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Columbia University *

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4210

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Psychology

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May 14, 2024

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Learning environments can be seen as the social, psychological, physical, and pedagogical context in which learning takes place and influences students' readiness and aptitude to learn, according to Learning Environments Research, An International Journal (2023). Although the learning environment receives particular emphasis, learners' progress and accomplishment are also influenced by their surroundings outside of the classroom. It facilitates reflection on the learning process and establishes a standard for people to learn from one another. Acquiring and modifying knowledge, abilities, and comprehension as well as views, values, and presumptions about learning are all part of learning. Following the strategic direction provided by the board of directors and trustees, the Oberoi International School in Mumbai, India boasts more than 2900 students over two campuses and more than 25 different nationalities among its faculty and student body. After 15 years in the field of education, OIS has maintained its position as India's top international school. Our curriculum altitude documents, assessment policy, academic honesty policy, child safety policy, and what learning looks like in OIS are just a few of the well-established policies we have. In order to support successful teaching and learning practises, we adhere to the IB PYP framework. An ideal classroom at OIS, Grade 4 with 16 students (8 boys and 8 girls) have one child who has migrated from the United States Of America to India this year and another child from Bermuda has migrated to India. The Grade 4 class is a culturally rich environment because India is a very diverse country. Each student enters the classroom with a unique set of experiences and cultural knowledge. Environments that are supportive and nurturing are designed to support the success of every student. Every action learners take in their learning environment is centred on collaboration, and inclusivity is evident in every learning area. We address diversity, identity, and intercultural awareness through well-defined policy changes.

Before placing students in homogeneous or heterogeneous groups according to preparedness, assessments are given to determine each student's reading level. It became clear from multiple exchanges with the two learners listed above that they spoke English fluently, had a high vocabulary, and showed solid comprehension. Based on our professional judgement, which included observations, past knowledge, dialogue, and reflections, we determined that they should take a grade-level reading assessment. We were able to identify and choose the reading objectives depending on the students' instructional reading level thanks to this diagnostic teaching. One of the learners who is from the USA was well-versed in the craft of writing because she had published a book at her former school. The main reading skills that were emphasised were summarising texts, both fiction and non-fiction, and deriving important conclusions from them. Reading assessment tool of one of the students mentioned, Grade 4, Oberoi International School As a resource to improve reading stamina, fluency, vocabulary, and comprehension, we use Fountas & Pinnell. Given that Fountas and Pinnell is an American resource, learners who were born and raised in India may not be familiar with terms like "bumper stickers" and "chores." These two readers were able to appropriately pronounce the words and comprehend their meaning when they were read aloud. In my capacity as an educator, I began creating a culturally responsive classroom setting (Jenny Muñiz, July 23, 2020, figure 1) with the goal of

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