TEACHING AND LEARNING THEORY
Teachingand Learning Theory
Demographic: Atlanta City, Georgia has a population estimateof 416,474, among whom 49.6% are male, and 50.4% are female. 6.4% arefive years and below, 77.7% are eighteen years and above, and 9.7%sixty-five years and above. In addition, 98.8% of the entirepopulation is of one race while 1.2% is of two or more races. When itcome to the relationship, 93% are in households, and 7% are in-groupquarters relationship. 49.5% are in family households (families)while 50.5% are in nonfamily households (Infoplease, n.d). Thepurpose of this study is to explore teaching and learning theory inAtlanta, Georgia.
HealthPromotion/Risk: The Georgia Department of Public Health offerstechnical assistance and programmatic support to prevent variousdiseases such as STDs, TB, among others. They have programs such asthe HIV Care program, HIV prevention program, Refugee Program, InjuryPrevention Program, and Refugee Program. They also have, Infants, andChildren (WIC) Supplemental Nutrition Program for infant and childrenbelow five years, pregnant, breastfeeding, and postpartum women.Besides, the Office of Health Equity (OHE) addresses healthinequities and disparities in Georgia.
ReductionTeaching-Learning Topic: Teaching-learning should incorporateboth students and teachers in planning, implementation, andassessment. To reduce classroom failure, tutors should improve theirinstruction quality. They should focus on basic academic skills suchas writing, spelling, reading, and numeracy. Their behaviors andattitudes correspond directly to the student’s achievement.Therefore, they should thoroughly cover the curriculum content at areasonable pace, practice time management, believe in their abilityto instruct students successfully, and accepts the responsibility forteaching. Besides, they should encourage cooperative learning andpeer assistance, teach adaptively, and use explicit teachingprocedures such as explaining, modeling, questioning, demonstrating,and corrective feedback.
Learning Needs:According to Georgia Law, every child has a right to enroll in schooleither in public, private, home study program, and attain education.The law also states that parent must take their children to school.Besides, all public schools are mandated to accept any childincluding non-visa-holders and immigrant who meet the residency andage requirements without inquiring their legal status. The EqualProtections Clause ensures all United States’ children access up toK-12 education. To cater for their learning needs, the city ofAtlanta has various schools. For instance, they have Special NeedsSchools that deal disabled children such as those with autism,emotional and behavioral difficulties, intellectual disabilities,physical disabilities, visual impairments, among others. Besides,they have an adult education program that offers free academicservices to grown persons in Atlanta.
Barriers toLearning: There are many obstacles to learning at all levels ofeducation from elementary, middle, high schools, as well as in thealternative program. The main barriers include limited corecompetencies, which contributes to behavior issues. There is also thelanguage and cultural differences among students, as well as betweenteachers and students. Some students also face stemming issues fromthe transition of one level to another. In high schools andalternative program, lack of time management and organization skills,and teen pregnancy are other barriers. Besides, bullying, lack ofparent involvement, health issues (physical and mental well-being),external issues such as drugs and gangs and low self-esteem limitslearning.
BehavioralObjectives Related To Learning: There are three domains ofbehavioral objectives that are related to learning: cognitive,affective, and psychomotor (Moore, 2014). The cognitive domainconsists of intellectual abilities, and they increase learner’sknowledge. Sublevels include knowledge, comprehension, analysis, andevaluation. Affective domain includes interests, emotions, andappreciation, which relates to aesthetic expression. Sublevelsinclude receiving and responding to phenomena, valuing, organization,and internalizing. They change learner’s attitude, relationships,and choices. Psychomotor objectives build physical skills. Sublevelsinclude observation, imitation, practice, and adaption.
Desired HealthOutcomes of Teaching and Learning Project: Education is animportant mechanism to enhance the health and the well-being oflearners because it reduces human suffering, lost earning, theassociated costs of dependence, and the need for health care.Besides, it also promotes and sustains positive choices and healthylifestyles, nurtures and supports human development, humandevelopment, and community, family, and personal well-being (Moore,2014). Other desired health outcomes of teaching and learning projectare to reduce the bad health risk, mortality, consumption of alcohol,use of illicit drugs, unwanted pregnancy, depression, probability ofsmoking, and obesity among others. Additionally, use of primaryhealth care, specialist care, preventative health care, emergencyservices, hospitalization, and social health care are also desired.
AppropriateTeaching and Evaluation Strategies: Various teaching strategiescan be applied to improve student learning. Examples includeinterdisciplinary teaching, discussion strategies, inquiry-guidedlearning, experiential learning, and learner-centered teaching,team-based learning, team teaching, and collaborative/cooperativelearning, among others (Moore, 2014). However, the combination of twoor more strategies is more effective. After teaching, teachers canuse various strategies to assess and evaluate their teaching quality.They include student ratings, classroom assessment, peerobservations, teaching dossiers, letters and individuals interviews,and course portfolios. Similar to teaching strategies, thecombination of two more method works the best.
Infoplease. (n.d.). Demographic Statistics. Retrieved March 17, 2017,fromhttp://www.infoplease.com/us/census/data/georgia/atlanta/demographic.html
Moore, K. D. (2014). Effective instructional strategies: Fromtheory to practice. Sage Publications.