Additional Education Research Paper

If educators have learned anything in the last decade of school reform initiatives it is that one size does not fit all. Differentiated Instruction (DI) is an approach where teachers proactively plan varied approaches to what students need to learn, how they will learn it and how they express what they 've learned (Differentiated Instruction, 2015). However, does this all end when we become educators and then magically educators learn in the same manner? The ultimate goal of professional development is to strengthen the practice of teachers in order to raise the achievement of students (Darling-Hammond, 1997a, 1997b) (Sever, 2010). Effective school leaders not only adopt differentiated instruction in the classroom, but also for all professional development for their staff, ensuring the success of all professional developments offered.

This knowledge would allow me to learn and to be able to understand their individual needs. Referring to Brooks-Gunn & Duncan, 1997), a study proved that “poor children suffer higher incidences of adverse health, developmental, and other outcomes than without poor children” (p. 57). However, I also learned through this study that the “duration of poverty is an important factor in the lower scores of poor children on their measures of cognitive ability” (p. 61). Overall, this means that children of poverty are at a higher risk of failure, because of a lack of skills. Therefore, this could be devastating to their well-being. As an early childhood educator, it is important that I be a supporter for the children and families whom are less fortunate.

The day I decided that I wanted to be a teacher I pictured myself choosing my favorite books and having thoughtful discussions. I imagined my students would enjoy the many activities we completed and at the end of the unit they would take a test and we would move on to the next topic. I was unaware of what the field of education would actually entail. I soon learned that teaching was nothing like what I imagined. I didn’t realize that my teachers made teaching a classroom full of student look easy because they used several techniques. They realized that they “must take into account not only what they are teaching (content), but also whom they are teaching (individual students)” (Corley, 2007). As I’ve learned more about my field I have realized that teaching involves providing the best education to students based on their ability to learn. When you understand that this is what teaching is about, you try practices that will make your instruction stronger. Differentiation is one way to make sure that all learners gain the education they deserve.

Since Vygotsky’s theory on development has gained more popularity and acknowledgement there has been numerous ways, many have adopted Vygotsky’s theory and incorporated its fundamentals into different aspects of development. According to Jaramillo from Arizona State University, Vygotsky’s theory became the framework to the development of the constructivist theory (1996). Although these are relatively different theories, Vygotsky advocated a learning environment that focuses mainly on the interactions between peers and teachers. And similar to this, the constructivist’s view on education focuses on students independently constructing their own view of the world (Jaramillo 1996). Vygotsky’s influence was not simply on the how people understood development but also how others evolved and developed their own theories. Thus, theories of development continue to evolve and a better understanding of how development occurs in an individual is acquired.

According to UNESCO (2004), teachers around the world are exerting efforts in trying out innovative teaching strategies. There were dedicated and committed teachers who make a difference to the students’ lives and even providing important learning opportunities in their communities. To meet the students’ diverse learning needs, teachers cater variety of learning opportunities and experiences. In an interview of Carol Ann Tomlinson, an American author and educator known for her works with techniques of differentiation in education, she described differentiation as shaking up the classroom to be more appropriate for the learners. Regarding the methods of instruction, there should be a variety of techniques for collecting and presenting the lesson considering the students’ needs, abilities, interests, and backgrounds of experience.

Education is a standout amongst the most imperative things throughout everyone's life. By finishing the education one can accomplish his or her objective. In any case, as of late it has been discovered that the expense of education is expanding. There are numerous understudies who can't stand to attend a university because of the climbed expenses. To help this sort of understudy, the legislature has arranged a few grants.

Tons of information that few decades ago would be only available in libraries, now literally fits in anyone’s back pocket. All we need is little devise with access to the Internet. in matter of seconds any type of information can be searched and found. As technology rapidly evolved, the concept of general education importance has changed forever. Every student who enrolled in four-year degree required to take a general education classes. Typically, these courses are not related to chosen major, and student have little to no interest in taking them. Who ever chose biology major don’t want to take math classes, or students majoring in engineering asking why do they need to take history class, or English composition. Many stated that general education courses are holding them back from graduation. Some suggested that core courses should be eliminated as a requirement, or be optional. Should colleges continue to have general education classes as a requirement? Absolutely!

In my childhood in Mexico I said bye to many of my friends because they were moving on to the US, my mom told me that they were looking for a better opportunity in life, but in that moment I didn’t understand what does that mean but now when I’m in the US looking for the same opportunity I can understand everything.

Leslie Jones (2009) stated that Ronald Regan, John Goodland, Ernest Boyer, William Glasser, and Theordore Sizer all “advocated the use of site-based management, improving school climate, identifying teachers as facilitators of learning, encouraging parental participation in education, and implementing school choice” (pp. 3). Additionally, classroom curriculum and assessments should support open-ended tasks, higher order thinking, real-world contexts, and socialization. Parents and educators should also work together to develop and guide learning opportunities. The support of social and cultural elements in education was paramount to Lev Vygotsky who developed the sociocultural theory (Shepard, 2000). With this theory in mind, along with

A pioneer of the sociocultural approach was psychologist Lev Vygotsky (1896-1934). L. Vygotsky believed that children’s learning and development is strongly influenced by child’s culture and how children develop and learn can be different from culture to culture. He proposed that children, in order to learn, need to be supported by other people. For example, teachers and peers, who already gained particular knowledge.

There are various elements of Vygotsky’s sociocultural learning theory that are appropriate in the classrooms. His central premise is that the interactions that the child experiences are important in motivating the advancement of his or her thinking skills. The central aspect of the communication is the application of the instructional dialogue in communicating with the child (Gajdamaschko, 2015, p. 48).

“Leo Vygotsky, a Russian psychologist, introduced the Sociocultural Learning Theory. His quote that “through others we become ourselves” could be the quintessence of the Sociocultural Learning Theory, which supports that learning is a social process”.

Lev Vygotsky was an educator and a theorist known primarily for his sociocultural theory. Vygotsky developed the sociocultural theory, which is the theory of human development through social and cultural influences (Aimin, 2013), during the 1920’s-30’s. One of Vygotsky’s focuses was the concept of the zone of proximal development (ZPD), which is the idea of a child being appropriately challenged, this will be discussed further on. His theory stemmed from how children’s learning is impacted greatly through guidance of peers, cultural relations (language), social interactions, teachers and any other adult figure in their environment. In the last 10-15 years, teachers, caregivers, and educators have been attending more to Vygotsky’s theory and his concept of the zone of proximal development, because his work impacts how children learn in their optimal environment (Trawick-Smith, 2015). Vygotsky’s sociocultural theory will be discussed through historical insight, explanation of the theory itself, how sociocultural and society relate to each other, and how the theory is applied in the educational society.

Lev Vygotsky believed that we base our knowledge on social interaction and this is called social constructivism. Vygotsky believed that when a student is in the “Zone of Proximal Development”, providing assistance and encouragement from a knowledgeable person; parent, teacher, peers, will give the student enough support to better achieve the task at hand. The presence of a support group

Prensky (2001) states, students today are no longer the people our schools were designed to teach. Fundamentally, students today process and learn differently. Reforming education from a constructivist view such as Vygotsky’s Theory of Development (1978) which centres children at the heart of education and holistically views each child as capable through the introduction of personalised learning and outcome orientated. Children learn best through doing, discovery and collaboration.