Theories, Principles and Models in Education and Training

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ICON COLLEGE OF TECHNOLOGY AND MANAGEMENT
Pearson BTEC Level 5 Diploma in Education and Training
Unit 3: Theories, Principles and Models in Education and Training
Assignment Brief
April 2022

General
Guidelines
The work you submit must be in your own words. If you use a quote or an
illustration from somewhere you must provide the source.
Include a list of references at the end of your document. You must give all
your sources of information.
Make sure your work is clearly presented and that you use correct grammar.
Wherever possible use a word processor and its “spell-checker”.

 

Internal verifier Sabina Yasmin
Signature (IV of the
brief) *
[email protected] Date 21/09/2022

 

Programme title L5 Diploma in Education and Training
Unit number and title Unit 3 Theories, Principles and Models in Education and
Training
Unit Type Core
Unit Level and Credit
Value
Level 5 20 Credit
Module leader
Assessor (s) Dr Sonia Khan
Issue Date 21/09/2022
Final assignment
submission deadline
09 – 14 January 2023
Late submission deadline 16 – 21 January 2023
The learners are required to follow the strict deadline set by the College
for submissions of assignments in accordance with the BTEC level 4–7
submission guidelines and College policy on submissions.
Resubmission deadline NA
Feedback Formative feedback will be available in class during the semester.
Submissions for formative feedback should be done timely as requested
by the tutor.
Final feedback will be available within 2 weeks of the assignment
submission date.

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ICON College of Technology and Management
Pearson BTEC Level 5 Diploma in Education and Training
Unit 3: Theories, Principles and Models in Education and Training
Coursework
This Unit will be assessed based on your response to the tasks assigned that requires you to examine
underpinning knowledge and understanding of theories, principles and models in Education and
training in assignments/reports.
You are strongly advised to read “Preparation guidelines of the Coursework Document” in the
relevant information section (see Appendix B) and “Checklist for tasks” (see Appendix C) before
completing your assignment.
Assignment Context
What you must do:
The assignment of this unit will consist of five individual tasks, that will cover all five learning
outcomes.
Please remember that the summative assessment for this unit is based on your response to the tasks
assigned.
A checklist for each task is provided in Appendix C for you to review your assignments before
submission.
You must always follow the academic writing format and include citations and references using the
HARVARD style of referencing.
Task 1: Micro teaching: Planning, implementing, and reflecting
General instructions for the task
This task is linked to LO1 and will cover the assessment criteria 1.3, 1.4, 5.1 and 5.2
The suggested word limit for this task is approx. 1000 words.
Your tutor will provide you with templates to document the micro-teaching plan and record peer
observation.
Task requirement
This task requires two things from you.
Firstly, plan a micro teach session using a template provided to you. In your plan include clear strategies
for differentiation, a group profile, and learning activities; resources to support lesson delivery that
incorporate VAK model/Gardener’s multiple intelligences/Honey and Mumford learning styles (Attach
the lesson plan in appendix).
Write a 500-word rationale justifying your teaching methods and taking into account individual learning
needs and preferences.

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Secondly, implement your lesson plan and document peer and tutor observer reports of your teaching
(Attach the reports in the appendix).
Use the report to write a 500-word reflective account of your teaching. Use your understanding of any
of the reflective models to document your reflections and evaluate your strengths and limitations.
Task 2: Essay: Analysis of theories and models of learning
General instructions for the task
This task is linked to LO1. It will cover assessment criteria 1.1 and 1.2
The suggested word limit for this task is 600 words.
DO NOT use the example/scenario provided as that is provided only to assist you in your thinking and
structuring of the task.
Task requirement
Write an essay analysing theories or models of learning that you might utilise in your practice.
Critically review how these theories or models align with your beliefs, intentions and approach to
teaching and learning.
Scenario
An Environmental Sustainability Lecturer believes that teaching environmental sustainability is always
a site of political contestation. Teaching about the environment is never about teaching only facts, but it
includes some form of activism as well. Hence, environmental sustainability is about activism, which
can be understood as the ability to know for oneself, in terms of both the authorial and ever-shifting
world. Based on his beliefs, the lecturer uses a transformative agentic stance which proposes that the
world is continually created and recreated by and through human agency (Stetsenko, 2017). He uses this
theory to structure his lessons and approach to teaching and learning. In designing his lessons, he thinks
about facts and concepts related to the topic, how these came about and how these could be enacted in
the present. He also ensures that he includes discussions with his students on the role the environmental
sustainability facts/concepts play in the world today in view of the present challenges or conflicts that
the world faces.
Task 3: Situation analysis
This task is linked to LO2 and will cover the assessment criteria 2.1 and 2.2
General instructions for the task
The suggested word count for this report is approx. 800 words.
Task requirement
Imagine you are teaching at FE institute. As a teacher or trainer, you are tasked with a responsibility to
teach the content related to your subject specialisation (wellbeing, business management, travel and
tourism, artistry, fashion design, health and social care, English as a Second Language or any other).
Select one each of the one-way and two-way communication theories or models and suggest ways in
which you would teach a concept/topic using the selected theory or model. Provide reasons for your
selection. Suggest also the limitations you might face when communicating the subject content to your
students and how you think you might overcome those challenges. Provide examples to illustrate your
points.
Task 4: Account of applying various forms of assessment
This task is linked to LO3 and will cover the assessment criteria 3.1 and 3.2
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General instructions for the task
The suggested word count for responding to the two scenarios is approx. 1000 words.
This task requires you to reflect on the scenarios provided and respond accordingly.
Task requirement
You are required to respond to the two given scenarios in this task.
Scenario 1
A lecturer in Structural Engineering introduces an activity where the students have to work in small
groups of 4. There are a total of 20 students. The groups work to develop a design. As a group, they
present their work to their fellow students.
Based on your understanding of theories, models and principles of assessment, use the scenario to
explain which type of assessment/s, which type of assessment/s do you think the lecturer could use
and why? What skills and expertise he/ she would require to conduct the assessment/s successfully?
Discuss how the lecturer’s decision would benefit the students.
Scenario 2
Imagine you are an FE instructor teaching a subject of your choice. Based on your understanding of
theories, models and principles of assessment, how would you use feedback to modify instruction as
well as assist the learners to understand assessment objectives to perform well in the assignment
submission?
Task 5: Review report
This task is linked to LO4 and will cover the assessment criteria 4.1 and 4.2
General instructions for the task
The suggested word count for this report is approx. 600 words.
Task requirement
Tyler’s approach is widely quoted in books on curriculum. If you were to rewrite the Tyler approach for
the changing societal learning needs, what would you add, delete, or modify? Write an essay justifying
your decisions.
For responding to this task, you will have to derive from your knowledge gained about curriculum
theories, models and principles and their application from the lectures. In taking decisions, you could
consider whether the approach is popular with bureaucrats, senior planners, teachers and /or parents.
You could consider other curriculum theories, models and principles in justifying your decisions.
Appendices
A. Learning outcomes and assessment criteria
To gain a Pass in a BTEC DET Unit, you must meet ALL the Pass criteria.
Each learning outcome is to be assessed based on certain assessment criteria.

Learning Outcome Assessment criteria
1. Understand the application of
theories, principles and models
of learning in education and
training
1.1 Analyse theories, principles and models of learning
1.2 Explain ways in which theories, principles and models of
learning can be applied to teaching, learning and
assessment

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1.3 Analyse models of learning preferences
1.4 Explain how identifying and taking account of learners’
individual learning preferences enables inclusive teaching,
learning and assessment
2. Understand the application of
theories, principles and models
of communication in education
and training
2.1 Analyse theories, principles and models of communication
2.2 Explain ways in which theories, principles and models of
communication can be applied to teaching, learning and
assessment
3. Understand the application of
theories, principles and models
of assessment in education and
training
3.1 Analyse theories, principles and models of assessment
3.2 Explain ways in which theories, principles and models of
assessment can be applied in assessing learning
4. Understand the application of
theories and models of
curriculum development within
own area of specialism
4.1 Analyse theories and models of curriculum and
development
4.2 Explain ways in which theories and models of curriculum
development can be applied in developing curricula in own
area of specialism
5. Understand the application of
theories and models of
reflection and evaluation to
reviewing own practice
5.1 Analyse theories and models of reflection and evaluation
5.2 Explain ways in which theories and models of reflection
and evaluation can be applied to reviewing own practice

B. Relevant Information
1. How your work will be assessed
To gain a Pass in a BTEC DET Unit, you must meet ALL the Pass criteria.
Each learning outcome is to be assessed based on certain assessment criteria.
2. Preparation guidelines of the Coursework Document
a) All coursework must be word processed.
b) Avoid using the “Text box” in writing your assignment.
c) Document margins must not be more than 2.54 cm (1 inch) or less than 1.9cm (3/4 inch).
d) Font size must be within the range of 10 points to 14 points including the headings and body
text.
e) Standard and commonly used typefaces such as Times New Roman (12 font) or Arial (11 font)
should be used.
f) Double space and justify your work, and leave extra space between paragraphs.
g) All figures, graphs and tables must be numbered.
h) Include a complete, accurate and Harvard-style in-text citation and reference list (The word
limit does not include the reference list).
i) Do not use Wikipedia or essays as a reference. Using such references leads to plagiarism.
j) Word limit must be strictly followed.
k) Proofread your work thoroughly to ensure that your grammar, syntax and spelling are correct
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3. Plagiarism and Collusion
Any act of plagiarism or collusion will be seriously dealt with according to the regulations. In this
context the definition and scope of plagiarism and collusion are presented below:
Plagiarism is presenting somebody else’s work as your own. It includes copying information
directly from the Web or books without referencing the material; submitting joint coursework as
an individual effort. Collusion is copying another student’s coursework; stealing coursework from
another student and submitting it as your own work.
Suspected plagiarism or collusion will be investigated and if found to have occurred will be dealt
with according to the college procedure. (For details on Plagiarism & Collusion please see the
student’s handbook)
4. Submission
a) The initial submission of coursework to the tutors is compulsory in each unit of the course.
b) Student must check their assignments on ICON VLE with plagiarism software Turnitin to make
sure the similarity index for their assignment stays within the College approved level. A student
can check the similarity index of their assignment three times in the Draft Assignment
submission point located on the home page of the ICON VLE.
c) All Final coursework must be submitted to the Final submission point in the unit (not to the
Tutor). A student would be allowed to submit only once and that is the final submission.
d) Any computer files generated such as program code (software), and graphic files that form part
of the coursework must be submitted as an attachment to the assignment with all
documentation.
e) The student must attach a tutor’s comment in between the cover page and the answer sheets in
the case of Resubmission.
5. Good practice
Make a backup of your work in different media (hard disk, floppy disk, memory stick etc) to avoid
distress for loss or damage to your original copy
6. Extension and Late Submission
a) If you need an extension for a valid reason, you must request one using an extenuating
circumstances request form available from the college exam office and ICON VLE. Please note
that the lecturers do not have the authority to extend the coursework deadlines and therefore do
not ask them to award a coursework extension. The completed form must be accompanied by
evidence such as a medical certificate in the event of you being sick
b) Late submissions will be accepted and marked according to the college procedure. It is noted
that late submission may result in grading from PASS.
7. Submission deadlines

Formative feedback Week 12
Final Submission 09 – 14 January 2023
Late submission 16 – 21 January 2023

Submit to: Online to the ICON VLE only
8. Glossary of terms
Analyse:
Break an issue or topic into smaller parts by looking in depth at each part. Support each
part with arguments and evidence for and against (Pros and cons)

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Critically Evaluate/Analyse: When you critically evaluate, you look at the arguments for and against
an issue. You look at the strengths and weaknesses of the arguments. This could be from an article
you read in a journal or from a textbook.
Discuss: When you discuss you look at both sides of a discussion. You look at both sides of the
argument. Then you look at the reason why it is important (for) then you look at the reason why it is
important (against).
Explain: When you explain you must say why it is important or not important.
Evaluate: When you evaluate you look at the arguments for and against an issue.
Describe: When you give an account or representation in words.
Identify: When you identify you look at the most important points.
Define: State or describe the nature, scope or meaning.
Implement: Put into action/use/effect
Compare: Identify similarities and differences
Explore: To find out about
Recommend: Suggest/put forward as being appropriate, with reasons why
Account: Similar to explain but with a heavier focus on reasons why something or is not the way it is
C. Checklist for tasks
a) Checklist for Task 1: Micro teaching: Planning, implementing, and reflecting
I have attached a plan of my micro teaching in the appendices.
I have provided a rationale justifying my decisions while planning a particular topic.
I have taken feedback from my tutor and two peers. I have attached these in the appendices.
I have used the feedback from my tutor and peers to reflect on my teaching and have written
about my strengths and limitations and how I could improve further.
In my reflection on my teaching, I have used a reflective model to document my learning
experience. I have also analysed why I use that particular reflective model and not anyone
another.
b)
Checklist for Task 2: Critical review of theories and models of learning
I have deeply thought about 1-2 theories or models of learning that align with my beliefs about
teaching and learning or teaching a particular subject.
I have explained my belief about teaching and learning in general or teaching a particular
subject.
I have analysed how the selected theory relates to my beliefs and intentions for teaching and
learning.
I have discussed how I will design learning based on my approach to teaching and learning. I
have provided an example to illustrate my point.
c)
Checklist for Task 3: Essay on the relationship between communication and
instruction/teaching and learning
I have reflected on which two communication theories – one-way communication and two-way
communication – I could apply to teach any topic of my interest/subject specialism.
I have provided an example of both situations.
I have discussed the limitations I might face in both situations.
I have discussed how I could possibly overcome such limitations.
d)
Checklist for Task 4: Account of applying various forms of assessment
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Scenario 1
I have identified the type of assessment a lecturer would use in Scenario 1.
I have explained the reasons for his choice/s.
I have identified the skills and expertise he would need to successfully implement the selected
assessment type.
I have discussed how the students might be benefitted from such assessment/s. I have provided
examples to illustrate my point.
Scenario 2
I have discussed the relevance of feedback in teaching and learning.
I have discussed how feedback assists learners in meeting the assessment objectives as well as
assists teachers/trainers to improve instruction to assist learners to perform well in assignment
submission.
e)
Checklist for the Task 5: Review report
I have discussed Tyler’s approach to curriculum design briefly.
I have considered changes in learning needs with the changing societal needs and have reflected
on whether Tyler’s approach is fit to meet such needs.
In reflecting on my decision, I have reasoned about its popularity amongst several stakeholders
to explain why this approach is popular or whether its popularity is fading.
I have also compared and contrasted this approach with 1-2 other curriculum approaches and
have weighed what could be added, deleted or modified to Tyler’s approach to creating a more
compatible curriculum to meet the needs of the 21st-century world.
D. References used in the assignment brief
Stetsenko, A. (2017). The transformative mind: Expanding Vygotsky’s approach to development and
education
. Cambridge University Press.