Critically Analyse the Significance of Theories, Principles and Models Essay Example

so the curriculum is what actually happens in the classroom therefore is a process of communication. In this model there are a number of interactive elements to consider. The teacher should have a clear picture of what their role is within the classroom and what is expected of them as a teacher. They should be following guidelines set for them by external bodies and should be equipped with the knowledge to deliver the course.

Equipped with these tools, they should instigate conversation which stimulates action which, in turn encourages personal and educational growth. The teacher also grows both personally and in their teaching skills as they will continually be evaluating their processes and gaining knowledge from the outcomes. The process model differs to the product model in that the product model appeals to the workshop for a model while the process model looks to the world of experimentation. “The idea is that of an educational science in which each classroom is a laboratory, each teacher a member of a scientific community….

The crucial point is that the proposal is not to regarded as an unqualified recommendation but rather as a provisional specification claiming no more than to be worth putting to the test of practice, Such proposals claim to be intelligent rather that correct”. (Stenhouse 1975: page 142) Therefore the theory in this approach the focus is on the practice of teaching. “‘It is a way of translating any educational idea into a hypothesis testable in practice. It invites critical testing rather than acceptance”. Stenhouse 1975: page 142) The praxis model in many ways is a hybrid of the process model but much more developed. The praxis

model is the model totally embraces the Humanist theory. The teacher approaches the learning with a personal, but shared idea of the good and a commitment to human emancipation. They possess the ability to think critically on the job. They have a clear understanding of their role and what is expected of them and a proposal for action which sets out essential principles and features of what is expected of the students learning experience.

Guided by these principles, discussion is encouraged between and with students, out of which comes informed and committed action. The learning is constantly evaluated as are the outcomes. This approach embraces the Humanistic theories in that the focus is on psychological perspective. It adopts a holistic approach to human existence through investigations of meaning, values, freedom, personal responsibility, human potential, spiritually and self-actualisation.

The principals that the teacher adopts in the classroom include fairness, equality, diversity, inclusiveness which are all aimed at motivating the student to achieving their full potential. . Over the last few years the government’s focus has been on learning outside the classroom and the Lifelong Learning Sector has expanded over the last few years. Watson and Taylor (1998) state, “It has become fashionable to describe UK higher education as having shifted over the past decade from an ‘elite’ to a ‘mass’ system”. Lifelong learning is all learning activity undertaken throughout life whether formal or informal.

Lifelong Learning as a concept of connecting the various stages of formal and informal learning to formal education became popularised during the 1960s and 1970s. It is seen as a way of seeking to broaden the concept of education for all, while promoting education for

social development and economic growth. Lifelong learning crosses sectors, promoting learning beyond traditional schooling and through-out adult life. This definition is based on Jacques Delors, (Learning – The Treasure Within, 1996, page 45-47) ‘four pillars’ of education for the future.

Learning to know – mastering learning tools rather than acquisition of structured knowledge Learning to do – equipping people for the types of work needed now and in the future including innovation and adaptation of learning to future work environments Learning to live together, and with others – peacefully resolving conflict, discovering other people and their cultures, fostering community capability, individual competence and capacity, economic resilience, and social inclusion Learning to be – education contributing to a person’s complete development, mind and body, intelligence, sensitivity, aesthetic appreciation and spiritually.

Lifelong learning is therefore about, acquiring and updating all kinds of abilities, interests, knowledge and qualifications from pre-school years to post-retirement. It promotes the development of knowledge and competences that will enable each citizen to adapt to the knowledge based society and actively participate in all spheres of social and economic life, taking more control of his or her future. It about valuing all forms of learning. In 2005 the government launched the Skills Council for the Lifelong Learning Sector.

The Skills Council is responsible for all professional development for those working in community learning and development, further education, higher education, libraries, archives and information services and work-based learning. Learning and Education is a key economic driver. They are also a pathway to social and economic cohesion and inclusion. Through research the Government were able to conclude there was need in this country to expand learning outside the classroom.

They found that a large number of people within our society did not have the basic skills of literacy and numeracy.

They found that people fitting into this social group were hindered by their lack of basic education. These people could only find low paid jobs, if any jobs at all. They didn’t feel like they were valued members of society and this in turn led to other problems such as low self-esteem, which in turn created other problems such as poor health, both physical and mentally, and increase in crime. They often ended up on Welfare Benefits due to the lack of opportunity to obtain gainful employment, which then lead to a cycle of unemployment from generation to generation.

There were various reasons for this such as the transition of the world economy from an industrial age to a knowledge age, shift in employment patterns as new industries replace old. Another change which created barriers was the change in the ethnic composition of communities. There has been a large influx into this country of people from other communities and no real educational system to deal with mainly their barrier to speaking and writing English. The whole make up of our communities has changed vastly over recent years.

Therefore Politicians, Educators and Business people alike have seen the need to raise the general educational standards of adults and to look at broader definitions of “learning”. There is nothing new about recognising that a student’s learning outcomes can be influenced by factors such as learning styles, communication skills and values. In practice an Inclusive Curriculum should allow for students’ differences, be they individual or generic. An Inclusive Curriculum should

aim to incorporate the lived experienced of all students.

According to a discussion paper from the Flinders University: University curricula and teaching strategies, therefore must provide the opportunity for every student in class to relate to what is being taught to his or her lived experience as a basis for a critical understanding and analysis of the subject matter The Lifelong Learning Sector in this country encompasses learning for communities, further education, higher education, work based learning, offender learning, the voluntary and community sector and each has an Inclusive Curriculum based around learners needs.

Work Place Learning is defined by Unwin and Fuller (2003) as being ‘all types of learning which are generated or stimulated by the needs of the workplace, including formal on-the-job training, informal learning and work-related off-the-job education and training’. The learning caters to the needs of employers in addressing their subject shortages based on employment trends. Employers have recognised that their greatest asset is their employees.

Educating employees stimulates motivation within the workforce and also helps the person grow as an individual which leads to staff retention and staff satisfaction which in turn increases productivity. Maslow’s theory clearly demonstrates that if you stimulate esteem needs such as achievement, status and responsibility then this leads to self-actualisation – personal growth and fulfilment. The type of learning that is addressed in this context is more about personal development and growth within the workplace.

They do not fit into most of the contexts within the Lifelong Learning Sector which are more concerned with introducing people back into the work sector. However even in this area having an Inclusive Learning Curriculum is important as the people that attend these

courses outside the workplace, mostly at Universities and Colleges will still have some of the same barriers to learning as other individuals not employed. Therefore it is still important to address issues such as equality, diversity and equal opportunities for all.

Community Learning, however encompasses a whole different group of learners.. Wilson, (2008, p82), states that “in 1998 the Adult and Community Learning Fund was established with the aim of widening and increasing the participation in learning and improving the standard of basic skills. ” Community Learning supports people in the community who do not want to participate in education or training within learning institutions, such as Colleges or Universities. Hence learning was taken out into the wider community to accommodate these learners, for example to community centres and social clubs.

There is an important link in this context between learning and social regeneration. As well as there being economic benefits to this type of learning, it is also beneficial in promoting active citizenship and strengthening the family and neighbourhood. Community Learning has proved to be effective in engaging a range of disadvantaged and marginal adults. All areas of what is learnt and taught in any given curriculum, in any context are guided by the principles and ethos of inclusive learning, differentiation and widening participation that places the learner at the epicentre of education.

The whole philosophy of inclusive learning was born out of the humanist school of thinking. Emotional factors and personal growth are vitally important to the development of an individual.

1. Beasley, V. (1995) Developing Inclusive Curriculum – A Discussion Paper. Adelaide: The Flinders University of South Australia Unwin and Fuller, 2003, page 7 Gravells, A
   

and Simpson, S (2009)