Running head: REFERENCES Purnell 1 Educator as Servant Leader: Living and Modeling a Christian Worldview as a Reflective Practitioner Sharenus Purnell Belhaven University EDU 625 1AO75 Dr. Holifield March 13, 2021 REFERENCES Purnell 2 Educator as Servant Leader: Living and Modeling a Christian Worldview as a Reflective Practitioner Teachers need to focus on factors that institute effective teaching. These factors include; providing a conducive environment for students, focused student learning, instruction differentiation amongst students, and observing and practicing ethical guidelines. As Christians, it is equally important for teachers to abide by God's words at all times. Teachers are obliged by the Christian teachings to follow Christ as their leader, and this is by teaching children or their followers the ways of truth. As to why educators should live a contemplative life, students look up to them as their role models. Therefore, teachers must ensure they follow Christ's teachings of a good teacher and pass the lessons to the students to raise a truthful, God-fearing, and successful generation. Subject Matter, Student Learning, Diverse Learners The topic entails analyzing how well teachers compose interdisciplinary knowledge in various domains, how the students will learn, and how to create differential instructions for diverse students. Each of these domains contributes significantly to a successful classroom where the educator serves as a reflective practitioner to help all students equally despite their differences in learning capabilities (Lacina & Griffith, 2018). Teachers do not concentrate on the diversity of the students but on their success. Professional Knowledge Base – Subject Matter Educators can incorporate interdisciplinary practices in every subject matter. They can achieve this by integrating knowledge skills and approaches across the curriculum. One of the most potent methods to incorporate interdisciplinary skills is using themes (Army, & Doran, 2010). Educators can use pieces to present a subject matter following the topic of discussion. In REFERENCES Purnell 3 this way, the teachers create an interactive schedule to explore issues deeper, gain knowledge from various sources, and allow active participation. Thematic units also provide meaningful, organized, and structured skills to the educators.AS a result, they serve as reflection tools to the students (Marenus,2020). The use of these themes serves as an indicator of; organized activities with themed classes, daily student activities that help increase their knowledge on the subject matter and gain technological skills. Professional Knowledge Base – Student Learning There are various ways in which students learn. According to psychologist Howard Gardner, multiple intelligences enable students to remember, and each student possesses at least one of them. These include; verbal, musical, interpersonal, naturalistic, logical, visual, and kinesthetic intelligence (Gardner, 2000). However, it is the educator's responsibility to differentiate between different bits of intelligence that each student possesses and, therefore, help meet all students' needs A teacher may incorporate various techniques in the lesson presentation to accommodate all students. For instance, the teacher may use visual, auditory, and kinetically teaching skills to meet the students' different intelligence needs. As proverbs 9:9 states, Instruct the wise and be wiser still; teach the righteous and add to their learning. Professional Knowledge Base – Diverse Learners Differential learning is also another aspect that educators use for diverse students. Students living with disabilities fall under the category of diverse students. Educators use differential instruction by different texts or graphic materials (Lacina,& Griffith,2018). However, the educator must be aware that the content covered for various stunts is similar to the others since evaluation tests will be the same. To assess whether diverse students are in line with other REFERENCES Purnell 4 students, the teacher may give an individualized test to them. In case the student fails in the tests, the teacher may modify the materials used in teaching to help them understand better. Similarly, the educators must be aware that as Christians, we are all equal before God. Their actions towards the diverse students should be reflected in every other member of the class. For instance, education must avoid abusive language to the students when they take time to understand. Offering psychological support to the students would be the best approach to make them feel accommodated in class. Application to Practice – Subject Matter Teachers can incorporate themes in any grade level. Educators at different levels may plan in unison the themes they deem necessary and fit for their students. Although the theme selection is practice in elementary schools in most cases, educators in the middle schools may also apply the concept (Army, & Doran, 2010). For example, if a teacher comes up with an idea about whether themes, they may find relevant articles on weather conditions and the formations. Science teachers may teach on weather conditions depending on the chosen theme, while social studies teachers may find articles related to catastrophes based on the selected theme. With the help of thematic units, educators are in a position to teach relevant subject matters. Themes serve as the directory to what the teacher needs to discuss with the students. As a result, students gain insight into what is expected of them since it relates to the theme. In the long run, a successful class is built and with knowledgeable students from all the subjects. Application to Practice – Student Learning Educators can integrate multiple intelligences in any classroom to help navigate instructional needs within an educator's classroom. Teachers need to come up with learning style inventories (Marenus, 2020). The teachers use these styles to access the learning capability of REFERENCES Purnell 5 every student. From the techniques, the teacher can now understand what best fits every student in the classroom and, therefore, accommodate them. Besides, educators must learn the importance of flexibility in their teaching sessions. They can accomplish this by creating new methods of assignment completion. Some of the teachers' practices include; having verbal classes whereby students learn from their peers, using PowerPoint presentations, using charts and graphs to represent data, and including audios in the lesson. Application to Practice – Diverse Learners Coming in contact with diverse students is an ordinary but challenging experience in a teacher's career. No matter the students' complexity, it is the teacher's responsibility to create an enabling environment. Differentiated instruction is one of the fundamental approaches teachers utilize for these students (Army, & Doran, 2010). Usually, it takes form in four ways; content, product, process, and learning environment. Depending on the assignment given to the students, educators can differentiate instructions. For example, if the students participate in reading comprehension, they may delegate the more superficial parts to the lower-level students. From that level, the educator will gradually adjust to the next level, and eventually, all the students will have maintained the same level. The educator may also provide reading materials at various readability levels, and by using the think-pair-share strategy, the students may discuss their understanding. Learning Environment and Instructional Strategies In every learning institution, a great environment is the key to success. Teachers must ensure the environment is safe and accommodating for the students. They can do this by using various learning strategies that are under their learning preference. REFERENCES Purnell 6 Professional Knowledge Base – Instructional Strategies and Cognitive Processes Cognitive learning involves actively engaging the students to help them maximize their brain potential. With this type of knowledge, students can actively engage in new ideas that deepen their memory and retention capacity (Yilmaz,2011). Educators may use different cognitive learning styles to help their students learn and internalize the concepts well. The most common types include; visuals, kinesthetic, auditory, logical, interpersonal, linguistic, and intrapersonal tools (Marenus,2020). Each device determines how effectively students analyze and retain information. The educators mostly use the bloom taxonomy in determining the levels of cognitive ability for their students. The lowest level involves remembering the facts, while the highest level requires creating points (Yilmaz,2011). In the recalling levels, the student uses old or previous information while creating new and original work in the creation level. By using the blossoms taxonomy tool, educators can scaffold instructions to the students. In the book of Isaiah 54:13, the scripture says, "The Lord shall teach all your children, and great shall be the peace of your children." As an educator, it is your responsibility to ensure the environment institutes peace for the students. Peace in this matter refers to the mental stability of the students. Professional Knowledge Base – Instructional Strategies Instructional strategies are essential in every peaceful and stable learning environment. Considering that different students have different learning capabilities, it is the educator's responsibility to ensure the techniques used to accommodate all students in equal measures (Hatami, 2013). Examples of instructional strategies that maintain an excellent environment for students include; circle talks, role play, story maps, and think-pair-share strategy. The primary REFERENCES Purnell 7 role of differential instructions is to improve learning outcomes, improve cognitive understanding and increase self-awareness. Roleplay entails deploying each student with a responsibility that they are comfortable with. For instance, a student may be given the role of a nursing practitioner to help monitor fellow students' health status. Teachers may organize various groups for students with complementary skills to monitor these groups' discussions with circle talks. Think-pair share strategy is vital in complex learning areas where students brainstorm their ideas to develop conclusive ideas. These strategies help the students in moving out of their comfort zone and focus on building new ideas. Professional Knowledge Base – Learning Environment Despite the numerous advantages offered by differential strategies, some disadvantages come along with the tool. Mostly, the design favors only students with disabilities and, in most cases, the physically unfit ones (Arnt, & Henning,2016). However, teachers must consider cognitive disabilities that may not be explicitly dismayed, which costs students peace within the school environment. The most challenging aspect for teachers is to differentiate between the two discords. However, by developing an accommodating environment whereby the students can freely relate with their educators, it is easier to determine physical from cognitive disabilities (Arnt, & Henning, 2016). In turn, the teachers will avoid instances of rebel from the diverse students and thus create a peaceful learning environment for all. Application to Practice – Instructional Strategies and Cognitive Processes For institutions to maintain a positive environment for their learners, instructional strategies must facilitate cognitive well-being. The design must convey what the students value REFERENCES Purnell 8 most while simultaneously having motivational consequences (İlcin et al.,2018). Teachers may achieve this strategy by creating a mastery climate within the individual classrooms. Besides, educators should use various guidelines to create a mastery climate. These include; creating a variety of tasks that vary depending on the students' cognitive capabilities, select instructional strategies leader's amongst the students, describing reward delivery approaches, and dividing the students into heterogeneous rather than homogenous groups(İlçin et al., 2018). By so doing, they create a conducive environment for learners. In cases where a disagreement amongst the students occurs, it is the educator's responsibility to deploy positive incentives to influence a peaceful environment. Just as from the Christian teachings, where Christians have assured protection in times of dangers, the teachers should protect students from harm. Thessalonians 3:3 says, "But the Lord is faithful, and he will strengthen you and protect you from the evil." Application to Practice – Instructional Strategies Blossoms taxonomy is an important tool that educators use to differentiate students' learning abilities in the same classroom. One of the best ways a teacher may use the blooms taxonomy is by giving separate assignments and similar concepts to the students with different cognitive levels. By providing more of those tests, the teacher will eventually compose a samelevel test to determine the level of understanding. Application to Practice – Learning Environment In cognitive learning, different strategies are essential to enable learners in active progress. By trying to remember every student's ability, the educator may use interactive tools that accommodate the students' cognitive capabilities (Davies et al.,2013). For example, remembering students good with visual tools, the educator may specialize in optical work. The REFERENCES Purnell 9 same case would occur in students good with auditory learning; by using videos and other graphics, the teacher will have facilitated the students' teaching and understanding. Teachers may create a positive environment by also inviting a welcoming entrance for every class. The strategy may be effective by ensuring that students follow the rules to the core and that no student is superior to their peers. Communication, Planning Instruction, Assessment There are three most essential components in learning institutions: communication, planning instruction, and assessment. The teacher's responsibility is to work tirelessly to ensure students follow a constructive but ethical communication routine. Professional Knowledge Base – Communication Communication is one of the most effective tools that educators must institute in their classes if they need a positive relationship. Understanding each other's needs is almost impossible in defective communications (Khan et al., 2017). Not only is communication essential between teachers and students but to every other member of the learning institution. These parents, colleagues, and administrators are also part of the school, and therefore communication with them also helps improve the learning outcomes. Although formal communication is essential in maintain respect amongst members, other forms of communication, such as verbal and non-verbal, are necessary for areas outside the administration. For instance, in-class student communicates best with the teachers and their fellow peers through verbal and non-verbal means. It is the educator's responsibility to determine which communication model fits at what moment (Khan et al., 2013). Besides, effective communication is a significant contributor to decreased misfit behaviors. As proverb 15:1 indicates, "A soft answer turns away wrath, but a harsh word stirs up anger." REFERENCES Purnell 10 Professional Knowledge Base – Planning Planning is a managerial tool that is also necessary for learning facilities. An effective planning process is vital for successful day-to-day teaching and learning. Proverbs 24:27 says, "Prepare your work outside; get everything ready for yourself in the field, and after that build your house." Notably, planning for instruction requires a thorough implementation of goals, objectives, guided practice, anticipatory sets, and work assignments. Educators need to acknowledge that learning should be student-centered instead of teacher-centered. As a servant leader, teachers should begin by thinking about the results by asking them for participatory ideas on effectively meeting the teaching and learning objectives (Duta et al., 2015). The overall implication of such interaction is ensuring openness and creating an interactive and exciting g environment. Professional Knowledge Base – Assessment In every class, assessments are essential tools for evaluating the students' understanding. The assessments take place in two forms; formative and summative. In formative assessment, teachers monitor students learning by providing ongoing feedback, while in summative assessment, teachers compare students learning against some standard (Tekyiwa, 2016).Ripp(2014) also states, "the purpose for using classroom assessment is; to obtain feedback on the effectiveness of student satisfaction with teaching and classroom activities, to improve teaching, to monitor students' learning (including in terms of retention or learning skills), and to improve communication and collaboration with students" (Ripp,2014). Therefore, failure to use assessments creates a barrier to determining if the students are learning or not. Application to Practice – Communication REFERENCES Purnell 11 Within a classroom, set up the most crucial tool that ensures the easy running of activities between teachers and students s communication. Although verbal and non-verbal communication models are important between teachers and students, students must respect their teachers (Cooper, & Scott, 2017). Also, teachers must be careful about when and how they should address certain unruly behaviors. Although verbal communication may be essential under all circumstances, non-verbal communication is best used when addressing an individual. With this strategy, the teacher may avoid distracting the entire class. Application to Practice – Planning The administration requires teachers to plan their lessons according to the set standards and the curriculum. Teachers should ensure that the planning construction is educative and fun (Cooper, Scott, 2017). The teachers could implement the strategy by asking for students' opinions and weight that best fits them all. Planning entails; gathering the relevant materials and determining the best approach to teach a lesson, assignments, or activities. The most important aspect is that teachers should always plan in time to eliminate future inconveniences. Application to Practice – Assessment In the classroom, a teacher uses assessment for various reasons; testing students' knowledge, setting standards and goals, evaluating students' progress, and give feedback. Besides, the teacher may decide to use formative or summative assessment or use both. Formative assessment includes; graphic organizers, short summaries, and quizzes (Tekyiwa, 2016). .Alternatively, the summative evaluation includes performance tasks, written products, oral products, standard tests, and end-of-unit tests. However, the teacher must compare the summative assessment to the standards provided to come up with the best approach. Reflection, Professional Development, Collaboration, Ethics REFERENCES Purnell 12 Growth is a necessary tool in the teaching profession. Educators must reflect on their success and failures to help them gain insights into where to focus more and where to improve (Salmons,2019). The educators should also aim to grow in their professional life by advancing their knowledge by enrolling in progressive studies or attending various shows and exhibitions to learn more. Besides, there is a need to collaborate with other educators from different institutions to learn about the possible gaps they should fill. Finally, ethical practices are vital tools in the teaching career. Therefore, combining all these aspects helps create an enabling environment to the students and hence facilitate success. Professional Knowledge Base – Reflection and Professional Development Three basic philosophies act as guides in the education sector. These include; societycentered doctrines, teacher-centered doctrines, and student-centered philosophies (Salmons, 2019). In a teacher-centered classroom, everything revolves around the teacher. It is like bureaucratic leadership where the head has the final say while the subordinates contribute to nothing. In this case, the students sit and listen to the teacher without providing an opinion or comments. In a student-centered classroom, there is sharing of ideas between the teacher and the students. This type of philosophy helps maintain growth as the teacher can evaluate progress based on the student's responses. The society-centered is a combination of both student and teacher-centered philosophies. As a teacher aspiring for quality reflections and professional growth, it is vital to consider the best-fit perspective to work with. Professional Knowledge Base – Collaboration External factors may affect students' performance significantly. These factors include; the community, family constraints, unhealthy environment, and economic constraints (Owen,2014). REFERENCES Purnell 13 It is the teacher's responsibility to help the students navigate through the constraints and aim to fulfill their learning objectives. The teacher does this successfully through collaboration with the parents and the school administration to help the student. For most students, school is the best place for the community since the teachers work in good faith to serve the students' needs. Professional Knowledge Base – Ethics It is the responsibility of the teacher to protect each student within the school from unethical practices. Like any other member of society, students also have the right to equality. The laws protect students from disability discrimination, racism, bullying, and gender discrimination. It is the teachers' responsibility to ensure the law is enforced (Green et al., 2007). Of the many protection laws for students, discrimination against disability is the most protected one. Disabled students receive funds to facilitate their education by the governments and private organizations. Application to Practice – Reflection and Professional Development One of the best ways educators can reflect on their personal and professional growth is by evaluating their success and students' success rates, respectively. Personally, the teacher may take part in self-evaluation tests to project his/her success in the previous years and compare it with the current time (Salmons,2019). If a sharp difference occurs between the two, they know there has been progressing in personal growth. Professionally, the teacher may check on the education levels to ascertain any progress from the beginning of the career to the current position. Application to Practice – Collaboration Teachers need to work closely with the students, colleagues, parents, the community, and the students to help eliminate negative influencers of students' success. The teachers can evaluate REFERENCES Purnell 14 the level of external effects by analyzing the students' change in grades, appearance, and performance. First, the teacher may take quick action and discuss with the student. If there are no precise details, the teacher may collaborate with the management to reach out to the parents and the community to monitor the factors that could be likely causing derailment in academic excellence. Application to Practice – Ethics Working in institutions that comprise different students with different abilities and backgrounds is challenging for most educators. However, the teacher should use the relevant laws to protect the minority from discrimination, bullying, and seclusion (Owens,2014). Besides, teachers must perform a follow-up analysis to check the disbursement of the funds to help the disabled in schools and ensure that the funds are managed in the best way possible. Conclusion Teachers play a vital role in student's growth and success from physical, cognitive, and social contexts. It is essential for teachers always to remind themselves that they are the mirror to the student; whatever they offer reflects the student's life. The educator's duties go beyond teaching and involve molding the students into the desired future leaders. Basing the roles of a teacher from the scriptures, it is evident that a teacher should be the best example to his/her followers and should work to ensure the environment they offer is safe and peaceful. Although the tasks may seem complex, collaborating with other society members, the institutions, and the students may ease the burden. From the experiences gained, the teacher is positioned to grow both personally and professionally and maintain ethical codes and guidelines. Therefore, it is not just about students' growth, but teaching decomposes teachers and the entire community's progress. REFERENCES Purnell 15 References Army, M., & Doran, P.R.(2010). Teaching Diverse Learners: Principles for Best Practice. Eric publishers. Arnt,O.H., & Henning,N.O.(2016).Learning Environment and Student Effort.International Journal of Education Management,30(2), 271-286. https://eric.ed.gov/?id=EJ1093203 Cooper, J. T., Scott, T. M. (2017). The keys to managing instruction and behavior: Considering high probability practices. Teacher Education and Special Education, 40, 102–113. doi:10.1177/0888406417700825 Davies, D., Jindal-Snape, D., Collier, C., Digby. R., Hay, P., & Howe, A.(2013). Creative learning environments in education—A systematic literature review. Elsevier 8, 80-91. https://doi.org/10.1016/j.tsc.2012.07.004 Duta,N.,Panisoara, G.,Panisoara,I.(2015).The Effective Communication in Teaching. Diagnostic Study Regarding the Academic Learning Motivation to Students. Elsevier, 186, 10071012. https://doi.org/10.1016/j.sbspro.2015.04.064 Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Hachette UK. Green, S.K., Johnson, R.L., Kim, D.H.,& Pope, N.S. ( 2007). Ethics in classroom assessment practices: Issues and attitudes.Elsevier,23(7),999-1011. https://doi.org/10.1016/j.tate.2006.04.042 Hatami.S.(2013). Learning styles. ELT Journal, 67(4),488– 490. https://doi.org/10.1093/elt/ccs083 REFERENCES Purnell 16 İlcin, N., Tomruk, M., Yeşilyaprak, S.S. Karadibak,D. & Savci,S.(2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Medical Education, 18(291). https://doi.org/10.1186/s12909-018-1400-2 Khan,A.,Khan,S.,Zia-UI-Islam,S.,& Khan,M.(2017). Communication Skills of a Teacher and Its Role in the Development of the Students' Academic Success. Journal of Education and Practice, 8(1), 222-288. https://files.eric.ed.gov/fulltext/EJ1131770.pdf Lacina, J.,& Griffith, R.(2018). Diverse Learners, Diverse Backgrounds.The International Literacy Association, 72 (2),141-142. https://doi.org/10.1002/trtr.1738 Marenus, M.(2020). Gardner's Theory of Multiple Intelligences. Simply Psychology. https://www.simplypsychology.org/multiple-intelligences.html Owen, S. (2014). Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate and collegial learning and professional growth. Australian Journal of Adult Learning,54 (2),55-77. https://files.eric.ed.gov/fulltext/EJ1033925.pdf Ripp, P.(2014). Cultivating Passionate Learners in Common Core Classrooms. Prakken Publications. Salmons, J.(2019). Learning to Collaborate, Collaborating to Learn. Stylus Publishing. Tekyiwa, E. (2016). Assessment, Student Learning, and Classroom Practice: A Review. Journal of Education and Practice, 7 (21), 222-228. https://files.eric.ed.gov/fulltext/EJ1109385.pdf Running Head: SECTION 1 Purnell 1 Unit 2 Writing Assignment Sharenus Purnell EDU 625-1AO75 Dr. Holifield March 20, 2021 SECTION 1 Purnell 2 Subject Matter, Student Learning, Diverse Learners It is important that teachers learn how to compose interdisciplinary knowledge in various domains of education because each of these domains contribute significantly to the success of a classroom and institute-effective teaching. These domains include the manner in which a subject is dealt with or presented, what and how a student will learn and how well a teacher is capable of creating differential instructions for diverse students. By mastering the best way to convey knowledge to a diverse group of students while keeping in mind every students needs and capacity, teachers will not only be able to cater for the academic needs of each student but will also ensure their success. Interdisciplinary practices can be incorporated in every subject matter. This is achieve by integrating knowledge skills and approaches across the curriculum. One of the most potent methods to incorporate interdisciplinary skills is using themes (Army, & Doran, 2010). Educators can use pieces to present a subject matter following the topic of discussion. This way, the teacher creates an interactive schedule to explore issues deeper, gain knowledge from various sources, and allow active participation. Thematic units also provide meaningful, organized, and structured skills to the educators. As a result, they serve as reflection tools to the students (Marenus,2020). The use of these themes serves as an indicator of, organized activities with themed classes, daily student activities that help increase their knowledge on the subject matter and gain technological skills. There are various ways in which students learn. According to psychologist Howard Gardner, multiple intelligences enable students to remember, and each student possesses at least one of them. These include; verbal, musical, interpersonal, naturalistic, logical, visual, and kinaesthetic intelligence (Gardner, 2000). However, it is the educator's responsibility to differentiate between different bits of intelligence that each student possesses and, therefore, help meet all the students' needs. A teacher may incorporate various techniques in the lesson SECTION 1 Purnell 3 presentation to accommodate all students. For instance, the teacher may use visual, auditory, and kinetic teaching skills to meet the students' different intelligence needs. As proverbs 9:9 states, Instruct the wise and be wiser still; teach the righteous and add to their learning. Differential learning is also another aspect that educators use for diverse students. Students living with disabilities fall under the category of diverse students. Educators use differential instruction by different texts or graphic materials (Lacina,& Griffith,2018). However, the educator must be aware that the content covered for various stunts is similar to the others since evaluation tests will be the same. To assess whether diverse students are in line with other students, the teacher may give an individualized test to them. In case the student fails in the tests, the teacher may modify the materials used in teaching to help them understand the content better. Similarly, the educators must be aware that as Christians, we are all equal before God. Their actions towards the diverse students should be reflected in every other member of the class. For instance, education must avoid abusive language to the students when they take time to understand. Offering psychological support to the students would be the best approach to make them feel accommodated in class. Teachers can incorporate themes in any grade level. Educators at different levels may plan in unison the themes they deem necessary and fit for their students. Although the theme selection is practice in elementary schools in most cases, educators in the middle schools may also apply the concept (Army, & Doran, 2010). For example, if a teacher comes up with an idea about weather themes, they may find relevant articles on weather conditions and the formations. Science teachers may teach on weather conditions depending on the chosen theme, while social studies teachers may find articles related to catastrophes based on the selected theme. With the help of thematic units, educators are in a position to teach relevant subject matters. Themes serve as the directory to what the teacher needs to discuss with the students. As a result, students gain insight into what is expected of them since it relates to the SECTION 1 Purnell 4 theme. In the long run, a successful class is built with students that are knowledgeable in all their subjects. Educators can integrate multiple intelligences in any classroom to help navigate instructional needs within an educator's classroom. Teachers need to come up with learning style inventories (Marenus, 2020). The teachers use these styles to access the learning capabilities of every student. From the techniques, the teacher can now understand what best fits every student in the classroom and, therefore, accommodate them. Besides, educators must learn the importance of flexibility in their teaching sessions. They can accomplish this by creating new methods of assignment completion. Some of the teachers' practices include: having verbal classes whereby students learn from their peers; using PowerPoint presentations; using charts and graphs to represent data; and including audios in the lesson. Coming in contact with diverse students is an ordinary but challenging experience in a teacher's career. No matter the students' complexity, it is the teacher's responsibility to create an enabling environment. Differentiated instruction is one of the fundamental approaches teachers utilize for these students (Army, & Doran, 2010). Usually, it takes form in four ways; content, product, process, and learning environment. Depending on the assignment given to the students, educators can differentiate instructions. For example, if the students participate in reading comprehension, they may delegate the more superficial parts to the lower-level students. From that level, the educator will gradually adjust to the next level, and eventually, all the students will have maintained the same level. The educator may also provide reading materials at various readability levels, and by using the think-pair-share strategy, which allow the students to discuss their understanding of the topic. By combining all of the above mentioned components, teachers will be able to create a learning environment that is accommodating to every student and the different ways in which they learn. Filling the classroom with various reading materials at various readability levels, SECTION 1 Purnell 5 resources that allow for PowerPoint presentations, and including audios in the lessons which students can access at any given time when necessary will give students a variety of ways to learn or access information. Apart from this teachers may also fill their classrooms with posters regarding all the different themes that are discussed in the class and posters depicting charts and graphs to represent data. Not only will they serve as extra reading material but they will also remind the students of the key elements discussed during class. Other strategies that a teacher may incorporate into the classroom are are think-pair-share activities, which allow students to discuss their ideas and also supports an interactive environment during the lesson. SECTION 1 Purnell 6 References Army, M., & Doran, P.R.(2010). Teaching Diverse Learners: Principles for Best Practice. Eric publishers. Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century. Hachette UK. Lacina, J.,& Griffith, R.(2018). Diverse Learners, Diverse Backgrounds.The International Literacy Association, 72 (2),141-142. https://doi.org/10.1002/trtr.1738 Marenus, M.(2020). Gardner's Theory of Multiple Intelligences. Simply Psychology. https://www.simplypsychology.org/multiple-intelligences.htm Running head: LEARNING ENVIRONMENT Unit 3 Writing Assignment: Learning Environment and Instructional Strategies Sharenus Purnell Belhaven University EDU 625-1O75 March 27, 2021 Purnell 1 LEARNING ENVIRONMENT Purnell 2 Learning Environment and Instructional Strategies The learning environment deals with a learner's surroundings, while instructional strategies deal with the techniques used in knowledge dissemination. In the Christian Worldview, professionalism in offering educational services requires teachers to understand the correlations between learning environment and instructional strategies. Every learning institution must perceive the learning process as reliant on the elements of the instructional strategies and learning environment (Persaud, 2018). A safe environment is insufficient to achieve effective learning when the instructors' instructional approach disregards the learners' preferences. Therefore, establishing a peaceful environment demands the application of learning strategies that maximize the learners' brain potential. Professional Knowledge Base – Instructional Strategies and Cognitive Processes Cognitive processes are entirely about maximization of the students' brain process. The realization of a student's brain potential requires teachers to use effective instructional strategies to push the students to develop their memory and retain the knowledge given to them or those they acquire individually (Eagleman, 2018). With good knowledge retention and concept internalization capabilities instilled within learners by their teachers, they can effectively develop new ideas that expand their brain capacity. There are several cognitive processes used by educators globally. In the learning field, the most common techniques include linguistic, kinesthetic, auditory, logical, visuals, interpersonal, and interpersonal tools. Teachers are free to use any cognitive learning styles depending on how the learners' retention and analysis of the information passed to them. In the educational field, educators' standard technique in determining their learners' cognitive abilities is the bloom LEARNING ENVIRONMENT Purnell 3 taxonomy. The technique categorizes students based on their retention and applicability capacities. Learners who can only remember the facts taught belong to the lowest taxonomy level, while individuals who can use the retained knowledge to create points belong at the highest level of the bloom taxonomy. This technique is advantageous since the teacher can assess the learners differently based on their cognitive capabilities for motivational purposes before subjecting them to a general test (Tekyiwa, 2016). However, researchers consider the technique cumbersome because the teachers spend a lot of time trying to level the students. To avoid the bloom taxonomy technique's underlying disadvantages, teachers should encourage learners to engage in their cognitive processes repeatedly. Retention and memory capacity increases with repeated interaction with the targeted principles and concepts. Educators must find ways of repeatedly engaging the students with the ideas and principles taught in a particular subject. A good way of doing so is by constantly applying auditory, visual, linguistic, and interpersonal tools that the students can remain at their levels. Professional Knowledge Base – Learning Environment The realization of a stable and peaceful learning environment requires applying instructional strategies that are indiscriminative and universal to all students as social groups. Learners understand, retain, and utilize stored knowledge in diverse ways. Educators must consider learners belonging to a particular classroom as a group rather than classifying them using the bloom taxonomic technique as an instructional technique. Within a classroom setting, students consider themselves as a group. Such a perception may emerge due to their interdependence, communication, and perceived similarity, the common factors considered in social groups' formation. However, on the larger contest, social grouping surpasses the perceived factors. People prefer to identify with social groups that they feel good LEARNING ENVIRONMENT Purnell 4 about rather than those that they feel uncomfortable. Teachers must consider the concepts in social grouping since the functionality of a social group relies on the peoples' desires to identify with the particular group. For the students to feel safe in the learning environment, educators must use universal learning techniques acceptable by all the class members instead of employing discriminative approaches that pay less attention to universality. Application to Practice – Instructional Strategies and Cognitive Processes A good learning environment for a learner is a critical factor in the learning activity. As such, institutions of learning and educators must ensure an agreement between instructional strategies and the well-being of the learners' cognitive maturity. All learners have distinct cognitive capabilities. Therefore, teachers' responsibility is to identify these differences, select appropriate instructional strategies, and ensure that the chosen learning strategies promote a peaceful learning environment (Lacina & Griffith, 2018). To achieve these, educators are to choose strategies among the learners and place them into various groups. While in the groups, teachers must encourage the leaders to discourage any forms of disagreements since discrepancies in the way of Christ. Application to Practice – Learning Environment A class is a distinct group that without peace and stability during learning, the outcome may be discouraging. Teachers must focus on the student's diverse cognitive capabilities and balance them accordingly to cover all the students in the class in their cognitive capacities. Employing two or three instructional strategies that favor a specific group of students within a classroom may initialize discomfort among the students and cause misjudgment in bloom's taxonomy. Students who could have understood better using visual approaches are likely to feel alienated and uncomfortable in the classroom, thereby realizing poor outcomes. LEARNING ENVIRONMENT Purnell 5 References: Eagleman, D. (2018). Cognitive Processing: What It Is and Why It’s Important. Braincheck. Retrieved from: https://braincheck.com/articles/cognitive-processing-what-it-is-whyimportant/ [Accessed on March 26, 2021] Lacina, J.,& Griffith, R.(2018). Diverse Learners, Diverse Backgrounds. The International Literacy Association, 72 (2), 141-142. Retrieved from: https://doi.org/10.1002/trtr.1738 [Accessed on March 26, 2021] Persaud, C. (2018). Instructional Strategies: The Ultimate Guide. Top Hat. Retrieved from: https://tophat.com/blog/instructional-strategies/ [Accessed on March 26, 2021] Tekyiwa, E. (2016). Assessment, Student Learning, and Classroom Practice: A Review. Journal of Education and Practice, 7 (21), 222-228. https://files.eric.ed.gov/fulltext/EJ1109385.pdf [Accessed on March 26, 2021] Running head: UNIT 4 Purnell 1 Communication, Planning, and Assessment Sharenus Purnell Belhaven University EDU 625-1AO75 Dr. Holifield April 3, 2020 UNIT 4 Purnell 2 Communication, Planning, and Assessment A classroom is a diverse place with different students having varying abilities and needs. As such, educators must master the art of dealing with different students and ensuring a successful learning process. Consequently, the key areas of consideration cut across communication, planning, and assessment. While communication pertains to how the instructor utilizes his/her language to deliver information, planning involves a systematic selection of goals and objectives and designing them to be used in the classroom. On the other hand, assessment measures academic readiness, learning progress, or the needs of students. Consequently, educators should effectively utilize relevant communication approaches, instructional planning, and appropriate assessment techniques to deliver the required content in class and to achieve the required learning outcomes. Communication Studies in education suggest that effective teaching and learning support discussions and the teacher focuses on learners' thinking to guide discussion groups to have a consensus on a particular content; however, this should be coupled with a good command of communication from the instructor. In this regard, communication theory offers an insight into classroom interactions. Experts in the field of communication provide a detailed overview of how people create and understand verbal messages. Researchers reiterate that verbal communication is a kind of social interaction where conversationalists create and modify their interpretations of their social world (Forest, 2008). The process of creating a verbal message is well defined by the communication theory which asserts that message design logics are systematic thoughts about a communication situation that individuals depend on to communicate an idea (Forest, 2008). In a practical example, while some educators may be skilled in extemporaneous UNIT 4 Purnell 3 questioning, many of them find that their questions could have phrasing problems (Forest, 2008). Ideally, questions should be planned and have a logical sequence, else learners might not use the desired thinking skills in answering them. That way, educators can also stimulate effective discussions in the way they ask questions. For instance, the teacher can pose an openended question (Center for Innovation in Teaching & Learning, 2018). In this regard, language is the apex of communication and the primary medium in the learning process. Moreover, in a classroom, teachers can embrace a tactful tone and use words that are appropriate for the situation. Consequently, effective use of communication and language not improves one's ability to learn but also share knowledge with others. Planning Instructional planning is one of the key pillars for a successful learning process and it pertains to the systematic selection of goals and objectives in the educational paradigm and designing them to be used in the classroom. Thus, planning encompasses the selection of general goals to teach, transforming these goals into particular objectives, relating and balancing goals and objectives and the last approach is relating instructional goals to learners' prior experiences and knowledge. Goals inform a sense of mission and purpose. In this regard, a teacher's ability to articulate goals conveys a sense of purpose to the learners and they can commit to learning (Arduini-Van Hoose, n.d.). Thus, goals energize and motivate learners to actively participate in the learning process (Arduini-Van Hoose, n.d.). Tyler's Goal Development Approach is an effective model that teachers can use to align themselves to their goals. The approach stipulates the elements that must be captured when developing goals. First, the goals must be entwined with the subject mastery and that means that educators can only engage in their areas of UNIT 4 Purnell 4 specialization (Arduini-Van Hoose, n.d.). Apart from the subject mastery, the goals should include society concerns and represent what is valued in the community (Arduini-Van Hoose, n.d.). Furthermore, the goals should also cut across the personal interests of learners and their abilities as well as knowledge (Arduini-Van Hoose, n.d.). Tyler's model also suggests that goals must be refined to match the school's and community's philosophy as well as instructional theory (Arduini-Van Hoose, n.d.). On the other hand, goals should also be intertwined with the curriculum framework which provides directions on how content standards can be organized for a given subject and at various grade levels (Arduini-Van Hoose, n.d.). The curriculum framework is precise to the extent of mentioning behaviors of learners that teachers must observe. Figure 1 below summarizes an example of planning instruction as it applies in the classroom. Figure 1: Instruction planning. Source: https://courses.lumenlearning.com/edpsy/chapter/instructional-planning/ Assessment UNIT 4 Purnell 5 Assessment is an educational tool that educators adopt in measuring the academic readiness, learning progress, or needs of students. Educators utilize a diverse array of assessment tools in the learning process. These assessment techniques can either be formal or informal. Examples of formal assessment techniques include standardized assessments and performance assessments. Standardized assessments are administered consistently and they often use multiple-choice format (Tekyiwa, 2016). The American College Test is an example of a standardized test as it applies in the classroom. While standardized assessments are beneficial because they can be used by schools to evaluate progress, the technique can lower students’ morale especially those who have poor scores. On the other hand, performance assessments require learners to complete tasks such as presentations or writing assignments. Performance technique is essential because it pinpoints students’ weaknesses and strengths, however, the approach also takes a lot of educators’ time in its preparation. On the other hand, examples of informal assessment techniques include informal questioning techniques and inclass discussions. Informal questioning techniques are beneficial if the teacher urgently needs to test students’ understanding, nonetheless, the approach may not be well structured for students to accurately incorporate the relevant learned skills. Similarly, in-class discussions are beneficial and relevant in increasing student engagement and soliciting different students’ perspectives. In the classroom, an educator can divide the students into smaller groups to discuss a specific question or issue. However, in-class discussions consume a lot of time. Amid all the techniques that teachers can use to support students’ learning growth and development, technology can also be incorporated. For instance, the use of computers can be adopted to effectively explain concepts using visual aids. Conclusion UNIT 4 Purnell 6 For educators to realize a successful learning outcome, they must be ready to utilize relevant communication approaches, instructional planning, and appropriate assessment techniques to deliver the required content in class. Teachers must also be ready and prepared to respond to the different needs of learners by applying the best strategies. Although different learning techniques have their weaknesses as well as strengths, educators must ensure that they are dedicated to improving the preparedness of learners at all levels. That way, the learning process will not be as hectic as many people might think. UNIT 4 Purnell 7 References: Arduini-Van Hoose, N. (n.d.). Instructional Planning | Educational Psychology. Lumenlearning, https://courses.lumenlearning.com/edpsy/chapter/instructional-planning/ Center for Innovation in Teaching & Learning. (2018). Questioning Strategies. CITL. https://citl.illinois.edu/citl-101/teaching-learning/resources/teachingstrategies/questioning-strategies Forest, D. (2008). Communication Theory Offers Insight into Mathematics Teachers’ Talk. Journal of Education and Practice, 8(2), 23-32. https://files.eric.ed.gov/fulltext/EJ841571.pdf Tekyiwa, E. (2016). Assessment, Student Learning, and Classroom Practice: A Review. Journal of Education and Practice, 7 (21), 222-228. https://files.eric.ed.gov/fulltext/EJ1109385.pdf
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