Discussion 2: Disseminating Learning
If you were to develop recommendations that incorporate diversity considerations when working with children and adolescents, where might you disseminate that information? In this Discussion, you will share preliminary ideas about your Final Project.
- Determine the environment and the audience who you believe might benefit from this learning.
- Consider why you believe this audience would benefit from information about diversity.
- Think about how this audience acquires information about children and adolescents.
Post by Day 4:
Identify three potential environments with your target audience where you could disseminate the learning and insights you gain from further exploring your Final Project topic in detail (e.g., newsletter to parents and community members at the local community center, blog post on a youth development website, brown bag discussion at a local agency). Explain strategies for disseminating your scholarship. In other words, explain the steps you might take to effectively promote the advancement and dissemination of knowledge gained with communities of practice (i.e., social media, community forums, public discussions, conference presentations, or any other form of dissemination).
Please incorporate resources in answer and list references.
Diversity is a common attribute of the modern classrooms as international students, and those from the minority backgrounds have at last joined the mainstream institutions to exercise their rights for education. Such trends require educators to develop adequate and evidence-based teaching models that would help them to meet the specific needs of their learners. This project examines the various techniques that instructors could use to help their students value cultural diversity through research‐based teaching. The policymakers in the education sectors require the instructors to assist their students in attaining high levels of intellectual independence regardless of their background (Deakins, 2009). However, several parts of evidence suggest that the instructors could be missing valuable opportunities to implement universal and culturally sensitive programs in their practice. This issue raises numerous concerns because it shows the prominent of ethnocentrism in the curriculum system, which could take many versions such as beliefs and assumptions that would be hard to validate.
The traditional educational models no longer hold as effective for instruction in modern learning institutions because of the recognition of cultural differences that significantly determine the development and learning achievements of the children and adolescents. A research-based teaching approach is sufficient for facilitating the progressive development of the students and engagement with advanced cognitive skills (Flores, 2015). It is essential to conduct a comprehensive evaluation of this instruction approach to determine whether it can be applied as a universal model and to identify other support mechanisms that could improve its suitability in different contexts. Additional inquiry into the research-based teaching approach would help to identify the various practical and effective teaching approaches that educators could use to improve the learning experience and achievements of their students, which would help them to develop into competent professionals and beneficial society members.
Deakins, E. (2009). Helping students’ value cultural diversity through research‐based teaching.
Higher Education Research & Development, 28(2), 209-226.
Flores, I. M. (2015). Developing Preservice Teachers’ Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. Research in Higher Education Journal, 27.