Learn Assessment Assignment Part 1

LEARN ASSESSMENT ASSIGNMENT EDUC 871 The author explains the deficiencies in providing equal opportunity for all learners and equity of the critical reconstructionist speaker curriculum. The curriculum supports teaching students based on sub-group populations like demographics, socioeconomic status, and learning abilities. It emphasizes that all students must learn based on similarities and not differences. “This lets students work together as a team and depends on each student's skills to make a learning moment (Parkay et al. 2014)”. Personal Analysis and Critique I have been in education for nearly ten years and have taught almost every grade level; in recent years, there has been a push to teach problem- and project-based learning. These two approaches have identified the need for students to engage with one another and instill confidence in their responses. The two approaches are like activating prior knowledge and having students learn from each other. Allowing students to take ownership of their learning and having the teacher facilitate the process while checking for misunderstandings positively impacts teaching students. The experimental traditions approach will enable students to solve real-world problems/projects and work together to find the solution. The critical reconstructionist speaker curriculum is not well supported among educators because it segregates learners and has them learn based on similarities instead of differences. Critics of this curriculum point out the inequality and inequity when using this teaching approach; students should not be segregated when learning. There should be an inclusion model that allows all students to grow from one another instead of identifying similarities based on gender, socioeconomic status, or race. Learners need to learn from each other, promote their differences, and allow those differences to empower learners. The curriculum does not promote inclusion or will enable each student to see different learning styles.