Solutions to instructional problems based on five key contextual perspectives

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Table of Contents

Curriculum
Instruction
Evaluation
Technology
Policy
Note
References

Curriculum

According to Burris and Welner (2005), having a diverse population of learners in a school presents several challenges in ensuring flexible, accessible curricula which offers opportunities for success and development for all. The first step in finding a solution is identifying the diverse learners so as to have an overview of their demographics and other information related to the education of these learners. There are two major solutions that can be implemented:

Multi-Tier Systems of Support (MTSS)

These try to address the issue of academic, social, emotional and behavioral needs of the students struggling with school success. This type of curriculum addresses both academic and behavioral needs of all the learners.

Application of the principles of Universal Design for Learning (UDL)

Here, the curriculum and instruction are made both accessible and engaging for all learners; hence there is a higher chance for students achieving success.

Instruction

Multicultural sensitive communication enables teachers to teach and the students to understand what is taught. In order to achieve a solution in this perspective, greater emphasis should be placed on practices within the educator’s immediate control. These include classroom strategies, pedagogical techniques, school condition and the environment. The teacher should have the ability to speak and listen so that he or she can observe the students’ progress.

Evaluation

To solve the problem of evaluating learners in a diverse community, there should be multiple forms of assessment rather than relying on a single standardized test. This can be through students holding exhibitions or performance of certain tasks.

Therefore, schooling institutions should revise their mechanisms of evaluating students which are based on just one very subjective tool (that of a standardized test). This is prompted by the fact that so much could happen during the period of sitting for a standardized test; for instance, a student could fall sick, panic before the test, or receive some bad news, among other things. All these would interfere with the student’s concentration during an exam resulting in poor performance.

If other formulas of evaluation (as discussed earlier in this paragraph) were adapted, then the process would be more fair and effective not only to the students, but also the relevant bodies in charge – such as teachers and tutors.

Technology

Assistive technology should be implemented to help ensure all students succeed. This includes use of closed circuit monitors, Braille readers, and voice activated software. All these enable disabled children participate in activities that were once deemed impossible. Using technology effectively reduces barriers that block instruction and hence teachers are able to control and monitor student’s progress.

Policy

Policies to close the achievement gap should be implemented so as to manage diversity. Diplomas Count (2008) provides a solution to this. The document states that, if all students (both those at the bottom and those at the top) have an access to first class learning opportunities, the gap between them would be reduced and they would all post improved performance.

Note

Most of the above perspectives, in one way or another, contribute to student achievement. However, the question that arises is: which is the most related perspective? Well, according to the issues discussed in this paper, instruction is the perspective which is closely aligned to the research findings at hand. This is because instruction is a culturally accepted tool of communication which has indeed lead to improved students’ performance. Thus, instruction is indeed a cultural responsive pedagogy that leads to student academic achievement.

References

Burris, C. & Welner, K. (2005).Closing the achievement gap by de-tracking. New York: Simon & Schuster Inc.

Diplomas, C. (2008). “An essential guide to graduation policy &rates”. Educational Week Journal, 35(1), 586-697.

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