Instructional Decision-Making Project Paper

Instructional Decision-Making Project Paper Name Institutional Affiliation Instructor Course Date Instructional Decision-Making Project Paper Introduction The SPED 5023: Program Development course stresses the significance of CEC Standard #2, which is dedicated to students’ developmental and learning differences. According to McLaughlin and Berlinghoff (2022), this criterion is crucial to educators because it highlights that all learners bear differential education requirements, particularly those with disabilities. With the help of the knowledge of developmental theories and brain research and inclusion, educators are in the position to create the right programs for learners that will result in students’ academic success. In this course, lecturers are equipped with the appropriate means and approaches to implement inclusion, create interest, and ensure that nobody is left behind in the classroom (McLaughlin & Berlinghoff, 2022). It empowers them to develop equal, diverse and just classrooms for all students who struggle with learning. Theories of Learning and Development It is necessary to focus on using learning and development theories to determine how students acquire their learning and development objectives. According to Burhanuddin et al. (2021), some of these are behaviourism, constructivism, and social learning theories. B.F. Skinner, a behaviourist, focuses on the situational stimuli that control human behaviour through reinforcement. Based on this hypothesis, it could be inferred that direct and deliberate teaching practices and swift feedback might work for learners with learning disabilities because they need a structured and coherent context (American Psychological Association, 2019). While examining Jean Piaget’s constructivism and Lev Vygotsky’s social constructivism, it can be stated that learners build their knowledge based on their experiences and social interactions. Another concept that Vygotsky deemed fit to come up with to illustrate how learners require assistance to learn and perform was the Zone of Proximal Development (ZPD). The effectiveness of these beliefs enables educators to design learning environments that best suit their learners. For example, the behaviourist perspective favours practices that positively influence the desired behaviour and performance to support the management of classes and teaching. In contrast, constructivist approaches focus on the learner’s activities, which entails the student performing actual life assignments and working collaboratively on constructive tasks that improve the comprehension of the knowledge in their minds (Burhanuddin et al., 2021). As a result, it is possible to introduce ZPD in learning to let learners feel energized but not overburdened at the same time due to the individual approaches used by the teachers. Adhering to each learner’s needs and stages of development will be conducive to effectiveness when transitioning to this learning model. Application in the Classroom (What to do Different) I will focus on differentiated instruction to satisfy all students' needs. This implies I will adapt my instruction, resources, and assessments to my students' learning styles, skills, and interests. I will provide information via visuals, hands-on activities, and audio. This ensures that visual, kinesthetic, and auditory learners can access and engage with the content (McLaughlin & Berlinghoff, 2022). I will also let students select between written reports, presentations, and creative projects to demonstrate their learning. Another strategy is the use of formative assessments that will be conducted regularly. Several methods, such as quizzes, class discussions, and observation, will help me monitor the students’ comprehension and progress. This will assist me in identifying areas that need further clarification to ensure every learner has grasped what has been taught (McLaughlin & Berlinghoff, 2022). I can also clarify an idea for the learners in case they are having difficulties or present it in a different way they may not have considered before. The formative assessments would assist me in understanding the students’ knowledge and skills, leading to further growth of such talents and providing extra knowledge where necessary (Bates, 2019). I will integrate social-emotional learning (SEL) and a healthy classroom climate for all children. Through SEL activities, ...