Category: Classroom

Abstract

This paper aims to review available scholarship on the flipped classroom model with the view to demonstrating how it can be effectively used in associate degree nursing schools.

The results demonstrate that the flipped classroom supports a sound pedagogical model that can be used to develop highly competent nurses due to its immense benefits, which include enabling students to gain confidence in independent learning and to develop skills in critical thinking, creativity, communication, engagement, collaboration, and team-based operations.

Introduction

Today, many teachers are employing entirely new models to deliver educational content to students due to the ongoing pedagogical shifts and recent advances in technology (Hawks, 2014). The flipped or inverted classroom is one such model that is increasingly gaining currency and effectiveness not only in nursing but also in other domains of education (Enfield, 2013). This paper reviews literature on the flipped classroom model with the view to demonstrating how it can be effectively used in associate degree nursing schools.

Background and Significance of Flipped Classroom

Enfield (2013) acknowledges that flipping the classroom basically entails providing instructional resources (e.g., videos, podcasts, articles) that enable students to understand the concept outside of class, hence freeing up valuable class time for more engaging and collaborative tasks normally facilitated by the teacher.

In discussing the flipped class model, Hawks (2014) notes that, instead of spending the classroom time lecturing about topics covered in pre-class reading assignments, faculty interact with students by discussing points of confusion, providing real-life examples relevant to course content, challenging students to think more deeply about complex processes, and monitoring pee-to-peer, team-based learning activities (p. 265).

In the nursing context, out-of-class activities may include watching instructional videos and podcasts, reading assigned books and articles, as well as giving quizzes prior to the commencement of each class period over the assigned videos or podcasts to facilitate students to keep up with the instruction and be prepared for classroom encounters (Enfield, 2013; Hawks, 2014).

In-class activities under the model may include instructor led demonstration of new nursing concepts and applications, instructor led demonstration of nursing concepts and applications previously introduced in videos and podcasts, group-oriented activities and tasks aimed at practicing the nursing concepts and theories previously learnt, and open lab time to work on allocated projects (Enfield, 2013).

The flipped classroom model uses active learning methodology, which enables educators to move from rote memorisation of knowledge and facts, known as surface learning, toward deep learning, where understanding is developed through active and constructive processes (Roehl, Reddy, & Shannon, 2013, p. 45).

Educators in associate degree nursing schools must therefore shift their instructional methodology from a teaching-focussed paradigm toward a student-focussed paradigm; that is, they must focus on student activity as well as student engagement and collaboration in the learning process (Jamaludin & Osman, 2014; Roehl et al., 2013).

In using the flipped classroom model, associate degree nursing schools are likely to gain immeasurable benefits that are absent in traditional classroom contexts.

Available scholarship demonstrates that some of the benefits associated with the model include (1) enhancing class time for more engaging and collaborative instruction, (2) reinforcing students team-based skills and competencies, (3) personalising student guidance, (4) focusing classroom discussion, (5) facilitating the creative freedom of faculty while upholding a standardised curriculum, and (6) facilitating students to move at their own pace, derive instruction at any time, and access expertise from manifold sources (Enfield, 2013).

Some of the limitations associated with the flipped classroom model and active learning methodology include (1) concerns with accessibility to instructional resources offered through online protocols, (2) mounting predispositions toward no homework for students, (3) increasing concerns by instructors that their role will be reduced, (4) enhanced time requirements without improved pedagogy, and (5) lack of accountability for students in terms of completing out-of-class instructions (Enfield, 2013).

Other challenges associated with the methodology include inability to adapt the classroom environment to demonstrate the flipped classrooms competence to sustain student-centred learning, inability to ensure that students experience with out-of-class instruction is interactive, inability to develop lectures that will provide classroom instruction based on individual student learning styles, as well as the restrictive cost and time required to develop instructional resources (Johnson, 2013; Roehl et al., 2013).

Brief Review of Literature

Available literature demonstrates that one of the most utilised methods in the flipped classroom involves small group discussions, whereby nursing students get into small groups to undertake formative and summative evaluations of classroom content and also engage in significant face-to-face learning activities aimed at encouraging them to organise their thinking by comparing notions and elucidations with each other (Enfield, 2013; Hawks, 2014).

Another method being used in flipped classroom contexts is the peer-to-peer learning, which not only facilitates active communication and conflict resolution among nursing students in the associate degree program, but also encourages team building and enhances student engagement and collaboration (Hawks, 2014).

In the flipped classroom, nursing students can also learn through role-playing, which basically provides them with the capacity to learn how to best handle a scenario by practicing simulated interactions and trying out different approaches that may be possible in real-life contexts (Jamaludin & Osman, 2014).

Other methods include case studies (directing student groups in investigating the same or different case studies and sharing results to develop practice in responding to corrective feedback and provide justifications for individual decisions), journal article reviews (evaluating and critiquing scholarly articles on current content with the view to developing students writing skills and their capability to translate evidence to practice), conceptual mapping, brainstorming, collaborative learning, and project-oriented learning (Enfield, 2013; Galway, Corbett, Takara, Tairyan, & Frank, 2014; Hawks, 2014).

It is important to review the results of several studies on the flipped classroom. In a study aimed at examining the effectiveness of the flipped classroom model among undergraduate students in a university setting, Enfield (2013) found that the model is effective in assisting students become more confident in their ability to learn independently and in using out of class instruction.

However, some of the limitations include inability of the videos and other instructional resources to effectively cover educational content, inability to plan in-class activities, and gaps in ensuring instructional materials comply with the various legislations protecting the rights of people with disabilities (Enfield, 2013).

In their presentation on the flipped classroom, Roehl et al (2013) found that the model is effective in developing important student qualities including critical thinking, creativity, communication and collaboration; however, a major limitation is that the model may not applicable to all subjects or classroom contexts.

Lastly, in a study aimed at investigating how a flipped classroom enhances engagement and promotes active learning, Jamaludin and Osman (2014) found that the model assists instructors to realise their teaching outcomes and to make teaching more engaging, collaborative, active, and student-centred through reinforcing behavioural, emotional, and cognitive engagements.

Conclusion

This paper shows that the flipped classroom supports a sound pedagogical model that can be effectively used in associate degree nursing schools to develop highly competent nursing professionals due to its immense benefits, which include enabling students to gain confidence in independent learning and to develop skills in critical thinking, creativity, communication, engagement, collaboration, and team-based operations.

However, more research studies need to be undertaken to deal with the observed limitations of the model and hence enhance optimal student instructional outcomes.

References

Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Tech Trends: Linking Research & Practice to Improving Learning, 57(6), 14-27.

Galway, L.P., Corbett, K.K., Takara, T.K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health public education. BMC Medical Education, 14(2), 1-9.

Hawks, S.J. (2014). The flipped classroom: Now or never? AANA Journal, 82(4), 264-269.

Jamaludin, R., & Osman, S.Z.M. (2014). The use of flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131.

Johnson, G.B. (2013). Student perceptions of the flipped classroom (Masters thesis, the University of British Columbia, Vancouver, Canada).

Roehl, A., Reddy, S.L., & Shannon, C.J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44-49.

Introduction

In a teaching career, academicians suggest that experience is the best teacher. Therefore, all candidates aim at gaining primary and secondary experience. Primary experience is gained when the teachers participate in teaching. On the other hand, teachers gain secondary experience through observing other experienced teacher in during lessons. This paper seek to report on the observations I made in a public junior school. Particularly, these observations took place at Cornell Junior School. It will focus on the general overview of the school, demographics of the pupils, classroom observations, classroom management, and the impression of the teacher, engagement of pupils and summary of preference. Regarding classroom observations, the observations will take place in a third grade class. In this light, the observations will consider a science class that will be learning about measurement and time.

School Overview

Cornell junior school is a large school that accommodates pupil from kindergarten to the sixth grade. It is found in Canada at the Holmfirth Terr in Ontario. The school was conceived in the year 1959. This implies that the school s about 54 year of age. In 1998, the school made an all-inclusive progress revolving academics, improvement of facilities and co-curricular activities. The school has excellent facilities for both curricular and co-curricular activities. Regarding curricular activities, the school has a well-stocked and postmodern library which is under the care of Mr. Peter Mui. This is the greatest force behind the success of Cornell Junior School. In addition, it has a well-equipped laboratory for the science lessons. In this case, all experiments are done from the laboratory. This ensures safety of the pupils and effectiveness of learning. It has well tarmacked network of paths that connect all the buildings to one another. On the other hand, the school has invested on the co-curricular activities and sports. They have incorporated badminton, Baseball, Alpine Skiing, Basketball, Cricket Outdoor, Athletics, Flag Football, Golf and others. Importantly, the school has a passion in the spirit of basketball.

The sport department has facilitated the existence of modern and sheltered fields for basketball and enough balls. The school program starts at 8:45 a.m. and ends at 3:45 p.m. Since, the school takes a roll call assembly, any pupils arriving to school after 8:45 a.m. must report to the administration in order to notice their arrival. This ensures that parents and guardians are notified on missing pupils. As a result, the school is secure since it has taken significant security measures ensuring that all pupils are addressed.

Pupils Demographics

The school has a total population of nine hundred pupils that come from diverse cultures and faith. In addition, they originate from all parts of the country and come from diverse tribes and races. The main religious background is the Muslims and the Hindus. In fact, they account for 87 percent of the whole population. The student population comprises of about twenty five diverse languages. These languages include Punjab, Gujarati, Tamil, English and others. Therefore, the school is a perfect reflection of a national school exhibiting the spirit of unity and cohesiveness.

Teaching Modes

The observations were made from a third grade class during a mathematics lesson. This lesson was handled by the mathematics teacher called Mr. Paoli. In this light, I interviewed the teacher for about five minutes before the class. He has been a mathematics teacher for five years. In his teaching experience, he has taught in three schools. However, for the last one and a half years, he has been teaching in Cornell Junior public School. Before transfer, he taught in other two schools and got awards for his effectiveness in teaching.

Strategies

During the lesson, the teacher incorporated some wonderful strategies that enhanced the effectiveness of teaching. Here are some of the positive strategies that the teacher used during the lesson.

1. First, the teacher divided his lesson into three parts. In this case, the lesson was to take fifty minutes. For the first ten minutes, the teacher gave an overview of the previous lesson. He reminded them of the concepts they had learned in the last lesson and joined it with the current lesson. This helped the pupils to have consistency and organization of knowledge. In addition, he outlined the objectives and the learning outcomes of the lesson. This helped pupils to determine the important issues that they could consider during the lesson. The second part took forty minutes. During this section, the teacher introduced the topic of time measurement and continued delivering the relevant content regarding time. In the last ten minutes, the teacher made a conclusion and gave a summary of the whole lesson. Importantly, he notified the pupils on the topic of the next lesson. Also, he gave an assignment and encouraged the pupils to read ahead of him. In this light, he created a good transition from one lesson into another. In addition, he made a holistic transition from one section of the lesson into the other.
2. Secondly, he went around the class observing what the pupils were doing. He did this when he gave out a question for pupils to attempt in groups. In this light, he assisted those who had and determined the level of understanding about the topic. As he moved around, he was a little bit playful making the pupils feel free on asking questions. In addition, he marked the answers and awarded some marks. These class marks were to be considered during the final exam and contributed to the marks for prize giving in mathematics. This helped the teacher to give individualized instructions and consideration.
3. The teacher motivated the pupils in class by giving an award after the lesson. After this lesson, the pupil who had performed best in participating and answering questions got three sweets and a packet of biscuits. This encouraged the participation. In fact, the pupils competed for a chance to answer questions. Regarding participation, he could write a question on the blackboard and ask a volunteer to tackle the question from the blackboard. Any pupil who got the question right was awarded at the end of the lesson. Importantly, he congratulated all volunteers despite the outcome. In fact, he facilitated a clap even for those who got it wrong on the blackboard. Also, he discouraged and punished the pupils who laughed at others when they failed on the black board. This ensured that all student felt free to volunteer and contributed through peer teaching.
4. In addition, Mr. Paoli involved pupils in an exercise facilitating the measurement of time. In this case, the pupils used stop watches to measure the duration of various events. For example, Mr. Paoli composed a song and the pupils measured the time he took to complete. This song was extremely interesting and kept the student jovial and awake. Incorporating a song is an extremely positive strategy seeking to motivate the student as they learn. This was a perfect incorporation of a co-curricular activity in the lesson.
5. Most importantly, the teacher gave short note summarizing the whole lesson. This ensured that the pupils would refer to the notes during revision. This facilitates good performance during subsequent lessons, assignments and exams. In addition, he gave some assignments for pupils to tackle from their homes.

Conceptual Theories

In addition, Mr. Paoli incorporated various conceptual theories of teaching. Below are some of the concepts he applied during the lesson.

1. Cooperation was one of the most crucial concept he incorporated in this lesson. In this light, he divided the forty eight pupils in groups of five. Therefore, he made up nine full groups while the last group had three pupils. Then, he asked them to measure time together. Therefore, they helped each other in doing that exercise.
2. Secondly, the teacher used the concept of discovery. During the measurement, he did not explain how they should stop the watch. Therefore, some all the pupils had difficulties stopping the watch. However, the pupils discussed among the groupings and discovered the stopping button. This helped pupils to become innovative and creative.
3. Thirdly, the concept of application was used during the lesson. In this case, the teacher provided the theoretical explanation of time measurement and asked pupils to measure the time practically. Therefore, they applied the theoretical explanations in practice.

Technology

Regarding technology, the teacher used a stop watch in the proceedings. The stop watch was used for measuring time for various events. Also, he used a flickering bulb and asked the pupils to measure the time the flicker stand still.

Classroom Management

Authority

The teacher exercised a sense of authority for pupils who misbehaved. In this case, he even punished some of them who became cheeky in the class proceedings. For example, he punished two pupils who laughed at those who failed on the blackboard. This ensured that all pupils maintained order.

Guidance

The teacher guided all pupils who misbehaved. He presented the rationale of doing right and adhering to the rules of the school. This ensured that the pupils understood the reasons behind good conduct especially in class.

Impression

From my perspective, the teacher was substantially effective during this lesson. He involved the pupils in all parts of the lesson. Also, he created a smooth transition in his lesson. This ensured that he delivered organized knowledge to the pupils. His motivational skills kept the pupils happy and joyful. As a result, the learning was a great fun and enjoyable. Therefore, the pupils were part of the learning process. Lastly, he allowed pupils to discover on their own allowing for innovation and creativity.

Summary Paragraph

Personally, I would like to be a part of this school. It has the required facility for driving academic success and excellence. In addition, the teaching staff is effective and experienced. Therefore, I would have credible colleagues who can share their experience. The administrative body is reliable and credible. Therefore, I can get any teaching devices I would need to use for teaching.

Conclusion

This paper has discussed the various observations that pertain to Cornell School. It has analyzed the observations made in class. In addition, it has provided the rationale of various concepts and strategies used by Mr. Paoli. Therefore, it satisfies its purpose and significance

The idea of a teacher facilitating differentiated classroom appeals to me. This method focuses on providing students with personalized education, where the teacher supports and mentors them as they work toward their own learning objectives. This method enables students to take charge of their education and has the potential to increase engagement and student achievement. I like the way a differentiated classroom operates, with the instructor serving as a facilitator and assisting students in achieving their goals. This method enables personalized instruction, which in my opinion, is essential for fostering engagement and academic achievement in students. Additionally, I believe that the teachers facilitation role can contribute to the development of an inclusive and equitable learning environment in which all students are appreciated and supported.

In conclusion, a differentiated classroom requires a positive response from teachers as it allows for personalized learning, which can increase student engagement and achievement. I try to delve into this model as much as possible because it seems that this is the future of education. In addition, the model creates a more fair and inclusive learning environment in which each student feels valued and encouraged, and the teacher becomes a comrade who will help in case of need. The most important advantage of this strategy is that while still at school, students can try to take responsibility during their studies and develop this skill.

The completed session is important to provide a teacher with a lot of information regarding the classroom management and collection of data to demonstrate the students understanding. First, it is necessary to discuss a general approach to organizing classroom practices and creating the working and positive environment during lessons. In order to succeed in working with students, a teacher of Mathematics should build a positive climate in the class that is based on the idea of trust (Borich, 2013). However, the key element is the creation of certain rules in order to regulate the interaction and activities in the classroom.

It is important to state that clearly formulated group norms and rules are important to guarantee the development of the effective atmosphere in classrooms. When teachers try to encourage students and stimulate their engagement in learning through building positive relationships without the stated rules, the real effect on the learning process and classroom management can be negative. Therefore, a teacher needs to set rules while following the processes of diffusion and crystallization in order to make students share norms and ideas to create the working atmosphere (Borich, 2013). As a result, it will be possible to avoid problems associated with daily classroom management tasks. From this point, it is important to build the classroom environment that is not only positive but also cooperative, competitive, and based on certain norms.

Thus, the idea of the necessity of rules can be discussed as the key one while referring to the work by Borich (2013). In addition, while focusing on the work by Lemov (2010), it is also possible to concentrate on the idea of rules, but in the context of teaching Mathematics and gathering the evidence regarding the students understanding of the material. While monitoring the students understanding, a teacher can use a variety of techniques to ask the correctly formulated questions. In this context, it is important to note that a teacher should ask questions while following certain rules: self-reporting questions should be avoided; questions should be prepared in advance; and questions should be targeted and open-ended (Lemov, 2010). Furthermore, there should be a system of rules regarding the use of hand signals or organization of discussions. From this point, the process should be structured perfectly, and students need to know what rules teachers follow while gathering data regarding the understanding of tasks and materials.

Still, the experience demonstrates that a positive and productive climate in the classroom cannot be based only on following strict rules that regulate the interaction between students and a teacher, as well as assessment procedures. While synthesizing the information from the works by Lemov (2010) and Borich (2013), it is possible to conclude that the effective classroom management is a guarantee of a successful teaching-learning process. As a result, the practical task for a teacher is to build the open environment in which students are not afraid of making mistakes, they know the rules of interaction and cooperation, and they are encouraged and stimulated to work better. Therefore, the knowledge gained during the session is important to plan the work in the classroom. Furthermore, the readings provide a range of helpful notes regarding the creation of a positive climate and organization of effective observations and question-and-answer sessions. The ideas provided by the authors are important to help teachers plan lessons and build strong relationships with students.

References

Borich, G. (2013). Effective teaching methods: Researchbased practice. Upper Saddle River, NJ: Pearson.

Lemov, D. (2010). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass.

The instructor takes on various roles throughout the circle time activity to promote the students learning. The teacher acts as a facilitator by asking questions, responding to them, and supervising activities to assist the students in learning. While presenting images, shells, and sand dollars, the teacher discusses the link between the artifacts and the water with the students. Therefore, helping students understand the concepts and content of the lesson. The teacher also acts as a mediator; for instance, as students begin to speak loudly and over one another, the teacher urges them to catch their bubbles to maintain classroom order (Paprom). Therefore, helping to moderate student interactions and ensuring that all students have an equal opportunity to engage and voice their opinions.

Moreover, the teacher acts as a mentor, establishing relationships with the students and fostering a positive learning environment. The teacher encourages students to express themselves freely and confidently by inquiring about their beach experiences and listening to their stories. The teacher also assesses how well students absorbed the lessons and their critical thinking ability (Paprom). An example of an evaluation exercise is a game in which the teacher exhibited images of various creatures, and the students had to determine whether or not they lived in the ocean.

The teachers use of tangible materials to help the students visualize the ocean lesson, such as sand dollars, shells, and pictures, is one of the presentations strengths. Additionally, the instructor promotes active engagement by posing inquiries and providing opportunities for responses, as seen in the game where students had to indicate with a thumbs up or down whether an animal resided in the water (Paprom). The teacher-student interactions are friendly, which is another strength. This relationship promotes a safe and friendly learning environment where each child can participate and express their views. However, one flaw of the teachers presentation is that he only has a box of items linked to the ocean and no other materials to create a more varied learning experience (Paprom). Furthermore, suppose they do not have a strong command of the English language. Second-language learners or children with different learning styles may struggle to fully engage with and comprehend the lesson.

Work Cited

Danielson Framework  Classroom Observation. YouTube, uploaded by Paprom, Web.

Classroom dialogue between the teacher and students is an effective and valuable tool for learning, understanding, and assessment. It allows children to discuss their experiences and express their own points of view while also encouraging them to understand why they have those points of view. The exchange of opinions that occurs during such communication allows for the discussion of different perspectives. The teacher can use this approach to help participants get a better knowledge of their own and other peoples perspectives on a topic or situation.

Easy-to-understand stories and books with a clear moral that the author wants to convey can be a good basis for such discussions and can help children understand complex and abstract topics such as peace, justice, support, responsibility, respect, and many others. One such book Cowhey (2006) suggests is Farmer Duck. It depicts the story of a lazy farmer and a diligent duck who performs all of his work for him (Waddell, 2020). The duck is very tired, and the rest of the animals unite to help her and drive away the lazy farmer. Together, they begin to take care of their farm.

To start a dialogue with the class about this book, I would first ask whether the animals did the right thing in driving the farmer away. Then I would ask how the children think and why they did it. This can help them consider the various causes of the farmers destructive behavior that negatively impacted the fictional farm community. I would also invite the children to think about what would have happened if the animals had not come together and intervened. Such a discussion can give them a basis for understanding the importance of each individual member of society in shaping a democratic society in an interdependent world.

It is important to remember that dialogue should not be aimed at persuading or pushing a certain point of view but at helping participants understand different points of view. Dialogue can help assess childrens critical thinking ability and see if they understand the true meaning of stories (Cowhey, 2006, p. 87). It can promote self-observation and the development of critical thinking in children regarding other peoples points of view.

References

Waddell, M. (2020). Farmer Duck. Candlewick Press.

Cowhey, M. (2006). Black ants and Buddhists: Thinking critically and teaching differently in the primary grades. Stenhouse Publishers.

Approaching a diverse group of learners requires adjusting the relevant teaching strategies to meet unique needs of each learner. Therefore, a teacher needs to incorporate differentiation into the range of strategies to integrate into the classroom context and ensure that all learners are provided with equal opportunities. However, the excessive focus on differentiation may lead to the teachers inability to assess the efficacy of the actual learning process and define whether students have acquired the necessary skills. Therefore, a careful balance between the promotion of differentiation and the encouragement of learning must be found.

To address the described concern, differentiation must be integrated into the learning framework as an extension of the support system for students. As a result, students will gradually develop the ability to manage provided tasks without the assistance of differentiated instructions, therefore, acquiring the necessary skills and developing at the necessary pace. With the focus on students individual needs and the importance of building independence in learning, a teacher will be able to guide them toward consistent improvement. However, for this purpose, certain sacrifices regarding differentiated instructions must be made, which implies that a teacher will have to avoid using differentiation strategies as a learning crutch.

The acknowledgment and development of diversity in communities are one of the primary benefits of inclusive education. It strives to bring together various children in the classroom, allowing everyone the same opportunity to grow and learn. As a result, it can improve cooperation and collaboration at the local level among parents, children, and people outside of the school. However, teaching children with disabilities has several features and may affect teaching practice.

Educators must guarantee that classrooms are accessible to students with disabilities. The Americans with Disabilities Act mandates inclusive education in grades K-12 (ADA Amendments Act of 2008). It provides requirements on classroom design, teaching tactics, and technology use. To transmit vital information, ADA compliance also necessitates the use of communication tools such as captioning and transcribing services. The ADAAA clarified and expanded the definition of disability, increasing the number and categories of people protected under the ADA and other federal anti-discrimination legislation.

To establish an inclusive classroom that values all kids, the teacher must work to build a community that prioritizes the student over his or her condition. Disability designations have the potential to stigmatize and propagate the incorrect assumption that pupils with impairments are less capable than their peers. As a general rule, a handicap should only be mentioned when it is relevant to the context. If there is a student with a disability in the class, the teacher should develop teaching materials, content, and instructions that will benefit all students. Furthermore, it is critical to learn about each students needs. Each student is an individual with diverse abilities, and such requirements should be identified and met regardless of ability (Clark et al., 2018). This may entail making the classroom physically accessible, such as by providing a walker or structuring the classroom such that a child in a wheelchair may move around as easily as any other student. If necessary, extra equipment will be provided. Furthermore, a range of teaching and evaluation approaches must be used so that all students can demonstrate their talents. There are also differences between the ground-based class and the k12 online class. It is essential to consider that the colors, fonts, and formats of materials are easily perceived by students with low vision or a form of color blindness, as well as to ensure high-quality sound. Whether the learning is online or ground-based, it is important to talk to students about inclusion and respond appropriately to bullying.

References

ADA Amendments Act of 2008. (n.d.). Web.

Clark, C., Dyson, A., Millward, A. (2018). Towards Inclusive Schools? Routledge.

Critical Thinking Activity

The students will be instructed to engage in brainstorming and explaining ways in which recycling can be conducted at the school to improve the environment. The understanding of recycling is valuable for teaching students about the importance of a healthy environment as well as the development of their analytical and cooperative skills (British Council, n.d.). The students may be provided with various items (such as plastics, paper, and metal waste), some of which arent and are recyclable using current technology. The students must create a presentation that outlines what they think can and cannot be recycled. Their selected items should be explained using reasoning from prior knowledge and their deductive abilities. Students may also focus on which things are more harmful to the environment than others if not recycled.

The rubric for this activity will focus on the categorization of items and the reasoning of students in regard to recycling methods. The rubric will aim to assess their prior understanding of materials and the current recycling processes, from sorting garbage within the school to the reuse of materials. Similarly, new ideas introduced by students in relation to potential uses of certain items in order to recycle them are essential to recognizing the contribution of their creativity to their critical thinking. As such, the rubric will focus on two areas: the current understanding of recycling and ideas for future methods.

The acquisition of thrown-out items is quite accessible in most school environments. However, the teacher must make sure that all the items are clean and lack sharp edges or any other potentially dangerous residue that could be harmful to students. Similarly, the activity focuses on previous information and new ideas in relation to recycling. The teacher must be aware of the levels of knowledge that students possess of the topic and be prepared to guide students that have a weaker understanding of current recycling processes.

Collaboration Activity

In the collaboration activity, students in groups of three or four people must select one of the new recycling methods and consider how it can be implemented within the school. They may use in-classroom tools such as paper and art supplies to create posters that will promote adherence to the selected method of recycling. In this activity, the students must discuss and agree on a specific approach to recycling and the reason for its benefits. Additionally, they must utilize their abilities in visual and text communication in the creation of posters that will then advertise the new methods of recycling.

The rubric will observe how the students are able to communicate and select certain elements of their topic. The delegation of activities is also an aspect of the collaborative effort that is vital to the students other cooperative work. Additionally, their ability to come to a unanimous decision in relation to the focus of the poster or creative decisions is integral. The rubric also assesses their ability to formulate efficient communication channels for promoting their selected topic to others who are not involved in the group activity. Their collaboration relies on decision-making, task delegation, and communication.

The teachers role in this activity will include the provision of tools and the encouragement to share tasks equally and be respectful to peers. There may be issues in relation to conflict or unfair task delegations, in which case a teacher may interfere. Similarly, certain classrooms may lack access to art supplies for posters and can select an oral or digital presentation that explains why their recycling method is superior. In the case that students are unable to complete their tasks due to a lack of understanding, a teacher must guide the group in an efficient but non-invasive manner.

Reference

British Council. (n.d.). Linking waste with creativity, critical thinking, and interpersonal skills. British Council. Web.

Moral development is a gradual process by which children build up appropriate mind-set toward other people within a particular society. Kohlberg proceeded further to modify the work of Piaget within the concept of psychology and moral development. He explains that children can only form their ways of thinking capability by experiences that entirely involve complete comprehension of moral impression like human welfare, justice among others (Shaffer 59).

Moral development is applicable in classrooms where students are required to follow scheduled rules which when not adhered to can lead to appropriate consequences. For children to develop good ethics they should know their needs, one should also know the skills of children at different levels of their development and their areas of interest or skills. The American classroom view and portray Lawrence Kohlbergs moral development theory by ensuring that a child achieves moral behavior depending on his immediate environment (Shaffer 59).

Religion absolutely should be taught in classroom. This is appropriate since we stay in a multicultural country. When an individual is familiar with other peoples religions, he or she develops positive interactions with others in the society as a whole. On the same note, a lot of care needs to be put in consideration when teaching religion to students since they might have different religious beliefs (Shaffer 109).

Piagets Development Theory

The sensor motor Period

This occurs from the day a child is born until it reaches two years. He says that during this period of time, a childs cognitive coordination is limited to motor reflexes during that stage of birth. At this stage, children learn how to produce their activities to a diverse range of conditions which at the end enable them to have a continuous chain of moral behaviors (Shaffer 209).

Preoperational Thought

This starts from two to seven years of age. At this particular stage, children will try to get hold of representational abilities specifically, in the area of mental descriptions and linguistics, that is to say, development of language. In fact, at this stage children are self-oriented and self-centered.

Concrete Operations

At this level, they are able to analyze other peoples points of view and analyze it at different angles. This stage occurs between seven to twelve years of age. On the same note, they can also represent alterations as well as still circumstances. Even though they are considered worth to argue, they cannot still solve and carry out concrete problems in order to achieve a positive outcome (Synergist 111).

Formal Operations

This does occur between eleven to twelve years of age. At this stage, a child who has achieved formal operation phase is absolutely able to think, argue logically and conceptually. Additionally, they can also argue theoretically, this is the final stage in a childs development period according to Piaget.

Kohlberg stages of morality development

The first stage of moral development is called obedience and punishment.

On this stage, he explains that peoples mutual behavior depends on norms put by the community to be adhered to (Synergist 111). This only happens by being forced to submit by the authority figure, for example, the teacher, parent or any other elderly person. This obedience is accompanied by threat or the usage of penalty. The next stage in this area is accompanied by a view that correct behavior entirely depends on ones own interest (Synergist 121).

The second level of moral development and reasoning is society based and is called conventional. It generally depends on other peoples approval and attitude. It involves abiding to the law and responding positively to your given duty.

The third level which many adults never reach is the general comprehension of social mutuality and defined interest on the welfare of others. The last stage in this level is called principled conscience. He explains that an individual will only progress if these stages are passed one at a time (Synergist 111).

Works Cited

Shaffer, David R, and Katherine Kipp. Developmental Psychology: Childhood and Adolescence. Australia ; Belmont, Calif: Wadsworth/Thomson, 2007. Print.

Synergist. Washington, D.C.: National Student Volunteer Program, 1971. Print.