Questions and Topics We Can Help You To Answer:
Paper Instructions:

1) The Most Important Qualities of an Outstanding Educator. 2) My Philosophy of Student Discipline. 3) The Importance of Continuing Professional Development and How I Plan to Incorporate It Throughout My Career. 4) Essential Elements of Instruction, Administration or Area of Certification. 5) How Information Technology (i.e., computers, Internet) can be integrated into the Instructional Process and Curriculum.

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Paper Instructions:

Assignment 1: Defining the Learning Environment
Due Week 4 and worth 200 points  

Refer to the Overall Concept for Assignments 1-4 for guidance in describing the scenario required here.

Note:  Do not use the real name of the organization you will describe in this assignment.

Write a five to six (5-6) page paper in which you:

Provide an overview of the organization for which you are to develop the training.  The overview should include, at a minimum, the organization’s mission, vision, management structure, corporate culture, geographic location(s), community involvement, and experience in providing training and development activities.
Specify the task(s) for which the training is being developed.  Analyze the most significant elements or steps for performing each task and examine the importance the task(s) to the organization’s overall mission.
Describe at least five (5) characteristics of the intended audience for the training. For example, describe the number of potential learners, type of learners, reading levels, gender, ages, culture, language(s) they use, and attitude toward learning. Evaluate the intended audience’s level of familiarity with technology overall.
Assess the degree to which the members of your intended audience are self-directed in their learning overall. Suggest the manner in which their self-directedness—or lack thereof—may affect the likelihood that they would successfully compete the training.
Select the theoretical basis for the planned training (i.e., andragogy or one of the other theoretical models on adult learning). Provide a rationale for your selection.
Propose at least two (2) strategies to incorporate key aspect of the selected theoretical model into the design and delivery of the planned training.
Use at least five (5) reputable Websites and scholarly articles for this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA format.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:

Analyze social, economic, cultural contexts and demographics that influence who adult learners are and what they learn.
Analyze the basic principles of selected teaching and learning theories.
Evaluate the methods that businesses and other post-secondary education environments use to respond to adult learning needs.
Analyze the principles of andragogy and selected teaching and learning theories.
Use technology and information resources to research issues, current trends, theories, and learning strategies for adult learning and development.
Write clearly and correctly about issues in adult learning and development using proper writing mechanics.
Click here to view the grading rubric for this assignment.

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Paper Instructions:

The class will be divided into partners and work on writing a research paper devoted to a curriculum “issue or challenge concerning diverse ethnic and socioeconomic population of Texas and the larger society including the global arena,” as stated in Prairie Views mission statement.  This will include:
•    Choosing a topic, and title.
•    Targeting a journal for possible publishing.
•    Submitting a first draft for review.
•    Writing and editing the journal article.
•    Submit to journals. 

Questions and Topics We Can Help You To Answer:
Paper Instructions:

Write a reflection of the experiment of practicum in pre-school. Be specific, professional and reflect on challenges and successes experienced as you worked (in pre-school) to become a professional educator. 

Reflect on your movement toward the goals that you set for yourself at the beginning of the term. 
(My goal: 1. to understand what the structure of preschool classroom is. Is there some rules? Do preschool teachers always direct children’s activity? What would preschool teachers do to minimize congestion and conflicts during the interaction? 
2. to understand how to create positive classroom environments, and then help other teachers to establish a welcoming and supportive learning environment for children.
3. o understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.) 

Appreciating Life

Teachers are ever curious; in the eighth grade, students are asked to write their hobbies and career goals. I just felt much upset, wondering which decision I should make for the career; I felt foods and nutrition were normal as people interact daily, and thus, I would sound out of topic. I would like to become an individual who will help the community help people with their nutrition complications and help improve feeding habits. However, so worried, as I felt most of the classmates would judge me harshly for doing an irrelevant topic compared to what they were mentioning as their hobbies and areas of interest. Most of them mentioned working as pilots, doctors, others lawyers, and others in the UN foreign affairs and others on the internet, preventing cyber frauds.

I must appreciate that nutrition was not just a pastime; it entailed much of what I used to engage in day in day out. Indeed, it is what I got interested in since the first day in school; I study nutrition and live it. All my life revolves around this aspect; in the morning, I must ensure that breakfast is a balanced diet, similar to lunch, and the same applies to dinner. Summing up all this, ensuring physical activity and water consumption as per the medical recommendation. The hand of practice has also incorporated the community to ensure that the community lives a healthy and nutritious life through active education programs on good feeding habits. From the family level, my parents are so keen on nutrition; since toddling age, my mother has been so keen on good feeding habits, which have kept me informed on what to take and what to avoid. They have also been ready to fund all my studies and research to reach the community concerning the feeding habits of the neighbors and associated challenges.

In my initial school, nutrition was treated as a minor subject that would not be taken seriously. The schools were primarily for minorities or immigrants to the United States; therefore, I decided to shift to another school where nutrition issues were seriously taught and applied in my second year. Personally, I was a third-generation immigrant from Italy; therefore, shifting to another school was associated with adjustments challenges, but oi had no option other than copping up. Making new friends was helpful, though it was a sad experience at first, as it was all girls’ school. Fortunately, I met a good friend with the same interest in nutrition who inspired me to carry out surveys concerning community perception on nutrition. Before graduation, I launched campaigns across the school concerning good feeding habits and keeping bodies fit. It was an opportunity to share with classmates and the public the importance of healthy nutrition.

Understanding nutrition has given me confidence and comfort, making me appreciate life. More especially, appreciating the decision that I made concerning my career since primary education. Taking every life issue seriously, which is a practice that started at the age of ten when I saw a person drowning at the beach due to a careless mistake. Nutrition has never been as simple as people thought but has offered me an opportunity to engage in scientific inquiries, to gather comprehensive knowledge on healthy nutrition habits, and community engagement in this practice.

Portfolio

Portfolio Instalment I

Explain what your approach would be, as a teacher, to observe and assess student learning.

The personal approach as a teacher in observing and assessing student learning would be interaction and observation. The approach would be made by observing the children in the class. The individual interaction between the student and the teacher would effectively evaluate student retention and progress. Since I am close to the student, I would spend my time with them in learning whom they are developing their different skills such as learning, speaking, and listening. The student can evaluate their progress and communicate personal or learning concerns to an educator. Performing a joint review of the student’s work influences an effective evaluation of the student’s progress (Liu et al., 2020). My suggestion as their teacher will also be incorporated into the portfolio to aids in meeting the student's needs. A teacher can provide meaningful and positive feedback to the student on such approaches, thereby encouraging morale and motivating the students to positive performance (Heikka, Halttunen, & Waniganayake, 2018). Positive feedback will also help change the student's perception of negative learning issues while still helping the student get better grades and achieve learning goals and personal development.

In this regards, the teacher's role that I feel would create an effective curriculum plan for young children include;

First, teaching knowledge; as a teacher, there is a general expectation of imparting knowledge to the students. An effective curriculum plan would entail the knowledge that would be dispensed to children and aid in learning and developing different skills (Heikka, Halttunen, & Waniganayake, 2018). Since the teacher teaches in various ways, some of the methods that would be applied include small group activities, hands-on learning activities, and lectures.

Second, the children always mimic their teacher's actions. As a teacher, I would create a warm and happy environment that would make the children happy. The curriculum plan, therefore, would integrate the children's environment plan improvement model. The environment set by the teacher usually impacts the children either positively or negatively (Heikka, Halttunen, & Waniganayake, 2018). In this case, the plan would be emphasized by creating a positive environment as it would foster better children's development. The teachers are responsible for the children's social behavior, and the children's behaviors always reflect the teacher's actions based on the environment set.

Third, the teacher is the children's role model since the teacher spends most of the time with children and can either positively or negatively influence the children's behavior (Dobber et al., 2017). They should teach the children and love and care for them. In this case, the teacher curriculum plan should include the program in which the children will be nurtured.

Fourth, the teacher act as the children's mentor. Mentoring is a way of encouraging the student to strive for the best they can. Encouraging students to enjoy learning can do it. A teacher should listen to children and build the children's confidence, which is critical to success.

Lastly, when children's behavior changes or physical abuse signs are noticed, teachers must look into the problem. Teachers must follow the curriculum procedures to influence effective development and performance (Retnawati et al., 2018). The program then should encompass all the procedures of dealing with children who show some signs of trouble.

As a teacher, there is a need for proper planning by going through the education curriculum and finding out what interests the children. In this manner, I will reveal some of the aspects that need to be taught to the children apart from the academic world. Some of the concepts that can be integrated into the plan include reading skills, speaking skills, learning skills, and other co-curriculum activities such as sports that interest the children (Wilder & Lillvist, 2018). In this manner, all the aspects should be examined to assess the level at which the student has captured them.

The physical environment refers to the surrounding of an individual. Amongst the thing that I will consider water, land formation, minerals present in the area, and vegetation. Buildings and infrastructure as some of the humanmade physical environmental structures. It would also be important to classify them on their two broad categories: naturals and humans made and reviews how they have aided in shaping man's life.

Amongst the things that I will consider in the social environment include the children's culture and traditions. I would spend enough time exploring their culture, customs, and traditions and investigating how they affect their development and how they interact.

Portfolio Instalment II

Connecting Theory & Research

An authentic assessment refers to measuring an individual's accomplishment that is worthwhile and significant compared to the multiple-choice test (Koh, 2017). A teacher devises it in collaboration with the student by engaging their voices when applying the authentic assessment to student learning and achievements (Ellis et al., 2020). A teacher usually applies criteria associated with knowledge construction, disciplined inquiry, and value achievement beyond the school. In most cases, the authentic assessment focuses on a contextualized task that enables children to demonstrate their competency in a more authentic setting.

Value of each type of observation

1. Class log; observation technique aids the recording and keep track of events in a classroom.
2. A checklist; is used in organizing and verifying important tasks. They also help in reducing errors and ensures consistency in tasks.
3. Sampling techniques; allows one to gather information in a large text. Sampling techniques helps to save time.
4. Rating scale; helps in categorization and usually elicits information that contains qualitative and quantitative attributes.
5. Anecdotal records; is a detailed narrative recorded after a specific interaction occurs. It informs a teacher as they plan-learning experiences. Anecdotal records provide information and give insights when identifying possible developmental delays.
6. Running records; helps the teacher measure student's progress, plan for future instructions, and provide a way for students to understand individual progress.
7. Portfolio; encourage children to be more responsible in the learning process.

A teacher can learn what the student's behavior is based on the observation made. The teacher can use observation techniques, making the students learn about the progress and who they physically or socially interact with while in a different environment.

The observation applies that the learning Foundation is associated with the sense that it is considered essential to optimal learning and healthy development.

Instalment III

Collecting student data

Formative assessment involves a wide range of strategies that teachers can use to carry out an in-process evaluation of learners learning requirements, course or unit progress, comprehension abilities, and overall academic advancements (Babinčáková et al., 2020). For instance, drawing a concept map for the class to indicate the understanding levels, providing research proposals, and accurately describing the critical points after a lecture.

In terms of environmental assessments, a teacher can use checklists to understand different students' abilities in a class. The tools offer practical ways of gathering students’ skills and knowledge, especially during class engagements (Babinčáková et al., 2020). A checklist involves a yes or no questionnaire for the students. Checklists can be used in a group or individually. The tool is valuable since it uses simple strategies to understand and effectively communicate with the teacher. Checklists are also valuable in promoting well-being, expression, and engagement as the learning foundations (Pianta, 2016). For instance, a teacher can use a checklist to evaluate students' progress in a mathematics class by asking simple questions with short responses.

Assessing the curriculum is an essential way of weighing students according to a particular criterion. A rubric offers the teacher an opportunity to gauge whether a student satisfies the expected outcomes. A rubric's value to a teacher is that the tool emphasizes performance and quality rather than quantity (Yune et al., 2018). As a teacher, the next step is to point out areas of weaknesses to influence additional learning for the child. A teacher can grade a child through a rubric, to understand student’s progress and overall growth. For instance, rubrics, as a tool report, promotes reliability and consistency of a score.

Rating scales can allow teachers to assess the interaction level of students. The foundational principles of personal assignments also apply in the case of group work. Rating scales provide a teacher with a way of indicating the behaviors, strategies, and skills of a particular group of students (Babinčáková et al., 2020). The value of rating scales involves the fact that a teacher can use it to record observations while students can use the tool as a self-management instrument. The scales as a learning foundation promote performance improvement and allow the students and the teacher to set achievable goals per student in terms of class interactions. For instance, a good rating indicates that the student is productive in the class.

Portfolio Instalment IV

Collaboration

Professionals and families should collaborate in early childhood to enhance the development of a child. The collaboration allows for creating a positive support system, especially in the transitional stages of the child (Vlasov & Hujala, 2017). There are various ways teachers can use to establish a positive relationship with families. For instance, regular communication, listening to the parents and seeking opinions from parents. In most cases, seeking parents' opinions about the learning schedules for the child increases the chances of a positive association. Communication creates a bond between the two parties, thus allowing for the relationship's growth (Vlasov & Hujala, 2017). Communication shows that the individual is willing to collaborate, especially in child development. Parents have diverse opinions from teaching professionals. However, listening indicates consideration, thus promoting a positive relationship.

Interprofessional collaboration encourages productive engagements between the professional and families in early childhood (Page & Eadie, 2019). Some of the ways of building and collaborating with the parties include creating a social platform, for instance, organizing charities and other events to influence collaboration. Recognizing individual efforts according to professionalism, influences a positive ground of association. During an event, there is a need to recognize the contribution of both the parent, peers and the community in general (Page & Eadie, 2019). Team building is also a productive way of encouraging interprofessional collaboration in early childhood development.

Conclusion

The portfolio enhances personal and professional knowledge of teachers' importance in both an educational setting and the community in general. Through the prompt, one can identify professional strengths and weaknesses with regards to child development. The prompt is also important in pointing out critical areas and tools a teacher can use to promote individual knowledge and skill about collaboration, especially with parents to promote effective child development. Collaboration with parents and other professions in childcare encourages the effective transition of the child as a growth process.

References

Babinčáková, M., Ganajová, M., Sotáková, I., & Bernard, P. (2020). Influence of formative assessment classroom techniques (Facts) on student’s outcomes in chemistry at secondary school. Journal of Baltic Science Education, 19(1).

Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214.

Ellis, C., van Haeringen, K., Harper, R., Bretag, T., Zucker, I., McBride, S., ... & Saddiqui, S. (2020). Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development, 39(3), 454-469.

Heikka, J., Halttunen, L., & Waniganayake, M. (2018). Perceptions of early childhood education professionals on teacher leadership in Finland. Early Child Development and Care, 188(2), 143-156.

Koh, K. H. (2017). Authentic assessment. In Oxford research encyclopedia of education.

Liu, H., Zhu, Y., Zang, T., Yu, J., & Cai, H. (2020, October). Jointly Modeling Individual Student Behaviors and Social Influence for Prediction Tasks. In Proceedings of the 29th ACM International Conference on Information & Knowledge Management (pp. 865-874).

Page, J., & Eadie, P. (2019). Coaching for continuous improvement in collaborative, interdisciplinary early childhood teams. Australasian Journal of Early Childhood, 44(3), 270-284.

Pianta, R. C. (2016). Teacher–student interactions: Measurement, impacts, improvement, and policy. Policy Insights from the Behavioral and Brain Sciences, 3(1), 98-105.

Retnawati, H., Djidu, H., Kartianom, A., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215.

Vlasov, J., & Hujala, E. (2017). Parent-teacher cooperation in early childhood education–directors’ views to changes in the USA, Russia, and Finland. European Early Childhood Education Research Journal, 25(5), 732-746.

Wilder, J., & Lillvist, A. (2018). Learning journey: A conceptual framework for analyzing children’s learning in educational transitions. European Early Childhood Education Research Journal, 26(5), 688-700.

Yune, S. J., Lee, S. Y., Im, S. J., Kam, B. S., & Baek, S. Y. (2018). Holistic rubric vs. analytic rubric for measuring clinical performance levels in medical students. BMC medical education, 18(1), 124.

Setting up A Classroom

 The classroom has to be set up predictably to be conducive and free from all the destructions. Also, a child's behavior is subdued for attention and learning purposes. A teacher has to meet each student's needs, and the best way to go about it is by preventing external challenges that thwart the students from fully paying attention to the learning process taking place in the classroom (Buli-Holmberg, & Jeyaprathaban, 2016). One needs to note that a student with special needs can be overwhelmed the same way a parent is overwhelmed due to the bills and other activities. Therefore, children with disabilities should be kept away from any distractions to manage the learning process's structural demand. Some children, such as those with autism or ADHD, can be highly excited or stimulated when they come across numerous activities. Therefore, it is vital to keep the learning surrounding free from plenty of activities that might overwhelm the student hence preventing them from learning. One of the most practical ways of keeping the classroom environment conducive is by putting specific things in particular places: bins, toys, and other things. If the teacher wants to finish certain tasks, then the teacher is supposed to ensure that the working space has only the specific things needed to achieve the tasks. In other words, the personal objective is to ensure that the classroom is free from distractions, and the best way to achieve this is through proper arrangement of things within the classroom so that the children might not get overwhelmed.

 Additionally, another way of ensuring that the classroom is free from any distractions is through the classroom's scheduling routine. A schedule dictates the mood and routines of the entire classroom. All students are to adhere to the regulations put in place by the teacher. Schedules also determine how the students respond to the activities of the day as learning takes place at a certain time (Hannås, & Bahdanovich Hanssen, 2016). For example, it would be best for students with intellectual disabilities to ensure that pictures are used in the classroom to indicate activities taking place and highlight the progress made during classroom hours. This will enable the students to come to terms with the entire classroom surrounding and comprehend how each activity is done. The cohesive nature of the surrounding ought to resonate with the child’s condition so that no student would seem to be the odd one out during the classroom sessions. Even though children with autism might be distracted due to the numerous images within the classroom, distraction and loss of concentration are common to all the world students. In general, images should not be covered up to help other children access more than one learning resource. Partly, the classroom should compromise in meeting the students' actual needs and keeping up with the academic progression of each student in the classroom. Keeping drawing and beautification in one particular corner of the classroom rather than in all places in the classroom will help the students who easily lose concentration to pay close attention to the classwork than the decorations placed within the classroom (Bagger, Roos, & Engvall, 2020). Also, storing learning material in shelved and other enclosed labeled containers is a certain way of ensuring that a classroom is conducive for learning and conducting positive activities. Again, students with distraction disabilities can be separated from the rest of the students so that their desks are free from anything that might cause them any distraction.

 The classroom should be arranged in a definite manner with all areas distinguishable by the students. Highly distinguish areas easily tells a disabled student what and what not to do. This is applicable if the classroom can be divided into more than one station (Somby, & Johansen, 2017). Even if the classroom is one single space, the teacher can ensure that the arranged or structured manner enables the creation of distinguishable places where the student can access or other people can come in and teach them. One way of turning the classroom into a distinguishable space is through the use of colored carpets and the labeled items to give the impression that collectively all items labeled that way are to be found in one location. Children should also learn how to arrange different sections to look more distinguishable from the rest of the sections. A teacher might use tapes and room separators to divide the classroom and indicate to the children each section's role according to the colors labeled used to mark the different areas. The colors are to coordinate so that the students might not destruct from their presence. In fact, students who easily lose concentration during class time due to the overwhelming input usually have a hard time comprehending the concepts being taught; hence it is the teacher's work to identify the spots conducive to learning and free from distractions (Ueno, Noguchi, & Takahashi, 2019).  In summary, the classroom should be free from any external distractions, and the teacher should adopt more than one way of teaching so that all the students can grasp the concepts being taught in all the classes.  Written and visuals are to give all the students a chance to explore their own potentials as the teacher dispenses information on a certain topic. For attainable results, the teachers should be able to refer to the timetable and teach the students to respond based on the activities that are to be performed at that particular time.

Plan the Day

No one can be fully prepared to handle the needs of having more than one special needs student in one classroom. When professionals come across a situation where they have to handle special needs children and still come up with one result, the combination of general and special education enables the teachers to break down the tasks into smaller pieces, which can be handled by special needs children (Somby, & Johansen, 2017). The strategy is to keep the children on tasks that they can achieve on a timed basis. One of the most vital issues on planning routes for special needs students is the assistance gives to the children, enabling them to build up confidence and carry on more tasks than they were meant to.  When a teacher confirms a solid plan to adhere to, a special needs student will certainly know what they are expected to do in the long run. Also, it will guide the student on what needs to be done to accomplish certain tasks. Thus, a plan puts the objectives together and enables the student to follow the set rules and regulations, which in turn long run, will assist them to get the job done. Thus, the need to separate each of the tasks into smaller pieces so that they seem manageable and seem part of the routine as the child goes about doing the chores. For example, the morning routine entails painting a picture and singing one song for the student, and then before going home, the students have to bid one another goodbye. This sets the pace for discipline and an actionable playing field for the students. Hence if anything is out of place, the special needs student is held accountable and showed how to conduct himself. Besides, all other planning activities should be done before the work schedule and arranged for the most urgent activity (Hasugian et al., 2019). A planned timeline is only effective if all the child's benefits are meant promptly that does not arouse any suspicions; thus, the articulate nature of the plan should emphasize the needs of the children and place more care on the way each activity is to be carried out throughout the day and even week.  Most of the time, the teacher needs to plan for learning trips that take the special needs student out of the classroom to break the boredom and enable other activities such as sightseeing.

 In terms of engaging the special needs students, the teachers should use multimedia learning instruments to ascertain that some students. Most of the multimedia learning software is equipped with features that help teachers cater to the learning needs of more than one special needs student. Also, multimedia learning materials are effective and simple to use in the long run. Also, the multimedia materials assist teachers in being accurate while teaching special needs students. Also, multimedia material makes it easier for special needs children to master and retain the concepts being taught in the classrooms. The convenience that comes with enabling special needs students to learn via modern material enabled them to easily retrieve information and turn it into more than one subject matter, which is more relevant and actionable to the students (Baragash et al., 2020). Planning for these issues depends on how people are integrated into society, thus the need to carefully change the patterns and adjust to more than one mode of learning for the special needs student. The purpose of any planning phase is to educate the children and understand the things that need to happen whenever they are in school learning. The children should also learn that they are people and need to be treated independently of their condition. More so, setting the pace for an affordable system that enables special needs children to learn without any hindrance is one way of catering to their needs and proving that the plans are functional or working.

  The chance given to special needs students to advance their education and take part in community building can be done through the entire community's involvement. This, in the end, leads to understanding and the reworking of curriculums that enable a successful learning environment for the children where there is inclusion and the needs of the children are met on time and adequately (Majoko, 2017). The developmental focus is more important while trying to plan for special needs students because they are humans and need to learn more than one thing that can help them integrate into the larger society. The key to planning is that everything should commence at a slower rate than usual to give room for improvement and catering to the basic needs of the scheduling pace and curricular activities such as sports. After two or three attempts, the plan might be changed depending on how effective it was in meeting the special needs students' needs in and outside the classroom. In summary, the day needs to fit in with the children's needs and give solutions to any impending deals that might come out of the personal initiative to take care of the children.

Structuring the Curriculum of A Special Need Child

 The provision of well organized, revised, and pronounced curriculum offers special needs students the chance to access a general and more effective instructional and supportive learning content.  The objective of any special needs curriculum is to facilitate the learning process and equip the learners with the basic education needed to compete with them. No matter the child's condition, education is meant to achieve one thing, which educates the student. Since the aim of education is one, the approach for educating a special needs student is tied to how well it is refined and executed to fulfill the needs of the children and bring about enlightenment to the pupils who might be a little bit disadvantaged (Pettersson, & Ström, 2017). Thus, each concept taught should bring about the culmination of solid concepts applicable and beneficial to the child's needs and wants. For the sake of taking part in the long terms development of a child's life, the intentional thing one can do is ensure that the providence within the curriculum is to go at a similar pace as the needs of the children hence exposing the child to detailed yet relevant types of knowledge which in retune would enable them to cope with their social and academic life. Therefore, the curriculum should be designed to provide the students with positive experiences, skills, and chances to carry out activities that will open up their minds to more than intellectual development.

Communication with Parents and Collaboration with All Other Adults

 The parents should always be informed of their children’s progress and the active role they need to play in their children’s life. A parent is just as important as the special needs child. This is because the special needs child depends on the parent for most of the student's basic needs to facilitate education progression. Therefore the teacher should communicate with a parent to enable a continuous progression on the personal development of the special needs student. The teacher ought to form a relationship with the special needs student so that the parent is informed on the child's progress and takes part in the child's life in question. In the contemporary world, the teacher needs to be in constant communication with the parent. At the end of the day, the parent gets the full report on the special needs child's progress in the classroom and the co-curricular activities (Cai et al., 2017). Before any incident occurs, the teacher should open up all the about it to the parent so that when the time arrives, the parent is prepared emotionally to deal with the situation. This way, the teacher will learn to depend on the teacher's judgment and conclusions rather than follow up on confirmed incidences as community members can be given a mandate on how to keep safe the needs of some of the children and also come to terms with their condition through training and even educating themselves on how to handle special needs children so that they might be easily integrated into the community like the rest of the people.

The Balanced Role of the Special Needs Teacher

 The only way a special needs teacher can balance his role is to balance the responsibilities. One way of achieving this is through integrating the duties to incorporate more than just the teaching skills. The teacher must ensure that the general duties and the learning content are well planned so that each student might get a chance to engage in the day's activities ideally (Somby, & Johansen, 2017). Regarding accountability, the people are to set up the needed material for learning and catering to children and parents' special needs. Also, the teacher has a duty to guide the parent on how to handle the educational needs of the child while taking care of the recreational requirement by providing colors and other material that would make learning for the student fun.

Conclusion

 A special needs child needs a conducive environment for learning. The surrounding should be free from clutter, and everything should be placed in the right place. The teacher should ensure that the special child's needs are met by constantly communicating with the child. Also, the parent is always to be informed on the special need's child's progress to always contribute to the child's life. In terms of the curriculum, the teacher should break it down into simpler tasks so that the special needs children can handle all of the activities. The entire society is involved in making a special need child feel comfortable and part of the community.

References

Bagger, A., Roos, H., & Engvall, M. (2020). Directions of intentionalities in special needs education in mathematics. Educational Studies in Mathematics, 1-23.

Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382-397.

Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), 119-134.

Cai, Y., Chiew, R., Fan, L., Kwek, M. K., & Goei, S. L. (2017). The Virtual Pink Dolphins project: An international effort for children with ASD in special needs education. In Simulation and serious games for education (pp. 1-11). Springer, Singapore.

Hannås, B. M., & Bahdanovich Hanssen, N. (2016). Special needs education in light of the inclusion principle: an exploratory study of special needs education practice in Belarusian and Norwegian preschools. European Journal of Special Needs Education, 31(4), 520-534.

Hasugian, J. W., Gaurifa, S., Warella, S. B., Kelelufna, J. H., & Waas, J. (2019, March). Education for children with special needs in Indonesia. In Journal of Physics: Conference Series (Vol. 1175, No. 1, p. 012172). IOP Publishing.

Majoko, T. (2017). Zimbabwean Early Childhood Education Special Needs Education Teacher Preparation for Inclusion. International Journal of Special Education, 32(4), 671-696.

Pettersson, G., & Ström, K. (2017). Consultation in Special Needs Education in Rural Schools in Sweden: An Act of Collaboration between Educators. Journal of Education and Training, 4(1), 8-26.

Somby, H. M., & Johansen, V. (2017). Entrepreneurship education: motivation and effort for pupils with special needs in Norwegian compulsory school. European Journal of Special Needs Education, 32(2), 238-251.

Ueno, K., Noguchi, S., & Takahashi, H. (2019). A field study on the acoustic environment of special-needs education classrooms. Building Acoustics, 26(4), 263-274.

Teaching, Learning process

 Education forms a crucial part of the overall performance of an individual in the economy. A learned nation is a wealthy nation. It is through learning that one acquires the basic principles to found life. The learning process incorporates skills, policies, personal attributes, and integrates knowledge, the essential aspects inferred to learners. Learning takes place in various strategies. One such approach is that learning involves change. The changes here mainly impact the behavior of an individual. Additionally, learning takes place over a period. Time resource is employed for learning to take place as forgetting occurs. Learning also takes place through experience. Various theories play a crucial role in explaining how the learning process takes place. This essay distinguishes the cognitive and behavioral views of learning. Other than this, the paper also outlines how to teach students to think.

The behavior view of learning entails how the changes in behavior impact the learning process. According to Santrock (2017), behavior theorist holds that knowledge exists independently and outside of people. Here the learner is perceived as an empty vessel with zero experience. The learner must be provided with the background for the learning process (Santrock, 2017). Interactions of the learner with various stimuli play a major role in creating the learning experience. The learner acquires new behaviors influencing the learner's activities. A repeated influence of the stimuli to the learner causes a lasting response (Santrock, 2017). For instance, a student willing to get a good grade will toil in books. A positive change in behavior by the student signifies that learning has taken place. In this case, the teacher is responsible for making a positive influence through incentives and punishing those low in response. However, this point of view does not equip the learner with problem-solving and creative thinking capabilities. This is because the learner solely relies on what he/she is told.

While the behavior view prepares the learner for recalling basic facts and automatic responses, the cognitive view of learning influences the change in behavior and impacts the learner's knowledge bank. The learning process's cognitive point of view holds that individuals process the information they encounter rather than the stimuli (Santrock, 2017). The learner's mind is intensively used in integrating what is happening in the surroundings, hence influencing the overall behavior. Cognitive processing is evident in the learning process when the learner puts in more effort in trying to understand the activities happening in the circle. This point of view largely focused on the learner's mind than just the observable changes displayed. The change in behavior, in this case, outlines what is happening in the learner's mind.

A teacher plays a crucial role in the learning process and may negatively or positively impact the learner. As a good teacher aiming at positively impacting students, I would gladly incorporate a cognitive view in the learning process. In my lessons, I would involve the cognitive view by; asking my students to reflect on their experience. In so doing, I will have the student share their experiences, creating a pool of experiences from where other students can learn. Secondly, I will help my students find solutions to problems. Through this, the students will learn how to maneuver in case faced with a challenge. Encouraging open discussions in class is another way I will incorporate cognitive view in the learning process. This will impact the learner's learning process as they will be actively involved in the learning process by having peer teaching. Additionally, I will use visualization in the teaching process to enhance the student's ability to recall. Visualization helps the student create mental images, and this can help in improving their memory.

In the learning process, the ability of the learner to think critically offers a better learning experience. To achieve this, the teacher has to establish captivating strategies to develop the ability to think critically. Allowing wait time in the learning process improves the learner's thinking levels (Santrock, 2017). In the scenario, the teacher allows a specific time period after asking a question rather than popping on the first student to respond. The time allowance creates time for the students to think about the teacher's question enhancing their thinking capabilities. Secondly, modeling adds to the student's ability to think. Not all students learn through the verbal style alone; an action in the learning process initiates the whole process (Santrock, 2017). “I do, We do, You do" strategy allows the teacher to introduce models in the learning process. The teacher initiates the learning process, inviting students to take part as the learning carries on. This enables the student to think as the teacher offers assistance in the learning process. Additionally, Universal design for learning strategy also enhances the learner's ability to think (Santrock, 2017). This strategy offers learners an opportunity to interact with the learning materials individually, revealing what they know. This familiarizes them with the learning process hence improving their thinking capacities.

The social constructive learning approach holds that knowledge is created from within the individual and not acquired externally. In this approach, the learner is responsible for building his or her knowledge bank. Learning takes place through integrating gathered experiences and the learner's inborn knowledge (Santrock, 2017). The process involves the teachers, peers, and parents for the learning to take place. The teacher is the sole proprietor in the process and is expected to establish a better learning environment. This is done by involving technological skills in the learning process. The cooperative learning approach is another wing that eases the teaching process. In this, individual accountability is highly exercised. This ensures the learner puts efforts into learning as the group's achievement calls for everyone's effort to reflect. Personal interactions with the teacher is also allowed in this approach. Team working enhances maximum performance in the learning process.

The constructivist learning approach allows integrative learning of concepts in class. In teaching mathematics, applying this learning approach helps make the learning process easy to grasp. The approach offers analysis in stage one; here, the problem is analyzed by all the students before the teacher offers help. Stage two of the process offers a variety of sources of information. Here the student attempts to use various methods to solve the problem. Stage three offers developments of plans to handle the problem. Here the students work as a team basing their outcomes on the sources used. The next stage allows students to share and provide feedback. The interactions here broadens to teachers, learning materials, and the students. All acquired skills are used to solve the problem. Finally, the answers are discussed, and the correct one is selected, published, and stored for future use.

In conclusion, the learning process involves many strategies to make it easy for learners to grasp. An effective learning process guarantees a positive impact on the learner's cognitive abilities and behavior. The teacher, therefore, must be compassionate about the teaching process he/ she adapts. Various students have varying cognitive abilities, and this factor should be given attention in the teaching process. The learning process adapted should be habitable to all the students and equal learning materials supplied.

References

Santrock, J. W. (2017). Educational psychology. McGraw-Hill Education.

Reflective Teaching

The use of directed models of discipline in schools makes it difficult for teachers to handle the increasing problems of troublesome student behavior in class. An example of this model is the behaviorist method which makes it hard for teachers to control their student’s behavior. Such models of discipline take away the opportunity for teachers to think reflectively about how to manage a class (Ashton & Urquhart, 1988). It also reduces the chances of teachers taking part in reflective practice. Reflective teaching is based on the sensible consideration of the suitable action that should be taken. This is based on an individual’s belief about the purposes of education and the potential and actual outcome of the action. Two concepts of teaching include technical conception which follows the behaviorist approach directive and the professional conception which follows reflective practice. The technical concept of teaching does not recognize the professional demands of teaching which include making deliberate decisions on whether or when to use specific skills. It calls for teachers to handle all the behaviors with the same methods.

Technical conceptions of teaching make teachers spend half of their time dealing with troublesome behavior. In relation to Lee Canter’s Assertive discipline, this is because the teacher has no right to go beyond the directed methods of discipline which tends to lag the whole classroom behind because she cannot control her class and students effectively. These concepts also fail to consider that students have different needs and some require special needs (Canter, 2010). The aim of reflective practice is understanding that situations of practice are not problems that need to be solved but situations that are problematic and are characterized by insecurity, and disorder. Such situations cannot be solved by directed methods that have been put down despite the specified situation (Ashton & Urquhart, 1988). Contrary to technical concepts that are limited to a particular method of solving different behaviors and situations, a reflective institution has to put more attention to the conflicting values and purposes.

Developing a learning classroom environment is an administrative and ethical process. When the district gives directives on the behavioral systems, it reduces it to a technical problem and complicates the ethical outcomes of imposing a controlling association on the teacher and the student. The failure of teachers to realize the important association between classroom management and the subject matter is explained by studies that show that during the teachers’ first stages of professional development they focus on survival (Ashton & Urquhart, 1988). They then move to students and then to the subject matter. Allowing a behavioral approach about classroom management lengthens the separation of the subject matter concerns and the management concerns. All the psychological models of academic enthusiasm fail to consider the subject matter content. Either based on behavioral or cognitive foundation, motivation theories fail to consider the role in which the specific factors of the subject matter may have in making the student more interested, enthusiastic, and committed to learning. Psychological theories that create the foundation of teacher education do not recognize that students are interested in the subject matter to create fewer behavior problems compared to a student who is bored and frustrated. Districts should empower their teachers to generate interesting curriculum experiences and those that fit their students to reduce classroom control problems.

According to (Canter, 2010), in the Assertive Discipline, a classroom should have an effective classroom manager for students to show good behavior and also be motivated to learn without being disruptive. The teacher who is the classroom manager should have an assertive voice which makes the students have confidence in her and take her seriously. The teacher should have high expectations of the behavior of the student, expecting them to behave appropriately. They should have an effective discipline plan that is balanced for each student. Teachers should teach the students the necessary behaviors required to succeed in-class activities. They should be able to motivate students to follow directions and most importantly they should build relationships with the students. For the benefit of the student, an effective classroom manager should be able to ask for support from parents and administrators. I am a Spanish teacher in high school and through my experience, being an effective classroom manager includes embracing these characteristics for you to be impactful. When teachers are allowed to act freely and showcase these characteristics, it benefits the student and their behavior which is something that I have experienced.

The process of the behavioristic methods makes teachers ignore the unique and diverse perceptions represented in the different personalities of the students.  To value student independence, a reflective method helps to discover new visions into the students learning with the assistance of the teacher (Ashton & Urquhart, 1988). This method will help teachers to make new sense of a situation where a student has a unique character. This cannot be possible when a teacher is forced to treat a student with programmed outcomes despite differences in the purposes that underlie those behaviors. A reflective approach will help the teacher to respond and treat each case as unique. It acts as a sensitization for teachers to help students to discover and reward the differences among the students. Rewarding the student acts as a motivation to the student which improves their confidence. Reflective teaching requires that the teacher works closely with the student in their subjects to be able to find their purpose in the world.

This approach will enable the teachers to give the students undivided attention and this will help them recognize their unique and different personalities (Ashton & Urquhart, 1988). Relating to Lee Canter’s Assertive discipline, showing concern and empathy to the students will help them feel comfortable around the teacher and this will help in building the trust teacher-student relationship (Canter, 2010). Students learn how to self-manage themselves and perform duties by themselves and with less monitoring from the teacher. When students learn that they are valued as individuals and that someone believes in them, they embrace self-management and individualism.

Behavioristic methods encourage teachers to link the behavior of students to internal causes rather than to the teacher’s instructions, curriculum materials, or according to the institution (Ashton & Urquhart, 1988). School systems tend to blame students for classroom disruptions and not question whether their practices are right. Issues about collapsing buildings, torn textbooks, frightened teachers, and principals are not dwelled upon. School systems practicing the behavioral method control the student’s behavior. The focus of change for this method is narrowly restricted to the student. On the other hand, the reflective approach liberates the student’s intelligence. There is a need for the issues that are facing the student to be listened to, to know exactly what needs to be done. In relation to Lee Canter’s Assertive Discipline, the reflective approach is open to including parents, administrators, the school, and the society to help determine what the focus for change is (Canter, 2010). In terms of motivation for students to be successful in school, parents offer the most support. The administration collaborates with the teacher to ensure that the students are on their right behavior.

References

Ashton, P., & Urquhart, C. (1988). Detrimental Effects of Mandated Models of Discipline on the

Practice of Reflective Teaching.

 Canter, L. (2010). Assertive discipline: Positive behavior management for today's classroom.

Solution Tree Press.

 Reflective Teaching

Applying mandated models of discipline in schools makes it difficult for teachers to handle the increasing problems of troublesome student behavior in class. An example of this model is the behaviorist method which makes it hard for teachers to control their student’s behavior. Such models of discipline take away the opportunity for teachers to think reflectively about how to manage a class (Ashton & Urquhart 1988). It also reduces the chances of teachers engaging in reflective practice. Reflective teaching is based on the rational consideration of the suitable action that should be taken. This is based on an individual’s belief about the purposes of education and the prospective and actual outcome of the action. Two concepts of teaching include technical conception which follows the behaviorist approach mandate and the professional conception which follows reflective practice. The technical concept of teaching does not recognize the professional demands of teaching which include making deliberate decisions on whether or when to use specific skills. It calls for teachers to handle all the behaviors with the same methods.

Technical conceptions of teaching make teachers spend half of their time dealing with troublesome behavior. This is because the teacher has no right to go beyond the mandated methods of discipline which tends to lag the whole classroom behind because she cannot control her class and students effectively. These concepts also fail to consider that students have different needs and some require special needs (Luciano). The objective of reflective practice is understanding that situations of practice are not problems that need to be solved but situations that are problematic and are characterized by insecurity, disorder, and indefinity. Such situations cannot be solved by mandated methods that have been put down despite the specified situation. Contrary to technical concepts that are confined to a particular method of solving different behaviors and situations, a reflective institution has to put more attention to the conflicting values and purposes.

Developing a learning classroom environment is a political and moral process. When the district mandates the behavioral systems, it reduces it to a technical problem and complicates the ethical consequences of imposing a controlling association on the teacher and the student. The failure of teachers to realize the fundamental association between classroom management and the subject matter is explained by studies that show that during the teachers’ first stages of professional development they focus on survival (Ashton & Urquhart 1988). They then move to students and then to the subject matter. Authorizing a behavioral approach about classroom management extends the separation of the subject matter concerns and the management concerns. All the psychological models of academic motivation fail to consider the subject matter content. Either based on behavioral or cognitive foundation, motivation theories fail to consider the role in which the specific factors of the subject matter may have in making the student more interested, enthusiastic, and committed to learning. Psychological theories that create the foundation of teacher education do not recognize that students are interested in the subject matter to create fewer behavior problems compared to a student who is bored and frustrated. Districts should empower their teachers to generate interesting curriculum experiences and those that fit their students to reduce classroom control problems.

According to (Luciano), a classroom should have an effective classroom manager for students to exhibit good behavior and also be motivated to learn without being disruptive. The teacher who is the classroom manager should have an assertive voice which makes the students have confidence in her and take her seriously. The teacher should have high expectations of the behavior of the student, expecting them to behave appropriately. They should have an effective discipline plan that is balanced for each student. Teachers should teach the students the necessary behaviors required to succeed in-class activities. They should be able to motivate students to follow directions and most importantly they should build relationships with the students. For the benefit of the student, an effective classroom manager should be able to ask for support from parents and administrators. I am a Spanish teacher in high school and through my experience, being an effective classroom manager includes embracing these characteristics for you to be impactful. When teachers are allowed to act freely and showcase these characteristics, it benefits the student and their behavior which is something that I have experienced.

The procedure of the behavioristic approaches makes teachers ignore the unique and diverse perceptions symbolized in the different personalities of the students.  To value student individuality, a reflective approach helps to discover new insights into the students learning with the assistance of the teacher (Ashton & Urquhart 1988). This approach will help teachers to make new sense of a situation where a student has a unique character. This cannot be possible when a teacher is forced to treat a student with programmed outcomes despite differences in the purposes that underlie those behaviors. A reflective approach will help the teacher to respond and treat each case as unique. It acts as a sensitization for teachers to help students to discover and reward the differences among the students. Rewarding the student acts as a motivation to the student which improves their confidence. Reflective teaching requires that the teacher works closely with the student in their subjects to be able to find their purpose in the world.

This approach will enable the teachers to give the students undivided attention and this will help them recognize their unique and different personalities (Luciano). Showing concern and empathy to the students will help them feel comfortable around the teacher and this will help in building the trust teacher-student relationship. Students learn how to become self-managed themselves and perform duties by themselves and with less monitoring from the teacher. When students learn that they are valued as individuals and that someone believes in them, they embrace self-management.

Behavioristic approaches encourage teachers to link the behavior of students to internal causes rather than to the teacher’s instructions, curriculum materials, or according to the institution (Ashton & Urquhart 1988). School systems tend to blame students for classroom disruptions and not question whether their practices are right. Issues about collapsing buildings, torn textbooks, frightened teachers, and principals are not dwelled upon. School systems practicing the behavioral approach control the student’s behavior. The focus of change for this approach is narrowly restricted to the student. On the other hand, the reflective approach liberates the student’s intelligence. There is a need for the issues that are facing the student to be listened to, to know exactly what needs to be done. The reflective approach is open to including parents, administrators, the school, and the society to help determine what the focus for change is (Luciano). In terms of motivation for students to be successful in school, parents offer the most support. The administration collaborates with the teacher to ensure that the students are on their right behavior.

References

Ashton, P., & Urquhart, C. (1988). Detrimental Effects of Mandated Models of Discipline on the

Practice of Reflective Teaching.

 Luciano N.E. Lee Canter's Assertive Discipline

Teaching Technologies

Section 1

What students will be doing (e.g. activities) in the Technologies domain

The first important thing to look at is the expectation of the curriculum. A point to note is that companies such as Apple seek graduates with 21^st century skills. In specific, employers require graduates who are critical thinkers, able to work together, communicate effectively using the available communication tools, and creative to improve productivity (Levin-Goldberg, 2012). However, a survey conducted by different organizations found that 50% percent of recent graduates do not have 21st-century skills Employers argue that schools have failed to provide students with technology skills hence students find it difficult to solve real-world problems (Levin-Goldberg, 2012).Thus, educational environments should adapt to the changing world and incorporate 21st century skills to help students on how to utilize technology in the real world.   Technology curriculum in Clearwater Primary School expects to help students develop excellent communication skills, critical thinking skills, collaboration, and creative thinking.

 Resource: Binary coding and Bee-Bots

 In introducing the resources, teachers should use a Design-Based Research approach. A point to note is that teachers face challenges in planning instructional activities. The first important point to note is that binary coding is a resource that helps in computational thinking or in other words the resource help students understand problems and find solutions (Papavlasopoulou et al. 2019).  Note that the purpose of using binary coding and Bee-Bots is to help students solve complex problems and gain learning experience. Binary coding and Bet-Bots resources do not require special expertise. However, students should need critical thinking skills (Papavlasopoulou et al. 2019). For example, in binary coding, students need to present the data using a binary coding system. When using bee-bots, students need to operate the computer. In general, it means that students need to interact with the object, thus require critical thinking skills and problem-solving skills. Thus, to help students develop computational literacy, teachers should use design-based research. This methodology entails:

• Creating a constant collaboration with students in real-world setting
• Help students take appropriate actions and focus on coding behavior
• Help students with relevant learning materials
• Motivate students to develop a positive attitude (Papavlasopoulou et al. 2019).

Note that the reason for choosing design-based research is that it the best intervention in solving practical problems. The designing process has a different phase such as;

• Focus- students will set a goal as well as the problems to address.
• Understand phase-students will use methods such as observations and data analytics to understand the problem.
• Define-students will define the problem and design solutions
• Conceive- students will apply their knowledge to imagine a solution.
• Build- students will implement the solution and assess whether the resources have helped achieve the intended goals.
• Test- students will use formative evaluation to assess the validity and success of the resource (Easterday et al. 2014)

 Pedagogy approach

            In the technologies domain, a problem-based learning pedagogy approach will help students' foster creativity and innovation. Students will also solve real-world problems using critical thinking questions. Problem-based learning will also allow students to collaborate in utilizing the resources hence improve motivation and engagement (Levin-Goldberg, 2012). 

 Binary coding activities

• Encoding worksheet- the purpose of the worksheet is to present the binary cod
• Information sheet- students will present all information including words and picture
• Binary cards activity- students will use cards and arrange them appropriately
• Flashcards- students will read the instructions, share ideas, and understand the programs element (Teach Starter, Inc. 2020).

 Bee-Bots activities

• Programming a bee-bot
• Bee-bot maze worksheet
• Bee-bot maps
• Bee-bot coding
• Beet-bot math (Highfield, 2010).

Section 2.

 Focusing on assessment strategies, it is important to note that information technology has enabled students to acquire knowledge. However, students face challenges in that they do have the opportunity to practice knowledge in a real-world setting. Thus, students develop disengaged behaviors and 30% drop out according to the statistics from the National Centre for Education (Education, 2011). In assessing what students have learned or in other words evaluating students' achievements, teasers should use a strategy known as Challenged Based Learnings. Under this strategy, teachers should  conduct a formative assessment and summative assessment.

 Informative assessment

 Formative assessment in other words is a continuous assessment. Thus, teachers should use the informative assessment in an informal team setting and create a collaborative environment to promote student-student interaction and student-teacher interaction (Education, 2011).

Summative assessment

 The role of summative assessment is to evaluate what students have learned.  As a teacher, it is important to assess students' new knowledge, challenges, and success, and give them immediate feedback. It is important to note that challenge-based learning allows students to engage in discussion and research problems and solutions. For example, as students' user resources such as binary coding and bee-bots, they will identify the challenges while using the technology or rather a real-world problem. Furthermore, students will create a solution and they should provide feedback (Education, 2011). This is what is known as Challenge Based Learning and also an assessment strategy that would allow students to identify real-world challenges and solutions, hence gain real-world knowledge. Note that in conducting the assessment,   the teacher’s aim is to understand students' performance and identify the gap in the learning process. This strategy is important in that it supports collaboration in that in conducting the assessment, teachers will gain new knowledge and a new way of thinking (Education, 2011). Note that when students get the opportunity to identify challenges, teachers will not provide them with solutions but they will give them enough time to find solutions.  Furthermore, as students enter the real world, they will come up with real challenges that neither the student nor the teacher will be able to find a solution. Thus, collaboration is needed between students and the techier to find the solutions.

 The challenge Based Learning has benefit in that teachers will use formative assessment to understand the students' learning and provide them with feedback. This information gathered during formative assessment will help assess what students have learned (Education, 2011). Students will learn and develop critical thinking and identify the challenge and find solutions hence gain new skills.

Section 3.

Australia Curriculum Assessment and Reporting Authority (2012) has identified the 21st-century skills that students need. The 21st-century skills are known as general capabilities and students are required to develop these capabilities and also to apply them outside school.  For example, 21st-century skills or general capabilities are;

• Literacy- In the 21st century, the economy demands graduates with higher literacy levels. Students must have writing and reading skills, and also should be able to communicate effectively
• The technologies curriculum is significant in helping students develop literacy. Note that as students use technology, they will find plenty of apps and software and as they embrace these tools, they will increase enjoyment and engagement in learning and more importantly develop visual literacy.
• Numeracy- today's economy requires graduates with logical thinking and numerical concepts to solve problems. Students will use technological tools to address real-world mathematic problems (ACARA, 2012). Rather than using theory to solve problems, students will gain knowledge and skills of numerical concepts and develop algorithmic thinking.
• ICT capability- In the 21se century, students are required to use ICT to solve real-world probes. The technologies curriculum will allow students to gain communication skills, technical skills, and problem-solving skills that will enable them to communicate with others and operate ICT.
• Critical thinking- In the 21st century, students need critical thinking skills to identify problems and provide innovative solutions. The technologies curriculum will allow students to use technology to solve problems (ACARA, 2012). In using digital tools, they will think critically and creatively to create a solution to challenging problems.

 Personal and social capability-students need social skills for them to fit in modern societies. They need self-awareness and self-management or in other words the need to understand themselves and other people in society and the workplace. The curriculum will allow students to work in project management, use digital tools to share ideas, make decisions concerning the communities and environment, among other skills that will promote social capability (ACARA, 2012).

            Ethical understanding- students need to develop ethical behaviors and practices in all settings. The curriculum will help understand ethical procedures and behaviors such as individual privacy and data protection (ACARA, 2012).They will apply the knowledge in a real-world setting where they will solve complex issues while adhering to ethics.

  Intercultural understanding –In the 21st century, students need cultural knowledge for them to work effectively within cross-cultural situations. The technologies curriculum will allow students to interact with diverse communities and respect other cultures' traditions (ACARA, 2012). They will learn to value cultural diversity and work with cultural groups.

Reference

Australia Curriculum Assessment And Reporting Authority.  (ACARA). (2012). The Shape of     the Australia Curriculum Technologies

Easterday, M. W., Lewis, D. R., & Gerber, E. M. (2014). Design-based research process:

Problems, phases, and applications. Boulder, CO: International Society of the Learning

Sciences.

Education, A. (2011). Challenge Based Learning: A Classroom Guide. Online).(http://ali. apple.

com/cbl/global/files/CBL_Paper. pdf), accessed on July, 17, 2016.

Highfield, K. (2010). Robotic toys as a catalyst for mathematical problem-solving.

https://files.eric.ed.gov/fulltext/EJ891802.pdf

Levin-Goldberg, J. (2012). Teaching Generation TechX with the 4Cs: Using Technology to

Integrate 21st Century Skills. Journal of Instructional Research, 1, 59-66.

Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2019). Exploring children's learning

Problems, phases, and applications. Boulder, CO: International Society of the Learning

research. Computers in Human Behavior, 99, 415-427.

Sciences.

Teach Starter, Inc. (2020).  AUSTRALIAN CURRICULUM TEACHING RESOURCES.  https://www.teachstarter.com/australian-curriculum-categories/technologies/digital-technologies/digital-technologies-years-5-and-6/digital-technologies-years-5-and-6-digital-technologies-knowledge-and-understanding/\

Teaching Technologies

Introduction

 Technology, if used appropriately, improves learning. In the 21st century, technology has enabled both students and teachers to solve real-world problems in school and non-school settings. In the new curriculum, technology is helping students gain a concrete experience. However, schools such as the Clearwater Primary School have not incorporated the technology due to poverty. Socio-economic status is the greatest barrier to the use of technology and therefore the school is limited to use digital resources. The school use the traditional style of teaching since it is difficult to access digital learning tools. Fortunately, there is significant progress in that the school will receive substantive resources to support technology integration in schools. I have chosen the senior learning community (Grades 5/6) in my report. The purpose of technologies curriculum for this specific grade is to help students use emerging technologies to think critically and innovatively, and more importantly, develop knowledge and understand the virtual worlds. In this particular grade (year 5-6), students need to use digital systems to define problems and design solutions. Students should use collaborative digital projects to communicate and share ideas.

 Resources and pedagogical approaches

First, it is important to understand that technological resources are designed to meet the cognitive and developmental needs of this particular grade. The important thing to put in mind is that learners in grades 5 and 6 that is; 10 to 12 years, need to use devices to identify problems and find digital solutions (ACARA, 2012). Another important point for this particular grade is that technology should allow students to consider the ethical impact in local and global settings. In other words, the technological activities provide the students with a sustainability perspective that will enable them to use creative solutions to the complexity and uncertainty (ACARA, 2012). Note that students need knowledge and understanding of the real world and use this technology to bring the environment and social changes. In this case, sustainability means using technology in solving current problems and use the information system to solve problems in the future.  Below are the technologies and resources that I believe will help students care about innovative solutions.

Binary coding

 The first resource that I would use in this classroom is binary coding. This resource has features such as two symbol systems and computer processor instructions. The purpose of this digital technology is to allow students to store information on computers. First, students will understand the binary numbers and then learn how to use a system of encoding. As an instructor, what I want students to know is that numerical data can be converted into characters such as text and store them into digital devices (Australian Computing Academy, n.d). In simple words, I want students to learn about computer applications and digital communications.  As a result, students will develop logical thinking, foster creativity, visualize abstract concepts, and gain literacy skills for problem-solving. The best pedagogical approach when using this resource is integrative approach.  Note that in delivering knowledge, it is important to use the best pedagogical approach that promotes a positive teaching-learning process.  In using these resources, an integrative approach will connect the students will the real-world and as a result, students will gain conceptual, practical, and experimental knowledge (HEIKKINEN et al, 2011).  Note that the integrative approach integrates both theory and practice. In learning about binary coding, students will be able to solve problems not only through the use of formal knowledge but also using practical knowledge.

Binary coding is a problem-based task and therefore students will investigate the software tools and other techniques to represent data. This resource is effective in the 21st century teaching in that by the end of grades 5 and 6, students will know the binary numbers and more importantly, they will develop skills about the digital system, components, and their role in representing data types (Australian Computing Academy, n.d). Another important point to note is that in the 21st century, binary coding will play a significant role in the curriculum in that students will analyze problems and design solutions in terms of data. For example, as students work in collaboration projects, in academic setting, and in the real world, they will provide validated data with the help of information systems (Australian Computing Academy, n.d).   Also, binary coding technology is important in that we are in a digital world where data is stored in computers in a binary system. Thus, students need to learn about the technology and more importantly, learn how to represent numbers and letters to communicate information.

 Lesson plan template for teachers and timeline template for students.

 The second resource that I will use to support the teaching of technology is a template.   The Australian Curriculum requires teachers to have curriculum planning for evaluating the student's needs, current practices, and integration point (TpT, n.d). The purpose of the template is to help teachers align the learning program with the curricula.  In the 21st century, the lesson plan template will support teaching and learning in that teachers will know the intended outcomes of the curriculum, will understand the students' level of learning, and will use the best teaching style. They will also avoid unnecessary repetition, save time, and align the teaching activities to the curriculum. Finally, the template will enable teachers to plan elegant programs that meet the needs of every student. The school will also develop transparency by having an insight into what is taught and identify areas of improvement.  In using the template resources, I will use the technology-based plans to evaluate the achievement standard and the level of proficiency. I will allow the students to have a unique opportunity to record the chronological order of what they have learned and assess their skills (TpT, n.d).The constructivist pedagogical approach will help in creating templates.  This approach is student-centered and I will create a plan considering what learners know and what they need to learn (Albion et al. 2017).  The goal of this approach is to ensure that the learning activities bring educational change.

Conclusion

 In the 21st century, the school curriculum aims to improve teaching and learning and support intellectual curiosity. Schools have recognized the role of digital technologies and they reflect the reality of the digital era. Schools such as Clearwater primary schools has shifted from traditional methodologies to digital technologies to enhance learning.Teaching resources such as Template and binary coding will be integrated into lessons and they will help students gain knowledge and skills that they will apply in the real-world.  Students will not only experience a positive learning environment and they will feel like part of society and education.  They will develop life-long skills and useful information which they will apply at school and in the real world.

References

 AUSTRALIA CURRICULUM ASSESSMENT AND REPORTING AUTHORITY.  (ACARA). (2012). The Shape of the Australia Curriculum Technologies. https://docs.acara.edu.au/resources/Shape_of_the_Australian_Curriculum_-_Technologies_-_August_2012.pdf

Albion, P., Campbell, C., & Jobling, W. (2017). Technologies education for the primary years. Cengage

 Australian Computing Academy. Unpack the Curriculum. Understand the Australian

Curriculum:  Digital Technologies.  https://aca.edu.au/curriculum/representation/

HEIKKINEN, H. L., TYNJÄLÄ, P., & KIVINIEMI, U. (2011). 5. INTEGRATIVE

PEDAGOGY IN PRACTICUM.

https://www.researchgate.net/publication/286824940_Integrative_Pedagogy_in_Practicum

 Teachers pay Teachers. (TpT). Planning template Australian curriculum. https://www.teacherspayteachers.com/Browse/Search:planning%20template%20australian%20curriculum/Grade-Level/Fifth