_Summative Examination CKosoko

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Grand Canyon University *

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SPD 500

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Dec 6, 2023

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Summative Examination Chandal Kosoko Grand Canyon University: SPD 500 Professor: J. Hill October 25, 2023

Christian Worldview and Respecting Students One of the key principles of the Christian worldview perspective is to interact with all we encounter as if they are our brothers and sisters, which they are through Christ and to act in all things with compassion at the forefront (Integration Of Faith, Learning and Work at Grand Canyon University, 2021). We are taught when studying the Integration of Faith and work to exalt the Father and live to be of use to our community and its members while ensuring its advancement (Integration Of Faith, Learning and Work at Grand Canyon University, 2021). Utilizing this viewpoint an educator can exhibit these traits and practices in their career through acknowledging that each student will exhibit deficiencies in learning, understanding that learning takes time and being committed to enhancing the skills these learners have as their educational career advances and incorporating the opinions of learners when producing an educational environment (Tomlinson, 2011). This is necessary for educators in order to completely comprehend the force of thoughts and conviction (Tomlinson, 2011). When an educator believes that a student can accomplish something, it increases the chances that the student will as well. Acknowledging the hobbies or passions of learners aligns with Christian thinking as we are taught to not look down or form opinions of others based on our personal values. Being dedicated to furthering the education, and future possibilities of a student is a crucial aspect of being of use to the community and its members (Integration Of Faith, Learning and Work at Grand Canyon University, 2021). Language Culture and Family Background Societal divides amongst guardians, teachers and children can negatively impact the

educational career of learners (Rosendo, 2022). When students utilize another language other than English as their primary language it can be difficult to establish rapport with peers, educators and other members of the community. Students that emerge from educational districts that are not primarily white can have less access to funding for electronics, sporting equipment and other necessary items needed for a quality education (Rosendo, 2022). Educators can even provide much needed criticism to students from different cultures in an effort to avoid claims of discrimination, in turn hindering these students' preparedness to further their education (Rosendo, 2022). Family history or upbringing can largely influence how, and why students learn. Some families send their children to school with the drive to succeed based on the motivation to pursue higher education in order to take care of their families. Whereas other families propel their students into an educational career with the motivation that quality grades are an afterthought to excelling athletically. In order to ensure that language, ethnicity and upbringing are not negatively impacting the education of children educators can acknowledge and bring attention to inequalities within the educational system (Rosendo, 2022). Secondly teachers can provide learners within their learning communities with needed criticism regardless of race or fear or discrimination claims (Rosendo , 2022). Lastly acknowledge biases that educators themselves may have implicit or conscious. Specifically Designed Instructional Strategies Evidence-based student tailored methods that may be employed to meet the educational gaps and isolated demands of each learner include reframing the educators own perspective of learners working solo to complete assignments and objectives shifting their thinking towards

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more of a joint learning venture, with children not only cooperating with one another to succeed but also practicing tolerance for the opinions of others (Rothstein-Fisch et al., 2008). I am of the belief that students learn best from other students whether it be behaviors, skills or choices. When learning is thought of as a joint venture students are working together giving them the opportunity to learn from one another. Studies reflect that children with exceptionalities can be educated how to retain curriculum (Successful Strategies for Teaching Students with Learning Disabilities 2021). Other evidence-based student tailored methods that may be employed to meet the educational gaps and isolated demands of each learner include providing fragmented information to students, utilizing questions that grab the learners attention and keep them interested (Successful Strategies for Teaching Students with Learning Disabilities 2021). Splitting the instruction into smaller pieces allows educators to go over information repeatedly, it also provides learners with the opportunity to proceed step by step, likely making them feel less overwhelmed. When educators ask questions that reach out and peak student interest it garners responses from students, especially when the questions are geared towards student interests or hobbies. Making the inquiries relatable to the things that students deem hip or cool can keep the lesson flowing with students consistently engaging even sometimes disagreeing providing future discourse. Strategy Justification The above mentioned instruction methods are justified as studies reflect learners are increasingly likely to be at grade level as well as exhibit favorable results when clarification or demonstrations are given by their contemporaries (Emerson, 2013). Utilizing this method also

speeds up students' ability to understand what they are learning (Emerson, 2013).

References Emerson, L. (2013). Cooperative Learning in Inclusive Classrooms: Students Who Work Together, Learn Together . William & Mary School of Education. https://education.wm.edu/centers/ttac/resources/articles/inclusion/cooperativelearning/ INTEGRATION OF FAITH, LEARNING AND WORK AT GRAND CANYON UNIVERSITY. (2015). Retrieved from https://www.gcu.edu/sites/default/files/media/documents/about/christian-identity- heritage/intergration-faith-work-at-GCU.pdf Rosendo , J. (2022, December 9). Family and Cultural Influence on the Learning Environment . Early Learning Ventures. https://www.earlylearningventures.org/family- and-cultural-influence-on-the-learning-environment/ Rothstein-Fisch, Carrie, & Trumbull, Elise. Managing Diverse Classrooms: How to Build on Students’ Cultural Strengths. (2008). Adolescence , 43 (171), 692. Successful Strategies for Teaching Students with Learning Disabilities . Learning Dis abilities Association of America. (2021). https://ldaamerica.org/info/successful- strategies-for-teaching-students-with-learning-disabilities/ Tomlinson, C. (2011). One to Grow On / Respecting Students . ASCD. https://www.ascd.org/el/articles/respecting-students

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