The document discusses a project conducted by an educational consulting team to address student disengagement and low academic performance at Sunnydale School. Observations highlighted the need for incorporating constructivist approaches and enhancing the affective domain in teaching methods. Recommendations include mixed ability group work, inquiry-based learning, and a focus on developing critical thinking and problem-solving skills among students.

1. Writer
Alamin Osman

2. Learning Theory and Implications
for Instruction

3. Introduction
3
There are many concerns and debates about how to raise student achievement. Most schools hire education
consultants or experts to help solve these issues. Sunnydale School is one of the leading educational institutions in
the area. The school asked our office service for advice on how to deal with students who seemed disengaged from
class content, and often acted out. Testing results have consistently been low; the performance on exams has been
poor. Due to the lack of information about the school's state, we constructed an observation method. We have also
observed, and collected data about various content areas, such as lesson plans, classroom management practices,
curriculum content, teaching methods, and students' and teachers' behavior and grade levels inside the school. Our
team presented the school's administration with a final report and solid recommendations at the end of the project.

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.
Rationale:
Group projects like this can help us increase our understanding of how observations are done, how the team addresses a problem and the school's needs, and how
to address them effectively, as well as increase our skills in certain areas such as teamwork, methods applied, and how to reach solutions and recommendations.
The information presented will widen our teaching methods and style, and it will also have a positive effect on the educational experience our students will get.
As an Educational consultant team, we help Sunnydale School administration to solve the problem of students disengaged from class content, and often acting out
of rules. In addition, their performance on exams has been problematic; and testing results are consistently low. We conducted the method of observations inside
the classrooms of grades 7 and 9 we also made observations across various contents and contexts, at Sunnydale School, and we all concluded that there was the
same common problem or set in the students' ability to reach their fullest potential in learning. Our experts were in various forms of teaching methods, curricula,
and subjects, such as English language, computer science, and math. As a result, we were able to determine the appropriate solutions for the school to implement
moving forward. We would like to see the school incorporate more constructivist approaches to learning, as well as develop the affective domain. As these
strategies overlap, we would like to see them implemented together. Based on our own experience teaching in schools that emphasize these two elements, we have
found that students are more motivated to learn and can therefore construct a deeper understanding of learning objectives. We would recommend incorporating
multiple perspectives into a curriculum.

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What did you see in the class, such as teacher practices and student behaviours or performance?
What I have noticed in the class room is teachers set goals for students measuring and metering the results very closely and also having the students reflect on
what they have been doing the class so be better equipped to cater to their needs and help them achieve their goals and over come the challenges that the students
have been facing. Being able to problem solve independently also being a major part of the teaching strategies used by the teachers.
When it comes to correcting or choosing students in the class students also come up with something know as Classroom essential agreements for which they
make up classroom meetings and decide as a class some rolls that they need to follow in the class and something that might work for them as a group. Taking
ownership and taking responsibility is also a major part of the problem solving skills that teachers help students develop from the Pre Primary level its self and
these are some life skills that will only help them in their future endeavours in life.
How Teacher modelling helps mould my lesions :
As an educator, I always demonstrate my lesions to help them work on their Maths problems, writing prompts etc. Using visual aids, maths manipulatives, voice
modulation or puppets helps give students a more hands-on experience that helps spark the student’s interest. Students always learn better when the lesson is
modelled by an adult so that they get a contact of the prompt and a better understanding. (Teacher Modeling, p 130 in the Schunk text).

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Students also learn from using their brain to think or even the experiences that they have gathered at school or outside school from friends and
family members. (Bransford, JD, Brown, A.L. ,& cocking, R.R. (Eds). (2000).
Modelled behaviour mostly differs based on the usefulness of the strategies. Students listen to the instructions as they know they will be prompted
and they also have an understanding that they might demonstrate the same skills and behaviour. It's beneficial to problem solve themselves and use
their prior knowledge to help themselves.
The evaluation also plays a key role. Reflecting on their thoughts and their prior knowledge researchers have found that students learn good or bad
things from adults or their peers around them (Schunk, 1987); however, they express it in different ways. For example, adults use more words to
express themselves while students might choose more non-verbal moods to communicate during times of confusion.
I am also adding a few examples in the next slide as how we as teachers help achieve these goals and the process that we go through to star with all
the goal setting and observations.

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• What is the teacher’s theoretical approach? Is the teacher employing more than one? How do you know? What is your evidence?
• As a teacher who is teaching the Pre Primary students our classroom being a mixed age group classroom it is always a challenge for homeroom teachers to
be able to cater to all the needs of the students who have different needs. We try to understand the levels that each one of them is at by conducting daily
observations and assessments. We have a assessment tool which is known as a continua which we use to asses the students based on their skills sets and their
age we only mask a particular skill that the student is hawing if we have observed it for about 80% of the time in the classroom setting. We have four such
continues the Reading, Writing , Math and Reflective Thinking ( social skills) continua. We also add our common sentences going he parents just of what
they have done in each area this year and then we add a small narrative of the observations that we have made in class. I am adding an example of the
common sentences and narratives below . Teachers use multiple tools to do these observations and then based on these observations set short term goals for
the next term and scaffold the students through this process.
• Common Sentences- (Reflective Thinking) - Since the return to full time, in-person school students have enjoyed frequent opportunities for social
interaction with their peers in the classroom. From water play to Holi themed Investigation, friendships have flourished and evolved across the grade level.
Students have been supported with vocabulary to help them problem solve and reach a resolution when they encounter a conflict.

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• In their unit exploring migration, students collaborated with each other in Focus Groups to study and explore specific migratory journeys in detail. They used
their prior knowledge and research to inform and educate their peers as they shared their new understanding of the world around them. Students enjoyed guest
speakers such as a migration expert Ms. Katie from UCDS, a sketch noting experience from our principal Ms. Radhika, and a field trip to a local library.
• Narrative Example - (Reflective Thinking) - At Class Meeting and Circle Time, Tara has found her voice and will often willingly share her thoughts, while
patiently waiting for her turn to share using her ‘silent hand’. “Also you can take care of the plants and make sure plants don't die. I also used plastic bottles to
make piggy banks”, mentions Tara as she contributes her ideas to a conversation about Earth Day. Her sense of wonder captures the interest of everyone
around her. Tara enjoys a few strong friendships across the Pre Primary community. She is seen singing songs with her friends like “Lemonade, skip ice, spit it
once, spit it twice, touch the ground, twirl around, kick your brother out of town”. Her infectious giggle can often be heard as she engages in all kinds of play
activities. Aware of her emotions and thoughts, Tara is not afraid to share what is on her mind. When she cannot solve problems with her friends on her own
she will seek out a teacher for help and reasonably listen to coaching that she can implement independently. During a recent Class meeting, we discussed
problems that arose amongst the girls and boys while playing. Tara came up with a prompt solution as she shared with her friends “while playing at recess
girls and boys should play safe and we should be safe or else someone might really get hurt”. She can often be seen reminding friends about their indoor
voices during Rest and Read, quiet Discovery time, offering to read to her friends and helping them in Math Vitamin or finding a word on the Word wall. Tara
is an integral member of the Pre-Primary community.

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Is the current theoretical approach successful? What improvements would you suggest? Justify your improvements with citations from the
reading- Yes the theoretical approaches that we have been using have been very successful most of the times listing a few below -
- Being able to make a concept visual to students so that all the audio visual needs of the child is met.
- Being able to mix students up based on their abilities to work in mixed groups with one KG1 student and one KG2 student since we have a
mixed age group classroom. Which not only helps the students in communication but also with critical thinking and problem solving.
- Using the inquiry based approach where students where given the chance to ask questions which was supported by some provoking equations
which help students become more independent learners.
- Differentiating and asking class tasks that are based not he students specific needs being able to give them stretches on the bases of that.
-Using technology in the classroom being able to use the whole boards and do interactive audio visual videos with the students.
- Classroom management being done with class meetings and setting essential agreements for the classroom and also having check ins with the
students to give them to verbiage to communicate and problem solve independently.

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Critical thinking is a major component that influences the learning process of the student and sometimes very few teachers are successful in doing so
(Miri et al., 2007). Even do we where able to do so but reflection was something that we really struggled with having the time to do more reflections would be
much more beneficial as well.
Also sometimes being able to drive evidence from the past student data that we have collected to start with the planning for the new teem can be helpful
for us to re visit and make changes to out discussions and see which way it leads to (Lederman et al., 2002; Tsai, 2002; Kang and Wallace, 2005).
Are the learning domains demonstrated by the teacher appropriate for the class learning goals? Is there a variety of complex hierarchies included?
What is your evidence? What suggestions do you have for the teacher? Justify your improvements with citations from the reading.
Observations show that teachers mostly focus on cognitive and affective domains of learning, but neglecting psychomotor development when teaching math and
practical subjects have a negative impact. Cognitive domains deal with students' acquisition, application, and processing of knowledge. However, the teacher
emphasized the basic and low levels of Bloom's taxonomy that focus on recalling and remembering facts. The terms he uses are: define, name, repeat, underline,
etc. The affective dimension is about making students want to learn, which is less used and at a lower level. We found the teacher repeated these words throughout
the lesson (answer the following questions).

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“Emotion can also work against learning – no learning occurs if a student feels threatened. Students may feel threatened by being asked to
answer a question or ask to read aloud." See learning strategies. (n.d). and this is what happened with one of the students. however,
psychomotor skills are not fully utilized by adolescents (Kasilingam, G., Ramalingam, M., and Chinnavan, E, 2014). Most of the time,
adolescents' motivation is low because their brain areas are still developing. “Other skills necessary for effective functioning in the world do
not reach their peak of efficiency until mid-adolescence. By the age of 15 or 16” (Armstrong, T. (2016). Using an affective domain is therefore
very helpful. Activities to increase willingness include discussing the importance of the course or providing examples of professionals who use
the skills learned in the course (Kasilingam, G., Ramalingam, M. & Chinnavan, E, 2014). A psychomotor component is also essential since the
course requires more hands-on activities. Students need to practice to reach a high level of accuracy, smoothness, and rapidity. Here are a few
tips that teachers can use to make their students’learning more efficient. (Use storytelling, Think, Pair, Share, Visuals, Hands-on / Simulations,
Rhythm, Rhyme, Rap, etc.)

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• Given the neuro-maturational state of the students and their biological ages, how would you assess the appropriateness of the teacher’s practices?
Are the teacher’s strategies aligned with brain-based research about adolescent learners? Draw from course materials to defend your position.
• In the area of the neuro-maturational state of the students and their biological ages, the teacher needs to improve his practice. E.g. when he asked the
students to read and I think he knows that the child has no reading ability. This can be counted as a threat. “No learning occurs if a student feels
threatened”. Sun Protection Outreach, (n. d). This means the teacher doesn’t aware of students adolescents' needs. It is not good to let your student feel
threatened. We should remember that adolescents have areas of the brain that are not fully developed, yet which are the frontal lobe, amygdala…etc. The
frontal lobe is responsible for processing information, decision making, inhibiting behaviors, and focusing on long-term goals. And the amygdala is
responsible for emotional responses. Schunk, D. H. (2012).
Considering what these areas do, I suggested that the teacher should employ some strategies to support his students. Yes, he uses cognitive and some parts of
affective domains. But still, adolescents need more time to process information and think about the answer because of the frontal lobe which is still growing.
Thus; the teacher needs to incorporate strategies such as Think Pair Share” or “Wait Time” storyteller Schunk, D. H. (2012. This way helps students to be more
prepared and confident to answer questions. Another strategy is the importance for students to work in small groups. Adolescents’ brain is “social & requires
interaction to develop properly Schunk, D. H. (2012. Creating activities in groups such as simulation or reciprocal teaching helps students to develop their critical
thinking and problem-solving skills, working in groups helps students to create new relationships with new peers, and gave them the confidence they needed.

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This group project has been so enriching and wonderful for both of us as team members.
As we got to see different point of views and also learning to be more cooperative and collaborative.
Time difference was a major problem that we faced and hence later reply to the messages.
This project also took us through different phases where we learned about not only how the students have earned or how we can fit our teaching techniques best and
try to cater more to the students need but also how we can self reflect and problem solve our self as adults as well.
In conclusion to what we have learned from this group project the soul perps of a school its teachers is not only to provide medications to the students but also to
understand their personal needs and how we can cater to them. Support students not only who are able to attend normal school but also looking at students do don't
have a stable life at home and who may not have the basic necessities or have had to drop out from school at an earlier age cos of poverty or gender or other factors.
Collaboration with someone else on this project not only gave us the idea of a background from where we come from and what kind of schools we teach in but it
also allowed us to sharing our teaching practices and take back so many new things that we have learned from each other to our class or just for personal learning
experience.
Conclusion

14. References:
1 - Armstrong, T. (2016). The power of the adolescent brain: Strategies for teaching middle and high school students.
ASCD. https://www.weareteachers.com/wp-content/uploads/ASCD-2-Book-Sample-PoweroftheAdolescentBrain.pdf.
2 - Graduate Student Instructor Constructivism gsi.berkley.edu
3- Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of
Young Pharmacists, 6 (4), 27- 33. https://www.jyoungpharm.org/sites/default/files/10.5530-jyp.2014.1.5.pdf.
4 - Karl Mager, SocialPedagogy,1810-1858 https://en.wikipedia.org/wiki/Social_learning_(social_pedagogy)
5 - Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., and Schwartz, R. S. (2002). Views of nature of science questionnaire: toward valid and meaningful
assessment of learners’ conceptions of nature of science. J. Res. Sci. Teach. 39, 497–521. doi: 10.1002/tea.10034.
6 - Miri, B., David, B. C., and Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: a case of critical thinking. Res. Sci. Educ. 37,
353–369. doi: 10.1007/s11165-006-9029-2
7- Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.)
8 - Skinner, B. F. (1976). About Behaviourism. New York: Vintage Books..
9 - The adolescent brain- learning strategies & teaching tips. (n.d.). Sun Protection Outreach by
Students. http://spots.wustl.edu/SPOTS%20manual%20Final/SPOTS%20Manual%204%20Learning%20Strategies.pdf.

15. THANK YOU
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