Contextual factors play an integral role in the learning process
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Contextual factors play an integral role in the learning process. Teachers who recognize these factors equip themselves to meet the learning needs of diverse student populations. Additionally, by modifying instruction or procedures to address all of the students’ contextual factors, they will have an increased likelihood of academic success.
Create an 8-10 slide digital presentation for a teacher professional development on how contextual factors affect student learning.
Include the following:
Explain how social interactions, culture, society, and technology can positively and negatively affect student development and readiness for learning.
List instructional strategies and tools that could be used to address each contextual factor (social interactions, culture, society, and technology) during classroom instruction. Example: grouping strategies for social interactions.
Discuss two specific examples of how you would modify classroom instruction to address any of these four contextual factors (e.g., you provide an internet-based family activity, but several of your students’ families do not have internet access at home). Discuss how you would modify each activity to meet student needs and ensure growth in learning.
A title slide, a reference slide, and presenter’s notes. The title slide and reference slide DO NOT count as part of your slide count, because they are not considered content. Include a minimum of eight slides of content to be successful with this assignment.
The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Support your presentation with 2-3 scholarly resources.
Sample Solution
Social interactions, culture, society and technology can all have a positive as well as a negative impact on student development and readiness for learning. Positively, social interactions can help provide students with opportunities to form meaningful relationships within the classroom that are built on respect and trust. This has been shown to lead to increased academic engagement and motivation for learning (Davis et al., 2016). Additionally, it is likely that those who feel connected in the classroom show greater resilience when faced with academic challenges or failure. Culture influences how students think about themselves and their environment by providing them with shared values, beliefs, histories and experiences. Understanding different contexts allows young people to better recognize differences between individuals which may lead to more inclusive classrooms (Robinson & Howard-Hamilton, 2017). Society has an effect on student readiness through external factors such as poverty or violence which can be addressed through school initiatives such as Food Fairs or Restorative Justice Circles. These activities support positive relationships while addressing social issues (Lucas et al., 2018). Technology provides numerous instructional strategies that could be used in the classroom; these include video conferencing tools for group projects or simulations of real world situations. In addition, digital tools give teachers access to resources they didn’t have before such as online textbooks or adaptive learning software customized to each individual’s needs (Heckler & Prensky 2020).
To address these contextual factors during instruction there are various instructional strategies that could be implemented in the classroom: Grouping Strategies (e.g cooperative groups) promote collaboration among peers which encourages problem solving skills while allowing multiple perspectives/opinions; Cultural Instructional Strategies emphasize cultural identity by exploring family histories or bringing speakers from various backgrounds into classrooms thus promoting inclusivity (Robinson & Howard-Hamilton); Service Learning Projects could involve community members coming together working towards common goals while building awareness of societal issues like inequality; Digital Tools including flipped classrooms where lectures happen at home but discussions occur in class over topics studied giving students more autonomy over their own learning journey (Heckler & Prensky 2020). All of these strategies ultimately aim at creating an engaging atmosphere where every member feels valued regardless of gender/race/ethnicity etc thus helping establish strong relationships among peers leading eventually to better outcomes in academics.
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