Category: Classroom

Context – Description of Content and Students

The differentiated lesson which is going to be analyzed in the paper was administered in the elementary classroom (Grade 3). The class was comprised of nine culturally and socially diverse students – five girls and four boys. One of the girls, Clair, is from the Afro-American cultural and ethnical background. It is possible to say that her level of linguistic and academic development is sufficient because she usually demonstrates the understanding of major concepts introduced in the class and her skills of critical thinking and analysis are developed appropriately to her age.

Two boys, Martin and Albert, have the Hispanic cultural identity, and their current competence in the English language does not meet the age requirements. Most of the boys’ family members do not speak English well. As a result, the students lack the sufficient language support at home and in their habitual social non-schooling environment. Therefore, it is essential to design a special approach to the students’ learning process to make it more efficient.

In Grade 3, students are expected to show a broad set of competencies in English Language Arts, including reading, writing, speaking, and listening. While reading, children should demonstrate the understanding of texts, and be able to identify the key ideas, find logical connections between arguments, and distinguish own viewpoints on readings (Common Core State Standards [CCSS], 2016a).

In their writing, students are expected to show the skills of critical thinking and reasoning in order to support own claims, link phrases and develop adequate conclusions. (CCSS, 2016b). At this stage of development, students need to know how to do research, collect information on various topics, and refer to personal experiences to produce excellent narratives, give profound and conclusive answers, and succeed in discussions (CCSS, 2016c).

The conducted differentiated lesson included writing, reading, and speaking activities. The lesson’s objectives were the improvement of writing skills and reading performance, comprehension of text’s semantic context, and development of ability to discuss the subject matter. By the end of the lesson, the students were expected to know how to decode the informational text and develop their own point of view on the topic.

To address student population diversity, differentiated instructional components were provided to the learners from multicultural backgrounds. The differentiated challenges were meant to stimulate diverse students by different means considering their ability and level of development. In this way, by using specially designed materials and methods, the students were able to obtain an opportunity to achieve similar learning outcomes but in a slightly different way.

According to Watkins (2005), differentiation of learning activities serves as the basis for the creation of a friendly, inclusive, and open climate in the classroom. Therefore, multiple differentiated activities helped all students in the class to be more involved in the group activities and encouraged them for self-expression.

Pre-assessment and Lesson Planning

Pre-assessment of students’ academic experiences and learning abilities helps to identify individual learning styles and needs. Pre-assessment scores are essential to the design of a relevant instructional strategy and selection of individual learning instruments. There are many standardized tests for the assessment of learning aptitude for multiple student groups which may provide teachers with valid data.

However, their implementation requires compliance with a number of administrative norms and score interpretation rules which imply a high level of examiner’s expertise. To avoid test biases and accumulate credible information regarding students’ performance, the researchers in education suggest application of alternative assessment tools such as class observation, students’ self-reports, regular curricular-based assessment, language sampling, and narrative analysis (Hart, 2009).

It is possible to say that class observation is one of the major instruments of diagnostic assessment as it allows a teacher to acquire a profound understanding of the students’ personalities, behavioral characteristics, academic weaknesses, and strengths. Such pre-assessment tool as Self-Assessment Checklist can be implemented to both general and culturally diverse student populations while language sampling and narrative analysis can be especially efficient in assessing linguistically diverse students. Language samples and narratives can be collected through direct interactions with students or their written works.

It is observed that when language samples are accumulated in multiple contexts with different conversational partners, it becomes easier to distinguish between disordered and non-disordered ethnically diverse students (Hart, 2009).

The results of pre-assessment helped to detect the weak areas of performance among the whole-class population as well as culturally and linguistically diverse student group. The scores of Self-Assessment Reading Checklist revealed that the weakest area of performance at the whole-class level was discussion and writing about the concepts and ideas identified in the reading materials. The majority of students felt more comfortable in comprehension of vocabulary and textual constructs.

At the same time, two out of tree diverse students found it difficult to comprehend authors’ ideas, understand terms, and reflect on the texts’ arguments in writing. The language sampling and narrative analysis in the diverse population of students also revealed that the functional side of English language operation – grammar, syntax, use of words – was the most challenging for these students.

The pre-assessment scores largely affect the selection of differentiation instructional components and activities. The results assisted in the understanding of which areas of students’ language competence should be addressed during the lesson. In this way, the major differentiated activities targeted students’ ability to highlight the important concepts found in the informational text, discuss and reflect on ideas and opinions of their peers, and write a consistent short essay on the subject.

The activities of linguistically diverse students were individualized and scaffolded to facilitate their learning outcomes and increase independent practice. For example, the students were given vocabulary sheets comprising the terms included in the reading. They were also provided with guidelines for the analysis and sentence starters which they could use in writing and discussions.

The implementation of research-based instructional strategies supports the creation of positive, inclusive, and flexible environment in the classroom through the differentiation of learning activities and implementation of multiple principles and standards aimed to help the culturally diverse students to be more involved in the group activities and encourage them for taking risks and self-expression. For example, the researchers suggest to show appreciation to students’ native language through “spontaneous language use” and create the environment in which the use of both languages would be encouraged (Hart, 2009, p. 199).

A monolingual teacher may use some simple phrases of his/her students’ first language and, in this way, show respect to their cultural background and encourage learners’ independent practice and participation in class activities. The basic differentiated elements provided by the teacher included the use of simple English language structures, gestures, face expressions, visual elements (illustrations, charts, and graphs). These instructional components significantly facilitate understanding of subject content by diverse students and consequently help to solve more challenging tasks, such as evaluation, reflection, and reasoning.

During the lesson, the students were reading an informational text about social interaction with peers, learned to evaluate their significance and benefits, determine possible emotional implications of social relationships and their contribution to one’s sound personal development. In this way, the real-world context was included in the lesson. And it helped to create additional value for the students and stimulate their engagement in class activities.

According to the principles of differentiation, the curriculum should include the “respectful activities” and be accessible for every student in class (Steinhardt School of Culture, Education and Human Development [SSCEHD], 2008, p.3). It is observed that students are highly perceptive of lessons’ social and cultural contexts, and consideration of contextual situation may significantly improve the developmental outcomes (Hanke, 2014).

By addressing the topical social or cultural matters in class, a teacher increases students’ motivation for learning. The discussion of difficult subjects may be regarded as a major feature of responsive pedagogy according to which a teacher conveys knowledge regarding the existing negative social phenomena and contributes to the deconstruction of adverse stereotypes (SSCEHD, 2008). Through the discussion of complex social and cultural problems teachers diversify curriculum and maintain diverse students’ interest in education, and it is possible to say that students’ personal interests serve as main motivators for academic achievements.

Implementing Lesson, Analyzing Student Work, and Adjusting Instruction

Based on the results of pre-assessment, it was expected that the children will underperform in writing and in the use of grammatical structures because these domains of knowledge were evaluated as the most underdeveloped. In the first formative assessment, the students were asked to write two short essays, one sentence and a few sentences in length, in order to examine their writing skills, reasoning, and ability to keep text consistent. Summarization as a formative assessment tool helped to identify if the students follow the progress of lesson and manage to capture the major concepts found in the reading.

Assessment is considered an essential part of learning progress and knowledge control, and it serves as a mean of facilitating educational process and developing students’ awareness of the subject matter (Weurlander et al., 2012). Formative assessment sends a strong message to both students and teacher. In this way, the results of conducted summarization assisted the children in developing of understanding about what is perceived as knowledge in the particular learning context. At the same time, the teacher obtained an opportunity to arrange lesson activities in a way that helped to improve learning outcomes.

The assessment scores met the teacher’s expectations and revealed that students’ consistency of logic and reasoning in writing were mostly deficient. Only two works in the class could be assessed as excellent (the works belong to the students from the major group of the class population), and two summaries had low scores (one summary was written by a student from the culturally diverse group of English learners). According to the first formative assessment, Martin underperformed in every evaluated area of language competence. The works of two other diverse students, Clair and Albert, can be regarded as satisfactory, yet Clair demonstrated a better ability to rationalize and logically connect sentences by using introductory words and phrases.

Based on formative assessment scores, it was decided to implement a grouping strategy during execution of speaking and listening practices. It is observed, that grouping can significantly facilitate students’ participation in class activities and contribute to the creation of inclusive learning context (Hart, 2009). With this idea in mind, the students were divided into cooperative pairs and the team members supported each other during class discussion.

The students were given the roles of tutors and tutees, and they supervised each other’s performance, corrected mistakes, and provided reinforcement. The whole-class peer tutoring help to maintain students’ interest in lesson activities, increase their engagement in the learning process and foster social interaction of all students (Hart, 2009). Cooperative learning groups may be regarded as an efficient method of peer-mediated learning which supports the improvement of the performance of students whose English language skills are underdeveloped.

Moreover, the implementation of grouping strategy and teamwork was correlated with the real-life context included in the lesson and the subject of social interactions. It helped the students to obtain the opportunity to apply new knowledge in the classroom setting and get actual experience of social interactions with peers.

The second implemented formative assessment tool was self-assessment (metacognition). The students were asked to give their feedback on the material and the lesson as a whole by answering the questions written in the table. The scores revealed that several students’ understanding of the lesson’s purposes and goals was insufficient as they found it difficult to explain the general implications of the exercised practices. The results of formative students’ self-assessment conducted at the end of the class may help a teacher to correct the differentiated lesson planning, eliminate potential barriers to students’ understanding of lesson content, and cover the gaps in knowledge by including other activities and instructional practices in next lessons.

Post-Assessment, Data Analysis, and Project Reflection

The applied post-assessment method was the scored discussion. The in-group peer discussion was the last and the major activity performed in the class and the evaluation of students’ performance during the practice helped to summarize the learning outcomes. In comparison to pre-assessment and formative assessment results, post-assessment scores revealed a slight improvement in students’ performance (in both culturally diverse subgroup and major group of learners).

It is possible to say that the findings emphasize the significance of initial diagnostic assessments because they helped to make appropriate and immediate corrections in the instructional plan, and consequently led to the improvement of students’ summative scores. The post-assessment is essential to teachers’ evaluation of professional self-efficacy and adequacy of instructional decisions. In case post-assessment results make it clear that students underperformed during a lesson, an educator may use this information to correct lesson plans and implement new evidence-based strategies to achieve better academic outcomes.

The ongoing analysis of students’ performance helps to create appropriate learning contexts according to learners’ needs, interests, abilities, and level of development. Different stages of assessment – diagnostic, formative, and summative – help to follow the progress of students’ academic development and measure own professional competence. Therefore, implementation of various forms of assessment is a critical success factor.

For the further successful professional practice, it is important to implement culturally sensitive instructional strategies that will help to improve linguistically diverse students’ performance. The differentiation strategies (peer-mediated tutoring, grouping, spontaneous language use) applied during the lesson helped to develop a flexible class environment in which all students felt accepted. Different evidence-based strategies can provide substantial support for teachers in work with different types of students and in finding an individual approach to their education.

The literature review made it clear that while working with linguistically diverse learners, it is important to develop a bilingual class environment to encourage learners’ academic engagement (Hart, 2009). For example, monolingual educators can learn some simple phrases in the native language of their students and, in this way, they may significantly improve learning outcomes. Based on this, teachers should always be engaged in the process of self-development, self-education, and research.

Collaboration with colleagues is another form of self-development in the profession. The cooperation with other professionals is of significant importance for a teacher because it helps to take a look at teaching process from new perspectives. Knowledge shared by other teachers, particularly those who are more experienced, supports the professional growth. Hence, teachers’ collaboration increases individual and organizational efficiency which leads to the increase in students’ positive developmental outcomes.

The review of different professional standards and evaluation of theories in education helped to understand which aspects of professional performance represent a teacher as a competent specialist. Along with a profound content knowledge, a teacher needs to understand the developmental needs of diverse students to develop relevant and differentiated curriculum. First of all, a teacher should be respectful to all students, their cultural identities, and previous social backgrounds. Teachers can play a large role in the promotion of social change by performing according to high-standard ethical principles and human values and being responsible for the accomplishment of professional tasks in a liable manner.

It means that while working in a highly diverse student community, a teacher will always support equality by differentiating lessons and creating inclusive learning contexts. Diverse students should have equal access to educational practices aimed at the improvement of their language skills and knowledge development, and teachers need to raise own competence in order to meet these students’ needs and provide them with equal opportunities for academic self-realization.

References

Common Core State Standards. (2016a). Reading: Informational text, Grade 3. Web.

Common Core State Standards. (2016b). Writing, Grade 3. Web.

Common Core State Standards. (2016c). Speaking & listening, Grade 3. Web.

Hanke, V. (2014). Guided reading: Young pupils’ perspectives on classroom practice. Literacy, 48(3), 136-143. Web.

Hart, J. (2009). Strategies for Culturally and Linguistically Diverse Students With Special Needs. Preventing School Failure: Alternative Education for Children and Youth, 53(3), 197-208. Web.

Steinhardt School of Culture, Education and Human Development. (2008). Culturally differentiated responsive instructional strategies. Web.

Watkins, D. E. (2005). Maximizing learning for students with special needs. Kappa Delta Pi Record, 41(4), 154-158. Web.

Weurlander, M., Söderberg, M., Scheja, M., Hult, H., & Wernerson, A. (2012). Exploring formative assessment as a tool for learning: Students’ experiences of different methods of formative assessment. Assessment & Evaluation in Higher Education, 37(6), 747-760. Web.

Appendix A: Pre-Assessment Analysis Chart

Figure 1: The chart represents the reading checklist results for the whole-class (n=9) vs. culturally diverse students (n=3). The comparison of self-report ratings between different populations of students helps to identify the weakest areas of academic performance at the levels of the whole class and the culturally diverse group of English learners.

Figure 2: The chart demonstrates the results of diverse students’ language skills assessment in writing and conversation. Data makes it clear that video and audio content understanding is the strongest area of performance in the analyzed group while operation with language mechanics is the most challenging one.

Appendix B: 3 Samples of Student Work

Summarization

Sample 1: Average Scores

What is friendship? (10-15 words)

It is when people have similar interests and spend a lot of time together.

What are the benefits of teamwork and collaboration? (30-50 words)

In teams people can make things together much better then alone. Teams make work faster. When people collaborate they handle everything easier and feel more happy about their work. Therefore collaboration is good.

Sample 2: Low Scores

What is friendship? (10-15 words)

Friendship is people like each other and have good time.

What are the benefits of teamwork and collaboration? (30-50 words)

In my opinion teams are benefits for every one who are in it. Collaboration have good effect on work, and it can help you.

Sample 3: High Scores

What is friendship? (10-15 words)

In my opinion, friendship happens between people who find a lot in common, and spend great time together.

What are the benefits of teamwork and collaboration? (30-50 words)

In my opinion, teamwork has many benefits. First of all, students can help and support each other in team. Collaboration helps students to show their best. Therefore, sometimes it can be better than working alone.

Appendix C: Formative Assessment & Analysis Chart

Figure 3: The scores reveal that grammar and syntax are among the strongest areas of students’ performance while attention to details and reasoning are the weakest ones.

Figure 4: The chart represents the scores of formative self-assessment (feedbacks) conducted at the end of the lesson. The table included four major questions aimed to capture if the students are aware of the learning progress and were able to comprehend the purposes and implications of the lesson. The scores reveal that some students (n=2) could not explain the general objectives of the activities. However, the feedbacks of the majority of the class population were positive.

Appendix D: Visual Representation of Data Collected

Figure 5: The chart demonstrates the academic progress of linguistically diverse group member (n=3). By the end of the class, the students demonstrated improvement in understanding of lesson content and ability to express reasonable claims on the topic.

Figure 6: The chart is devoted to comparison of whole-class (n=9) performance throughout different stages of assessment. The scores reveal the improvement in comprehension and evaluation of content.

Appendix E: Post-Assessment Analysis Chart

Figure 7: The chart represents the positive scores for students’ presentations during discussion. The criteria for evaluation were based on CCS requirements for 3 Grade students’ presentation of ideas, comprehension, and use of language skills.

Appendix F: Scaffolding and Differentiating Chart

Figure 8: Scaffolded and Differentiated Instructional Components.

Figure 8: The chart represents the major scaffolding and differentiation components included in the lesson. The introduced differentiation practices aim to create an appropriate environment in which the linguistically and culturally diverse students will feel accepted and included in group work. At the same time, the scaffolded activities have a purpose of supporting the diverse learners in the accomplishment of lesson objectives and increase their independence in fulfillment of suggested tasks.

Works Cited

Alfassi, Miriam. “Effects of a Learner-Centred Environment on the Academic Competence and Motivation of Students at Risk.” Learning Environments Research 7.1 (2004): 1-22. Print.

Debruin-Parecki, Andrea and Karen Teel. Making School Count, London: Routledge, 2012. Print.

Ensure a Safe and Secure Environment 2011. Web.

Raffaelli, Lina. 32 Strategies for Building a Positive Learning Environment. 2014. Web.

Ross, Margo, Maurice Elias, and Sharon Powel. “New Roles for School Psychologists:

Addressing the Social and Emotional Learning Needs of Students.” School Psychology Review 31.1 (2002): 43-52. Print.

Tomlinson, Carol. The Differentiated Classroom, Alexandria: Association for Supervision & Curriculum Development, 2014. Print.

The core aim of implementing teaching skills lies in the improvement of the performance of students. Linking theory to classroom practice allows a teacher to improve teaching and learning in the classroom (Department of Education and Training, 2000). Improving teaching and learning in literacy strand allows a learner to develop the skills to interpret and develop texts accurately, appropriately, with efficacy, and fluency (De La Paz, 2001). These skills enable students to learn in and out of the school environment while participating in life in general. Improving literacy skills assists students in creating all types of texts that encompass everyday language and experiences (De La Paz & Graham, 2002). Given that writing is one of the literacy skills, this research will explore various teaching and pedagogical approaches that link theory to classroom practices with the aim of improving students’ writing outcomes. To explore this, the research will dwell into the eight principles of an effective teacher in literacy skills, teacher-writing styles and the integration of writing, reading, listening, interaction, technology, and viewing skills.

This paper recognizes that teachers need to improve students’ writing skills since they are essential in the development of the students’ literacy skills. The main aim of linking theory to practice is to assist students’ apply knowledge gained from basic reading skills to create written texts that are clear and have authority. The second reason for finding links between theory and practice is the realization that writing skills give the learner ability to direct their attention to grammatical features. It is for this reason, that this paper finds practices like freewriting, familiarization, controlled, and guided writing useful in teaching students’ vocabulary and syntactic patterns. A student learns how to edit enhanced effect and meaning to refine ideas, add or substitute words, reordering sentences, and remove repetition (ACARA, n.d.). Writing skills assist in the development of handwriting styles, which are fluent, legible, and automatic, therefore, supporting sustainable writing (De La Paz, 2001).

The structure of teacher-writing skills is in four categories, these are familiarization, guided, controlled, and free writing. Familiarization is teaching where students learn certain vocabulary and grammar through text (Hyland, 2004). In this teaching style, the teacher introduces classroom texts as samples students use as points of references. These samples need to cover all writing styles, grammar, and style techniques. In the guided writing, the learners imitate model texts, while controlled writing involves the manipulation of fixed patterns from substitution tables. An example of controlled writing is compositions with topic sentences students are to complete. Freewriting, on the other hand, is a writing style where, students learn the use of patterns to write letters, essays, and other forms of writings. These are present in the form of word tablets that show the flow of points and main concepts.

Effective teaching of the different types of writings requires different teaching skills that create a link between theory and classroom practice. According to Campbell, Green & Tompkins (2011), an effective teacher requires the balancing between instruction and authentic application. A teacher can create this link through the integration of writing, reading, listening, and viewing skills. Therefore, the teaching of writing skills is not a standalone exercise but an integrated teaching approach. Effective classroom teaching also requires the use of various instructional approaches to motivate and reduce monotony (De La Paz, 2001). Writing instruction, like literacy instruction, requires the incorporation of various technologies like the use of computers, writing software, writing games and quizzes. Through pedagogy approaches, the teacher can learn the background, nature and development level of a learner to offer the best teaching instruction (Campbell, Green & Tompkins, 2011). Effective teaching also requires the creation of a link between instruction and assessment to evaluate the level of achievement of teaching-learning objectives. Lastly, teachers need to create a conducive environment in which learners have an interest in the contribution to learning. A teacher can make use of games, storytelling activities, student centred-teaching to increase the motivation and thereby an interest in learning.

To achieve this, it is necessary that a teacher understands the learning process. This understanding is through learning theories of behaviourism, which is a teacher-centred approach, constructivism, sociolinguistics, and cognitive, which are student-centred approaches (De La Paz & Graham, 2002). Pedagogical models are cognitive or theoretical constructs, which are from models that allow a view of the knowledge, skills, and ability in writing. The identification of these views creates the foundation for learning theory and thereby the beginning of teaching writing. This implies that pedagogical models refer to the mechanism through, which theory is to practice. An analysis of these learning theories leads to the hypothesis that, “the primary goal of teaching, for an effective teaching/learning process, is one where the learner is able to construct own knowledge, can learn on their own, and develop skills from acquired knowledge” (Boulton, 2008).

To achieve the above, classroom practices may make use of the learning theory applications like guided reading, interactive writing to build students’ cognitive skills. This also entails the use of thematic units, literature focus units, word sorts, and reading logs to build constructive theory. The behaviourist theory of learning makes the assumption that the role of learning is the transmission of knowledge from the teacher to the learner (Hsieh & Lin, 2001). Therefore, a learning environment that is on the behaviourist approach has teacher centered learning activities. This is the total-teaching environment, where the teacher provides all the writing texts, creates word sorts, directs the reading logs and the use of technology.

The pedagogy of constructivism shows that learning is less passive transmission, but concerns a process of active construction as the learner gains individual skills and knowledge founded on prior knowledge (Hsieh & Lin, 2001). This model offers an environment where focus is on the learners. It encourages them to construct new ideas by testing theory through problem solving activities. Constructive perspective in the classroom is through the provision of an interactive environment to build knowledge and problem solving abilities. This entails the provision of activities that promote experimentation and discovery and allow for evaluation and reflection. Examples of such activities are writing exercises based on materials from students’ previous grade, requesting students to write texts on a top of their own following the basic rules of writing. This can also entail the creation of groups through which students carry out complex writing projects like carrying out a detailed research on the history of their city. To increase students’ interaction, the teacher can encourage learners’ to assess their work, discuss the written texts on themes, style, and plot.

The third learning theory is collaborative pedagogy where learners gain skills and knowledge by collaborating with other people, like fellow learners and teachers (Hsieh & Lin, 2001). Associated pedagogy is the interactive environment that allows for knowledge building and offers activities that promote interaction and sharing and support peer review and evaluation. Literature finds that effective learning of writing skills can occur in an interactive environment. This therefore, is from the sociolinguistic theory, where classroom tools or technologies encourage learning through interaction according to the concept of social construction of knowledge (Appana, 2008). A teacher can use technology like e-learning sites to increase the interaction with students. The sociolinguistic approach introduces three levels of learning interactions. These are self-interaction, in which students self-motivate and regulate learning process. The next one is the learner-content level, at which the learner interacts with the writing content, the instructor, and other learners. The last level of interaction involves interaction with assessment, evaluation, and feedback (Appana, 2008). These interactions are applicable through teaching activities like literature circles, reading, and writing workshops, online blackboards, and shared readings.

Apart from using pedagogical theories, teaching writing will require the use of cueing systems. This system is necessary as it recognizes the complexity of language and the challenges it issues to students learning write texts (Ivey, 2002). Cueing systems that the teacher can apply to reduce the complexity of language in writing, are phonological or sound, structural or syntactic, semantic, pragmatic, and paralinguistic system. These systems make it possible for students to write, but also read, listen, and talk (Campbell, Green & Tompkins, 2011). This is necessary since texts are a system of grammatical structures in series, in which sentences generate various meanings. Activities the teacher can use to improve language in writing are writing simple, complex, and compound sentences, and combining sentences (Campbell, Green & Tompkins, 2011). Teachers also teach students to use thesaurus and the dictionary, and study synonyms, homonyms, and antonyms. Activities like writing and reading dialogues in dialects improve the students’ pragmatic skills (Ivey, 2002). In addition, teaching students to predict what can happen in a text increases their paralinguistic skills. Writing skills can improve through classroom interactions, as evident with the sociolinguistic theory.

A vital aspect of integration of the theory into practice requires the teacher to use a balanced approach to classroom instructions. This balanced approach makes use of several other approaches identified as collaborative learning, guided practice, explicit instruction, and independent writing and reading (Campbell, Green & Tompkins, 2011). This interaction creates a framework for teaching strategies that facilitate increased interaction in the classroom. These frameworks are also described in various literatures like Northrup (2001), which identifies them as interaction with content, conversation, collaboration, performance support, and intrapersonal interaction. The goal of this integration of theories is to create a learning environment in which the learner experiences teacher’s planning, learning, strategies, thinking, and strategies and context (Northrup, 2001). An effective teacher recognizes the value of using a combination of teaching/learning tools, practices, and processes to assist the student in gain holistic writing skills.

In conclusion, teaching and learning processes, practices, and tools of integration create a balanced approach to classroom interaction as students use skills in collaboration using guided practice, explicit instruction, and independent writing. They link theory to practice as they are based on the pedagogy theories of collaboration, constructivism, sociolinguistic, and behaviourism. These provide tools that increase a learner’s interaction with themselves, with fellow learners, content, and teachers.

References

ACARA (n.d.). Literacy: Expanding the Repertoire of English Usage. The Australian Curriculum, Web.

Appana, S. (2008).A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor, and the Tenured Faculty. International Journal on E-Learning, 7(1), 5-22.

Campbell, R., Green, D. & Tompkins, G. (2011).Literacy for the 21^st Century: A Balanced Approach. Australia: Pearson.

De La Paz, S. (2001). Teaching writing to students with attention deficit disorders and specific language impairment. Journal of Educational Research, 95, 37–47.

De La Paz, S. and Graham, S. (2002). Explicitly Teaching Strategies, Skills, and Knowledge: Writing Instruction in Middle School Classrooms. Journal of Educational Psychology, 94(4), 687-698.

Department of Education and Training. (2000). Focus on literacy: Writing. Sydney: N.S.W.: Curriculum Support Directorate.

Hsieh, C. &Lin, B. (2001). Web-Based Teaching and Learning control: A Research Review. Computers & Education, 37(3-4), 377-386.

Hyland, K. (2004). Second Language Writing (Cambridge Language Education).Cambridge: Cambridge University Press.

Ivey, G. (2002). Getting Started: manageable literacy practices. Educational Leadership, 60 (3), 20-23.

Northrup, P. (2001). A Framework for Designing Interactivity into Web-Based Instruction. Educational Technology, 41(2), 31-39.

Components of the Classroom Environment and Dynamics

Creating an environment in which learners with exceptional needs will feel motivated to acquire new skills and achieve success is crucial to their further development. Therefore, an in-depth analysis of what constitutes the said environment is imperative. According to the outcomes of the interview with a local educator, it is essential to ensure the presence of specific spatial elements, the introduction of differentiated instructions, and the focus on improved communication.

Moreover, the interviewee mentioned that identifying students with special needs is often fraught with challenges. As a result, the threat of overlooking the necessity to introduce the specified changes to the classroom environment to facilitate an improved learning setting for students with special needs emerges (Fakolade, Adeniyi, & Tella, 2017). Based on the specified concern, one may infer that the introduction of a homogenous assessment system allowing teachers to detect learners with special needs is the first step toward addressing the needs in question.

Strategies Used to Support Learning Children

The significance of supporting learners throughout the academic process is crucial. Particularly, it is paramount to encourage them to develop independence and curiosity that will lead to their further acquisition of lifelong learning skills. The latter, in turn, will allow students to become proficient in the area of their choice, thus, engaging in consistent professional growth, as well as building the foundation for their personal development (Collier, Griffin, & Wei, 2017).

Using prior knowledge can be viewed as one of the most efficient tools for assisting students in acquiring the necessary skills and knowledge. Furthermore, it is important to encourage cooperation and collaboration among learners along with a better understanding of provided information. For this purpose, the use of peer-assessments should be considered a necessity. According to the results of the interview, students need to receive feedback from teachers to retain their enthusiasm for learning. Therefore, teachers must develop an elaborate communication strategy that will help them keep their target audience motivated.

Strategies Used to Support Learning Children with Exceptional Needs

Students with special needs (SSNs) require the active support provided by teachers (Espelage, Rose, & Polanin, 2015). Therefore, introducing strategies that will encourage students with specific needs to be enthusiastic about learning is imperative. According to the results of the interview, there is no uniform approach toward making the classroom environment meet the exceptional needs of students; instead, an educator must consider specific factors that define target learners’ success and, thus, arrange the classroom environment in the way that will facilitate a faster acquisition of relevant knowledge and skills. For instance, autistic students require a simple and function-driven arrangement of spatial elements, whereas students learning English as their second language (ESL) will need simplified instructions.

Therefore, when considering the strategies that will provide SSNs with an opportunity to develop the required knowledge and skills, one will have to focus on identifying the gaps that SSNs will have to overcome in order to adapt to the classroom environment (Collier et al., 2017). According to the results of the interview, it is essential to make a smooth transition from one academic setting to another, thus, encouraging SSNs to develop new skills and abilities (Espelage et al., 2015). At this point, active communication between teachers and SSNs must be encouraged (Espelage et al., 2015).

Finally, inviting parents of SSNs to participate in their academic progress and assist SSNs must be viewed as a necessity. It is crucial for a teacher to establish a dialogue with students’ parents and provide them with instructions about fostering their children’s academic progress, according to the information provided by the interviewee. Thus, SSNs will be given an ample chance to develop the motivation to participate.

Lessons Learned

The interview has shed a lot of light on the issue of meeting learners’ needs, in general, and the needs of SSNs, in particular. For instance, it has become clear that a teacher must ensure that the communication with learners flows in a fast and uninhibited manner. Furthermore, an array of tools for maintaining this communication consistent must be used, including both traditional media and IT devices. In addition, the strategies for meeting SSNs needs have been outlined. For example, the importance of facilitating a smooth transition to the classroom environment must be provided to SSNs to avoid problems in adapting.

Effects on the Future Classroom

The responses of the interviewee will affect future classrooms to a significant extent. Specifically, opportunities for building an inclusive environment and fostering a student-specific approach as the foundation for a student-teacher communication process will become a possibility. As a result, students with specific needs will receive the necessary support and have a chance at fulfilling their potential as learners. In addition, the concepts of motivation and lifelong learning have to be incorporated in the future teaching strategy design to create a classroom environment in which students will be excited about succeeding and learning new information and skills. As a result, the setting where all learners, including SSNs and students with regular needs, will explore the vast range of their abilities and their academic potential.

References

Collier, M., Griffin, M. M., & Wei, Y. (2017). Learning from students about transition needs: Identifying gaps in knowledge and experience. Journal of Vocational Rehabilitation, 46(1), 1-10.

Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-emotional learning program to reduce bullying, fighting, and victimization among middle school students with disabilities. Remedial and Special Education, 36(5), 299-311.

Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2017). Attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria. International Electronic Journal of elementary education, 1(3), 155-169.

Each person’s behaviour and self-perceptions are significantly affected by the society he/she lives in. The positive role of the society in dictation of standards and norms is in the regulation of social relations and interactions. Nevertheless, the stereotypes imposed by society provoke contradictory outcomes. Some people may not even notice that gender and age stereotypes influence their everyday life choices and decisions. It some cases, the stereotypes and the attempts to comply with socially accepted norms interfere a person’s freedom of expression and create constraints in the achievement of professional and personal goals.

Education plays one of the crucial roles in forming worldview and self-conscience of a young person. The traditional cultural artifacts implemented in the educational processes often become the means for transferring and implanting stereotypes in children’s minds. The expansion of social norms and perceptions is an up-to-date issue, and many professionals and amateurs contribute to the development of the alternative educational artifacts that are meant to reduce the gender and age-oriented approach towards education and science.

The new cultural artifacts include social media resources, movies, internet video channels, magazines, blogs, etc. The object of the analysis in this research is the Tumblr blog “The math kid” containing the information regarding the mathematical tuition. The analytical methods will include the evaluation of the artifacts’ representation of childhood and adulthood images as well as the concepts of masculinity and femininity reflected in the blog.

“The Math Kid” Analysis

The social struggles over race, class, gender, and sexuality along with the cultural struggles are reflected in educational systems to a great extent (Apple, 2005, p.272). In many ways, education supports the stereotypical thinking regarding the issues of adulthood and childhood and gender identity. For example, the identification with a particular social status is interconnected with gender. “Society maintains a different set of normative roles for women and men, and requires of them different responsibilities and kinds of work” (Taylor, 2003, p. 300).

The different normative roles in the society are also attributed to children and adults. The cultural and informational content in education is largely dependent on the students’ age and is related to the standards of behaviour and the assumed capabilities associated with childhood and maturity.

The consideration of gender and age conceptions in schooling can be useful because it allows the students to understand the biological and psychological differences between men and women, and learn about the various issues and challenges they may face while growing up. The evaluation of social norms from the perspective of gender and age must be included in school programs, but the adoption of these norms by students must be more conscious rather than passive and unintentional.

Nowadays, “when it comes to gendered behavior, many students are inclined to believe that differential outcomes in life for women and men are due to natural or innate differences (particularly differences related to biology) rather than the processes of socialization and social forces” (Taylor, 2003, p. 300).

Based on this, it is possible to assume that the content of the artifacts used for teaching contains the stereotypical messages which are easily and most frequently accepted by the students during the process of education. All kinds of stereotypes create prejudices which often become hindrances in building healthy relations, open self-expression, professional and personal growth, and development of potential. Therefore, educational strategies and policies must be “more diversified and student-oriented” (Jones, 2009, p. 35). The cultural artifacts need to be comprised of a wider range of options, views, and perceptions of norms to allow the students to adjust their behaviour to the most appropriate suitable one rather than blindly and unknowingly following the social preconceptions.

When talking about the mathematical education, the majority of people believe that the math is a more masculine subject which is not really for girls or women, who are, by assumption, less, if at all, prone to studying and majoring in the precise sciences. Often the teachers themselves are inclined to have gender and age preconceptions that they pass to the students and provoke diffidence and lack of interest to the subjects in them (Doyle, 2012). It is important to raise the teachers’ awareness regarding this issue and apply materials and cultural artifacts which are inclusive of all genders and ages and cause the increase of the student’ enthusiasm about learning a particular subject.

“The math kid” is the mathematical Tumblr blog containing various kind of information related to math: arithmetical equations, progressions, and formulas; mathematical design and art; literary quotations and references; animation, photos, and images, etc. The information is approachable for children, adolescents, and adults. A large number of posted explanatory images and eloquently depicted schemes posted in blog create a significant possibility that the children will be attracted to learning mathematics when this artifact is applied.

The posts combine the data of basic, intermediate, and advanced level with the images and photos of the pop culture characters, comics, and GIFs that will be appealing to the majority of students. “The math kid” thus is a useful artifact for the development of interest to the subject, a better and easier assimilation of information, and elaboration of the diversified and enthralling lessons.

The author of the blog addresses the gender issues by posting the images that promote the studying of math by females. One of the posts contains the illustrations of sophisticated and well-dressed women who include the mathematical terms and definitions in their speech while talking about the daily pursuits and activities. For example, one of these women says: “I gave him the Fibonacci sequence instead of my phone number. 011 235 813 2134” (The math kid, 2016). This one and the similar posts contribute to the promotion of the positive image of women in mathematics and the present stereotypes’ break down.

Overall, the given cultural artifact can be considered as beneficial for the education of the young people. Although it is not sufficient as a primary tuition material, it may serve as an excellent additional and optional math source. “The math kid” is attractive both to children and adults, and the author takes into consideration both those who are passionate about mathematics and have some mathematical knowledge and the newcomers to the subject as well. The blog is written in a positive and friendly manner, and it is exclusive of any stereotypes. Therefore, “The math kid” is highly recommendable for children because it can provide assistance in the improvement of their math performance in school and keep them enthusiastic about learning and knowledge development.

Many students face the lack of support in their interests and personal development preferences. It often happens that boys and girls are struggling with the teacher’ incompetence when they try to talk the students out of the “inappropriate” choice of major subject and occupation (Doyle, 2012). The lack of support makes many students to decide against their personal interests and to follow a convenient way of the normal and the socially accepted behaviour.

Not every student can have a great determination to achieve results and professional accomplishments by him/herself. There are also the significant numbers of students who still try to find out what to do in their life. “Teenagers are especially contradictory and still figuring it out” (Gevinson, 2012, par. 5). Therefore, motivation is essential. The people who are inspirational and passionate about their field of interest provide the best impetus for self-development. The author of “The math kid” is exactly a type of a passionate person who considers mathematics “a major part of…identity” (The math kid, 2016). A good example can provide some support for students in learning the subject.

The Pedagogical Evaluation

The identity-based artifacts play an important role in the modern education. In the present-day world, the global community experiences the transformation of the conventional forms of interrelations and norms of behaviour as the social diversity expands and increases. People now recognize different rights and relationships, and it is clear that some changes in the educational policies are required (Jones, 2011, p. 369).

The transformation of the educational system takes time, but the teachers can contribute to the improvement of educational methods and techniques by including the diverse new cultural artifacts in the tuition programs. First of all, the curriculum must include “a broader diversity of texts.” (Hastie, 2011, par. 8). Such artifacts like Tumblr blogs can efficiently support the diversification of the textual resources for education, and can provide a modern and original perspective on the subject learning.

“The math kid” blog’s representation is limited, and it cannot be used as the main source for studying. However, the artifact can be effectively used as the additional source of knowledge. First of all, the visual presentation of the blog can be used for drawing the attention of the students to the subject during the lesson.

The source is abundant with the pictures of mathematical schemes, geometrical objects, elements, and structures which can be applied to support the introduction of new information based on the primary materials and facilitate memorizing. The spectacular visual animation, the cartoon screens, and comics will help to bring a little bit of fun to learning mathematics. Most of the students regard the sciences as something daunting and boring, “The math kid” is the source of materials that are aimed to change their opinion, at least, a bit. It is important to promote the idea that mathematics can be studied for fun as well as the other subjects. The easy-going approach of the blog is of tremendous help in this regard.

“The math kid” contains many math tasks that could be used for the students’ practice in class. The author has posted the references to the websites with mathematical games and puzzles. The provided links can be implemented both as a practical assignment in class and homework. The online games are the excellent alternative group activities, and they assist the improvement of knowledge and increase the level of cohesion among the classmates.

The artifact can also be regarded as the database of the literature sources for those who are interested in mathematics. The suggested books are related to the entry level as well as to the advanced level of expertise. Therefore, “The math kid” can be recommended for the students as the source for self-education and extra training.

The inclusion of the Tumblr blog into the list of the educational sources supports the development of interest towards mathematics. It is expected that the materials posted on the blog will assist the improvement of the students’ performance in the class by making understanding and adoption of information easier. The application of the visuals and the jokey illustration will help to relieve tense and develop a more relaxed and entertaining environment in the class.

Conclusion

Nowadays, it is the age of internet and new technologies. The informational technologies are an integral part of everyday life. The skills of computer and electronic devices operation and being an advanced internet user are now required at each workplace. The inclusion of mass media, the cultural artifacts, and technologies in the educational processes is thus of tremendous importance. The current and future generations of students will experience a greater technological development and advancement, and educational strategies need to be capable of providing the up-to-date knowledge and learning processes must keep up to the rapid pace of changes.

The popular culture artifacts reflect the variety of social movements and tendencies. Usage of mass media, blogs, and other internet resources in teaching helps the students to have a broader outlook. In combination with the development of critical evaluation, rationalization, logical thinking, and ethical attitude the cultural artifacts can help students to improve the knacks of orientation in the world abundant with all sorts of opinions and perspectives, increase the level of tolerance, and find the things and subjects that would interest them most.

References

Apple, M. (2005). Doing things the ‘right’ way: legitimating educational inequalities in conservative times. Educational Review, 57(3), 271-293. Web.

Doyle, S. (2012). On taking yourself seriously. Rookie. Web.

Gevinson, T. (2012). A teen just trying to figure it out. TED. Web.

Hastie, D. (2011). Why great narratives must be passed on. The Age. Web.

Jones, T. (2009). Framing the framework: discourses in Australia’s national values education policy. Educational Research for Policy and Practice, 8(1), 35-57. Web.

Jones, T. (2011). Saving rhetorical children: sexuality education discourses from conservative to post-modern. Sex Education, 11(4), 369-387. Web.

Taylor, F. (2003). Content analysis and gender stereotypes in children’s books. Teaching Sociology, 31(3), 300-311. Web.

The math kid. (2016). Web.

Introduction

One of the main social issues that exert a strong effect on the functioning of Australian society has to do with the fact that despite having adopted multiculturalism as its quasi-official ideology, the socio-cultural discourse within it continues to remain subtly eurocentric/patriarchal. The validity of this suggestion can be illustrated, regarding what account for the qualitative aspects of how teachers in Australian secondary senior schools go about educating students on the subject of sex(quality) and gender relations.

After all, there is a good reason to believe that even though the concerned process is formally receptive to the “diversity celebration” principle, it results in marginalizing the alternative forms of sexuality in the eyes of students. The reason for this is that the country’s paradigm of sex education is heavily affected by the provisions of neoliberalism – the ideology that promotes “the introduction of markets and market values into formal institutions, normative assumptions, and cognitive principles” (Birch, 2016, p. 112).

Consequentially, students are being prompted to assume that the society’s proper functioning can only be ensured for as long as men and women are willing to adhere to the traditional conceptualization of the inter-gender relationship – something that effectively disfranchises “queerness” and causes the affiliated youths to experience psychologically unhealthy anxieties concerning their sexual self-identity. As Shannon (2016) pointed out, “Sexuality education in Australia is permeated by neoliberal discourses of personal responsibility, individual choice, and homogeneity… This presents a distinct disadvantage to GLBTIQ students… and effectively serves to invalidate – their lived experience” (p. 574).

It is understood, of course, that such a situation can hardly be deemed appropriate because there can be only a few doubts that, as a result of having been implicitly marginalized in the classroom, sexually diverse students will find it utterly challenging trying to integrate into the society as its productive members. In my paper, I will explore the soundness of the above-stated at length while assessing the concerned subject matter from the feminist perspective in sociology.

First Body

As it was mentioned in the Introduction, there is indeed a good reason to believe that the practitioners of sexually alternative lifestyles in Australia’s secondary schools often experience nothing short of institutionalized oppression – all due to their “queerness”. After all, the instances of such oppression taking place continually have been well covered by the Media. Probably the most notable of them had to do with the 2015 decision of Adrian Piccolo (New South Wales Education Minister) to ban the screening of the Gayby Baby documentary in fifty schools throughout the state (Mandle, 2015).

According to Ferfolja and Ullman (2017), “This occurred just hours before its scheduled viewing in an NSW high school on Wear It Purple Day… The Minister’s rationale, reportedly, was that the film was not part of the curriculum” (p. 350). What is particularly interesting, in this respect, is that the Media contributed rather substantially towards bringing about the development in question, “A polarising paper in the tabloid press appeared to catalyze political intervention” (Ferfolja & Ullman, 2017, p. 350). Therefore, the Minister’s explanation about what has driven him to ban Gayby Baby is best described as having been utterly hypocritical – it is specifically Piccolo’s strive to appease the representatives of the country’s “moral majority”, which prompted him to act in the way he did.

There are two discursive implications to what has been mentioned earlier. First, as compared to what it is the case with their heterosexual peers, Australian LGBT students continue to be exposed to the subtle extrapolations of institutionalized harassment. Second, the process’s intricacies suggest the full applicability of the feminist sociological theory when it comes to explaining the situation’s significance – specifically, this theory’s “third wave” branch.

According to the third-wave feminists, after having failed at trying to prevent women from being able to vote and receive fair salaries for their work, the male-chauvinistic Western society (such as the Australian one) has now resorted to the “synthesized” strategies of preserving the dominant status of masculine/patriarchal values within it, which aim to legitimize the negative stereotypisation of the LGBT community as being thoroughly commonsensical.

This represents the axiomatic premise of third-wave feminism, concerned with the “recognition of multiple and overlapping points of patriarchal oppression, intended to make the latter being considered ‘natural’ by most people” (Evans, 2016, p. 415). In today’s Australia, the morality/religion-based criticism of one’s willingness to pursue the sexually alternative lifestyle is no longer deemed valid – the country’s adoption of the policy of multiculturalism in the early nineties predetermined such an eventual development.

Therefore, instead of trying to coerce LGBT students to embrace “normalness”, the contemporary advocates of heterosexual male-chauvinism invest much effort into trying to convince (subtly) the affiliated youths that they would be able to benefit in several different ways from deciding to conform to the heterosexual conventions. In this regard, the especially strong emphasis is placed on encouraging students to think of LGBT practices as such that pose many hazards to one’s health. Consequently, this creates a certain public impression that there is indeed nothing irreversible about one’s self-identify as a “queer” and that the education authorities in every state/territory are in the position to impose limitations on how LGBT students may go about trying to take full advantage of their constitutionally guaranteed rights and freedoms.

Second Body

The incident with the banning of Gayby Baby provides us with insight into the practical implications of the Conservative discourse in the country’s domain of public education. After all, the lingering legacy of perceptual eurocentrism in Australia appears to have had a strong effect on the Minister’s decision in question. As Shannon and Smith (2017) noted, “The film was ‘banned’ in New South Wales (NSW) schools in 2015 by a ministerial decree in response to conservative media backlash” (p. 244).

According to the discourse’s advocates, the teaching of the sexuality-related subjects in Australian schools should be consistent with the currently prevailing moral climate within the society. In its turn, this climate is reflective of people’s unconscious fear of “strangeness” – something that results in forcing the representatives of sexual minorities to choose in favor of the socially alienated lifestyles by the time they reach adulthood.

There are strongly defined “moralistic” and “neoliberal” qualities to the Conservative discourse on sexuality. For example, the mentioned ban on Gayby Baby has been partially caused by the Minister’s belief that the film was much too “radical” to be shown in schools. What this means is that the students’ exposure to the film would prove detrimental to public morality, as their parents would be more than likely to find the Gayby Baby offensive.

Nevertheless, it is specifically the Conservative “neoliberal” outlook on sexuality/sexual diversity, which has grown particularly influential through the 2000s. According to its promoters, “What constitutes diversity… remain dictated by a patently neoliberal and heteronormative hegemony. An individual may only be ‘diverse’ within the parameters that hegemony will allow” (Shannon & Smith, 2017, p. 249).

This is the reason why, regardless of how presumably progressive a particular educational strategy may be, it is still expected to adhere to the principle of “heteronormativity” in one way or another. Among the main supporters of the Conservative discourse on sex education are the Christian Democratic Party and various pro-life/religious groups.

On the opposite pole, there is the so-called “Progressive” discourse on the subject matter in question. It is based on the assumption that it is the government’s primary duty to ensure that the representatives of racial/sexual minorities are not even slightly discriminated against (Burford, Lucassen and Hamilton, 2017). As far as the functioning of the country’s education system is concerned, the affiliated individuals call for the enactment of policies that would “directly provide students with protection from homophobic discrimination and bullying through an anti-homophobia message, and encourage their well-being and supportive school environments through messages of inclusion and affirmation” (Jones & Hillier, 2012, p. 451).

The Safe Schools Coalition is probably the main contributor to the concerned discourse in Australia. According to the organization’s spokesmen, students must be provided with the opportunity to learn about sexual diversity within the curriculum’s paradigmatic framework.

Third Body

In Australia, each of the country’s states and territories has traditionally been able to enjoy much liberty defining its educational policies, which partially explains the factual absence of the all-national sex education curriculum. Enough, this makes it much more difficult for teachers to ensure the effectiveness of their approaches to providing students with discursively relevant information, in this respect. As Leent and Ryan (2016) observed, “The Australian curriculum does not define sensitivity, nor does it reveal the standards by which children are judged to be “developmentally” prepared for any particular aspect of the sexuality education curriculum” (p. 717).

Consequently, this makes it much more challenging for educators to address their professional responsibilities in classroom settings. As practice shows, it is namely the dominant ideological/religious ethos in the area surrounding each particular school that affects the concerned process’s aims and objectives more than anything else does – the situation that is not entirely appropriate, to say the least. It would prove impossible to disagree with Ullman (2017), who pointed out that, “When combined with a national curriculum which falls painfully short of articulating spaces for sexual inclusivity, it is no wonder that Australian teachers express concerns

about whether, when and how to discuss sexuality and gender diversity with their students” (p. 276). It is understood, of course, that this results in lowering the measure of sexual awareness in students. What is even worse, the described state of affairs presupposes that there is no objective reason to expect that “queer” students would be less likely to fall victim to bullying in the future. Therefore, it will only be logical to suggest that the current situation with the promotion of sexual diversity in Australian schools is far from being considered completely adequate.

Conclusion

In light of what has been said earlier, the paper’s initial thesis can be confirmed thoroughly sound. The reason for this is quite apparent – just as it was shown in the paper’s analytical parts, the very essence of the neoliberal educational paradigm presupposes the eventual commodification of one’s sense of sexual self-identity, which is one step away from criminalizing queerness, as something that undermines the society’s structural and functional integrity from within.

Hence, the seemingly phenomenological quality of sex education in Australian schools. On one hand, a student’s participation in the sex education classes is expected to make him/her more tolerant towards “queerness”. On the other, however, it simultaneously teaches the concerned youth to think of sexually alternative lifestyles as being rather “unhealthy”. If assessed through the conceptual lenses of third-wave feminism, the described situation signifies the process of patriarchal oppression within the society adopting ever subtler forms while remaining just as irrationally driven as ever.

The most prominent implication of this is that, for as long as neoliberalism continues to define the sociocultural realities in Australia, it will be rather impossible for the currently deployed sex education methodologies in this country to become fully inclusive. Discussing how this particular issue could be addressed is outside of the present paper’s analytical focus. Nevertheless, there can be very little doubt about the fact that the more effort is invested in educating the public on the matters of sexual diversity, the easier it will be for “queer” students to deal with life-challenges throughout the entirety of their last few years in school – hence, the actual purpose of the continual functioning of the diversity-promoting organizations, such as the Safe Schools Coalition. We believe that this suggestion correlates well with the paper’s original thesis.

References

Birch, K. (2016). Market vs. contract? The implications of contractual theories of corporate governance to the analysis of neoliberalism. Ephemera, 16(1), 107-133. Web.

Burford, J., Lucassen, M., & Hamilton, T. (2017). Evaluating a gender diversity workshop to promote positive learning environments. Journal of LGBT Youth, 14(2), 211-227. Web.

Evans, E. (2016). What makes a (third) wave? International Feminist Journal of Politics, 18(3), 409-428. Web.

Ferfolja, T., & Ullman, J. (2017). Gender and sexuality diversity and schooling: Progressive mothers speak out. Sex Education: Sexuality, Society and Learning, 17(3), 348-362. Web.

Jones, T., & Hillier, L. (2012). Sexuality education school policy for Australian GLBTIQ students. Sex Education, 12(4), 437-454. Web.

Leent, L., & Ryan, M. (2016). The changing experiences of primary teachers: Responding to scenarios involving diverse sexualities. International Journal of Inclusive Education, 20(7), 711-725. Web.

Mandle, C. (2015). Gayby Baby: Australian education minister bans schools from showing documentary about LGBT families. Web.

Shannon, B. (2016) Comprehensive for who? Neoliberal directives in Australian comprehensive’ sexuality education and the erasure of GLBTIQ identity. Sex Education, 16(6), 573-585. Web.

Shannon, B., & Smith, S. (2017). Dogma before diversity: The contradictory rhetoric of controversy and diversity in the politicisation of Australian queer-affirming learning materials. Sex Education, 17(3), 242-255. Web.

Ullman, J. (2017). Teacher positivity towards gender diversity: Exploring relationships and school outcomes for transgender and gender-diverse students. Sex Education: Sexuality, Society and Learning, 17(3), 276-289. Web.

I attended a lesson titled “Instructional Strategies,” and I particularly noted how well the teacher managed to organize the learning process into certain stages. I can say that major concepts of instructional strategies were explained not only explicitly through the educational materials the teacher delivered and presented to students but also implicitly through the very structure of the lesson and the way the educator interacted with the learners. First of all, the professor started with an introduction and described the purpose of the lesson, the learning objectives that will be pursued, the learning outcomes that need to be achieved, and the structure of the lesson. Further, there was a round of acquaintance: upon giving a self-introduction speech, the professor asked each student to introduce themselves and tell the class a little bit about themselves and their expectations from the lesson.

Concerning the tools that educators may employ to deliver course materials to learners, the professor used a video presentation titled “The Art and Science of Teaching.” In a simple and concise manner, the video explained some fundamental principles of approaching the instructional process strategically. I think the use of visuals was justified because a verbal explanation might not have appealed to the learners as strongly as the imagery of the presentation. This promoted student interest and engagement; however, the presentation part of the lesson was not interactive.

To achieve interaction and ensure that the students were not merely listening to all the time, the professor used several strategies. One of them was referring to reliable sources when explaining lesson materials or presenting the video. The professor presented the materials as the results of academic studies and scholarly research instead of simply declaring them and expecting the students to undoubtedly believe that what is said in the materials is true, and this fact made the materials look valid and trustworthy. Another strategy the professor used was the Think-Pair-Share strategy. It is designed to ensure that the learners have time to process the materials they are provided with, and the processing occurs not after they leave the classroom but right in it. For several times during the lesson, a few minutes were given to students to organize their thoughts about what the professor had explained immediately before that, and then the students were expected to share their perceptions with a peer. During this thinking time, students could go over their notes, write something down, formulate a question for their peers, or draw a diagram to structure their understanding of instructional concepts.

There was not much active classroom-wide interaction: students mostly shared within pairs or asked the professor some questions. However, when students shared comments outside of their pairs, I noticed that there were two students who were remarkably active, and most students preferred to stay silent all the time. There was an evident effort of the professor to even out the discussion by addressing questions directly to those who were reluctant to share voluntarily. I noted that the professor did it in a very tactful manner and tried to avoid any pressure or discomfort. Repeatedly, the professor mentioned that the materials could be overwhelming, which is why it was okay for the learners not to grasp everything at once. Distraction was detected one time: one of the active participants mentioned an example from her personal experience to illustrate her point; I thought the example was irrelevant to the topic of instructional strategies, but the professor managed to link it to the topic instead of saying that the comment may not have been connected to the subject under discussion.

The professor did not resort to the strategy of adherence to roles, and I think it was the right decision for an introductory class because adopting the roles of timekeeper, recorder, questioner, facilitator, and summarizer would have been difficult enough for them to learn, and it would have made learning the educational materials even more difficult. Apart from this, what I think was done right, too, was the professor’s decision to refrain from providing complicated theoretical perspectives and focusing on examples instead.

Theory can be studied more closely during further classes, and what is needed from the very beginning is providing a basic understanding and fueling discussion, and real-life examples promote discussions more effectively than lectures do. However, what I think can be improved in the future is the classroom-wide discussion. The teacher had not initially planned a certain period dedicated to a discussion among all the people present at the lesson; instead, it was planned to have a discussion in pairs only, and the fact that it was the learners’ initiative to talk to each other outside of their pairs showed that it was the needs of the learners to have wider discussions. I think the professor should consider it when designing further lessons.

At the end of the lesson, as it had been announced in the introductory part of it, the professor asked the students for evaluation and feedback. The students were asked to explain what they had learned from the lesson. I think this part of the lesson can be improved, too, by asking the students not only what they learned but also what they thought about the format of the lesson and what they thought should be changed. A profound discussion of the lesson’s strengths and weaknesses would not only help the professor review the structure and presentation of materials but also help students see how the structure of the lessons influences their flow, the perception of materials, and the participants’ engagement in it.

The observation has revealed that the instructional strategies used during the class were effective and encouraged students to share their opinion with their peers, discuss the information provided, and critically address the materials presented in the classroom. Nevertheless, I believe that a discussion that would engage all students present in the classroom would be more beneficial both to the professor and the students if it were combined with the Think-Pair-Share strategy. A classroom-wide discussion could also be used after the video presentation to see how well the materials are understood and whether students are actively interacting with one another.

Additionally, student engagement should also be addressed. As it was already mentioned, only two students among those present were highly active, whereas others preferred to stay silent during the lecture and did not ask many questions. The use of the Think-Pair-Share strategy further limited students’ ability to interact with each other and the professor actively, which indicates that this strategy was not effective in engaging students in active participation. However, the professor recognized the problem and provided direct questions to other students as well.

I will use this observation as a basis for my future lesson planning; I will try to include several instructional strategies that will engage students in the discussion at different levels. At the same time, I also plan to approach students as respectfully and attentively as the professor did and present materials in a clear, student-centered manner.

Introduction

Nowadays, the use of technology in the classroom is not a new concept for many schools and colleges around the whole world. Though some developing countries still face challenges in accepting technological progress, developed countries demonstrate high achievements and good results in the chosen practice. Still, despite the inevitable impact of the technological revolution in education, many teachers remain cautious about the idea of total implementation of technologies in the classrooms (Gipson, Kim, Shin, Kitts, & Maneta, 2017; Kumar & Rani, 2016). To understand the essence and worth of the technological challenge and the benefits of usage, various research paradigms and methods can be offered. In this paper, special attention to constructivism and positivism paradigms will be paid in order to make the final choice and understand what approach should help to achieve the best results in investigating the topic of the use of technology in the classroom in the 21^st century.

History of Technology Use in the Classroom

One may believe that the use of technology in the classroom began several decades ago. However, the roots of this practice are longer than they seem. The first use of a slide projector was reported in 1870 when projected images could be printed on glass plates (“The evolution of technology in the classroom,” 2018). On-air classes were introduced at the beginning of the 1920s, and videotapes were firstly used in the middle of the 20^th century. The technology as it is known today came in the 1990s when the world wide web opened new opportunities and communication methods (The evolution of technology in the classroom,” 2018). Apple developed multiple personal digital assistants. Nowadays, almost every student has a PC or another convenient device to make notes instead of writing everything up. Academic works have to be sent via e-mail. Online tests can be offered to students. The use of technology in the classroom has multiple faces. Still, not all of them are reliable. Therefore, the precautions of people may be understood.

Research Paradigms

Among a variety of the ways that can be used to investigate the use of technology in the classroom, such approaches as constructivism and positivism will be discussed in terms of their epistemology, ontology, and axiology, also known as a research methodology. Both paradigms may have their worth to the chosen education topic. An operational character of concepts within paradigms promotes the avoidance of meaningless questions and the development of relative knowledge (Bridgman, 1927). However, the recognition of these paradigm’s weaknesses cannot be ignored as it reduces the number of complications and diminishes the impact of limitations.

Constructivism and the Use of Technology in the Classroom

Awareness of paradigms and different approaches and methods facilitate the work of researchers and help to find the answers to all posed questions. The peculiar feature of constructivism is its alternative nature of naïve realism where one objective reality only can be offered (Ponterotto, 2005). This paradigm assumes the presence of multiple realities that is built in the mind of a person and can be equally applied to the field. The supporters of constructivism aim at defining the meaning of the topic and make it evident through numerous reflections. The main value of this paradigm is the connection between a researcher and an object of research (Ponterotto, 2005). It means that the use of technology in the classroom can be properly discussed and evaluated only when the researcher observes its direct impact and development.

Ontology

In their intentions to answer the question about the nature of knowledge that can be obtained from the paradigm or the nature of reality that is supported, constructivists choose a relativist position. Researchers admit the investigation of the technologies in classrooms may be characterized by multiple realities with various experimentally based constructions (Guba, 1990). This paradigm helps to identify the content and the forms, which are preferred by the people who are ready to hold them. Therefore, the majority of facts about the use of technology in the classroom should be independent with the possibility to offer a logical interpretation to each statement. The use of technology can be approved and supported if several teachers and students give their positive feedback to this practice. At the same time, other realities should not be ignored because some learners and teachers can find technology a harmful device in the classroom. This approach should introduce another reality with its merits and demerits.

Epistemology

The researchers who follow the constructivist approach gain benefits from a subjectivist position. Epistemologically, human experiences cannot be neglected even if they are opposite to each other. Though the opinions may not be approved or scientifically supported, their role is integral for research as they help to identify as many realities and approaches as possible. These underpinnings can influence data analysis and the choice of methods regarding the quality of information offered.

Research Methods

From the methodological point of view, constructivists prefer to use as many ideas and statements as possible to unit them within one consensus. Two aspects can be offered: hermeneutic and dialectic (Guba, 1990). On the one hand, there is a need to depict all constructions that are appropriate for the discussion of the use of technology in the classroom, including personal interest, background knowledge, and community impact (hermeneutic approach). On the other hand, comparison and contrast of the constructions should promote the identification of new aspects of this use (dialectic approach). Narrative approaches, ethnography, and grounded theory are the methods to gather and interpret information. Interviews, experiences, and observations can be offered to identify the benefits and shortages of technology in education in this case.

Strengths and Weaknesses

The main benefits of the chosen paradigm are direct access to a variety of opinions and statements where all of them have a meaning and the possibility to develop formulations regarding personal attitudes only. Other pros of this paradigm are the promotion of responsibility for each reaction, an understanding of potential limitations, the use of the subjective nature of human experiences, and open-mindedness during research. However, constructivism usually does not provide something new on the subject. It helps to gather evident material and current thoughts on the topic. Another shortage is the intention to choose the easiest and most primitive answer or statement. The illusion of professionalism can be developed without the possibility to achieve actual progress.

Positivism and the Use of Technology in the Classroom

Positivism is another significant paradigm that can be used in the investigation of the use of technology in the classroom. It is one of the oldest branches of philosophy the goal of which to identify what actually happens and how the chosen practice or subject can work. Though one may think that positivists and constructivists have many similarities, such a thought should never be taken for granted. Positivism and constructivism remain two rather different paradigms, and their core difference lies in the facts that can be gathered to prove the idea (Ponterotto, 2005). Positivism is based on observable and measurable facts with no subjective experiences being developed.

Ontology

Similar to constructivists, positivists support the realist type of ontology. They state that the reality depends on the existing natural laws and already approved mechanisms. The main belief of the supporters of this paradigm is that there is one reality in terms of which science can be used to predict and explain hypotheses. Laboratory experiments, direct participation in activities, and actual social processes with their positive and negative outcomes can be used to prove the idea. The use of technology can be checked within classrooms, relying on the results of students’ and teachers’ experiences and attitudes.

Epistemology

From the epistemological perspective, positivists believe in sensory information that can be defined as true knowledge only. Objectivist epistemology is the core issue of the paradigm under discussion. A researcher has to remove all potential threats that can influence the results of the investigation, including biases, values, and abilities. It is necessary to create similar conditions for all people who possess the same level of knowledge and skills and check the effectiveness of technologies in classrooms from one objective point of view.

Research Methods

To evaluate their work, positivists use empirical experimentalism. This method helps to pose questions and develop hypotheses in order to come to the same conclusion at the end of the research. The peculiar feature of the positivist methodology is that an empirical approach is free from manipulations but focused on the nature of the issue, not on the opinion of the inquirer (Guba, 1990). In other words, the methods of positivists help to identify the objective causes of human behavior with general and reliable explanations.

Strengths and Weaknesses

As well as any other research paradigm, positivism has its pros and cons. The benefits of this approach include the validity of information and the objectivity of research that is usually based on precise methods. The shortage of positivism is the inability to promote a full understanding of the topic. Participants are introduced as social products. Therefore, even if biases and attitudes have to be removed, society plays the role of a potential bias that promoted determined views.

Conclusion

Taking into consideration the main aspects of the two chosen paradigms, constructivism turns out to be the best approach to investigate the use of technology in the classroom and define the attitudes of the people who are involved in a learning process. In addition, to maintain subjective points of view and identify as many realities as possible, constructivists promote the idea that it is normal for one concept to cause various reactions. Technology has many supporters, as well as opponents. Some people enjoy the progress to which modern society has access. However, it is also necessary to admit the opinions of people who are not ready to use technologies under certain conditions.

To conclude, both constructivism and positivism can answer the question about the worth of technology in the classroom. Still, the constructivist approach seems to be more credible and accurate because it helps not to put a full stop to the investigation, but to gather as many opinions as possible in order to create the same optimal conditions for all people. The solution offered by constructivism is characterized by increased opportunities compared to the positivist approach in terms of the investigation of technologies in modern classrooms.

References

Bridgman, P. (1927). The logic of modern physics. New York, NY: Macmillan.

Gipson, S. Y. M. T., Kim, J. W., Shin, A. L., Kitts, R., & Maneta, E. (2017). Teaching child and adolescent psychiatry in the twenty-first century: A reflection on the role of technology in education. Child and Adolescent Psychiatric Clinics, 26(1), 93-103. Web.

Guba, E. G. (Ed.). (1990). The paradigm dialog. Thousand Oaks, CA: SAGE.

Kumar, S., & Rani, M. (2016). Attitude of teachers towards the use of technology and innovation in the classroom.International Journal of Research in IT and Management, 6(11), 26-34. Web.

Ponterotto, J. G. (2005). Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science. Journal of Counseling Psychology, 52(2), 126-136. Web.

The evolution of technology in the classroom. Web.

Being a teacher is a challenge. It is inseparable from the need to constantly improve and always find ways to make the grading system more efficient so that it represents the real achievements of students. It took me a lot of time and research to come to this conclusion, as I always believed that teaching is a natural talent instead of hard work, and all of the needed decisions are made intuitively. Nevertheless, as I observed my students and assessed their academic performance, it became evident that I was wrong. That is why I decided to consult with my mentor.

Consulting with my mentor was an initial stage in the path of my transformation and improvement. We discussed the specificities of the differentiated approach to teaching. In addition, my mentor helped me to understand that differentiation does not stand for different expectations of students with varying knowledge of the language. Instead, differentiated instructions are based on recognizing the differences between students and using them for addressing peculiar needs of everyone in the classroom.

My mentor shared a wise thought, offering to view other teachers in action after reading some helpful materials because it would enhance the understanding of the primary concepts and details connected to the idea of differentiated instructions. Therefore, I conducted some research and attended three different language classes to observe the method in practice.

My research focused on several research topics in order to address all the gaps in my practice. First and foremost, I paid special attention to discovering the peculiarities of the differentiated method. In order to complete this task, I located a detailed paper on differentiating instructions in a mixed class. The contribution of the author to my personal development is priceless because I finally realized that differentiation is not about individualized or chaotic instructions.

Instead, it centers on the differences in students’ needs and praises quality over quantity. Moreover, differentiated instructions not only involve several variants of instructions for students with different levels of knowledge but also address various steps of the assignment and aspects of the task, including content, process, and results (Tomlinson 4). More than that, the same resource is valuable for understanding that none of the instruction types is efficient without adopting relevant motivation strategies. It is especially true in case of studying because students cannot choose what they want to work on but are obliged to complete the given tasks (Tomlinson 13).

To cope with the challenge of misunderstanding the concepts of motivation, I found another valuable source, describing different motivation strategies. Reading it, I came to the conclusion that a traditional carrot and stick approach (the combination of positive and negative motivation) is inefficient because it focuses on the quantitative aspect of performance. Instead, it is essential to enhance creativity because it is one of the ways to make students passionate about completing tasks and improving their performance – the so-called intrinsic motivation (Pink 51). At the same time, I used another source for apprehending the specificities of motivation.

It was helpful for realizing that rewards should be measured from the perspective of some a particular standard of performance and foster students’ desire to focus on their accomplishment, not on a teacher (Marzano et al. 56). Therefore, the sources mentioned above have become the theoretical foundation of my transformation (book titles can be found on the Works Cited page).

Once I conducted the research, I returned to my mentor and she took me to three different language classes so that I could observe differentiation and motivation strategies in practice. This step helped me to understand how to organize the work in class, address all specific students’ needs (Indicator 1), and make them actively involved in the learning process (Indicator 2).

The central conclusion I came to is the criticality of providing support to lower tier students – for instance, developing differing rubrics for students with different level of language knowledge. At the same time, I appreciate mentor’s help because of her feedback to my teaching and grading style, as she helped to address the existing gaps. In particular, consulting with my mentor was beneficial because she recommended some helpful activities to assist my students, such as vocabulary charts and avoiding redundant tasks or details during the class.

That said, everything that I have learned could be divided into two groups – theoretical and practical advancements. The first group comes down to becoming familiar with the new concepts and strategies, including the peculiarities of differentiation and motivation. On the other hand, there was a valuable practical experience because I not only witnessed some of the practices deployed by other educators but also managed to implement some of them in my classroom and contribute to the improvement of academic performance and active involvement of my students. Finally, these modules are the source of a priceless life wisdom: there is nothing disgraceful in asking for help and learning because life is a chain of constant changes and the path of improvement.

Except for new learning, the obtained knowledge and experience have a direct influence on my teaching practice as well as students. To begin with, I implemented several new techniques for arranging learning in my classroom. This decision was made based on both mentor recommendations and research findings. For instance, I designed vocabulary charts, provided more support and help to standard students, gave personal feedback, and developed differentiated rubrics for estimating the performance of standard and honor students. These changes had both personal and practical impact on the perception of my teaching.

First of all, they pointed to the fact that I was interested in personal development and self-improvement. It made me feel satisfied with the chosen attitude to both life and teaching. At the same time, this experience was beneficial for understanding that my knowledge was limited and motivated me to keep on working and studying.

As for the influence of my teaching, it was as well spectacular. To begin with, it seems different. It is not only the personal perception but also the flow of work that make it new. As for now, teaching is easier because I can see that the pressure on both students and me has decreased. More than that, I do not feel stressed because I have clear instructions for estimating students’ performance. From this perspective, I believe that this learning and practical experience made me a better and more efficient teacher able to share knowledge with my students and helping them to improve their skills in the Chinese language.

On the other hand, the implementation of new teaching techniques influenced my students. The changes in them are evident, as they expressed their gratitude for upgrading the system and introducing vocabulary charts. From this perspective, communicating with my students after the class and collecting their oral feedback is one of the ways to know about the effect of changes on them. Moreover, it is easy to note that they appreciate support and help because using pinyin in cards and instructions for standard students is beneficial for memorizing characters. At the same time, typing instructions for honor students in Chinese characters challenges them and tests their knowledge, thus keeping them motivated to improve.

Another way to measure the influence of new strategies on students is asking them to fill checklists aimed at assessing the innovations. The idea is to collect feedback from all students, not only those willing to express their opinion in words after the class. Except for collecting feedback, assessing performance is another helpful way to determine the influence of changes on students. It is even more efficient because it may demonstrate whether the implementations helped to achieve improvement in learning outcomes. Therefore, collecting both feedback and pre/post data is helpful for measuring the effect of changes on students.

Finally, it is critical to state that the new teaching style should be reviewed and altered on a timely basis. For instance, instructions should be changed in order to keep students motivated. In this way, avoiding pinyin when standard students progress in their knowledge or adding new and more complicated characters to honor students’ instructions would be beneficial for making them feel driven to gain new knowledge. The rationale for this statement is the fact that I noticed that somehow both groups of students tend to pay less time to instructions when they are similar that leads to misunderstanding tasks and completing them partially. Therefore, this step is essential.

Works Cited

Marzano, Robert. J., et al. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD, 2005.

Pink, Daniel H. Drive: The Surprising Truth About What Motivates Us. Riverhead Books, 2009.

Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classroom. ASCD, 2001.

Innovative classrooms provide numerous opportunities for making the process of learning more effective. Their primary benefits are the focus on a learner and the fact that the environment motivates them to become involved in the process thus improving their performance and achievement. In the innovative classroom, the emphasis is made on attracting the learner’s attention to the subject under consideration. This goal can be achieved by a variety of ways. For example, using interactive whiteboards and document cameras can be beneficial for making the learning process more attractive from the perspective of a learner.

The main reason for making this statement is the fact that they invoke interest because of offering visualization (Horn & Staker, 2015). Because the key facts are shown on the whiteboard, learners remember more information. In addition to it, the possibility of representing the facts by demonstrating related pictures stimulates positive emotions (Schwartz, 2013). It makes the innovative learning process even more appealing because learners are willing to attend classes and motivated to consume more knowledge (Center for Educational Research and Innovation, 2010).

Another significant advantage of the innovative classroom is that they offer motivation. The emphasis is made on achieving better results of learning. This objective can be reached by implementing learning management systems, which offer different functions from administering the learning process to delivering materials and assessment (Kats, 2013). The foundation of motivation is invoking participation in the process of learning and transparency of the systems since all results and performance are visible to everyone in the classroom. It stimulates self-motivation and the desire to leave others behind.

Finally, the most significant advantage of the innovative classrooms is the fact that they enhance learners’ digital expertise. For example, if every student is provided with a tablet and wireless connection in the classroom as well as the access to online chat, it would be beneficial for strengthening the ties between learners and teachers (Hampson, Patton, & Shanks, n.d.).

Supporting this initiative is crucial because it improves learning outcomes since every time learners need instructor’s help, they are free to use the online chat and get the answer right away. The same can be said about implementing cloud services and providing access to learning materials without regard to being present at school. This step is vital for the integration of learning process and making it more productive and attractive because learners do not miss important information (Covili & Provenzano, 2015).

Designing innovative classroom and implementing the model is impossible without applying the principles of the systems thinking. In the systems thinking, nodes and links are of the highest priority. It means that interactions are valuable. In the case of designing the proposed innovative classroom, the learning environment and the classroom itself were seen as the system.

The primary nodes were the learners, a teacher, and innovations. The idea behind the design is to demonstrate the interaction between a teacher and a learner, which is achieved with the use of newest technologies and various tools deployed for visualizing learning materials. That said, it was shown that a teacher reaches a learner by means of visualizing equipment and every time he/she makes another decision regarding the visualized facts or actively used equipment, the learning outcomes change as well as the environment. It means that the system is responsive and can be altered by withdrawing or introducing new tools and different decisions.

References

Center for Educational Research and Innovation. (2010). The nature of learning: Using research to inspire practice. Web.

Covili, N., & Provenzano, J. (2015). Classroom in the cloud: Innovative ideas for higher level learning. Thousand Oaks, CA: SAGE Publications.

Hampson, M., Patton, A., & Shanks, L. (n.d.). 10 ideas for 21st century education.

Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.

Kats, Y. (2013). Learning management system and instructional design: Best practices in online education. Hershey, PA: IGI Global.

Schwartz, K. (2013). 7 essential principles of innovative learning. Web.