|Type of paper:||Case study|
|Categories:||Teaching Learning Students Diversity|
The learning environment should be structured in a manner that optimizes the ability of students to learn. Diversity in the learning environments is associated with the dissimilarity in physical locations, contexts, and cultures that students are exposed during the learning process. Important to note, exposing students to the diverse environment has numerous benefits which include, improving students preparedness for a global economy, building confidence, enabling students to embrace other cultures, and eliminating discrimination on the grounds of color or race. Celebrating and incorporating diversity in the learning process has a direct impact on the lives of the students. The reason behind the argument is because there is a correlation between students' performance and diverse learning environments. As thus, teachers should not hesitate to foster diversity in the learning environments as the approach amasses numerous benefits like promoting improved performance regardless of the differences.
The study analyzes the three stages of instruction focused on promoting the attainment of benefits of diverse learning environments. The stages are as follows:
The planning stages play a significant role in promoting the success of different undertakings. The learning process is not an exemption. Essentially, teachers ought to prioritize on outlining and defining the objectives of aligning curriculum standards with diversity among students. In this case, the goals of a diverse learning environment are to ensure that students with different learning needs, cultural backgrounds, and academic needs are reaped the optimal benefits of education. The manner in which the curriculum is aligned with the needs of the children varies among different teachers. In other words, every teacher has a unique way of incorporating and diversity in the learning environment. The identification of the students' needs enables teachers to modify learning materials to suit the needs of the learners appropriately. Teachers should also develop effective assessment practices and review reviewing the work of students to gauge their progress.
A detailed analysis of the strategies embraced by the three teachers in their units show that their plans support diversity through understanding various cultures and social groups, students can make connections from their own lives to the lives of their peers. The realization that teaching diversity increases cultural competence, which in turn allows students to be empathetic to the experiences of others, is the primary motivation behind the need to incorporate diversity plans in the teaching process.
The study analyzed how the following categories of different teachers attempted to ensure that the needs of diverse students were met.
The first category entails a teacher handling different students in terms of cultural backgrounds, cultures, and linguistics. The second category was a class of students with different students' needs in terms of academic ability. Lastly, the categorization was based on students with disabilities. Notably, all the teachers made use of a well-organized unit of instruction in an attempt to ensure that the objectives of the teaching process were achieved regardless of the differences among the students irrespective of their differences (Robeck et al., 2019). Planning on how to meet the individual needs of the learners as well as ensuring that bias of any grounds is eliminated is crucial to improve the performance of students.
Determining the progress in terms of the performance of the students is crucial because it helps to ascertain whether the strategies set in place yield the expected results. The use of a protocol in the supervision of instruction plays a significant role in analyzing the instructional effectiveness strategies used in the leaching process. The findings revealed that incorporating diversity has a direct impact on the performance of students. Most importantly, the second category was a class of students with different students' needs in terms of academic ability benefited most as teachers could easily determine the needs of each student to allocate unique energy and attention depending on the strength of the students. Diversity helps to improve students' engagement with teachers (Jourdenais, 2001). The process entails conducting brain research and conducting a thorough analysis of student's work. The use of regular, continuous assessment tests also helps to gauge the progress of the students over time. Students with poor learning ability, which can be revealed through poor performance, deserve more attention than fast learners.
The analysis used the observation cycle and association protocol. It entailed a series of steps, which include firstly, planning for the observation to review the lesson plan as well as instructional strategies. It also involved soliciting teacher input on practices or activities for focused feedback (Van Jaarsveldt, 2013). Secondly, observation and collection of evidence. The step data collected revealed that the use of diverse learning environments helps to improve the performance of students by 40%. The collection of qualitative and quantitative data helps to lead to dependable findings and conclusions for the issuance of recommendations. The second step further entails gathering authentic quotes from students as a reflection of the teaching process.
Reviewing the data collected and relating it to previous observations is crucial for the identification of evidence-based observations. The process helped in providing an evidence base action plan that would be implemented to attain the intended goals. The evidence revealed that incorporating diversity in learning environments helps to boost the performance of students by 40%. However, the performance can further be enhanced upon the implementation of the following recommendation. The use of community involvement is an ideal strategy in reinforcing the importance of diversity as it promotes the culture of embracing others regardless of our differences (WOODSIDE, 2017). The setting of class norms that promotes diversity, which entails developing a culture of diversity in the schooling environment to enhance its continuity in the future. Use of purposeful planning. It involves teaching with a plan for meeting the set objectives. The use of a plan helps to ensure that the use of diversity in the learning environments attains the intended goals.
In brief, the use of diversity in the learning environment helps to eliminate the negative implications of different needs and dissimilar traits among students on performance. Indeed, students are exposed to various issues and perspectives. Diversity also enables students to understand the role of diversity in reshaping problems as well as the importance of collaboration in class and the working environment. Teachers should prioritize on outlining and defining the objectives of aligning curriculum standards with diversity among students. Instructional strategies can reinforce the teaching process. Notably, the protocol used in the supervision of instruction plays a significant role in analyzing the effective instructional strategies used in the leaching process. Therefore, teachers should not hesitate to foster diversity in the learning environments to reap the benefits of the approach.
Du, X. (2012). Gender and Diversity in a Problem and Project-Based Learning Environment. River Publishers.
Jourdenais, R. (2001). Cognition, instruction, and protocol analysis. Cognition and Second Language Instruction, 6(2), 354-376. https://doi.org/10.1017/cbo9781139524780.014
Robeck, E., Raghunathan, S., Singh, A. D., & Sharma, B. (2019). Diverse Applications of the Elements of Smart Learning Environments. Cases on Smart Learning Environments, 4(5), 118-141. https://doi.org/10.4018/978-1-5225-6136-1.ch008
Van Jaarsveldt, D. E. (2013). Beyond the parameters of e-learning: In diverse learning environments, me-learning comes before we-learning. 2013 IEEE 63rd Annual Conference International Council for Education Media (ICEM). https://doi.org/10.1109/cicem.2013.6820197
WOODSIDE, F. (2017). Improving Adaptation for 1st Year Business Students from Diverse Learning Environments. DEStech Transactions on Social Science, Education and Human Science, 5(items). https://doi.org/10.12783/dtssehs/etmi2016/11137
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