SOC 1302-21 Unit VII Journal

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Columbia Southern University *

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4025

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Sociology

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Apr 3, 2024

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docx

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Uploaded by ChefBook15795

SOC 1302-21 Unit VII Journal First educational model being discussed in this unit is (1) Co-Teaching Model is when two or more qualified professionals agree to share instructional responsibilities for a single group of students, usually in a single classroom or workplace, for a certain set of objectives or subject, they are co-teaching. This entails shared accountability, shared ownership, and pooled resources. One benefit of co-teaching is the opportunity for more in-depth observation of students participating in the learning process. Using this method, for instance, co-teachers can select ahead of time what kinds of observational data to collect during teaching and can come to an agreement on a method for doing so. The teachers should next examine the data collectively. A second method of co-teaching would have one professional maintain lead teaching duties while the other moved around the classroom, discreetly helping pupils as required. Second educational model being discussed is (2) Differentiated Learning Model which is the technique of customizing classes to match each student's unique interests, requirements, and strengths is known as differentiated education. This style of teaching enables teachers tailor instruction while providing students choice and flexibility in their learning. To help students better achieve their learning objectives, this approach also calls for explicit teaching and goals. Content, procedure, product, and environment are the four primary areas where education may be differentiated. Differentiating material involves teachers taking into account the lesson's purpose and then offering pupils alternatives that are flexible enough to achieve the goal in terms of subject, topic, method, or presentation. And lastly the third educational model being discussed in this unit is (3) Culturally Responsive Model which entails that teaching that is culturally responsive acknowledges the importance of culture in the learning process and is grounded in research. It ties the academic material to the cultures and experiences of the pupils. It affects how information is sent and received and molds people's and groups' thought processes. According to neuroscience research, culture influences how our brains interpret information. Put differently, when teachers utilize resources that are appropriate to their cultural background, pupils learn more effectively. Students with a strong oral tradition background, for instance, absorb knowledge well through narrative and song. Personally, from experience I feel that Culturally Responsive Model is what works best. I was very fortunate enough to be born and raised in Hawai’i and learn about my history through my Kupuna throughout adolescent years. Learning Hawaiian history from Hawaiian teachers (Kupuna) made the harsh reality of how my ancestors were treated by white missionaries that much more bearable. I do feel that the State of Hawai’i did that on purpose because learning about Hawaiian history from a foreign teacher would be that much harder for Native Hawaiian children to understand and accept. And the Differentiated Learning Model is what works best outside of the classroom for the simple fact that you can take what you learned one on one with your teacher and teach others in the same concept. And I do feel that this teaching method worked best for me because getting that one on one treatment was best.

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