Week 5-Context, Culture, and Family- Theories of learning.
Hello I am submitting one order but there are 3 separate assignments. I specified in the attachments the title for each and how many pages is for each assignment. The large paper is the #3 which is a capstone final research for 5-6 pages .
Week 5
Who Says? The Writer’s Research (Holdstein & Aquiline, 2016)
• Chapter 3: But You Said This Was Collaborative: Plagiarism
• Chapter 5: The Wikipedia Problem: Evaluating and Trusting Sources in a Digital Age
Read
• What Roles Do Parent Involvement, Family Background, and Culture Play in Student Motivation? (Usher & Kober, 2012) [Web page]
1)Post to Discussion Board: Family Influence (1 page)
Based on the information in What Roles Do Parent Involvement, Family Background, and Culture Play in Student Motivation? (Usher & Kober, 2012), identify 2 or 3 critical ideas you believe are most important for teachers to understand and respond to in order to foster student learning in the classroom. Provide rationale for the choices you made.
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
2)Post to Discussion Board: Planning for Your Capstone ( 1 paragraph)
This course has focused on theories of teaching and learning. Consider your own teaching and learning and begin to ask questions. Questioning spurs reflection, which spurs research, which ultimately spurs improvement in practice. The questions you ask will trigger your thinking as you move toward your capstone research project.
Post 2 or 3 questions or ideas evoked by the course readings and discussions. Your questions should be pertinent to your setting. Some examples:
• What brain-based reading strategies can I implement to help my non-English speaking students who are nonreaders?
• Does explicit teaching of the state reading standards enhance student performance in reading?
• Does use of memory devices improve student outcomes on quizzes and tests?
• When students sing a funny song for rote memorization, do test scores improve?
• Do class meetings decrease bullying behavior in the classroom?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
3) Capstone Assignment: Learning Theory Application (4-5-6 pages)
Assessment Context: This assignment is used in the second course the M.Ed. in Curriculum & Instruction and Educational Leadership. The assessment measures the understanding, use, and development of learning theories in application to practice. The minimum passing score for this critical assessment is 105.5 points.
*You will write a scholarly paper based on best instructional practices. Frame your paper focused on a specific context (high school –Spanish class) so you can generate ideas for application as you write your paper. For example: If you are a kindergarten teacher you will write from that perspective and your examples will be based on best practices for that age group.
Within this paper you will address the following areas (please remember to stay focused on your chosen context):
• Describe your context (e.g., grade/subject taught “ 9th grade ,Spanish 1), description of student population “Low income” mostly Hispanics and Somali, inner city school.)
• How learning occurs
Explain how learning occurs in the context you described
Include a concise description that addresses the relevance of the learning theories discussed in this course to your beliefs about effective learning for your context. Based on the tenants of their theories, identify those theorists that best align with your beliefs about learning and explain the alignment(s).
• Best practices for achieving the learning process in the context you described.
Address:
Teaching and learning strategies
Cognitive science
Include other ideas as relevant
• Individual needs of students and families.
Identify and illustrate three examples from your practice where student and family backgrounds have enhanced or challenged your beliefs about how learning occurs.
Throughout your paper, please use examples from your teaching context as well as citations from your course readings and research. You must include at least three scholarly sources cited in-text and included as part of a reference list according to APA formatting guidelines (use direct quotes sparingly in order to prevent plagiarism.
Context, Culture, and Family-Theories of Learning.
Student’s Name
Institutional Affiliation
Culture, and Family- Theories of Learning.
Family Influence
There are two critical ideas that teachers should understand and respond to enhance students learning in the classroom. The first idea is that teachers should comprehend the component of school compliance. School compliance refers to students’ behaviors in reference to the stipulated school’s code of conduct (Usher & Kober, 2012). Classroom discipline arises from both teachers and students effort. Students have a duty to adhere to all the rules set out both in school and class. Teachers are required to set the rules, make the students understand the rules, and outline consequences for breaking the rules to maintain classroom discipline (Usher & Kober, 2012). In addition, teachers are expected to treat the student with respect, understand each student, get the students involved and engaged, and act with fairness and consistency when applying punishment. Studies have revealed that there is a strong and close correlation between students’ discipline and academic performance. Therefore, when student showcases positive behaviors, they create a conducive environment that enhances learning in classes.
The second idea for teachers to understand and respond to is student identification. Student identification is simply the level of student interest and enjoyment in academic. Interest is a motivational element that defines a relationship between an individual and a particular activity or object (Usher & Kober, 2012). Teachers can learn students’ interest by giving them choices to discover areas where they spend more time and effort. Understanding students’ interest is important because it is closely connected to emotions such as enjoyment (Usher & Kober, 2012). In addition, appreciatingstudents’ interests enable teachers to ensure teaching responds to students’ abilities, strength, and therefore leading to active engagement in learning (Usher & Kober, 2012). Students’ emotions envisage their area of interest and career aspirations, and this determines their current and future life. Enjoyment is the most positive and essential emotion in a classroom and has a strong connection to academic achievement.
Planning for the Capstone
Does explicit teaching of the state reading standards enhance students’ performance in grade school?
When students sing a language-content-music or rote memorization, does their learning of a foreign language improve?
Learning Theory Application
Currently, I am a grade school teacher in San Diego County. I have been assigned as the 9th grade, where I teach Spanish 1 Class. San Diego is a densely polluted county in California where 30.2% of the population are children under the age of 18 (Gorski & Landsman, 2013). The Hispanic group are made of 28.8% of the entire village population. The school has an average enrollment of 20 students from 1st grade to 12th grade (Gorski & Landsman, 2013). According to a report by Center on Policy Initiatives in 2017, there are many state housing neighborhoods, and one third of San Diego’s population do not earn sufficient money to make ends meet. This suggests that thousands of San Diego’s residents are living in economic insecurity. Many of the families are worried about their next meals as they are just living on the edge. The effect is palpable in school as approximately 49% of the students’ population are rendered needy. For these reasons, students have the tendency of coming to school hungry and lacking many of their basic needs. To cater for this issue, the school provides breakfast for the entire school as well as addressing the basic needs of each before commencing school day and general learning activities.
Learning occurs throughout the day alongside intermittent breaks; during mid-morning and lunch time. Since students have different ways of learning, I have to reflect on the best teaching approaches to implement. When a teacher employs only one style of teaching, students are less likely to maximize their potential. Understandably, in a single lesson, a teacher cannot reach all students at the same level, but designing and implementing different forms of learning styles gives every student a chance to learn in at least one approach that matches their learning strength. The methods of teaching with the highest retention rate include practice by doing, discussion group, demonstration, audiovisual, reading and lecture (Daniels, Lauder, & Porter, 2012). Therefore, at grade nine level, I educate the students mostly through text and lectures despite their significant limitations. Although reading is essential, not all students retain much from reading. Research indicates that some students display positive response to visual and audio stimuli of lectures, nonetheless, they are likely to get lost in the material or lose interest and enjoyment in the presentation (Daniels, Lauder, & Porter, 2012). In 9th grade, students are reluctant or are uncomfortable to ask questions in class. For that reason, I incorporate all best teaching and learning methods such as lecture method, audiovisual, oral skills and homework based strategy to teach the Spanish 1 class. Homework provides students with an opportunity to share the school lives at home as well as giving family members a chance to participate with their children academically.
According to constructivist learning theory, the best mode of teaching is the one that allows students to build or construct their own ideas rather than having teachers’ construct it for them. The theory asserts that, learning is a continuously active process where learners develop meanings from various experiences (Daniels, Lauder, & Porter, 2012). In this respect, I tend to act as a guide while allowing my students to try and make sense of something on their own. Essentially, the students’ sensory inputs receive stimuli efficiently from an individual, hence making it ineffective to transfer learning inputs from the teacher to the student (Daniels, Lauder, & Porter, 2012). In another words, a teacher cannot feed students with information into their sensory input and expect them to construct meaningful ideas from it. My student exhibit high understanding level in a practice by doing approach compared to a lecture-base...