Understanding The Complex Nature Of Diversity And Inclusion In Professional Knowledge And Practice

Inclusive schooling and democratic involvement in the classroom

Discuss about the Understanding The Complex Nature Of The Diversity And Inclusion.

Inclusive schooling is the foundation behind democratic involvement in a classroom. In many of the conventional classrooms, the students face alienation, and not only them, but the teachers at times are forced to work under subordination of the hegemonic education system. The prime focus of schooling involves fulfilment of the criteria of the students’ becoming informed, professionally active and democratic civilians (Allen et al. 2018). The democratic authority in a school should lead students with persuasion as well as negotiation. Teachers would be unable to substantiate the worth of the subjects taught, if they are unable to solve minimum amount of persuasive cases. A classroom might be called inclusive as well as socially inclusive from the context which values each of the students as valuable counterparts of the school community (Burrows et al. 2017).

The behavioural approach of education of numeracy relies on the external events which cause perceptible changes in the behaviour of students. Imparting education on numeracy have been an area of concern for the practitioners. In the educational context, there have never been a real agreement between the position and the role that numeracy plays in the societal context and the foundation of numeracy that the students gain in secondary end higher education.  Students come up with a lots of difficulties varying from gap in their learning from schools, through to further-more fundamental numeracy topics. Students who have poor understanding of numeracy, openly despise the subject, not realising the necessity of real application of the subject matter. Further alarming is that students seeking assistance have absolutely feeble or no sense of numbers or estimation skills at all. Studies have revealed that application of potentially low methods of learning have given rise if such a situation where the straightforward addition and/or subtraction facts are not clear to them.

1.3 General Teaching capabilities and disciplines (specifically numeracy)

The continuum of numeracy learning in the Australian curriculum is focused upon the following aspects.

Table 1: Numeracy in Australian curriculum

(Source: Clark and Goddard, 2016)

This lesson requires the students to deal with numbers for multiple purposes. His strategies that teachers mainly teach the students to deal with whole numbers are mental, written and at times digital (Correa-Velez, Gifford, McMichael & Sampson, 2017). In an open end teaching platform the students of numeracy learn from their teachers how to

1. Understand and learn the application of numbers in life time contexts
2. Make numerical reference, calculation and reference
3. Handle liquid currency notes and keep monetary record

Behaviorism theory and education of numeracy

In this related raining the students learn how to identify trends and describe them using a variegated range of rules and relationships. Example of an authentic context might be provided in this context. A students might be given to describe the numerical significance of a price tag that stares 20% discount on a price of AUD $175 (Daniel, 2015). A student will apply his or her understanding of the metrics of measurement and resolve the exact sum of discount.

The students learn the practical implication of these representation and how they might be applied in the real life. Teachers make the students visualise, arrange and describe various proportions and learn the breakdown of relationships in ratios, rates and percentage (Forgasz, Leder & Hall, 2017). The two primary knowledge that students apply in this context are:

• Interpretability of proportional reasoning
• Application of proportional reasoning

This element of numeracy requires students to substantiate the knowledge of space around them in mathematical terms. Students in the class make a visual analysis of the shapes and objects and describe their understanding of the key features of the shapes in the surrounding environment (Goos, Vale, & Stillman, 2017). Other than shapes, symmetry and angular dimensions are used by students to solve the problems presented to them. In lieu of this knowledge the teachers of numeracy in the classes interpret maps and engineering diagrams with the use of scale and legends in syntax of directional language. This knowledge is of profound help in anticipating routes and locations. In the context of these topics the students also develop a knowledge of the following facts

• Visualisation of the two dimensional and three dimensional objects
• Interpretation of maps and diagram

Figure: Visualisation of 2-D and 3-D figures (Grasby et al. 2017)

Statistical information is represented through problem solving in original contexts. This includes comparison and evaluation of data portrayal of various types. Such numerical representations helps to explain the outcome of various kind of chance events. The primary activities of students in this case are and interpretation of chance events.

Figure interpretation of Statistical Diagram 3:

(Source: Hancock et al. 2016)

Effective communication between the students and the teachers is responsible for reflective learning of the students. In order to ensure that, the students should have profound knowledge of the numeracy demands and learning opportunities inherent in their teaching techniques. Moreover, the students should be also aware of the numeracy learning needs of the student and particularly the students who are weak at perceiving the numeracy concepts owing to their limited knowledge (Hardy, 2015). In order to endorse the learning of those students the education foundations of Australia should promote assessment programs that are multi-faceted. The assessment programs are to be deemed valid only when they cover all the domains of the mathematics as required for raising the proficiency level of the students (Harris et al. 2018).

General teaching capabilities and disciplines for numeracy

Democratic education is most preferred because democracy in the classroom influences the students to achieve their targets in life to the best of their potential. Democratic education system brings within its scope, a number of encouragements in a coherent and integrated manner. These are:

In least cases it has been observed that the students min the conventional secondary education system in Australia take chances. In case if the students risk to flaunt their own opinion challenging the decision of the authority in some instance, there are high penalty awaiting him or her, on the ground of breach of conduct in school (Heldsinger & Humphry, 2013). The definition of standards for the students are only strategies to lessen their participation in discouragement of undertaking risk.

Some of the discomforts that students face in the classroom are unavoidable. However, here are some instances where the level of discomfort can be minimised. Some such discomforts are public discomfort, boredom with the teaching process and loneliness in the class (Luke, 2018).

The education imparted in the class to the students have two meanings l one is what is expected of the4 student form the teachers and the school authority and the other is how may a student’s utilise that which is being taught in the class. In the present condition it might be commented that the utility of the knowledge acquired form the schools is perfunctory as well as unpersuasive (Miškolci, Armstrong and Spandagou, 2016). This is chiefly applicable for those who are distinctively discouraged form promoting themselves to higher education owing to the lack of intellect.

1. A mentality of competency

The schools instils in the students a sense of competency in attempting the rate race of ranking. However this competence is narrowly exhibited by the teachers and authority. In fact the competence is tangentially inclined to the yardstick of academic performance.  

Schools are organisations that aim at promulgating future excellence. However in a school classroom, students learn to fulfil immediate utility. Students in a democratic classroom deal with problems that are real time and relevant in the context of the present society (Parnis & Petocz, 2016). An environment of cross age tutoring is very important in a democratic classroom.

Neuroscience is being utilised to improve educational standards. The Fast Forward Program is the first education program based on neuroplasticity. Teachers of neuroplasticity needs to carefully consider the impact of motivation in better learning. In the digital world, it is invaluable in complain students’ less concentration. Frequently it has been found that young learners’ minds are highly impacted by television (Polesel, Dulfer and Turnbull, 2013). It exhibits that the mode of learning things that television has obtained has a casting impact on the minds of learners, therefore, in this digital age, students’ needs to be taught through the means of digital tools that make understanding of facts very easy. Such learning is called physical learning. Moreover, neurone surveys show that students who learn from the digital medium have developed grey matter in their brain, compared to students who learn through traditional methods (White, 2017).

Effective classroom communication strategies

Students learn better when they receive appraisals. Rewards evoke high level of positivity in their minds. Students tend to learn better because they keep on looking for future opportunities of getting appraisal. Such extrinsic reinforcements have a high level of impacts on the learners. In order to eradicate unwanted learning habits from the habits the teacher might often pertain to punishments also (Won, Hackling & Treagust, 2017). However the rate of positive appraisal should be less than negative punishments.

The cognitivists have a conception that children are inherently active learners. Generally they do not need rewards for better performance in the classroom. However, they might often require motivation and skill up gradation. Motivations that are goal directed are more admirable for the cognitivists. An instance can be provided. Students should be motivated to believe on their self-potential. They should not be influenced by extrinsic influences on many occasions. That would make them, believe that they cannot accomplish any learning program without the appraisal of a teacher (Hardy, 2015). Cognitivists believe that students undergo a learning program in order to produce positive consequences such as competency or knowledge or gradual development of the ability to accomplish a task without the aid of the teacher.

The hierarchy of needs have been given optimum prominence in motivating student, in view of the Maslow’s theory. Human behaviour and approach are contingent on fulfilling those needs. The prime reason why a student needs a motivation is that at a tender age he or she is not able to identify his or her basic needs. A beginning learner cannot differentiate between the importance level of an animation series in television and his mathematics class. According to the humanists the above discussed theories are all aligned to elevate the level of the student’s level of realisation of personal achievements. Imbibing self-confidence and developing sense of independence while performing the task assigned to him or her, is also essential. Hence, according to the humanist’s conception, any of the conceptions of motivation are applicable based on the current need of the student.

The efficiency testing of the students in Australia is by two standard ways. They are hime3work and standard tests. The three things are tested in assessment program, namely the intent, efficiency and the output produced by the student.

One of the most predicted aspect of schooling is homework. Homework’s can be most proficiently defined as task that have been assigned to the students to be performed by their own during the non-school hours and without the guidance of the teachers. However, the efficiency of homework in analysing a students’ merit is subjected to debate quite often. At times the parents judge the level of schooling in an educational institution from the standard of homework that is being provide to the students in the class. However, educators often utilise the homework as a meter to judge the scholastic achievement of a learner (Hardy, 2015). Moreover the teachers assume that by completing homework would also learn another impoer6tnat life skill that is time management. Again, homework also helps the learners to analyse and revise the things that they learn in the class. Hence, they would be able to be analyse the loopholes in the learning and the areas of learning that is unclear to them. Although the perspective of homework is different for parents, learners and teachers. However, homework might also be a source of conflict and confusion between the educators and the parents.

Importance of the learning environment

Often it is visible that there is a mismatch between the execution level of the teachers and the parental input that goes in the completion of the homework. Again, when it is revealed that the students’ homework have been solved by the parents, the educators condemn such behaviour (Heldsinger & Humphry, 2013). Therefore it can be concluded that homework should not be assumed as the ultimate parameter of judging the learning potential and the efficiency of the students.

Spreading across an array of educators and parents, the process of standard testing is also a popular method of assessment. In 63% of the primary schools of Australia, the standard testing have been acclaimed as the best method of testing the credibility of the student. However in secondary school level, the various; level of test have been used by the schools as a means of evaluating the level of education that has been achieved by the students. Moreover future study options of the students are also decided by standard test in many Australian schools. However like homework, the way the schools perceive the value of output in standardised tests is a subject of debate. One of the most potential challenges is that standard tests are not able to evaluate the entire circumference of the learning of the students (Polesel, Dulfer, and Turnbull, 2013). It only tests the students based on a certain set of questionnaire that represents certain fragments of his learning domain.

Numeracy education in Australia is imparted by specialist practitioners who possess TESOL qualifications. WELL practitioners as well as vocational trainers can also act as numeracy tutors in Australia. Majority of the primary numeracy educators in Australia are female (about 81%) and almost 70% of them are above 45 years of age (Parnis & Petocz, 2016). The AAMT ensured that the teachers associated with teaching of primary level numeracy, should have the knowledge of real life numeracy demands and opportunities related to numeracy. The teachers should also be able to respond properly to the learning needs of the individual students. The AAMT also ensures that the teachers take special care of the students who have limited numeracy skills.

The mathematics teacher s registered under the AAMT are liable to make sure that the students develop a consolidated understanding of the mathematical concepts, and are able to address the application of mathematics in the social context (White, 2017). The current propensity of the large scale numeracy teachers of Australia is to rely on systemic assessment programs for reporting the students’ achievements within the curriculum of mathematics.

Encouragement to undertake risks in democratic education

The professional learning plan is aimed at building the capacity of the school authorities to work in association with the numeracy teachers. The greater aim of this learning plan is to bring about sustainable development in the outcomes of the numeracy students. The primary liabilities of the teachers as per the scope of this learning plan are:

1. Reviewing the current outcomes of the numeracy students and fostering instructional practices for establishment of a renewed numeracy improvement planning.
2. Identification of the stages of numeracy development of the students and related evidence based implications in order to scaffold students’ learning of numeracy.
3. Implementation of the learning models that foster collaborative learning of the teachers to enhance their capacity in analysing student assessment data along with implementation of differentiated numeracy instruction.

Five postulates if the learning plan have been identified each of which stress on the particular learning outcomes of the participants.

Table 1: Professional Learning Plan

(Source: Wyatt, 2017, p.14)

Reference List

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