Learning Theories, Diversity and Differentiation
For this assessment, you will create a 5–7-page high-level teaching plan in which you do the following:
Select a topic for a course that you would like to teach in an educational environment. (For example, maybe you would like to be a nursing instructor in an institution of higher learning, a staff development educator in a clinical facility, or a patient educator in a hospital.) Briefly describe your course and the environment that you will utilize for teaching. Also describe the intended audience for your course.
Select an educational theory that you could use to guide the development of your course. Describe the key points of the theory you selected and explain why you think this theory fits the topic, audience, and context of your course.Learning Theories, Diversity and Differentiation
ORDER A PLAGIARISM -FREE PAPER NOW
Be sure to cite textbooks or articles from peer-reviewed journals to support your choice.
Identify and discuss potential diversity in the group that you anticipate teaching. (Diversity can include multiculturalism, age, gender, ethnicity, socioeconomic status, Limited English Proficiency (LEP), or other cultural barriers that you feel could impact your learning environment.)
Use current research to describe how you will address these issues in your learning environment.
Describe how you will manage conflict in the classroom that may arise from the anticipated diversity among learners.
Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
Length: 5–7 pages, plus a title page and a references page.
Use correct APA format, including running head, page numbers, and a title page.
Writing should be free of grammar and spelling errors that distract from content.
Learning Theories and Diversity Scoring Guide
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Appraise the influence of learner\’s culture, gender, and experiences on teaching and learning.
Describe the diversity of an intended group of learners.
Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
Identify a learning theory that applies to a selected educational topic and audience.
Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
Justify the application of a learning theory in a particular context.
Competency 4: Integrate best practices for classroom management
Describe evidence-based strategies for managing conflicts that could arise in a diverse classroom.Learning Theories, Diversity and Differentiation
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Learning Theories and Diversity: A Teaching Plan
The role of nurses has changed significantly in the past years. Nurse practitioners are teaching different groups of audiences in various educational environments. This paper will cover the course of a nurse as a patient educator in a hospital. Additionally, the paper will describe the intended audience for the course. Also, an educational theory that can be used to guide the development of the course will be discussed. The paper will also discuss the potential diversity of the targeted audience and how issues associated with diversity will be addressed. Finally, the paper will address how the conflict that might arise due to diversity among learners will be managed.
A Description of the Course and the Environment
The course involves becoming a patient educator in a hospital. The intended audience will consist of various groups of patients seeking healthcare services from the selected healthcare organization. Details of the targeted audience such as age, gender, and diagnosed illnesses will be gathered from the hospital’s patients’ records. The qualified participants will be aged between 18 and 60 years and will be continuing with their treatment.
A humanistic learning theory could be used to guide the development of my course. This learning theory was developed in the early 1900s by Abraham Maslow and it was later added by Carl Rogers and James F.T (Ghiyasvandian et al., 2015). Its aim was primarily to respond to common educational theories, which were popular at the time, including behaviorism and psychoanalysis. Humanistic learning theory holds that students are inherently good and meeting all their needs triggers them to make good decisions. The learners are driven by feeling and they focus on bringing out the best in themselves. Consequently, educators concentrate on the emotional issues of a learner in case they detect a bad behavior rather than just punishing the student for bad behavior. The humanistic learning theory further claims that the ability of the students to concentrate on their studies reduces if they are sad, upset, or distressed (Aliakbari et al., 2015). Therefore, educators should create a classroom environment, which makes the students feel safe and comfortable to enable them to focus on their learning. The humanistic learning theory is based on some key principles.
First, student choice is central to the humanistic learning theory. Humanistic learning is student-centered; thus, educators encourage their students to take control of their education. The learners make choices of their daily activities and future undertakings (Ghiyasvandian et al., 2015). However, the educators advise the learners to concentrate on a particular subject area of interest for a specific duration before focusing on other fields. The students are allowed to choose what they want to study in humanistic learning to motivate them. Students are attentive and interested in what they are being taught if they are engaged in their learning process.
Secondly, self-evaluation is significant in the humanistic learning process. Grades do not matter to humanistic teachers. Instead, educators rely on self-evaluation to assess how their students are learning. This theory opposes grading since it encourages students to work towards achieving their grades instead of engaging in activities that satisfy and excite them during the learning process (Ghiyasvandian et al., 2015). This theory holds that routine testing and memorization do not result in meaningful learning, thus they should be discouraged by humanistic teachers. Humanistic educators involve the students in self-evaluation to monitor how the learners feel about their success and progress.
Knowledge and feelings are also crucial to the learning process. Therefore, humanistic teachers should not separate them since they support the learning process. Additionally, humanistic learning values both cognitive and affective learning. Thus, learning activities and lessons should concentrate on the entire student and their feelings and intellect and not one factor.
Lastly, the humanistic learning process values a safe learning environment. Educators should create a safe environment since humanistic learning considers the entire student. Therefore, a safe learning environment will enable the humanistic educator to meet most of the students’ needs. The educators should make the learners feel they are physically, emotionally, and mentally safe to enable them to concentrate on their learning (Ghiyasvandian et al., 2015). Therefore, humanistic educators strive towards assisting the students to meet most of their needs.Learning Theories, Diversity and Differentiation
The theory of humanistic learning fits the topic, audience, and context of my course. Various groups of patients in a hospital will be educated during the course. This theory will allow me as the humanistic educator to create a safe and comfortable learning process, thus encouraging the participants to learn various subject areas depending on their interests. Additionally, meeting all learners’ needs will trigger them to make good decisions during the learning process. More so, humanistic learning is student-centered; thus, it will facilitate me to encourage the participants to take control over their learning process. Also, the humanistic theory is fit for the course since it will allow the participants to choose what they want to study, thus motivating them. In addition to making choices, the participants will be motivated by engaging them in learning activities. Finally, the humanistic theory will be fit for the course since it will allow the educator to conduct self-evaluation to assess the progress of the learners. Humanistic educators can also involve the students in self-evaluation to monitor how the learners feel about their success and progress.
Potential Diversity among the Targeted Audience
The anticipated participants are likely to be highly diversified. First, the targeted audiences will be from the various cultural background. Racial and ethnic diversity has increased significantly in the US. Major ethnic groups in the US include White Americans, African Americans, Asian Americans, Native Americans, Latinos, and Arab Americans (VanAlstine et al., 2015). Therefore, the anticipated audience will constitute of individuals from these ethnic groups who seek medical attention from the hospital. However, their numbers will vary depending on the tendency of the members of a particular group to visit the hospital. Secondly, the participants will have different age brackets. Patients aged between 18 and 60 years will be involved in the training. The participants will also differ in the terms of gender. Both males and females will be involved in the training program. Ethnicity. Moreover, the participants will vary in the terms of socioeconomic status. Some learners will have high socioeconomic status while the socioeconomic status of others will be low. Finally, some participants will be Limited English Proficiency (LEP) while others will be Native English speakers.
Addressing Issues Associated with Diversity in the Learning Environment
Various strategies will be used to address issues associated with diversity. First, the issue of multiculturalism will be addressed by acknowledging and appreciating the cultural practices of various ethnic groups. Individuals are likely to be interested in the program if their cultural values and traditions are recognized and embraced during the training process. Therefore, the trainer should spend some time with individuals from different cultural backgrounds to become multiculturally competent (Kaihlanen et al., 2019). Secondly, the difference in age brackets of the participants will be solved by customizing communications. Messages will be tailored to suit the needs of a particular group of the targeted audience during the training. According to Balachander and Jayam (2015), customized training is effective if the audiences are diversified. Therefore, all the audiences will benefit from the program irrespective of their ages. Finally, the difference in audiences’ capacity to speak English will be addressed by involving an interpreter. A person who understands the native language of Limited English Proficiency (LEP) will be involved to interpret for them what is being taught. Additionally, this challenge will be addressed by slowing down while speaking to give LEP ample time to listen and understand what is being taught. LEP’s understanding capacity is also influenced by interpreters’ speed of speaking in their native languages (Hasanshahi & Shahrokhi, 2016). The use of projectors will also improve the understanding of LEP.
ORDER A PLAGIARISM -FREE PAPER NOW
Strategies for Managing Conflict in the Classroom, which might result from the Anticipated Diversity among the Learners
I will manage conflict in the diverse classroom through conflict-avoidant behavior. Avoidance is considered as a non-constructive response by most conflict management experts. Both verbal and nonverbal forms will be utilized in a conflict-avoidant behavior strategy. Although the conflict will not be resolved when avoidant behavior will be implemented, the trainer will not worsen the situation by supporting one of the parties who conflicted.
A nurse will act as a patient educator in a hospital. The intended audience will consist of a variety of groups of patients seeking healthcare services from the selected healthcare organization. Humanistic learning theory is ideal to guide the development of your course. The theory considers learning as student-centered. Therefore, the educator should motivate the students to learn and allow them to decide what they want to focus on in a particular period. The targeted audience is likely to be highly diversified in terms of multiculturalism, age, gender, socioeconomic status, and be Limited English Proficiency (LEP). Various strategies are effective in addressing issues associated with audience diversity. For instance, the issue of multiculturalism will be addressed by acknowledging and appreciating cultural practices of various ethnic groups while the difference in age brackets of the participants will be solved by customizing communications Finally, a conflict that might arise due to diversity among learners will be managed through conflict-avoidant behavior, which is a non-constructive response Learning Theories, Diversity and Differentiation
Aliakbari, F., Parvin, N., Heidari, M., & Haghani, F. (2015). Learning theories application in nursing education. Journal of education and health promotion, 4.
Balachander, S & Jayam, J. (2015). A Study on Customized Training and its Impact the on Employees Towards Enhanced Skills in an Engineering Products Marketing Company. International Journal of Business and Administration Research Review, 2(9): 159-163.
Ghiyasvandian, S., Bolourchifard, F., & Yekta, Z. P. (2015). The humanistic approach to nursing education: Lived experiences of Iranian nursing students. Global journal of health science, 7(2), 87.
Hasanshahi, P & Shahrokhi, M. (2016). The Relationship between Simultaneous Interpreters’ Speed of Speaking in Persian and the Quality of their Interpreting: A Gender Perspective.
International Journal of English Linguistics, 6(3):11-20.
Kaihlanen, A. M., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: a qualitative study of nurses’ perceptions about cultural competence training. BMC nursing, 18(1), 1-9.
VanAlstine, J., Cox, S. R., & Roden, D. M. (2015). Cultural diversity in the United States and its impact on human development. Journal of the Indiana Academy of the Social Sciences, 18(1), 10.Learning Theories, Diversity and Differentiation