EDUCATION AND TRAINING 1

Developing Teaching, Learning, and Assessment in Education and Training

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Developing Teaching, Learning, and Assessment in Education and Training

TASK A

1.1) Pedagogical Principles

Vygotsky, Brunner, and Piaget have been some of the most fundamental

psychologists within the sector of education and training especially in the nursing field. One

of the key propositions include Vygotsky’s Theory of Sociocultural Growth in which he

theorises that people are taught through public influences and their society. The theorist

asserts that communication is the crucial psychological tool towards the growth of a learner’s

reasoning, and through which they develop their speech from basic to complex speech as they

grow. Moreover, it is also fundamental in personal growth, because it is built between actions

of giving and channelling of understanding in a forthcoming and public environment

(Davidson Films 1989). That implies that the progression to understand a society is

disseminated through speech, which is regarded the significant means of the cognitive growth

process.

Figure 1. Vygotsky’s Development Theory

Secondly, Brunner’s pedagogical principle is formed through further analysis and

modelling of Piaget’s developmental theory. Brunner’s principle is grouped into three

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categories namely enactive, iconic, and symbolic. In the Enactive Mode, students tend to

utilize known ideologies of reality in the absence of image and use of words. Ideally, it

facilitates the representation past activities based on motor stimuli. Therefore, learners are

able to develop various skills are essential towards understanding how to perform an action

such as Hairdressing, skiing, and tying a knot (McLeod 2019).

In the Iconic Mode, learners tend to integrate internal imagination, in which several

aspects of imagery are used to characterize knowledge to infer concepts. Notably, sensory

associations such as visual abilities are fundamental for this level and as such, techniques and

perceptual organization of economic transformation of perspectives into meaning defines this

stage. Finally, the Symbolic Mode represents thoughts, whereby learners are always

constantly adding ideas and concepts. Ideally, the symbolism tends to be defined by discrete,

abstract, and flexible ideologies. Therefore, the symbolic stage ensures that students are able

to relate to real and abstract ideas, thereby becoming a key aspect of reflective thinking and

individual competence (McLeod 2019).

Figure 2. Jerome Brunner’s Three Stage Pedagogical Principle

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Lastly, Piaget’s Development Theory (constructivism), mainly emphasizes on

cognitive growth of learners in the early stages of development. Powell, Katherine, and Cody

(2009), note that his assumption discusses and clarifies the changes that takes place during

rational reasoning at the early years. Piaget theorised that cognitive growth happens after a

chain of phases of development and knowledge: somatic, actual processes, and conventional

processes. In his theory, Piaget states that through recognition and the interplay with the

circumstances, one is able to obtain current details. Overall, the theorist concluded that the

young learners have a functional cognitive role towards the process of seeking knowledge.

Figure 3: Piaget’s Four Stages of Cognitive Development

1.2) Effectiveness of Creative and Innovative Approaches

In the nursing sector, creative and innovative approaches are considered very essential

to both the trainer and trainee. Notably, they are often categorised based on visualization

skills, sensible management of technology, and dynamic learning. In this sense, they play a

key role towards the motivation of nursing trainees by promoting inclusion of their needs and

interests in learning. Foremost, ensuring that nursing trainees are well-resourced with

visualization skills helps towards the creation of an astute understanding and critical

rethinking of essential aspects of nursing field. On that note, it is possible to recognise the
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abilities of each student through effective lesson plans that relate and integrate to such aspects

to ensure that learners can easily visualise various concepts and transfer the same knowledge

to other students (Concordia University 2013).

Sensible management of technology may have a significant impact on the nursing

students. This is because it guarantees them the ability to have accurate skills towards the

management of learning technology such as the use of computers and whiteboard. Therefore,

it allows the research and dissemination of various nursing terminologies and concepts within

the classroom environment. Additionally, dynamic learning ensures that learners take keen

note of the integration of discussion groups, use of peer instructions, and efficient approaches

of solving problems. This process of learning utilizes the use of blackboards and peer

discussions to facilitate self-reflection and evaluation (Concordia University 2013).

2.5) Planning Inclusive Teaching and Learning

On numerous occasions, I ensure that take note of special class arrangements for

individual learners. In this sense, I organize interactive learning sessions through the use of

visual auditory approaches and Kinesthetic learning styles. On that same note, Motivation

Theory often aids me towards offering trainee’s that have less interest in classes with

extrinsic motivation. Most trainees tend to participate actively in the learning sessions,

especially when I offer praise, rewards, and motivation during the class period to facilitate

inclusive learning. Additionally, I prefer Piaget’s Constructivism theory of learning in my

training sessions as it allows the students to construct their own thought on each discipline

associated with nursing so that their learning experience is unique.

6.1) Demonstrating Minimum Core Element in Planning, Delivery, and Assessment of

Inclusive Teaching and Learning

The minimum core comprises of four fundamental elements namely; literacy,

language, numeracy, and Information and Communications Technology (ICT). As part of

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their teaching role, trainers are expected to demonstrate these key crucial elements when

planning to meet the needs of the learners (Gravells & Simpson 2014). ICT - Planning entails

ensuring the learners have access to computers and computer-related hardware and software,

I encourage my student to submit their written assignments online. Additionally, by exploring

websites in class on how to search for research materials on online databases, the students are

able to acquire skills on how to engage with technology. Assessment of the learners’ ICT

skills entails personal reflections and questioning for understanding. Literacy - In promoting

reading skills of the learners, I often give them reading tasks when introducing a new topic. I

give the trainees a short text and ask them to read in two readings. As pertains to writing

skills, I often encourage peer support among the learners where I ask them to practice peer

proofreading and form buddy groups.

Numeracy - I encourage peer support by asking learners to explain certain calculation

methods. I also use teaching aids such as calculators to ensure the learners are privy to the

limitations and functions of the device. In addition, I ask the learners to adhere to a maximum

word count when submitting their assignments, therefore offering opportunities for them to

practice counting. Assessment of the learners’ numeracy skills typically includes; question

for understanding, recognition of misconceptions, and formal assessment techniques such as

written tests. Language - I help my learners to develop their language skills by giving them

supportive and accurate feedback orally and in written format. For instance, when assessing

the learners’ written work, I correct and comment on key errors in language sues such as

grammar, punctuation, and spelling mistakes. In addition, I ask the learners to participate in

group discussions where they are able to improve on their oral language skills. Assessment of

their language skills includes formal assessment methods such as written tests and

observations.

TASK B
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3.1) Theories of Behaviour Management

Gardner’s Multiple Intelligence Theory

The theory of multiple intelligences was introduced in the year 1983 by a Harvard

professor known as Howard Gardner. The theory states that the human beings are born with

one intelligence which can never be altered, and the psychologists can measure it. Gardner

believes that humans have different intelligences (Gardner 2003). Among them includes

visual-spatial, the verbal-linguistic, mathematical knowledge, bodily Kinesthetic, naturalist,

interpersonal, musical and intrapersonal. In nursing, understanding these learning styles will

help in designing the nursing curriculum in ways that will suit all the students.

Gardner notes that Intrapersonal Intelligence is “developing an understanding of

yourself” implying the one is able to know him/herself, their capabilities, and needs.

Therefore, one becomes independent and prefer to study on their own (Gardner 2003). On the

other hand, interpersonal delves on the ability to understand other thus a very significant

aspect for students develop the cooperative learning skills when answering questions, solving

problems, coming up with learning games, discuss and brainstorm in the daily collaborative

topics.

The Logical or Mathematical Intelligence is “the capacity of an individual to express

what is on their mind and gain the ability to understand the defining aspects of some sort of

casual system” (Gardner 2003). It enables on to be able to manipulate quantities and numbers

such as nurses and scientist. Ideally, the students work with manipulatives, math games,

science experiments, problem-solving, deductive reasoning and numerical experiments.

Therefore, it enables students to build models, dramatize events in many areas that relate to

the subject that is being studied.

Four Stages of Escalation

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It can be difficult to deal with angry people, especially angry patients and visitors in

the nursing field. In this sense education and training in the nursing field should focus on

empowering and supporting nurses to address such situations amicably. Foremost,

Frustration often results in Anger, which tends to pose challenges in the nursing

environment, especially where dementia patients are nursed alongside others. On the other

hand, an Aggressive response to anger may cause an escalation of the situation thereby

resulting to Violence. Therefore, nurse leaders should maintain a clear and calm voice,

maintain eye contact, have a relaxed, non-threatening, open posture, and show assertiveness

to effectively manage patient’s behaviour. Moreover, they should also be keen at observing

the changes in behaviour of patients, signs of escalation, and be aware of the patient in a way

that is more caring to show the willingness of helping patients (Adam 2014).

3.3) Taking Account of Theories of Behaviour Management

Gardner’s Multiple Intelligence

The multiple intelligences theory offers an approach that is flexible when it comes to

good teaching. In nursing, tailoring of the activities so that they suit the needs, strengths and

interests of the individual students makes sense and has proven to be effective. In the entire

course of our lives, each one is faced with many varying learning experiences. In some cases,

our lives have been impacted in different ways. The varying impacts on each person are

attributed to the different learning styles or multiple intelligences. An individual’s learning

style is usually the method through which one obtains the information regarding their

surroundings. It is the responsibility of educational experts such as the teachers to know the

learning styles or multiple intelligences so that they can help the students reach their potential

and apply all methods that are necessary (Gardner & Thomas 2004).

As a nursing professional, one may experience difficulties in reaching out to a student

using one of the styles hence being forced to use another learning style hence emphasizing
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the need for the teachers to learn different learning styles. Nursing professionals are required

to use a learning style that will help the students and make sense of the students and the one

that the students will enjoy. The schools need to incorporate all multiple intelligences in

lessons so as to accommodate all the students that have varying learning styles in one

classroom. By reaching all the students different learning styles, one can harbour the

assumption that all students will perform better and that all the vital information will be

retained by the students (Gardner & Thomas 2004). The different intelligences in students

will help them lead a career direction that is more appropriate.

As a nursing teacher, one can learn their intelligence or learning style which helps in

improving how one learns and teaches. In training centres, the students are supposed to learn

in various ways. The students should construct models, come up with collaborative decisions,

dance, write, read, and solve problems that involve deductive reasoning, illustrate and create

songs in one day. The education sector should come up with centres to cover different

learning styles. In personal training center, the students are given a chance to explore the

current area of study through individual projects, reflection, and research (Gardner & Thomas

2004). This helps towards contributing in both interpersonal and intrapersonal intelligence.

Four Stages of Escalation

Moreover, the application of behaviour management through the Four Stages of

Escalation helps the students to develop an increase in responsibility, respect, and self-

direction as time goes on. The stages also help in reducing the discipline problems among the

students. All students will improve the cooperative learning skills since most of the center

work will be collaborative hence helping students become more skilled listeners, share

leadership skills in various activities, helping one another and help in introducing new

members in their groups to the programs. Using the different learning styles in class will help
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the students score high grades in the standardized tests due to improved retention (Adam

2014).

TASK D

4.5) Taking Account of Theories, Principles, and Models of Learning and Communication

I apply Howard Gardener's Theory of Multiple Intelligence, which provides me with

knowledge of how students acquire knowledge. The concept of various intelligence insists on

the greatly individualized manner in which individuals learn and recognizes that every person

has a unique intellectual ability. Howard asserts that there are several bits of intelligence

(interpersonal, musical, verbal-linguistically, bodily-Kinesthetic, spatial, and naturalist).

Some learners can fit in limited or a variety of intelligence (Heimer et al. 2017). I am certain

that every learner has a unique style of how they preserve knowledge. At the start of the

lesson, I often give students questions that would deduce every student preferred learning

technique. By doing so, I can comprehend the learning methods of my students. It also aids

me to choose the appropriate way to display information and to plan activities. I divide my

students into teams and offer them problem-solving quizzes. This motivates them to debate

with others and exchange essential ideas. I also give personal exams to learners to explain

certain topics, where I require them to reflect on the information they have been learning.

I use Jerome Brunner’s Pedagogical model of learning to convey lessons while

adapting pedagogical principles. For this purpose, I utilize books, projector, whiteboard, and

PowerPoint. In the following half, I use Humanistic Constructivist Principle and act as

students' facilitator. In this sense, I tend to mould a positive behaviour and evade undesirable

habits. I try to inspire the students to nurture teamwork while achieving the education

requirements of the learner. Moreover, the humanistic constructivist principle of

communication, I allow learners to discover the skills via observation. I make learners detect

their conduct and adjust themselves if necessary. I split them into cooperative subsections for
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group dialogues, where they relatively analyse and assess the conduct of peer teams and that

of their own. This assessment aids a student to build him or herself and mutual advancement

and satisfy the goal of inclusive learning.

5.5) Taking Account of Theories, Models, and Principles of Assessment

I tend to align my assessment approach based on a combination of diverse tenets,

methods, and models of evaluation encompassing initial, formative, and summative

assessments. Initial assessments are important processes to analyse and assess the curricular

and extra-curricular fitness of the students. Interviews, written tests, group discussions, and

non-paper trials prove to be highly effective initial and investigative evaluation instrument.

For consistent or periodical assessments, I have implemented formative evaluation strategies

to measure advanced learning of the trainee. Assessment approaches like presentations, case

study exploration, personal interviews, and surprise tests ascertain to be very competent

formative evaluation techniques. Formative assessment also encompasses weekly and

monthly advancement report. The main assessment tool, which is summative, tends to assess

whether the nursing students have fulfilled the precise and super goals of learning or not. It is

also associated with the overall outcome of formative in the entire course as well as the key

dissertation or project. As this evaluation are founded on initial investigative evaluation and

consistent formative assessment, therefore, it contributes to a fairer assessment and also the

student gets contented and may adjust himself for his advancement with time.

7.1) Effectiveness in Utilizing the Theories and Models of Reflection

Moon (1999) asserts that the differences in approach of reflection are accounted for

immensely by diverse perspectives such as the significant for the outcomes of reflection or

the process of reflection (Mann et al. 2009). On that note, I have tailored my training plans

and objectives to include reflection in the learning outcomes of the nursing module through

all the assessment processes and criteria. This has enabled me to have an effective inclusion
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of reflection into the curriculum and its significant justification in the process of quality

review. I have also learnt to develop my training approach in a way that it aligns with

Moon’s Map of Learning strategy. In this sense, I note the significance of NOTICE to ensure

that learning has occurred and knowing the materials of training as coherent ‘MAKING

SENSE.’ Additionally, I also ensure that I arrive at a holistic view ‘MAKING MEANING’

through meaningness and developing relationships of new material with other ideas

‘WORKING WITH MEANING.’ On the same note, I also note the significance of

‘TRANSFORMING LEARNING’ by ensuring that the new training approach is being

transformed.

Donald Schon Model of Reflection in and on the action ensures that I provide the

lesson structure prudently. I observe and evaluate the lesson by use of multiple modes that

permits adaptation in my lesson plan or systems of work as required. If the session completes,

I reflect on, examine, and assess my training via evaluation and feedback from students. This

after activity reflection then notifies my consequent planning and preparation, resulting in a

cycle of constant enhancement. Reflection functions specifically in those fields of practice

where I am challenged with exclusive and puzzling conditions (Herbert 2015). Through

association with the student, at initial and formative stages of assessment, I obtain clarity of

learning capabilities of my students, based on which I reflect on my lesson and attempt to

mould it in regards to the learning necessities of the trainee.

7.2) Improving the Plan, Delivery, and Assessment of Inclusive Teaching and Learning

Ideally, there exists multiple ways to enhance own practice in inclusive teaching,

which includes, the use of an array of teaching methodologies, actions, and assignment that

will meet the needs of learners with different learning mode, capacities, knowledge, and

backgrounds. Arguably, inclusive training methods take into consideration the needs of

students with a variety of background, learning techniques, and capabilities. As a nursing

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professional, I apply diversity in the entire curriculum, modify course materials, assignments,

and activities. More so, I establish a safe learning condition by using ground guidelines and

using collective style concepts to implement accessible classes by delivering information

both verbally and visually to meet the needs of all learners with visual or sound inabilities in

addition to students with many learning needs. Where necessary, I also offer flexibility in the

manner in which learners display their skills and how I evaluate student’s experiences and

developments. For instance, I offer learners a variety of assignment topics to select from, or

permit students to decide the weight of each project on their concluding grade at the start of

the training session.

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Reference List

Adam D, Taylor R. 2014. Compassionate care: empowering students through nurse

education. Nurse Education Today; 34: 9, 1242-1245.

Davidson Films: Films for the humanities, sciences, and infobase. 1989. Piaget's

Developmental Theory an Overview. New York, N.Y.: Infobase. Giants of

Psychology.

Concordia University. 2013. Three innovative methods of teaching for high school

educators. [Online] Available at: http://education.cu-portland.edu/blog/educator

tips/3-innovative-methods-of-teaching-for-high-school-educators/. [Accessed 19

March 2020].

Gardner, H, and Thomas H. 2004. Multiple intelligences: Educational implications of the

theory of multiple intelligences. Educational Researcher. 18.8:4.

Gardner, H. 2003. Multiple intelligences: The theory in practice. A Reader. 1st ed. Basic

Books, Print.

Gravells, A & Simpson, S 2014, The certificate in education and training, Sage

Publications, London.

Heimer, A.M., Andreassen, K., & Haugen, S. (2017). Values of crafting in design education.

The design society.

Herbert, C. 2015. Knowing and/ or experiencing: a critical examination of the reflective

models of John Dewey and Donald Schon. Reflective practice, 16(3), 361-371

McLeod, S. 2019. Brunner - Learning theory in education. Study Guides for Psychology

Students - Simply Psychology. https://www.simplypsychology.org/bruner.html

Mann, K., Gordon, J. and MacLeod, A., 2009. Reflection and reflective practice in health

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Powell, Katherine C, and Cody J.K. 2009. Cognitive and Social Constructivism: Developing

Tools for an Effective Classroom. Education 130.2 (2009): 241-250.