CollaborativeProfessional Development Plan
CollaborativeProfessional Development Plan
Anincrease in the immigration and globalization has resulted in theestablishment of a multicultural society. The aspect ofmulticulturalism can be seen in institutions of learning, wherestudents from different backgrounds share resources, such as classes,teachers, and libraries (Alsubaie, 2015). This trend calls for theestablishment of a plan that will create an environment in which allstudents can learn without being hindered by their social as well asdemographic characteristics. In this paper, different aspects ofcollaborative professional development plan will be discussed.
Theinput is the first stage in the information processing. An educatorcan facilitate the process of information input through verbal andvisual tools. It involves the delivery of the message, which getsinto the sensory registry of the audience. The information is storedin the short-term memory for about 5 seconds and then in thelong-term memory for about 10-20 seconds (Lu & Sperling, 2012). Aportion of the information can be recalled, but its largestpercentage gets lost within the first ten seconds. Therefore,effective educators should provide students with backups (such asnotes and videos) in order to help them revise and increase thequantity of the information that is retained.
Informationthat is reined in the memory goes to the second stage, which is theelaboration. During this stage, students process information andattach meaning to it. The purpose of this stage is to help thestudent increase the chances of remembering the information in thefuture. Information that passes this stage is easy to recall orretrieve when the need arises (Lu & Sperling, 2012). Instructionsshould be well structured and clear in order to facilitate processingand elaboration.
Theapplication stage involves the retrieval of the stored informationand its use in addressing real-life issues. Therefore, the success ofthe application stage depends on the amount and quality of theinformation that has been stored in the memory and the meaning thatthe student attached to it (Shrum, Liu, Nespolis & Lowrey, 2012).Although students have the responsibility of applying theinformation, it is the role of the teachers to ensure thatinstructions are clear and the information that is delivered isapplicable.
Part4: Culturally Responsive Instructional Techniques
Thereare two major instructional techniques that are culturallyresponsive. First, the student-centered technique seeks to empowerall learners and give them an opportunity to realize their potential,irrespective of their cultural background. In the currentmulticultural society, instructions that are culturally responsiveshould be able to reflect democracy in its highest order since itsignifies that all students have a voice (Shrum etal.,2012). The use of a student-centered technique allows educators tocreate an interactive dialogue with learners. This gives the twoparties a chance to comprehend their cultural differences.
Secondly,an effective educator should be able to break the lecture into chunksand help students to hold group discussions. Research has shown thatstudents retain most of the information during the first ten minutesof a given lecture (Shrum etal.,2012). A group discussion breaks boredom and gives learners anopportunity to learn and appreciate cultural differences amongthemselves.
Stage5: Examples of Adaptation of Curriculum
Curriculumadaptation refers to measures that are taken in order to reorganizethe content that is delivered to students, with the objective ofensuring that it benefits all of them, irrespective of their culturaldifferences. There are three key examples of adaptations that makethe curriculum to become culturally sensitive. First, the developmentas well as the integration of universal themes into curriculum helpsstudents to get into high levels of thinking, which reduces therelevance of their cultural differences (Prast, Weijer-Bergsma,Kroesbergen, & Luit, 2015). This approach helps learners toforget about their personal differences and start thinking about theconcepts being taught in class. Secondly, the integration ofactivities that reflect the backgrounds of the students helps them todevelop a perception that the education system acknowledges andresponds to their needs. Third, differentiation of curriculum withthe objective of developing materials as well as instructions thatmeet the needs of all students goes a long way in making itculturally responsive (Prast etal.,2015). For an instant, the development of materials that targetstudents whose English is not their first language can help themcatch up with their counterparts who are fluent in it.
Stage6: Professional Practices of Emerging As Well As Current Technologies
Thereare many professional practices for the current technology thatsupport the students’ learning. The first one involves theapplication of technology to conduct learners’ assessment. Thecurrent technology allows educators to conduct both the formative andsummative assessments in a more efficient and effective way (Prast etal.,2015). For an instant, tests can be prepared and delivered tostudents online. This can be achieved by requiring learners torespond to questions posted on the institution’s website. The testcan also be offered online, where an automatic timer helps studentsto manage time and determine how long they can take to respond toquestions. This type of technology gives learners and their teachersa chance to assess the level of understanding. It differs fromtraditional methods of assessment because students can get theirresults instantly, which make it more effective.
Secondly,modern technology is being used by professionals to facilitatestudents’ remediation. The fact that learners retain most of theinformation that is delivered during the first 10 minutes of thelecture (Lu & Sperling, 2012) makes it necessary to empower themby giving them materials that they need in order to revise andremember what was taught in class. This goal is achieved with thehelp of technology-based platforms (such as videos and podcasts) thatallow students to go over the notes within the shortest time andincrease the amount of knowledge that is retained.
Stage7: Existing and Emerging Technologies That Represent a CulturallyResponsive Computing
Theconcept of culturally responsive computing (CRC) helps thestakeholders in the education sector to examine the associationbetween the modern technology, cultures, and identities. There aretwo major types of technology that can be considered to be part ofthe CRC. The first one involves the engagement of students in thedesign and plying of video games. According to Scott, Sheridan &Clark (2014) video games are effective tools through which educatorscan present educational contents or stories from the multi-ethnicperspectives. Alternatively, they can engage students in the processof developing those videos. This process requires a lot ofcollaboration, which allows participants to understand and appreciatecultural differences among themselves.
Secondly,online discussion forums provide a fair platform on which studentscan contribute ideas without the need to disclose their culturalidentity. This plays a critical role in the establishment of ademocratic learning environment that gives every learner an equalchance to engage in the learning process (Scott, Sheridan &Clark, 2014). These web-based or online discussion platforms are partof the CRC because they allow learners to use the modern technologyto express themselves and acquire knowledge without being hindered bytheir cultural or ethnic differences.
Theissue of cultural diversity in the education sector can be addressedeffectively by developing an effective collaborative professionalplan. Educators should develop instructions that facilitate theinput, elaboration, and application of information by their students.This goal can be accomplished by developing instructions that areculturally responsive and curriculum adaptation. Moreover, the use oftechnology that is culturally responsive can lead to the creation ofa fair platform for all learners, irrespective of their culturalbackgrounds.
Alsubaie,M. (2015). Examples of current issues in the multicultural classroom.Journalof Education and Practice,6 (10), 86-89.
Lu,Z. & Sperling, G. (2012). Measuringsensory memory: Magnetoecephalography habituation and psychophysics.Los Angeles, CA: University of Southern California.
Prast,J., Weijer-Bergsma, E., Kroesbergen, H., Luit, E. (2015).Readiness-baseddifferentiation in primary school mathematics: Expert recommendationsand teacher self-assessment.Domplein: Utrecht University.
Scott,A., Sheridan, M. & Clark, K. (2014). Cultural responsivecomputing: A theory revisited. Learning,Media, and Technology,1, 1-27.
Shrum,L., Liu, M., Nespolis, M. & Lowrey, M. (2012). Persuasionin the marketplace: How theories of persuasion apply to marketing andadvertising.Thousands Oak: Sage.