Example Of Creative Teaching: Designing Culturally Relevant Instruction Critical Thinking
The culture of the class works with a student-centered learning objective. The curriculum supports the interaction between the teachers and the students. The students have a habit of high engagement in all the classwork that comes their way. The students engage their unique abilities in order to develop their skills and interest in their respective career abilities. They use their original tactics to produce a professional and quality work that describe their learning abilities. They also understand the type of culture found in their immediate environment. My class composes of students from the age of twelve years to sixteen years. The students live and learn in places where the parents, teachers, coaches and advisors allow them to act in a responsible manner with a key objective of personal development. The environment allows the children to access opportunities that allow them to have responsibilities over their learning. The teachers and the parents only act as a guide where necessary.
The instructional experience targets the class through the sociology course. I teach sociology in the class, which encompasses their daily life. Sociology gives them a chance to take charge of their lives because it gives them the necessary knowledge and skills that enhance their culture and behavior in the end. The students also lack the necessary skills to fit in the professional world. Through the sociology class, they come up with an understanding of the factors that affect their daily lives. Since the students live in a technologically changing environment, they tend to gain consistency in their learning activities. Technology engages them in more than writing and reading skills. Therefore, innovation forms a key element in their learning in order for them to accommodate technology in their lives.
The instructional experiences focus its operations in creating several outcomes among the students. Some of the outcomes include the following; 1. Critical thinking/problem-solving techniques 2. Social/Ethical responsibility 3. Professionalism and work ethics 4. Development of self-growth skills 5. Enhancing Creativity and innovation among the students
Many students lack the necessary skills that facilitate their success after the completion of their high school education. They become disengaged in the learning that forces them to leave school without the needed skills. Development of inadequate skills among many schools’ curricula puts their students at a point of disadvantage. Most employees believe that high school diplomas lack the necessary skill development among students. They also make them have low working standards. With the instructional experiences, the students would have a platform to develop all-inclusive skills that would propel them to the highest career level. Due to the lack of a good curriculum that engages the students in the learning process, most of the students drop out (Davis 2008). The curriculum makes the class boring and pushes them to drop out since it interferes with their interest. The student engagement decreases as the students stay in the school for a long period; teachers engage them in their final years. The curriculum in the school locks out children in terms of developing their knowledge that would make them succeed. The instructional experience equips the students with innovative skills that make them have the motivation to start their businesses even when they miss a chance in the employment industry. It makes them develop an understanding of the market outside their education sector. It also develops a status of flexibility that facilitates them to maneuver many challenges after they leave school. The instruction experiences develop new demands on the student and the teacher. The children develop clarity about their interests, needs, and strength. They also develop the confidence to motivate their interests to those around them. The experience motivates them to organize their learning process and also distinguish themselves from others in the class. The students develop a self-driven purpose in their learning process that influences their future career development. Nevertheless, the main outcome of the instruction experiences provides the students with resources and guidance in order to have their engagement in projects that engages their interests and needs.Assessment: Using a technology diagnostic tool for assessment
The assessment program comprises of computer allocated and graded in class short tests with the standards of the state. The assessment involves the return of feedback to both the student and the teacher concerning the student’s progress in the learning process. The students have a provision of the set of questions relevant to the content learned from the teacher’s page. The students visit the questions through their personal computer pages. They log in into their pages and answer the questions provided to them. The nature of the programs offers questions with the multiple choice that have answer choice. The answer choices have their basis in the students’ responses. The platform offers an answer fill-in methodology and long-answer questions. The system provides feedback to any question that the student answers. It also asks the students to confirm the approach used to provide an answer before proceeding with the rest of the questions (Davis 2008). The system provides the students with the learning experience since it engages them in all its operations through a problem series. The main idea of the system makes the assessment develop a learning experience for the student. It takes a student’s response as correct and incorrect and providing the student with feedback that shows the nature of the response (correct or incorrect). Diagnosing tools have a design to offer a complementing approach to the teacher through the provision of a means of qualitative discussion. The discussion enhances the understanding and evaluation of knowledge content mastery. The assessment entails the provision of the integrated package of resources, assessment and administrative tools with the help of a teacher’s guide. The guide offers the description of content area facet and other instructions that offer guidelines for specific activities. The assessment moves into the gaming design stage after the question-answer tests.Context description
The teacher provides the students with a problem that has multiple-choice answers in the class. The students solve the problem without help from anyone in their class. The process occurs with the help of the automated response system clickers through computers. The computers gather the information provided by the students and may display them instantly on the board. The teacher engages the students through asking them how others have answered questions. The students divide themselves into groups and reach a consensus on the right answers. The use of automated response system clickers engages the efforts of students in many ways influencing their achievements in a positive manner. A teacher may use the systems to enhance professional development among the students. The system allows the teacher gain insight into the understanding of the students. The computers also allow the students to include audio recordings, texts, multimedia and images into digital portfolios. They offer the students with connection resources on the internet. The digital portfolio through the operations of the computer has developed a way through which students keep track of their work and influence growth in them as learners. The digital portfolios function in a manner that encourages high order thinking and performance skills that elevate their innovation in the 21st century. The assessment engages teachers in the development of diagnostic teaching practices through technology. The multiple-choice methodology enables them to stress facts, describe procedures, understand concepts and name recognition in the tests. The tests and assessment influence the students to develop new ways through which to answer the questions correctly. They also develop new learning techniques that boost their level of innovation. The students think about the problems solving approaches that they implement in the content facets so as to develop instruction that support further learning. The instructions experience and the assessment also inculcate programming of games into its system.Instructional plan summary
The instruction experience would involve the use of the computer program to provide opportunities for year-round information technology instruction. The teacher introduces the instruction through the platform of gaming in order to create awareness, interest and efficacy in the learning process. The main strategies involved include programming, modeling and simulation in complex, relevant and interesting capacities among the students in the class. They process does not entail prior experience among the students. As the project begins, the students create a three-dimensional representation of a basketball court. They animate the movement of the ball through the hoop. As they go through the advancement stage, the students face exposure to complex tasks in programming using the game design engine. The students have a choice to make their designs (Eisenhart 2004). With the collaboration, the students undergo a process of consensus to create human and object models and action simulations through the implementation of software like Maya. The instruction focuses on developing technical skills among students, understanding of concepts, and self-efficacy in the learning process. The instruction experiences discuss with the students the implementation of the technologies they learn in class in the career sector. The process occurs with their parents through the help of technology experts. The students also undergo through a learning session of the effect of gravity on programming a game’s fixed and moving objects on the Maya animation software. They also have exposure to game design that fosters their thinking capabilities. They learn the importance of models in research. The process gives room to interact with technology in a professional and interesting manner. The models enable the student develop innovative ways to come up with good gaming designs.Evidence of Culturally Relevant Pedagogy in the Instructional Plan
The program instructional plan shows a pedagogical structure in terms of its operation. It allows the teacher to demonstrate a step by step instructions as the students follow along. It works in a studio environment so as to foster creativity, engagement, exploration and collaboration and just learning the technical skills. The Instruction plan shows a status of mentorship to the students (Gay 2000). The experts work with the teacher in order to enhance professional development and to support the students in carrying out the projects. The students through the assistance of the teacher work in a collaborative manner to ensure that the traditional classroom practices fit the mentorship model. The experts involved assist the teachers to develop many open-ended projects that accommodate several experience and skill levels. The instruction plan involves both the parents and the teachers in assisting the students complete their specific projects. The children come from different races and cultural backgrounds. Therefore, uniting them for a common effort results into unity in the class. The students involve themselves in programming the games using information from the experts and their neighborhood. The students develop their games basing their interests on the perspective of their daily lives. The plan also enables the student to learn how to follow instructions to their potential. Creativity/Innovation Strategies in the Instructional Plan
The instruction plan involves the students to engage in their relevant projects as individuals and also in groups through presentations from time to time. The students develop confidence through gaining language skills during the presentation sessions. The gaming projects have an open nature that enables the students develop a status of creativity that changes as they advance through the different levels of the programming process. The introductory question-answer system also enables them to express their ideas and emotions in order to come up with the correct answers (Eisenhart 2004). The programming of the gaming system influences them to engage their ideas and play with their imagination through constructing moving and static objects in the games. They also come up with a critical way of developing the moves involved in the instructional gaming program. Through the project, the teacher may evaluate their ideas to determine the level of creativity. The students through the project learn how to make mistakes that they reduce through repetition of the various steps they find unappealing.Timeline
Developing the instructional materials
The development of the instructional would take a period of one month since it would involve assistance from other teachers in the cultural department. It would consist of deliberations research and practical observation of the class by a number of teachers in order to generate definite data. The teachers would assist me in drawing a format for the instructional materials and also ways through which to carry out the plan.Implementation of the instructional experience
The instructional plan would take a period of three months to implement its operations and come up with the correct results. The instructions would have a division of its operation into unique levels with different tasks that come up with distinct learning outcomes among the students. Teachers, technology experts, and parents would involve their efforts to make the experience worthy and interesting. The students would also undergo a stage of awareness so as to develop knowledge of what the instructional experience expects from them.Evaluation and reporting of results
The evaluation and reporting of the results obtained from the instructional experience would take a period of one month. The results would be reported using both qualitative and quantitative methods. The performance of the students would have representation in the form of tables, diagrams and charts in a hierarchical manner. The whole instructional experience would take a period of six months from the day of inception to its end.
Davis, D. R., Ramahlo, T., Beyerbach, B. & London, A. P. (2008). A culturally relevant teaching course: Reflecting pre-service teachers’ thinking. Teaching Education, 19:3, 223-234.
Eisenhart, M., & Edwards, L. (2004). Red-eared sliders and neighborhood dogs: Creating third spaces to support ethnic girls’ interests in technological and scientific expertise. Children, Youth and Environment, 14(2), 156-177.
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York,