instructional performance and activity.
• Programme evaluation integrates both qualitative and quantitative information to be used in curriculum ameliorations.
• The models of reflection and evaluation help to make evidence-based decisions and develop further.

AC 5.2 Explain ways in which theories and models of reflection and evaluation can be applied to reviewing their own practice.

Answer:

Characteristics of Reflective Practice

Reflective practice refers to the critical assessment of teaching, decisions and professional activities one engages in to enhance the effectiveness of the practice. It promotes lifelong learning and assists teachers in being able to adjust to the needs of various learners.

Reflective Practice Opportunities.

• Journal Entries – Documenting the experiences of each day will help a person continue to self-review. Advantage: helps in building the habit of reflection; Disadvantage: it could be time-consuming and subjective.
• Active Review of Actions- The teaching decisions can be analysed during the lesson or after the lesson by using critical thinking and questioning choices. Advantage: snap-on; Disadvantage: can be unstructured.
• Problem Solving and Critical Thinking - Reflection enables one to assess problems and find improved methods.
• Requesting Feedback - Gathering response by learners, peers, or mentors gives a variety of views. Advantage: provides increased objectivity; Disadvantage: is dependent on feedback quality.
• Working with a Mentor- Reflection with an Expert- Experts provide guidance and help.

Reflection Models in Practice.

• Schön (Reflection-in-Action / Reflection-on-Action) - Implemented by modifying instruction in class and assessing and evaluating after classes. Facilitates problem-solving in real-time and improvement in the long run.
• Reflective Cycle Reflective Frames Gibbs defined frames as reflection organised into description, feelings, evaluation, analysis, conclusion, and action plan. Strength: systematic; Limitation: can promote formulaic reflection.
• Atkins and Murphy - dwells on awareness, critical thoughts and future action determination.
• Rolfe and Johns Models - Present a question-based model to examine the experience and meaning in practice. Advantage: stimulates a more analytical point of view; Disadvantage: can be less helpful in informal thought.

Alternative Approaches

• ICT Tools Digital portfolios, blogs, or apps enable educators to write and reflect, monitor progress, and incorporate multimedia evidence.
• Video Recording -Watching the lessons recorded is an aspect that improves self-awareness of teaching style and classroom interactions.

Applying theories and models of reflection enables educators to review their practice systematically, identify strengths and areas for development, and make informed improvements. Combining structured models, informal opportunities, and ICT-based approaches ensures reflection is both comprehensive and adaptable to individual professional needs.

Suggested Reading

Text

• Avis J, Fisher R and Thompson R (eds) – Teaching in Lifelong Learning: A Guide to Theory and Practice,nswer:
  3rd edition (Open University Press, 2018)
• Cohen L, Manion L, and Morrison K – A Guide to Teaching Practice, 5th edition (Routledge, 2011)

• Duckworth V, Wood, J, Dickinson J & Bostock J – Successful Teaching Practice in the Lifelong Learning
  Sector (Learning Matters, 2010)
• Gould J – Learning Theory and Classroom Practice in the Lifelong Learning Sector: Achieving QTLS Series
  (Learning Matters, 2012)
• Gravells A - Principles and Practices of Teaching and Training: A guide for teachers and trainers in the
  FE and skills sector (Further Education and Skills) (Sage 2007)
• Griffith A and Burns M – Outstanding Teaching: Engaging Learners (Crown House Publishing, 2012)
• Hattie J – Visible Learning for Teachers: Maximising Impact on Learners (Routledge, 2012)
• Illeris K – Contemporary theories of learning: learning theorists: in their own words (Routledge, 2018)
• Karl A and Riley A - Understanding and Using Educational Theories, 2nd Edition (Sage 2018)
• Keeley-Browne L – Training to Teach in the Learning and Skills Sector (Pearson, 2007)
• Machin, L. and Hindmarch, D. - A Complete Guide to the Level 5 Diploma in Education and Training
  (Further Education), 3rd Edition (Critical 2020)
• Petty G – Teaching Today: A Practical Guide (Oxford University Press, 2014)
• Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st
  Edition (Learning Matters, 2011)
  Reece I and Walker S – Teaching, Training and Learning: A Practical Guide (Business Education, 2007)
• Qualifi Level 5 Diploma in Education and Training July 2023 24
• Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th
  Edition (Learning Matters, 2011)

Journals and/or magazines

• Education + Training - Emerald Insight
• Journal of Education - SAGE Journals
• Journal of Education and Training - Macrothink Institute
• Journal of Curriculum Studies, Taylor and Francis, London
• Professional/vocational specific journals
• Times Educational Supplement – FE Focus
• Times Higher Education – weekly newspaper

Websites

• www.anngravells.com - Ann Gravells, online teaching resources
• www.beis.gov.uk – Department for Business, Energy & Industrial Strategy Innovation and Skills
• www.crll.org.uk – Centre for Research in Lifelong Learning
• www.Dylanwiliam.net – Dylan Wiliam, professional development materials
• www.excellencegateway.org.uk – Learning and Skills Improvement Service (LSIS)
• www.geoffpetty.com – Geoff Petty, online teaching resources
• www.ifl.ac.uk – Institute for Learning
• www.infed.org – informal education
• www.learningandteaching.info/ – approaches to learning and teaching
• www.niace.org.uk – The National Institute of Adult Continuing Education
• www.ofsted.gov.uk – Office for Standards in Education
• www.skillsfundingagency.bis.gov.uk – Skills Funding Agency (SFA)
• www.Teacherstoolkit.com – sources for teaching resources
• www.vital.ac.uk – Open University and Department for Education professional development

programme and resources