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UNIVERSITY OF THE PEOPLE MASTER OF EDUCATION IN ADVANCED TEACHING EDUC 5272: ADVANCED PRACTICES FOR TEACHING THE STEM FIELDS AT THE ELEMENTARY AND MIDDLE SCHOOL LEVELS UNIT 1: SETTING THE STAGE FOR MATHEMATICS AND SCIENCE LEARNING INSTRUCTOR: DR. SEOYEON PARK DATE: 22/11/2023

In the eastern city of Mbale, there is a school called Child of Hope Junior School. The school was founded by an non-governmental organization to support the children from a slum called Namatala with education. The school has a total population of about 450 students who are in 10 classrooms, i.e., from nursery school to primary school. The students come from different tribal backgrounds and seek different native languages, the majority of which is Bantu and Nilotics. Some speak Kiswahili, and of late some have basic English due to the growth of the development in the community. This school has 23 teachers who support the teaching-learning process in the school. Some of the students are provided with scholastic materials; they are not charged any tuition or school fees, while others from able parents pay a moderate school fee rate. The level of need and cognitive ability of the students differs for different learners depending on their family background, distance from the school, the economic welfare of the family, and their levels of exposure. The types of diversity in classrooms include cultural diversity, linguistic diversity, Diversity in learning styles, Diversity in academic ability and diversity in economic and social welfare. Some students come from Karamoja, Teso, Bugisu, Busoga, Buganda, Bugwere, and Japhadola, and one, in particular, is of color. The parents are a mixture of Chinese and Ugandan, as well as others from a background of intermarriages between the tribes within Uganda. In terms of linguistics about tribes, the various students speak one or two languages, and the majority of them, who are ages 9 to 13, speak English, while those in the lower classes speak the local languages dominant in their local area of origin. For example, some of them speak Ateso, Luganda, and English, while others speak Lugisu, Ateso, Lugwere, and English. Children with

good oral development get more languages at the language development stage. Kohlberg’s theory of moral development (n.d.) Regarding learning styles, the students varied; some were tactile; the majority of them were in the lower classes; and some were audio-visual learners. The general element is that most of the students had more than one style of learning. Academically, they varied, and their performance varied accordingly with a clear normal distribution from average to exceptional intelligence. There are elements of first learners, average earners, and slow learners too, so the teachers varied their teaching according to the different levels of learner academic achievement. McLeod, S. A. (2018, May 3). Erik Erikson’s stages of psychosocial development Economically there were some students from very good family backgrounds and economically well-off; these students had good uniforms, shoes and general scholastic materials Impacts on teaching The teachers have to employ multiple teaching approaches to help learners of different learning styles, academic diversities and interests. The teachers have to employ learner-centered methods of teaching so that the learner's interests are catered for by all ages; they also have to vary the content according to age, ability, and achievement. In the lower classes, the teachers have to consider the linguistic diversity to support the different learners and also support the learners’ social development Seifert, K., & Sutton, R. (2009) The teacher needs to consider the use of different languages, tools, and learning environments to enable the learners to learn effectively.

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Impacts on student learning Some of these diversities may affect the learner's ability to access facilities for personal learning, such as videos, books, and the Internet for research and personal learning. The challenging aspect is the fact that the teacher may fail to have effective ability to address all the learners in the different linguistic diversities effectively, especially in the lower classes. The balancing of the economic classes is challenging as it may lead to economic classes and informal groupings in the school, which may make some of the students feel less privileged while others may feel more blessed.

REFERENCES 1. Kohlberg’s theory of moral development (n.d.) The Psychology Notes HQ: https://www.psychologynoteshq.com/kohlbergstheory/ 2. Learning Theories (n.d.), www.learning-theories.com . 3. McLeod, S. A. (2018, May 3). Erik Erikson’s stages of psychosocial development SimplyPsychology. https://www.simplypsychology.org/Erik-Erikson.html 4. Seifert, K., & Sutton, R. (2009). Educational psychology (2nd ed.) The Saylor Foundation https://www.saylor.org/site/wp-content/uploads/2012/06/Educational- Psychology.pdf

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