UNIT 3 THEORIES, PRINCIPLES AND MODELS IN EDUCATION AND TRAINING
Task 1
1.1. Theories, principles, and models of learning
Behaviourist theory
Behaviourist theory informs that all behaviours are facilitated through closer interaction with the external environment. It states that individual behaviour is formed through learning from the environment. Inherited and natural elements play a nominal part in behaviour. Positive reinforcement is an appropriate example of behaviourism (Albrahim, 2020). For example, Students are given a small reward if they get 100% on a spelling test. In future, it influences the student to work hard to acquire the rewards. Behaviourism theory is the key for the teachers in the classroom as it affects the students’ behaviour and reactions (Avis et al. 2009). It also provides a way for the teachers to influence their student’s behaviour along with a comprehension of the student’s home environment and lifestyle.
Figure 1: Behaviourism
(Source: Avis et al. 2009)
This model helps teachers understand strategies for motivating their students. Knowledge and information are transferred from the teachers, which is facilitated by the proper response to a stimulus. The teacher provides the students with information as a “stimulus-response”, and students are the passive participants (Baggen et al. 2022). Teachers can inspire appropriate responses and reactions among the students through behaviourism. Positive reinforcement and motivation are crucial elements of behaviourism. The implication of the theory is observed in higher motivation in students to obtain a higher score on the test, which is acquired through praise and rewards.
Humanistic theory
The Humanistic theory highlights that humans are inherently optimistic and have basic needs, which are vital for appropriate behaviour. Humanistic learning is generally student-centred, and they are influenced to take control of their learning (Bommasani et al. 2021). Students are given choices to make decisions regarding their daily activities to their future goals, which allows them to focus on specific subject areas. Teachers encourage students to become self-motivated to learn. As a result, the students are engaged and want to learn. In humanistic theory, the teachers encourage the students to find their area of interest to engage them in the learning process, which facilitates self-motivation (Brackett et al. 2019). Students are inspired to perform self-evaluations to observe their progress and express their feelings about their results. [Refer to Appendix 1]
The student’s feelings are vital as the theory highlights that knowledge and feeling have an intricate linkage. Activities and learning processes must focus on the student’s feelings to acquire an interest in learning (Bohg et al. 2021). The teachers help the students develop their learning skills and provide the proper motivation to facilitate engagement and passion for their preferred subjects.
1.2. Application of models, theories and principles
Classical conditioning
The application of the behaviourist theory is facilitated with the help of classical conditioning. I generally use classical conditioning to facilitate automatic learning, which helps acquire a conditioned response through the correlation between a neural and unconditioned stimulus. I generally use power point to facilitate learning among the student and present them with new information. The use of power point helps them read and view different diagrams related to their subject area. It helps stimulate a better understanding of the information being taught to them (Cohen et al. 2010). I also provide them with various worksheets which influence them to prepare beforehand. I generally inform them about the tests and highlight the rewards in case of higher marks. As a result, worksheets influence them to acquire good grades. I always praise the students for their excellent grades, which motivates them to acquire good marks in the following tests.
Figure 2: Classical conditioning
(Source: Cohen et al. 2010)
Maslow’s hierarchy of needs
I apply the Humanistic theory in the classroom using “Maslow’s hierarchy of needs”. The humanistic theory highlights the importance of understanding the psychology of students to provide them with appropriate motivation. The “physiological need” of the student needs to be met appropriately to facilitate knowledge. In case the student is sleep-deprived or hungry, they could show an aversion to learning and remain distracted in the classroom. I try to ensure the students have proper food and sleep before class. The safety need highlights the home environment of the students (Brookfield et al. 1995). The student needs to be provided with an adequate structure and predictability to facilitate safety in the classroom. [Refer to Appendix 2]
I often provide them with a routine that includes weekly learning classes and self-evaluation sessions. I also encourage the students to join various volunteer activities and group projects, which can help in forming social connections with their classmates to meet their belonging needs. Self-esteem is another essential requirement of students, which needs to be acquired through praise and rewards (Corder, 2007). In class, I give students gifts and acknowledge them for their efforts and higher performances. The self-actualisation needs of the students can be met by providing them with targets for tests. I generally inspire them to increase their scores in the next test by assuring them they can do even better next time.
1.3. Analysis of learning preferences
VARK model
VARK learning model helps determine individuals’ learning preferences in sensory modalities. It segments students into four distinct categories: Visual (V), Auditory (A), Read/Write (R), and Kinesthetic (K).
Figure 3: VARK model
(Source: Crawley, 2010)
Visual learner
Visual learner generally lanterns from the visual presentation of subjects. They generally use maps, charts, graphs and diagrams. However, they do not respond adequately to videos and photos. They generally need learning material in different visual forms, such as shapes and patterns (Crawley, 2010). Teachers can influence visual learners’ learning by establishing different visual connections between ideas. For example, using flow charts when explaining a specific process can help the students learn the process quickly.
Auditory learner
Auditory learners learn fast when the information is provided in auditory formats, such as hearing and the information related to a specific subject is spoken to them. They generally sort out their ideas after speaking rather than thinking before saying something. It helps them comprehend the ideas while saying them out loud (Foley, 2020). The auditory learner can learn significantly in case the teacher engages them in activities which include talking, such as group discussions and lectures. They generally benefit from reporting the information they have learned in class and having a recording of the class, helping in gaining information related to a specific subject that has been discussed (Deng et al. 2019). Additionally, group discussion helps them get a different perspective on the subjects from their classmates.
Read/write or Tactile learner.
Tactile learners are students who consume information regarding new things when it is words. It helps them in realising the information through reading or writing them down. Text is a powerful medium for them compared to auditory or visual aids for presenting ideas. These students generally perform significantly in written assignments (Godino et al. 2019). There are diverse ways to engage the tactile learner in the classroom or lectures. For example, the students can be asked to describe charts or flow charts by writing down the information illustrated by these tools. Additionally, giving them various writing assignments and quizzes can help increase their interest in the learning topics.
Kinetic learners
Kinetic learners are generally individuals who learn new things by doing. They generally enjoy “hands-on experience” and getting practical experience. They require interaction and real experience while gaining information regarding new things (Duckworth et al. 2010). The teacher can provide them with practice and examples or simulations to present them with new information. For instance, they can remember certain information by doing experiments.
Multiple intelligence
According to the “Multiple Intelligence Theory,” the students are divided into eight categories, highlighting various information processing styles. The learner’s capacity to evaluate information and generate work incorporating writing and oral languages, such as emails, speeches, and novels, is informed by their “verbal-linguistic intelligence” (Gould et al. 1994). People with “visual-spatial intelligence” have no trouble understanding maps and graphical representations. “Logical-mathematical intelligence” refers to the capacity for formulating equations and proofs, doing calculations, and solving abstract problems. The ability to recognise and communicate about various plants, animals, and “weather information,” typically found in nature, is referred to as “naturalistic intelligence” (Grifith, 2012). An individual with “musical intelligence” can create and interpret a variety of musical sounds. [Refer to Appendix 3]
“Intrapersonal intelligence” describes a person’s capacity to recognise and evaluate similarities. The ability to ascertain another person’s intents, mood, desires, and motivations is demonstrated by “interpersonal intelligence,” on the other hand, The term “bodily-kinesthetic intelligence” describes a person who uses his own body to solve problems or develop new things (Hattie et al. 2011). To give them the right learning approach, their abilities must be recognised. The style of learning and intelligence theory provide pupils with a thorough learning approach while also assessing their aptitude and learning preferences. Depending on the needs and abilities of the pupils, theories and principles can be employed in conjunction with one another. Establishing a suitable learning environment for various learning methods can benefit the student.
Additionally, it can assist in recognising the preferences of the students as stated in their “Individual Learning Plan or ILP.” The plan considers each student’s unique learning needs and style and the teacher’s abilities to help them comprehend the subject (Illeris, 2009). The teachers can create intelligent educational objectives for each individual and attach a mixture of several learning theories due to their awareness of the student’s learning demands.
1.4. Importance of individual learning preferences
An inclusive teaching environment is essential for facilitating a learning environment in the classroom. It helps the teacher to include a creative process of learning which helps all the students gain adequate knowledge (Kasalak and Dagyar, 2020). I have distributed the VAK form to assess the psychology of the students and determine their learning styles from the VARK model. It has helped me include a mixture of learning strategies which aid all the students in gaining insight. I deliver learning materials in written form along with representing the matter with the use of diagrams.
I also read the learning materials and encouraged the students to take notes during class. Moreover, I also provide various activities related to the learned objectives to provide them with practical experience. It generally fulfils the needs of students who have a diverse learning style.
Bloom’s taxonomy
The teacher uses Bloom’s taxonomy to discuss and gain practical knowledge regarding the assessment and learning methods of the students. I use this model to develop a framework with an underlying learning structure. It helps me facilitate the understanding of students regarding the educational structure. I first provide the students with an insight into the courses and their design. It helps the student in having a comprehension of the courses with its tests and grading criteria. It facilitates the students in recalling and using their experiences to solve future issues during the courses (Keeley-Browne, 2007). The application of Bloom’s Taxonomy has helped me achieve the learning outcomes adequately by facilitating good results from the students.
Task 2
2.1. Analysis of theories and models of communication
Information can be sent from sender to recipient through communication, most often between two people. Relationships with students, teachers, and parents must be cultivated to remove obstacles and foster efficient communication (Kidd and Czerniawski, 2011). A proper interaction develops knowledge of core concepts and expertise in pertinent communication theories.
Vygotsky’s theory
“Vygotsky” has some similarities to “Piaget”, who believes that social interconnection is significant to “cognitive development” and “child’s development” with the cooperation of a skilled person. Social communication opens “language opportunities” and establishes language as a base of thoughts (Lemov, 2011). Vygotsky states that positive changes in language and thoughts are the same, and the ability to communicate with people is crucial. “Vygotsky” is constructivism as it refers to learning effectively rather than just gathering information, which brings development and higher skill levels with social interaction. It believes that a child’s “cognitive development” lies in “communication” and “interaction” with social and cultural groups (Makransky and Petersen, 2021). Teachers, parents, professionals, and mentors provide the information and teach them vital lessons essential to their intellectual growth. The primary sources of knowledge are from family, members of a community, work, and any religious institute.
The “Zone of Proximal Development” states what can be done and what knowledge is collectable independently; basically, ZPD shows the difference between these two ideas. It also demonstrates how a knowledgeable and experienced person can obtain more information (Matthews et al. 2019). The resources such as worksheets, books, and objects help to enhance learning new skills as students’ understanding capabilities improve. The guidance of a task requires to be given by a more knowledgeable to a less experienced person through observation and demonstration rather than just providing information to remember (Moon, 2013). It is necessary to enable the students to achieve their targets and develop their skills. The drawback of this approach is that this is not capable of showing such problems as how a child learns, is not able to measure the child’s learning zone consistently, and does not show the requirements needed in a child’s development.
7 Cs of Communication
The “7 Cs of Communication” highlights seven essential elements in developing effective communication with an audience. “Clarity” refers to the appropriate transfer of ideas from one individual to another. The learning materials for the students need to be clear and straightforward language to achieve higher understanding and interest in the subject (Mercer-Mapstone, 2019). The “Correctness” highlights the importance of using precise grammar, spelling and punctuation while communicating in written form. The study materials need to contain appropriate figures and facts. “Conciseness” informs the essentiality of removing unnecessary information and repetitive words (Mukhalalati and Taylor, 2019). It helps the teachers communicate clearly with the students and provide them with information that is only relevant to their courses. It helps the teacher provide a concise message to the students and aids in better comprehension of the matter.
Figure 4: 7 C’s of Communication
(Source: Mukhalalati and Taylor, 2019)
“Courtesy” must be maintained while communicating with the students, which helps build a positive relationship. Teachers must also respect their students and appreciate their thoughts and viewpoints. It also highlights the importance of avoiding discriminatory language to facilitate an inclusive environment in learning through effective communication (Olson and Hergenhahn, 2012). “Concreteness” refers to an individual communicating in a specific way which is meaningful and transparent. The teacher needs to use clear and precise words, which helps the student to visualise. The teacher needs to use figures and facts along with active voices, which can increase the student’s understanding (Petty, 2004). “Consideration” highlights the need to understand the other’s interests and viewpoints. The teacher needs to revise the study material from the student’s viewpoints and ensure the maximum benefit for the reader. The lectures also need strategies to enhance students’ understanding using encouraging words. “Completeness” is an essential factor in communication, as incomplete messages often lead to unfulfilled objectives. The teacher needed to ensure the student had all the necessary information to understand the subject (Powell and Tummons, 2011). The teacher also needs to provide all the answers to the student’s queries and additional information in case the student needs it to understand the learning materials.
2.2. Application of communication to teaching
The application of the communication theory in the learning process helps the teacher establish a positive classroom environment, which facilitates knowledge. I provide written materials in the form of PowerPoint presentations, including short notes and related figures. It helps me provide the students with necessary facts with a visual representation. I generally provide additional information on the study materials, making the students understand the subject’s objective. Worksheets are delivered once a week to gain insight into the student’s knowledge (Race, 2010). It also helps the students understand their progress in the subjects. I also assign essays to students on specific subjects, which facilitates them in researching the topic independently and providing a written report. I provide them with feedback on their performance on the test. Early evaluation and comments have been found to aid in motivating students.
Additionally, it identifies the areas that need improvement and gathers data on the instructional strategy’s effectiveness concerning the students’ development. The “Individual Learning Plan or ILP” and the training requirement are supplemented by applicable requirements allowing the teacher to assess the student’s progress after a predetermined time (Reece and Walker, 2007). An ILP is often established using the data received during the initial evaluation as a framework. A summative evaluation that effectively gives students and teachers “two-way feedback” can also be used. The efficiency of the student’s performance in the course may be communicated to them.
On the other hand, the educator can be given great alternatives regarding the delivery method and appropriateness based on the pupils’ level of learning. It highlights the learner’s needs in a continuous process and informs the teacher and students about their present competencies (Roffey-Barentsen and Malthouse, 2009). Additionally, it aids in my comprehension of the student’s needs and helps me adjust my teaching methods to suit the learner better. Additionally, I provide lectures on many themes and lead discussions in which students can express their opinions on various issues.
Additionally, the students are provided with group projects based on the lectures, which helps them build a connection with their classmates. The students can acquire a different perspective on their learning materials by interacting with their peers (Rogers, 2021). Email, e-library and e-learning materials are also used in the classroom to help students acquire study materials.
4.1. Analysis of the theory of curriculum development
Honey and Mumford’s Learning Styles
The “Honey and Mumford’s Learning Styles” has segmented the learners into four different categories; such as “Activist”, “Theorist”, “Pragmatist”, and “Reflector”. Activists learn by engaging in different activities and are interested in the challenge of acquiring new experiences (Tanis, 2020). They often act without thinking are impulsive, and do not acquire substantial knowledge from reading or analysing information and theories. As a result, the learning curriculum needs to be integrated with puzzles, role-playing activities and competitions. It helps the activists engage in learning and motivates them to improve their performance.
Figure 5: Honey and Mumford’s Learning Styles
(Source: Wallace, 2011)
On the other hand, theorists are inclined towards learning facts, concepts and models. They acquire important information from “testable hypotheses” and need instruction to obtain expertise in subjects. Therefore, the curriculum must include learning about various models and statistics to engage the theorists (Wallace, 2011). The students need to be provided with adequate scope to apply the learned theories and gain insight regarding various stories and quotes. Pragmatists are influenced by applying their learned material in the real world. They are generally excited about new techniques and concepts and interested in applying theories to practical use. Therefore, the curriculum needs to contain case studies related to the subjects and discussions, facilitating motivation among students (Westera, 2019). Pragmatists can also be encouraged with various problem-solving activities, requiring them to apply various models and theories. Reflector learns from observing others and reflecting on the outcome. They usually watch others and gain insight from different perspectives. As a result, the curriculum needs various coaching sessions and feedback that interest the students. Along with that, paired conversation and observation activities also need to be included in the sessions.
4.2. Application to your area of specialism
I teach English as a second language to students above 16 years old. I generally provide the students with puzzles related to grammar and stories, which are tough in the curriculum. I also encouraged role-playing stories, which helped the students comprehend the study material more effectively. I also include various stories and quotes in the lessons to facilitate engagement among students interested in understanding theories. Various observing activities and case studies are also provided to the students to provide a comprehensive insight regarding the language (Winstone, and Carless, 2019). I also use PowerPoint presentations for students interested in visual materials. The presentation generally includes various facts and figures related to the lesson. I also provide various writing assignments for the students to deliver scope to express their ideas and creativity.
Task 3
3.1. Analysis of models and theories, principles of assessment
Models of assessment
Initial assessment
The initial assessment is a firm diagnostic assessment, generally done before the learner starts a course to determine the student’s knowledge, aptitude and skills. It helps ascertain if the learner meets the standardised requirement and the minimum level of knowledge for the course (Mercer-Mapstone, 2019). It is also helpful to learn about the learner’s previous knowledge and achievements to determine their suitable learning style. It has been determined that early assessment and feedback help in motivating learners. It also determines the areas of improvement and obtains information regarding the efficiency of the teaching method associated with learners’ progress. The training needs and the “Individual Learning Plan or ILP” are supported with relevant provisions enabling the teacher to review the progress after a certain period (Rogers et al. 2019). The information gathered from the initial assessment is generally used as a framework for establishing an ILP. Along with that, the data is also utilised for “recording achievements”, “negotiating goals”, “negotiating goals” and planning.
QCF model- National curriculum
The “Standard National Assessments” such as QCA, GCSE, and QCF deliver predetermined criteria on a “same platform level” for the learners at a significant level. It helps the teachers ensure that the “assurance specifications” and “standardised checks” are being addressed at the same level (Deng et al. 2019). These assessments have specific assessment criteria or learning outcomes which need to be met while the graded criteria are documented and spelt out with efficiency. Learners of the same level are required to answer similar questions and satisfy the provided “learning criteria” (Race, 2010). The learners are scored according to the assessment of the learning objective in their modules and graded according to the “marking criteria”. It helps the educational institute create standard criteria for comparing the learner’s performance at a certain level. It depicts a healthy competition among the individuals as the performances are ranked based on grading criteria influencing student accountability.
Theories of assessment
Petty – Medal and Mission
Medals are information provided to the students on their adequate performance in the courses. The teacher generally provides positive compliments next to the paragraphs, which shows genuine effort from the students (Hajian, 2019). Marks and grades are not considered medals. Medals are generally provided to the students to highlight their particular competencies in certain areas. Mission refers to the information delivered to the students, highlighting the required improvement and guidance on achieving the objectives. The teacher needs to provide a positive statement to the students, such as “Use more paragraphs to show the structure of your writing” or “Try to give more evidence for your views” (Shepard, 2019). The medals and missions must be correlated with a clear goal to acquire the best outcomes. Various assessment criteria, such as “give evidence for your viewpoints” and “use an example to justify your choice”, can help the students attain the expected outcome of learning materials.
Feedback sandwich
Feedback is an essential part of the learning process, mainly of two types; praise and criticism and constructive feedback. A Feedback sandwich is an effective way to provide the students with constructive criticism. The teacher needs to start with positive feedback to the students regarding their work. It does not mean avoiding criticism; however, it helps establish an effective relationship with the learner (Hajian, 2019). It helps the teacher tell the truth regarding the performance to the students. Delivering the bad news made the student anxious and pessimistic about the teacher. After pointing out their best efforts and strengths, the teacher must congratulate them on their efforts. It highlights the importance of recognising and acknowledging the students’ efforts and giving them credit for their performance (Wallace, 2011). After building a positive environment, the teacher must carefully assert the areas that need improvement.
Figure 6: Feedback Sandwich
(Source: Wallace, 2011)
Pointing out their shortcoming is problematic, and the communication strategy can vary due to the varied personality of the students. The teacher must highlight the positive sides of their work to reduce the effects of the criticism. The students need to be delivered with appropriate guidance and insight to enhance their competencies, motivating them to work on their drawbacks (Winstone and Carless, 2019). The students need to be provided with frequent feedback after every assessment. It can help the students self-evaluate their progress and enhance their motivation to increase their effort in learning.
3.2. Application of the assessment strategies
I give the students tests at the start of the courses to evaluate their competencies and knowledge. It helps in the initial assessment of the learners and helps me design the course with effective strategies. Short quizzes and interviews are also conducted to learn about students’ progress and increase engagement throughout the lesson. Formative assessments are also conducted through Group projects and class discussions to comprehend students’ growing knowledge regarding the subject. I generally conduct discussions twice weekly to guide the student’s thinking process and understand their progress in English as a second language. I also provide feedback such as “very good” and “good” on projects that have shown excellent student effort. I have also designed an activity plan for my students, which will help them gain insights during courses and assist them in acquiring positive results. [Refer to Appendix 4]
Task 4
5.1. Analysis of theory and models of reflection
In general, reflection is characterised as analysing and evaluating experience and learning using various techniques. It typically comprises the assistance offered to the individual’s critical reflection on their profession (Wallace, 2010). It enables someone to objectively evaluate their experience and identify the advantages and disadvantages of what they learned. Additionally, it helps identify areas that need work and guarantees that better teaching and learning processes are implemented (Foley, 2020). As a continual process that includes a circle of “self-observation” and “self-evaluation,” reflecting and evaluating can assist teachers in comprehending their activities and the students. I often use reflective models to evaluate my experience and improve my competencies. The practice of reflection has helped me enhance my teaching skills and acquire knowledge from experience.
Kolb’s Model
“Kolb’s reflective model” is one of the popular reflective practices that describes learning as a continuous procedure. In this cycle, knowledge exists through experience and complete comprehension of the learning materials. The reflective model contains four distinct stages which facilitate experiential learning in individuals (Brookfield, 1995). The first stage, “Concrete experience,” refers to the actual event, which is experienced by the individual and can include the learning session of the students in the classroom. The second stage, “Relective observation”, informs reflecting on the individual experience by analysing one’s feelings during the event (Hillier, 2005). It helps in analysing specific incidents from a different perspective which can include the feelings of the learners and the teacher’s view.
Figure 7: Kolb’s Reflective Cycle
(Source: Brookfield, 1995)
Additionally, it helps in determining the required improvement for similar future instances. “Abstract conceptualisation” is the third stage of the model, which enables the individual to conclude the experience through reflection. It facilitates questions on the reason behind the incident and attaches a proper explanation behind each minor incident (Westera, 2019). “Active experimentation” is the final stage that helps the individual map out a plan that can improve the learner’s experience and positively face similar experiences in the future. Kolb’s cycle also encourages experience-based learning and the creation of an action plan, which are then reviewed for efficacy in a related circumstance and help support continued development.
Gibb’s reflection model
Reflective cycle to investigate the knowledge and potential use of this understanding in the future. Six steps comprise the Gibbs reflective cycle, which carefully examines each event to offer an action plan. Description, Feeling, Evaluation, Analysis, Conclusion, and Action Plan are the six steps of this approach (Gibbs et al. 1989). The description is the first phase of the reflective cycle, which elaborates on the overall experience. The second stage involves analysing how the individual and the other felt during the event. The third stage, evaluation, provides information to comprehensively investigate the entire experience, highlighting both good and bad features.
Figure 8: Gibbs Reflective Cycle
(Source: Gibbs et al. 1989)
The analysis offers a comprehensive evaluation of a person’s experience, which aids in reaching the correct conclusions. Conclusion and the action plan aid in developing clear information and a future strategy for similar situations (Moon, 2013). Gibb’s reflective cycle aids in determining the student’s viewpoint and other people’s perceptions of particular situations. This paradigm is typically used when an uncommon incident occurs so that the narrators can analyse their points of view. They can look at how others respond, get involved, and assess the situation from numerous angles (Hillier, 2005). After analysing the event’s outcome and other participants’ points of view, the individual concludes. The person can then create an action plan for comparable future situations to perform better or take better action.
5.2. Practical use of reflection
SWOT analysis
Table 1: SWOT Table
(Source: Self-created)
I was able to identify my strengths and weaknesses as well as the possibilities and threats by using the SWOT analysis. The exam helped me evaluate my practice, and it has helped me make the best utilization of the learning models. To maximize the opportunities at my disposal, I have used them to strengthen my strengths and weak points.
Reflective journals
Description
I have distributed a feedback form to my students to acquire their opinions regarding my teaching. The majority of the feedback has been positive. A few students have highlighted that I need to include some practical activities in learning materials.
Feelings
At the moment, I feel that I need to improve my style of teaching. I felt optimistic, as it is essential for gaining insight into the student’s perspective.
Evaluation
The experience was overall good as it provided me with knowledge regarding the needs of the students. It has helped me gain insight into strategizing the learning plan.
Conclusion
I have concluded that I need to insert some group activities based on the learning objectives.
Action Plan
I have provided the students with practical activities in the courses. I have decided to include various practical activities related to the courses to stimulate student engagement in future.
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Appendices
Appendix 1: Humanistic theory
(Source: Bommasani et al. 2021)
Appendix 2: Maslow's hierarchy of needs
(Source: Corder, 2007)
Appendix 3: Multiple intelligence
(Source: Corder, 2007)
Appendix 4: Activity plan
(Source: Self-created)