11 Factors that Affect the Teaching and Learning Process Lua Shanks Dr. Thompson Valley State University 10-6-2021 Factors that Affect the Teaching and Learning Process Contextual Factors The efficacious teaching and learning processes are important in generating the desired academic outcomes for students. Such processes entail the transformation and transfer of knowledge from the educators to students. It requires a combination of different elements within the procedure, in which an instructor determines and establishes the learning goals and objectives, and designs teaching resources. Thereafter, teachers implement the learning strategy that they will utilize to impart intellectual content into students. However, learning is a cardinal factor that an educator musty take into account while overseeing the process of knowledge acquisition and retention. Many factors play an important role in shaping the process of teaching and learning. Contextual factors, for instance, are associated with a particular context and characteristic that is distinct to a specific group, community, society, and individual. Such factors may take the form of a child’s educational, community, as well as classroom settings. Community, District, and School Factors Armstrong School District is a major public learning institution that occupies a geographical area of approximately 437 square miles. Located in Pennsylvania, it forms one of the 500 public school districts in the state, and hosts teachers and students from diverse racial, ethnic, and ethnic backgrounds. As a consequence, the institution partners with families, community leaders, and teachers to improve students’’ capacity to acquire knowledge ahead of their graduation. The community refers to the urban or rural environment in which both the teachers and learners operate. These may include the teacher and students’ ethnic, racial political or social affiliations that affect learning or knowledge acquisition. Additionally, parents and community members play an integral role in ensuring the quality of education in schools. They for, example, collaborate with teachers and school administrators to develop the most effective ways of improving their students’ learning outcomes. Indeed, community involvement in schooling issues is potentially a rich area for innovation that has immense benefits that far exceeds its limitations. Considering that governments are constrained in offering quality education due to contextual issues such as remoteness, bureaucracy, corruption, and inefficient management, community factors are pivotal in bridging the gap between government initiatives and community needs. This helps to adjust the child’s familial obligations to family interests, thereby shifting towards ways of mobilizing a sense of community by strengthening trust and relationships between community members, parents, governments, as well as teachers and school leaders. Other important community factors that af ...

1. 11
Factors that Affect the Teaching and Learning Process
Lua Shanks
Dr. Thompson
Valley State University
10-6-2021
Factors that Affect the Teaching and Learning Process
Contextual Factors
The efficacious teaching and learning processes are
important in generating the desired academic outcomes for
students. Such processes entail the transformation and transfer
of knowledge from the educators to students. It requires a
combination of different elements within the procedure, in
which an instructor determines and establishes the learning
goals and objectives, and designs teaching resources.
Thereafter, teachers implement the learning strategy that they
will utilize to impart intellectual content into students.
However, learning is a cardinal factor that an educator musty
take into account while overseeing the process of knowledge
acquisition and retention. Many factors play an important role
in shaping the process of teaching and learning. Contextual
factors, for instance, are associated with a particular context
and characteristic that is distinct to a specific group,
community, society, and individual. Such factors may take the
form of a child’s educational, community, as well as classroom

2. settings.
Community, District, and School Factors
Armstrong School District is a major public learning
institution that occupies a geographical area of approximately
437 square miles. Located in Pennsylvania, it forms one of the
500 public school districts in the state, and hosts teachers and
students from diverse racial, ethnic, and ethnic backgrounds. As
a consequence, the institution partners with families,
community leaders, and teachers to improve students’’ capacity
to acquire knowledge ahead of their graduation. The
community refers to the urban or rural environment in which
both the teachers and learners operate. These may include the
teacher and students’ ethnic, racial political or social
affiliations that affect learning or knowledge acquisition.
Additionally, parents and community members play an integral
role in ensuring the quality of education in schools. They for,
example, collaborate with teachers and school administrators to
develop the most effective ways of improving their students’
learning outcomes. Indeed, community involvement in
schooling issues is potentially a rich area for innovation that
has immense benefits that far exceeds its limitations.
Considering that governments are constrained in offering
quality education due to contextual issues such as remoteness,
bureaucracy, corruption, and inefficient management,
community factors are pivotal in bridging the gap between
government initiatives and community needs. This helps to
adjust the child’s familial obligations to family interests,
thereby shifting towards ways of mobilizing a sense of
community by strengthening trust and relationships between
community members, parents, governments, as well as teachers
and school leaders. Other important community factors that
affect teaching and learning outcomes include student
population and demographics, academic achievement, as well as
the type of social community that a child belongs, which may
include social class, farmer, middle class, lower class, or
educated groups. Furthermore, progressive schools are more

3. likely to optimize learning outcomes that those that are
ethnically, politically, and socially reserved.
Classroom Characteristics
The classroom environment may significantly affect the
success of teaching and learning processes. My classroom
environment was, for example, well lighted, warm, and
spacious. These environments provided a friendly condition for
the students to increase their levels of engagement.
Additionally, the students were from diverse cultural, ethnic,
and racial backgrounds, a factor that strengthened collaboration
and improved the process of sharing different ideas on how to
address their academic problems. Each student has their own
desks, seats, and shelves for keeping their books. These
resources help to eliminate the potential chaotic processes of
keeping and sorting out learning materials before settling down
for studying. The bookshelves are located at the entries of each
school to make it easy for students to access their study
materials easily before they can settle down. The proposed
classroom environment also had additional technological
resources to make it easier for students to grasp different
learning concepts. These technologies included projectors,
tablets, personal computers, as well as assisting devices. These
resources go a long way in optimizing student engagement and
successful learning outcomes.
The classroom’s design also impacted learning experience
in many ways. The room, for example, was properly ventilated,
thereby reducing the likelihood of students suffocating or
spreading respiratory infections. While students’ grades and
academic accomplishments are often viewed as the leading
determinants of success, it is also important not to overlook
other intangible pointers that are harder to measure, which
include attitudes to learning, motivation, and social skills. In
light of the above, an efficacious classroom design should have
the capacity to strike a balance between teaching methods and
learning styles that occur in the space. Such an environment
supports teachers’ mission of combining both learning and

4. teaching, thereby helping them to establish a condition that
facilitates both student and teachers collaboration, which in turn
translates to fulfilling the learning experience.
Student Characteristics
The availability of learning resources, supportive
classroom environments, and a caring community may not be
enough to generate academic success. Student characteristics,
too, play a pivotal role in ensuring the effective delivery and
acquisition of knowledge. In my classroom environment, for
instance, students had different attitudes, perceptions, and
eagerness to acquire knowledge. In this respect, learners who
were attentive to teachers and asked questions regularly
performed better academically than their inattentive
counterparts. One of the characteristics that some of my
learners exhibited are open-mindedness. This quality manifests
in form of being receptive to the diverse views, perspectives,
and paradigm-shaking ideas (Apple et al., 2016). In that
connection, my classroom environment increased their
eagerness to do more and be better in what they lacked. Self-
drive is another important student characteristics that I observed
as pivotal in improving learning outcomes. Many students who
would read their books and conduct their own research without
a teacher’s supervision gathered more knowledge than those
who over depended on their teacher. Such learners desire to
grow academically from every experience and set development
goals, identify challenges, and overcome them. They also seek
mentors and competent team members who have the capacity to
support them in overcoming complex study concepts.
Self-assessment and commitment to success are other
important student characteristics that I observed in my
classroom environment. Some learners, for instance, established
their personal criteria for performance, and made observations.
This process also included reflecting on and analyzing the
observations, behaviors, and actions in a consistent fashion,
thereby making remarkable academic progress. Furthermore, a
student who is devoted to success does everything that is

5. necessary to reach all the milestones towards the stated goals.
Such an attitude enables the learner to make personal decisions
that extend their limits. As soon as they have gathered the
motivation, all the skills and knowledge follow.
Goals and Objectives
Learning Goals and Objectives
1. To improve students’ knowledge on phonics, fluency, and
phonemic awareness in a model that is backed by scientific
evidence with proven effectiveness.
2. To improve the students’ communication skills.
3. To enhance learners’ social and problem-solving skills.
How the Goals are aligned with National and Arts Standards
The goals are in line with the Pennsylvania Core Standards
CC.1.1.S.D., which requires the student to know and apply
grade level phonics and word analysis in decoding words.
According to this standard, the student should be able to use
combined knowledge of all letter-sound correspondences,
syllabication and morphology to read accurately (PA Core
Standards, 2020). Further, the standard requires student to
increase their ability to utilize contexts to confirm or self-
correct word recognition and understanding, and rereading.
Types and Levels of the Goals
The first to the third goal focus on teaching students’
phonemics is to enlighten hem on how to decode letters into
their respective sounds. This area of competency is critical in
ensuring that they are able to read unfamiliar words on their
own. Additionally, improving letter-sound knowledge can allow
the students to create a connection between the unfamiliar print
words and their spoken language (Waugh et al., 2015). The
process of learning the English language may be complex in
early childhood settings since it has many words with similar
spellings but with different meanings. Additionally, learning
phonics will enable the students to improve their reading,
writing, speaking, and listening skills and competencies.
Therefore, this lesson goes a long way in improving the
students’ oral and written communication skills.

6. Assessment Plan
Overview of the Assessment Plan
The purpose of the assessment plan is to evaluate the
extent to which learners have acquired knowledge on the subject
area. To attain this objective, they will undergo a pre-
assessment to determine their prior familiarity with phonics and
phonemics before the lessons begin. Thereafter, both summative
and formative assessment exercises will be conducted. The
latter will take the form of quiz and homework, while the
former will include end of term exams.
Assessment Plan
Learning Goals
Assessment
Format of Assessment
Adaptations
Goal 1
Pre-assessment
Online forms
Repeat and modify instructions
Goal 2
Formative
Grading and observation
Ability to differentiate words with the same spelling
Goal 3
Summative
Choice Questions
Understand homonyms
Activities
Activity 1
Select All Questions
Which word has a short /e/ sound?
a. bad
b. bee

7. c. bed
Which word has a short a sound?
a. cap
b. cup
c. cape
Which word has a short i sound?
a. bit
b. bite
c. bee
Grade 1Short vowels
Which word has a short /e/ sound?
a. red
b. rad
c. rid
Grade 1Short vowels CCSS: hit
a. hie
b. hive
Which word has a short i sound?
a. site
b. sign
c. sit
Which word has a short i sound?
a. rime
b. rim
c. ride
Which word has a short a sound?
a. sick
b. sack
c. suck

8. Activity 2
Word Family Awareness
Choose a word family to practice.
Parent says, "C….at. What’s the word?"
Child says, "Cat."
Continue with the same word family to reinforce rhyming,
vowel patterns and sound blending.
Example:
at an it en ot ake ane ole
cat, ran, bit, hen, dot, cake, plane, sole
sat, fan, hit, pen, cot, sake, cane, whole
bat, man, sit, ten, tot, rake, lane, mole
fat, clan, fit, men, lot, make, mane, pole
Activity 3
Table of Consonants, Vowels, & Word Families
Consonants:
b d f g h j k l m n p q r s t v w x z
Vowels:
a e i o u
sometimes y
Short Vowel sounds:
a e i o u
cat pen it top cup
Long Vowels say their own names:
Long "a" "e" "i" "o" “u”
cake me tie no cute
say meet wife poke hue
train eat night boat cue
Identify many rhymes that can be derived from the following 37
rhymes:
–ack –ain –ake –ale –all –ame

9. –an –ank –ap –ash –at –ate
–aw –ay –eat –ell –est –ice
–ick –ide –ight –ill –in –ine
–ing –ink –ip –ir –ock –oke
–op –or –ore –uck –ug –ump
Adaptations
The purpose of adaptations in learning is to find viable
alternatives that a teacher can use in order to ensure that every
learner participates in the learning process. Effective use of
substitutes and alternatives requires a teacher to understand the
various challenges that learners face. In as much as my
classroom is diverse, there are a few challenges that may affect
their capability to participate in the learning process. There are
about some cases of learners who use glasses. However, in the
case any of them losses their glasses or the glasses get broken, I
will ensure that they participate equally. For instance, I will
write the letters in bright colors for those that cannot see over
short-eyedness or take the material closer to them. Some
learners still have difficulty in pronouncing letter sounds or
reading fluently. I will ensure that these types of learners
participate by giving special attention to each case. I do not
expect that all the learners will read at the same speed,
therefore, I will make sure I stand close support slow readers or
those that cannot speak fast enough
References
Apple, D., Duncan, W., & Ellis, W. (2016). Key learner
characteristics for academic
success. International Journal of Process Education, 8(2), 61-82.
PA Core Standards. (2020). PA Common Core Standards.
https://static.pdesas.org/content/documents/PACC%20ELA%20
Crosswalk%20111
413.pdf
Waugh, D., Carter, J., & Desmond, C. (2015). Lessons in
Teaching Phonics in Primary Schools.

10. Learning Matters.
From the TWS you will develop factors 1, 2, & 3 for this
portion of the assignment. Attached you will find a TWS.
Within the TWS are 7 Factors that you will complete using the
TWS. This assignment 1 will include 1, 2, &3. Read carefully
and make sure you provide responses that satisfies the requested
information. Number 1 is contextual that ask you to describe
your community, school and students . Who are your students?
How do they learn? What does your community look like?
How is the economy? What is your school like? Discuss any
problems you have as a teacher. This is a discussion for
contextual about your students and your school and community.
The second factor is Learning Goals. Link learning goals with
contractual factors you have discussed in contextual. Also link
LG with state and federal standards. Learning goals will tell
what you want your students to know linked to state standards.
Follow subsections to keep you on line with what you should
report on in each section. These LG should be appropriate for
your learners, challenging and has variety. Make them
interesting and fitting.
Number 3 is assessment. Now, how will you determine what
your students know already about the LG you have chosen?
You will now use pre assessment to determine what your
students already know. An example of the assessment plan
table is on page 8 of TWS. Activities are listed and adaptations
are also on chart. Follow the chart to guide you in your
discussion.
Also I have provided things you should do in 1, 2, & 3. This
should be useful. Read it and apply. contextual factors
TWS.pptx Download contextual factors TWS.pptx
507 Teacher Remember this is a lesson you are creating for your
students. Follow instructions as provided on TWS
contextual factors TWS.pptx Download contextual factors

11. TWS.pptx507 Teacher Work Sample 1-3 (2)
copy.pdf Download 507 Teacher Work Sample 1-3 (2) copy.pdf
I hope you are busy creating your TWS. Please remember you
have limited time to complete this process. Your first 3 factors
are due November 10, 2021. Refer to you MVSU TWS given to
you. You are writing a paper using the TWS as a guideline.
You are also creating a lesson that overall will use each factor
as a section of your report.
You will be doing contextual, learning goals and assessment
plan for the first turn in on November 10. In contextual you
write about your community, school, and students. Discuss
these throughly. On page 4 of TWS you are given the
discussions you should have about the context of your
community, school and students. Use this subheadings to lead
your discussions. They include:
Community, district and school factors
Classroom factors
Student characteristics
Instructional implications.
Note in each of these subheadings information is provided to
lead your discussion. Basically this section is descriptive. You
are familiarizing yourself about these areas. This will assit you
in getting appropriate information that will help you make good
decisions about what you will teach. You must cover each of
these throughly.
Notice also the page length of each factor at the bottom of page.
This must be utilized to discuss this section as directed in
TWS. For contextual suggested page length is 1-2 pages. If
you submit a half page for this section you won't get full credit
as well as you have not covered this section well and will not
get full credit.
This section reveals what influe nces learning. students whose
parents are educated may need different instruction than
children whose parents have not education. Look for the factors
that influence education in your school and community and

12. make adjustments in your reporting to improve learning.
Learning Goals
Now what will you teach? What do you want your children to
learn in this lesson? The topics you should cover will include:
List the learning goals
Show how the goals are aligned with local, state or national;
standards
Describe types and levels of learning goals
Why are LG's appropriate for your students
You cannot teach a lesson without learning goals. Now you will
construct your learning goals using the above guidelines as
listed in TWS. Use your subheadings to guide your discussions.
This way you will include all that is requested in this lesson.
Label learning goal so that you will recognize throughout your
lesson
LG I. The students will recognize the letters of the alphabets
Appropriateness: This learning goal was taken form state
standard --------------------. Many of my students mayn't be
familiar with the letters as others are due to the limited
exposure to books, reading and other factors that are absent in
the homes. The data reveals that 60% of parents in the city
limits of our school cannot read (Relate information to
contextual factors). Some of my students cannot recognize any
letters as revealed through the posting of letters through out the
classroom and the inability to identify them when working with
students.
Discuss what testing instruments, and curriculums you use
directed by school that aides you in assessing where students
are. This will further explain how your goals are appropriate for
grade level. Discuss what you do daily to ensure learning.
Watch page length.
Check to see if your goals:
1.Are significant
2. Challenging
3. Have variety
4. Appropriate

13. 5. Aligned with National, state, and local standards
Assessment
Now how do you find out what your students already know
about the topics you will present with your goals? You will
need to provide an assessment that will give you understanding
about each student's level of current achievement. Alignment
between learning goal and assessment must be created. Review
the subheadings on page 8. Make sure you address each
subheading to ensure you have covered all of the information
needed to complete this section. Contextual factors should
align with assessment.
Include chart as shown on page 8. Each heading must be
included in your chart. You are discussing how you will assess
students. Each of your goals should be listed showing type of
assessment format, assessment and adaptations. The chart
clearly shows what you should have in the chart. You don't
have to create anything it is already listed on page 8. This must
be done for each learning goal.
Don't forget to include your subheadings to ensure your are
discussing each area as needed. Also watch page length for this
section which is 1-2 pages.
Continue to work. Ask questions if you do't understand
something. We can do this together
1
Factor 6

14. Lua Shanks
Dr. Thompson
Mississippi Valley State University
10-23-21
Factor 6
Student Progress and Advancements for Whole Groups and
Entire Class
Pre- and Post-Assessment Reports
Table 1
Pre-Assessment Table
Date
Topic
Activity
Learning Goals
Assessment
Week in Advance
Pre-Assessment
Pre-test
1
Test answer key
Day 1
Word pronunciation
20 question pre-test
2
Answers will be discussed after completed pre-test
Day 2
Rhyming words
Question and Answer Session
3
Observation and questioning
Day 3

15. Vocabularies
Group discussions
4
Observation and questioning
Day 4
Word spelling
Individual homework
5
Observation and questioning
Day 5
Syllables
Discussion
6, 7, 7
Post- test
Table 2
Post-Assessment Table
Date
Topic
Activity
Learning Goals
Assessment
Week in Advance
Post-Assessment
Tests
1
Test answer key
Day 1
Word pronunciation
20 question pre-test
2
Answers will be discussed after completed pre-test
Day 2
Rhyming words

16. Question and Answer Session
3
Observation and questioning
Day 3
Vocabularies
Group discussions
4
Observation and questioning
Day 4
Word spelling
Individual homework
5
Observation and questioning
Day 5
Syllables
Discussion
6, 7, 7
Post- test
Figure 1
Graphical Representation of Students’ Pre- and Post-Test
Performance
Table 3
Students’ Pre- and Post-test Performance
Pre-Test
Post-Test Student Performance
Student 1
32
56
Student 2
44
59

17. Student 3
62
77
Student 4
70
79
Student 5
80
92
Summary of What the Graph Says About the Students
Subgroup Selected: Low Achievers
Identifying and explaining why I selected Low Achievers
Some of the subgroups that were important to my lessons
and intellectual delivery are the low achievers. The reason or
selecting this group of learners for analysis is that an important
component of language learning is the equity principle. In that
connection, all students, irrespective of their learning
capabilities, should enjoy unrestricted access to a coherent,
challenging language and phonemics curriculum (Johnson,
2018). With a focus on people with low speed of knowledge
acquisition and retention, an instructor can bridge the existing
deficit and gap between the high and low achievers. To
maximize the process of information equitable informatio n
acquisition, I have decided to focus my attention to under
achievers since they also deserve a change to be listened to.
Table 4
Low Achievers’ Pre- and Post-Test Performance
Post-Test
Pre-Test
Student 1

18. 17
44
Student 2
32
59
Student 3
39
62
Student 4
42
79
Student 5
49
82
Figure 2
Chart/ Graphical Illustration of Low Achievers’ Pre- and Post-
Test Performance
Explanation and Summary of the Graph
Figure 2 indicates the gradual process of academic
development of underachievers. Unlike the medium- and high-
performing students, they began to exhibit low levels of
intellectual performance from 22 percent in the first time of
their education on the topics. However, identifying their poor
learning skills enabled me to design instructional interventions
that would meet their academic requirements effectively. For
instance, I provided them with information and explained to
them their meanings in a gradual and slower process than their
highly achieving counterparts. This tactic was especially
important in bridging the knowledge gap between the higher and
low achieving counterparts. I also ensured that each group
comprised a mixture of high and low achievers. As a
consequence, the students were able to learn phenomenally from
their highly performing counterparts and adjust accordingly,.
They eventually optimized their performance and performed

19. more or less like their peers.
Individuals
Two individuals who performed differently were Stacey
and Khalid, who belonged to and poor-attaining groups
respectively. To meet their learning needs, I employed a
differentiated instructional strategy. The differentiated
instructions also aimed at ensuring that the resources utilized
met their respective learning styles and ethnic backgrounds
respectively. As a high-performing student, Stacey was a quick
learner who would not only complete all her homework
assignments on time but also read ahead of others. Khalid, on
the other hand, required more attention in the sense that he
required more explanation and support.
A pre-post survey was conducted to understand the efficacy of
the learning strategies implemented to improve these two groups
of students. The pre-test involved providing the students tests
before taking them through the instructional interventions that
would enhance their learning experience. The outcomes of the
pre-test indicated that the students scored 75 and 32 percent
respectively. After the intervention, however, the pre-post tests
and examinations indicated that their overall performances have
improved to 92 and 67 percent. Thus, the study confirms the
hypothesis that the implementation of differentiated learning
interventions to meet the distinct needs of students with varying
levels of capabilities is effective in improving their outcomes.
Reflection
The learning goals that the student became most successful
at include vocabularies and syllables. There are various reasons
why the student was successful in these areas. First, I employed
differentiated instructional strategies to meet the learner’s
different styles of acquiring knowledge, such as engaging in
reading and class activities. Additionally, I modified my
instructional strategies to meet the student’s learning speed.
These approaches satisfied and increased student experience.
The learning goal in which the student was least successful
is goal 5, which required the student to learn about English

20. pronunciation. The reason why the student performed dismally
in this area is that English is not his first language. As such, the
first language and culture might have impeded his process of
effectively pronouncing the words. Another reason is that the
student joined the class when others had already completed their
learning processes. Thus, I had to go back to the basics and
familiarize him with all the concepts.
There are various professional goals that I wish to pursue
after this experience. First, I would like to strengthen my
capacity to build teacher-student relationship. I believe that
such a goal can be important in promoting the culture of open
sharing of ideas with learners. Additionally, I would like to
increase my students’ self-directed learning skills. This goal can
help them to develop and strengthen their research skills,
thereby optimizing knowledge retention. The first step that I
will take to increase performance will be to align the
instructions with learning standards. The second step will
involve implementing formative assessment and providing
frequent feedback.
During the start of the academic and learning periods,
many students expressed low levels of familiarity with the
lesson’s contents and concepts as indicated in the graph. As a
consequence, the mean grade of their performance started at 46.
Upon merging resources with the desired instructional
strategies, however, they began to exhibit optimal intellectual
performance. Consequently, their average grades improved
phenomenally from 46 percent at day lesson 1 to 92 percent in
the final lessons.
The students’ gradual growth to optimal levels of academic
performance is largely attributed to the utilization of different
learning and instructional strategies. The first approach that I
employed included delivering differentiated learning strategies
to meet both the students’ learning approaches and their ethnic
and sociocultural backgrounds. Indeed, students’ learning
capabilities often depend on their preferred modes of gathering
and retaining knowledge. What one student prefers to utilize

21. may not be applicable to another students. Nonetheless, Rhonda
et al. (2019) observes that many instructors erroneously employ
a one-size-fits-all approach to delivering instructions. In such
situations, they place many emphases on the middle range of
students’ academic abilities, primarily using whole-class
instructions. However, this approach may not resonate well with
those who are either fast or slow learners. The Education for All
(EFA) and No Child Left behind (NCLB) policies require
disaggregation of test scores by student subgroups, which
increases public attention to gaps in the learners’
accomplishments and illuminates the need to change the
existing teaching practices. In reaction to this strategy, I
adopted the response to intervention (RTI) tool, which is a
multi-tiered framework that is utilized to support students and
develop instructional problem solving. Under such an
arrangement, the students received differentiated based
interventions with frequent monitoring to measure their
responses from the pre-assessment to the assessment phases of
the content delivery processes.
I also employed differentiated instructions to efficaciously
implement lesson plans with a view to serving the diverse needs
of learners in general classroom environments. However,
considering the pressures from policies to practice, I avoided
the utilization of a one-size-fits-all approach to differentiated
learning. This approach was based on the idea that the existing
educational patterns across the world often reflect major
changes in student populations from two or three decades ago.
In that connection, the incorporation of learners from non-
English speaking backgrounds, students with disabilities, and
learners from diverse cultural origins implies that educators
must relook at their teaching and instructional practices. The
homogeneity of previous years has been replaced by the
widespread diversity, some which educators have not adjusted
to in their methods to keep updated to such trends.
The students’ remarkable progress in learning language
and phonetics also stemmed from the utilization of engagement

22. strategies. In this respect, I utilized both storytelling and
interesting activities that made the learners immersed into the
knowledge acquisition processes. This process increased their
levels of satisfaction and enhanced motivation to learn by
reducing their feeling of isolation (Martin & Bolliger, 2018). As
a consequence, all the learners improved their overall
performance in most of their topics. Since the students are still
in their early phases of the educational journey, they need to
explore their strengths, learning styles, places, and their special
forms of intelligence. As a teacher, I was responsible for
helping them to know and meet their respective learning needs
and preferences. My student engagement exercise focused on
improving their psychological and cognitive development in an
effort to increase their level of concentration, understanding, or
mastering of the knowledge, skills, or concepts that the
academic works were meant to promote. Additionally, I utilized
different resources to create a positive learner experiences, such
as active learning opportunities, increased student-teacher
collaboration, and group work. I also employed presentations
and encouraged discussions, resource sharing, and provision of
assignments that entailed hands-on components. This enabled
me to integrate case studies and reflections to explain different
concepts associated with phonetics for the learners to master.
The resources that I utilized also met different learning
styles based on students’ levels of preferences. To this end,
different principles were utilized to create a positive learning
experience. I for example, increased and strengthened contact
with students to closely monitor and evaluate their performance
over the entire stages of learning. Additionally, I establis hed
conditions for promoting opportunities for students to work
collaboratively and cooperatively. This step was particularly
pivotal in putting in place an environment in which children
learn from each other through the open sharing of ideas and
knowledge. I also encouraged students to utilize active learning
strategies and provided them with timely feedback regarding
their progress and overall performance over a specified duration

23. after the assessments. More importantly, I encouraged the
learners to spend their quality time on intellectual tasks such as
individual homework, reading, writing, and group discussions.
Finally, I ensured that I would address different learner needs in
the knowledge acquisition process, which went a long way in
increasing their level of retention.
Charts and Student Work Samples
Sample 1
Sample 2
Chart 1
Chart 2: A comparison of Student Group Performances
Chart 3: Pretest and Post-test Knowledge Retention Rates
Chart 4: Student Satisfaction Scores
References
Jönsson, A. (2018). Meeting the needs of low-achieving
students in Sweden: An
interview study. In Frontiers in Education (Vol. 3, p. 63).
Frontiers.
Martin, F., & Bolliger, D. U. (2018). Engagement matters:
Student perceptions on the
importance of engagement strategies in the online learning
environment. Online
Learning, 22(1), 205-222.
Rhonda, B, R. S., Dahnke, C., & Zusho, A. (2019). How does
changing “one-size-fits-all” to
differentiated instruction affect teaching?. Review of Research
in Education, 43(1), 336-
362.

24. Student Performances
Student Mean Performances Day 1 Day2 Day 3
Day 4 Day 5 46 55 67 79 92 Pre-Test
Student 1 Student 2 Student 3 Student 4 Student 5 32 44
62 70 80 Post-Test Student Performance Student 1
Student 2 Student 3 Student 4 Student 5 56 59 77 79
92 Pre-Test Student 1 Student 2 Student 3 Student 4
Student 5 17 32 39 42 49 Post-Test Student 1
Student 2 Student 3 Student 4 Student 5 44 59 62 79
82
Contextual Factors
Definition
Factors which reflect a particular context, characteristics unique
to a particular group, community, society and individual.
Context –Educational setting
Characteristics – particular to a person place or
thing(characteristics of educational setting which you will
report on). Provide discussion of the contextual factors in your
school.
Specifics for Discussion in Contextual
COMMUNITY
Urban or rural
Community composition(ethnic, political, progressive)
Student Population(what is it made up of: black/white/ girls/
boys
Student achievement level. A, B C students. Can offer test
scores as explanation. Are there adjustments needed to be
made to ensure student achievement? Where does these students
live in your community?

25. What type of social community (working class, farming, middle
class. lower class What drives employment ( high paying / low
paying. Family’s income level
How typical is your school in comparison to other schools
small, large regular ethnic, political, progressive
Characteristics of School itself ( age of building number of
classrooms, typical classroom size
What grade level are your students. What grade levels exit is
your school?
Describe characteristics of classroom small, large, windows,
doors etc..
Describe classroom atmosphere
Combine you a list of the Following and then discuss in your
TWS(identified previously)
Classroom Characteristics (ex: The classroom was small and
not well lighted. There are 15 desk in the classroom and one
blackboard in the back wall of the classroom. Two book
shelves are located as you enter the room on each side of the
door. The lighting in the room was not good as several bulbs
needs replacing………….ect. Must describe
Student Characteristics
Community characteristics
District Characteristics
Building Characteristics (this may vary in each building of
school)
Identify a groups of students with similar characteristics and

26. discuss that group( remain with contextual subject)
May also identify 1 student characteristics and discuss
For Your Information
Follow all guidelines and make sure you discuss what is being
asked of you. This is contextual make sure you follow and
discuss only contextual
You should have 1-2 pages for contextual
Draw Conclusions. What conditions result into low grades.
Some maybe poor attendance, overcrowded classrooms, lack of
parent involvement. Lack of qualified staff and so on. What
conditions improve student achievement (classrooms that are
not overcrowded).. Implications that may cause a particular
state is what you want to report. Use what you are reporting to
make this a good section of your paper.
Don’t include student or parent names in your report
Know who are you teaching
Learning Goals
Now that you have contextual you may begin to develop
learning goals.
Align goals with the national, state or local standards
Have 3 to 6 learning goals
Clearly state learning goals
Review Blooms Taxonomy 6 levels of learning: knowledge,
Comprehension Application, Analysis, Synthesis and Evaluation
Don’t list learning goals as activities
Discuss why the goals you are using are important

27. State Learning Goal – Make sure it is significant, clear,
challenging and appropriate for students
Use subheadings to justify reader of what you are explaining:
appropriateness, challenging, significant, etc.. Subheadings are
in bold in each of the TWS processes
Explain how learning goal is aligned with Blooms taxonomy.
You may be brief in your explanation to ensure you meet page
requirements.
Use subheadings to justify reader of what you are explaining:
appropriateness, challenging, significant, etc..
Write clear explanation of why the learning goal is appropriate
Look at the following learning goals and determine which are
written properly
Students will develop good skills Yes/ No
Students will understand how to identify verbs Yes/ No
Students will be able to identify a complete sentence Yes/ No
Students will state all the months in a year Yes/ No
Students will be familiar with the rules of tennis Yes/ No
Students will grow corn at home Yes/ No
Circle yes or no for each statement. Discuss why it was not a
goal
Assessment / 3
While constructing the assessment Plan the teacher uses
multiple assessment modes and approaches aligned with
learning goals to assess student learning before , during and
after instruction
Charts must be used in this section. You may use the following
chart but can be modified for your goals.

28. Learning Goals Assessments Format of assessment
Adaptations
Learning Goals should list each of your learning goals.
Remember to write learning goals as stated in the learning goal
section
Assessments to be used in this section should be pre
assessments , formative assessments and post assessment as
well as others that you may choose to use.
Format of Assessment would include what method of
assessment will you use at this point to assess your goals.
These are example of activities you may use(bell ringers,
homework, projects, written test ect.
Adaptations would be how would you use adaptations or
substitutes for students. For example child cant see written
material due to his broken glasses at recess. What would you
do so he can participate in the assessment process? You would
use adaptation for children which you are aware of that has a
barrier of the learning process.
Next you would explain using subsections to guide your
response. Always list the subsections as they appear and
respond in writing how you are doing this. The first thing listed
on your information sheet of the TWS is learning goals. At this
point you have completed a section of learning goals. The next
session is show how the local state and federal guidelines are
aligned with learning goals. Remember you must use goals
from local state or federal guidelines. The next section is
Describe the types and levels of your learning goals. Here
discuss the level and type of learning goal you are using. The
level should be consistent with the standards chosen and
appropriate for the student levels. The last bullet on the TWS
says you must identify how your goals are appropriate. Make
sure each of these are discussed and sub headed. Length 1-2
pages

29. Contextual Factors
Definition
Factors which reflect a particular context, characteristics unique
to a particular group, community, society and individual.
Context –Educational setting
Characteristics – particular to a person place or
thing(characteristics of educational setting which you will
report on). Provide discussion of the contextual factors in your
school.
Specifics for Discussion in Contextual
COMMUNITY
Urban or rural
Community composition(ethnic, political, progressive)
Student Population(what is it made up of: black/white/ girls/
boys
Student achievement level. A, B C students. Can offer test
scores as explanation. Are there adjustments needed to be
made to ensure student achievement? Where does these students
live in your community?
What type of social community (working class, farming, middle
class. lower class What drives employment ( high paying / low
paying. Family’s income level
How typical is your school in comparison to other schools
small, large regular ethnic, political, progressive
Characteristics of School itself ( age of building number of
classrooms, typical classroom size
What grade level are your students. What grade levels exit is
your school?
Describe characteristics of classroom small, large, windows,

30. doors etc..
Describe classroom atmosphere
Combine you a list of the Following and then discuss in your
TWS(identified previously)
Classroom Characteristics (ex: The classroom was small and
not well lighted. There are 15 desk in the classroom and one
blackboard in the back wall of the classroom. Two book
shelves are located as you enter the room on each side of the
door. The lighting in the room was not good as several bulbs
needs replacing………….ect. Must describe
Student Characteristics
Community characteristics
District Characteristics
Building Characteristics (this may vary in each building of
school)
Identify a groups of students with similar characteristics and
discuss that group( remain with contextual subject)
May also identify 1 student characteristics and discuss
For Your Information
Follow all guidelines and make sure you discuss what is being
asked of you. This is contextual make sure you follow and
discuss only contextual
You should have 1-2 pages for contextual
Draw Conclusions. What conditions result into low grades.

31. Some maybe poor attendance, overcrowded classrooms, lack of
parent involvement. Lack of qualified staff and so on. What
conditions improve student achievement (classrooms that are
not overcrowded).. Implications that may cause a particular
state is what you want to report. Use what you are reporting to
make this a good section of your paper.
Don’t include student or parent names in your report
Know who are you teaching
Learning Goals
Now that you have contextual you may begin to develop
learning goals.
Align goals with the national, state or local standards
Have 3 to 6 learning goals
Clearly state learning goals
Review Blooms Taxonomy 6 levels of learning: knowledge,
Comprehension Application, Analysis, Synthesis and Evaluation
Don’t list learning goals as activities
Discuss why the goals you are using are important
State Learning Goal – Make sure it is significant, clear,
challenging and appropriate for students
Use subheadings to justify reader of what you are explaining:
appropriateness, challenging, significant, etc.. Subheadings are
in bold in each of the TWS processes
Explain how learning goal is aligned with Blooms taxonomy.
You may be brief in your explanation to ensure you meet page
requirements.
Use subheadings to justify reader of what you are explaining:
appropriateness, challenging, significant, etc..

32. Write clear explanation of why the learning goal is appropriate
Look at the following learning goals and determine which are
written properly
Students will develop good skills Yes/ No
Students will understand how to identify verbs Yes/ No
Students will be able to identify a complete sentence Yes/ No
Students will state all the months in a year Yes/ No
Students will be familiar with the rules of tennis Yes/ No
Students will grow corn at home Yes/ No
Circle yes or no for each statement. Discuss why it was not a
goal
Assessment / 3
While constructing the assessment Plan the teacher uses
multiple assessment modes and approaches aligned with
learning goals to assess student learning before , duri ng and
after instruction
Charts must be used in this section. You may use the following
chart but can be modified for your goals.
Learning Goals Assessments Format of assessment
Adaptations
Learning Goals should list each of your learning goals.
Remember to write learning goals as stated in the learning goal
section
Assessments to be used in this section should be pre
assessments , formative assessments and post assessment as
well as others that you may choose to use.
Format of Assessment would include what method of
assessment will you use at this point to assess your goals.

33. These are example of activities you may use(bell ringers,
homework, projects, written test ect.
Adaptations would be how would you use adaptations or
substitutes for students. For example child cant see written
material due to his broken glasses at recess. What would you
do so he can participate in the assessment process? You would
use adaptation for children which you are aware of that has a
barrier of the learning process.
Next you would explain using subsections to guide your
response. Always list the subsections as they appear and
respond in writing how you are doing this. The first thing listed
on your information sheet of the TWS is learning goals. At this
point you have completed a section of learning goals. The next
session is show how the local state and federal guidelines are
aligned with learning goals. Remember you must use goals
from local state or federal guidelines. The next section is
Describe the types and levels of your learning goals. Here
discuss the level and type of learning goal you are using. The
level should be consistent with the standards chosen and
appropriate for the student levels. The last bullet on the TWS
says you must identify how your goals are appropriate. Make
sure each of these are discussed and sub headed. Length 1-2
pages