Teaching and Learning in the 21st   Century analysis

 

There are multiple theories applicable in a primary school classroom. Some of these theories are in direct response of the psychosocial situation of the class. Others focus on the aspect of pedagogy as applied in class. These theories include Learning Theory, genre theory, theory of culture and linguistic.

Learning theory is widely used in a classroom setting. Kalantzis and Cope (2013) argues that the theory specifies that learning is a process of absorbing, processing and retaining information during the pedagogic process. However, as much as this theory is decisive, integrating it in a primary classroom environment is hurdle. Technically, the theory requests a higher degree of cognitive, environmental and emotional influences

Secondly, genre theory has a significant impact on diverse teaching-learning environment. Kalantzis and Cope (2013) argues that genre theory is a more instructor driven approach that specifies the importance of students’ independence. Although this theory is much superior as compared to specifications of a primary school environment, it should be noted that the theory guides the instructors towards the empowerment of students to act at an individual level.

Thirdly, the theory of culture and linguistic is instrumental in aiding the instructor with contemporary multicultural skills. In this case, the instructor will adopt structural, typological and forma linguistic theories of language. Kalantzis and Cope (2013) analyses semantic diversity and semantic component have factors that have to be considered in operating a contemporary classroom.

The instructor on a back-to-back mode will apply these theories. Applying these theories requires the adoption of a superior cognitive approach. While the learning theory is entirely based on students, the genre theory and the culture and linguistic theory seeks to direct students on collective teaching and learning strategy dubbed integrative pedagogy.

 

Discuss and analyse the links between the principles and theoretical knowledge

Based on the instructors’ characters, there are several linkages between principles and theoretical knowledge of pedagogical strategies. Essentially, the above-discussed theories elucidate on my teaching stratagem in a primary school level. While the theories supply principles and ideologies of a given teaching stratagem, my innate principles and theoretical knowledge provide a critical approach of teaching by appreciating the diverse characteristics of my ideal classroom environment (Culpan et al., 2011, pp. 54). The links also provide prescriptive propositions on given pedagogical procedures, instructional or pedagogical principles aimed at guiding the practice on how the instructor expected to manage my classroom environment.

In particular, the instructors should possess superior instructional principles configured to meet the demands of a specific classroom communication pattern. This development consists of logical instructions and deduction principles. With time, the instructor will adopt the psychological theory, which depicts clear general pedagogical implication in response to presumptive pedagogical context.  In addition, the instructors should have solidified teaching principles by adopting coherent learning theories, which are primarily established as collective brain-based research and design programs.

Instructional choices

Based on the brain-based research and design programs approach, instructional strategies are responsive to demands of a given pedagogical setting. A challenging content does lead to higher achievement since this leads contest quality approach. The class will be engaged in competition for solutions. For an elaboration, the brain-based approach to gauge students based on their innate abilities. For this reason, it is necessary to develop a design framework, which responds to individual students’ ability. This teaching methodology as the integrative pedagogy based on the brain-based learning theory.

The integrative pedagogy works better since it responds directly to demands of given pedagogy situation. Primarily, needs of given classroom environment are met based on the students ability to respond to a different situation of learning. In particular, diverse or multicultural challenges are met better using this approach since the approach guarantees the development of customized teaching-learning methodologies.

Identify and justify your role and purpose as a literacy educator

Using an integrative approach, the instructor will with time considered myself as an academic facilitator and built structures using pre-existing group of teachers and students. Institutionalized structures have guided me to focus on my history in pedagogy to mediate interaction within a given context. Classroom aspects created between me and my students employ discursive structures to instigate primary responsibility traits to students (Meppem, 2000, p. 47). For this reason, responsibility traits have been experienced inside and outside the classroom environment. In other words, my integrative pedagogy approach does not advocate academic excellence only, but also builds character and morality.

Success of my initiative has seen my prior students excel in various disciplines in life. In fact, the community and family have responded to this stratagem by recommending it to the local teaching scheme. The nucleus behind my teaching strategy has with time expanded to adopt critical language awareness protocols. This unmakes and increases the awareness of choices that foreground character development. In addition, this approach adopts communicative strategies. Part of what the instructors have approved in class is grammar, intonation, and morphology.

Framework for facilitation in a diverse environment

As stated earlier, the instructors should have a superior approach to teach in a multicultural environment. This is a close relation of learning in diverse societies. Diverse could be gender, class, physical or natural abilities, or ethnicity. Prior to my integrative pedagogy, one would have believed a system like bilingual education would function properly. However, with time, the instructors will adopt contemporary schemes of teaching skills (Lee, 2013, p. 135). Besides, information technology is offering reliable approaches to ensure that even the most physically handicap, for instance, blindness, enjoy learning. For this reason, the instructors should plan to integrate information technology platforms in class (Akbaba-Altun, 2004). These could be android platforms or close to these similarities.

Context and environment literacy

Literacy for the 21st century is posing a serious challenge to Australian schools. Unlike the 20th century where multiculturalism was a serious problem in Early Childhood Education, currently, pupils joining Australian schools are suffering a wide range of issues. It is good to note that literacy events have been incorporated in different classroom settings. Consequently, various discussions have provided authentic purposes by using diverse forms of language development. Candlin (2002, p. 299) argues that spoken English is not a problem nowadays unlike before, but the quality of written English is becoming a serious problem. While students desired to know how to speak and write English at an earlier age, nowadays slang has overtaken this thirst. To respond to this, the instructor should enrol multi-dimensional literacy to create a design context where students actively engage in literacy events. Secondly, the instructors should integrate collaboration fabric as an essential component of new literacy context. Language learning through collaboration fabric approach encourages the development of socialism in sharing collective language. Finally, the instructors should plan to enrol child as learner approach to ensure that the purpose of education is well understood.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

Akbaba-Altun, S. (2004). Information Technology Classrooms and Elementary School

Principals’ Roles: Turkish Experience. Education and Information Technologies, 9(3), 255-270.

Candlin, C., Bhatia, V., & Jensen, C. (2002). Developing legal writing materials for English

second language learners: problems and perspectives. English for Specific Purposes, 21(4), 299-320.

Culpan, I., Draper, N., & Stevens, S. (2011). Physical Education, Exercise Science and

Pedagogy: Forging the Links. International Journal of Sport and Health Science, 9, 54-63.

Lee, C. H. (2013). The Development of the Multicultural Sensitivity Scale for Measuring the

Effectiveness of ‘Multicultural Education’ Course. Multicultural Education Studies, 6(3), 135-160.

Kalantzis, M., & Cope, B. (2012). Literacies. Port Melbourne, Vic: Cambridge University Press.

Meppem, T. (2000). The discursive community: evolving institutional structures for planning

sustainability. Ecological Economics, 34(1), 47-61.

 

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