Running head: PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 1
Project Analysis and Instructional Objectives
May 3, 2021
PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 2
Project Analysis
The underserved students include those foreign students, students of color, those living
with disability and the poor in the society lack resources and other important requirements that
are essential for their academic success. There is the need for alternative educational settings that
should be adopted to bring equality of learning in the classroom. The need analysis for the
underserved students includes various aspects that include provision of enough resources that is
both human and physical resources (Doucette, 2020). The government needs to consider
equipping their schools with enough resources from infrastructure, learning resources and
enough teachers. One of the main needs is to ensure that the school is welcoming and a serene
environment where the students are able to learn.
There is much need to use a checklist to determine if the school welcomes all despite the
differences and this includes the students of different genders, race, color and socio-economic
background receiving equal education opportunities. The school climate should be welcoming to
make students feel safe and part of the system (Thompson, 2017). In this kind of environment,
teachers are expected to develop a learning pedagogy that promotes equity especially in a
learning environment where there are English learners and speakers and all their interests have to
be taken care of. Scholars who may have challenges with understanding concepts in the normal
lecture classroom should be offered alternative learning options, such as the use of the
visualization method (Doucette, 2020). There are the issues of stereotyping that students
encounter and act as barriers to their academic success and this should be handled by the teachers
through treating all students with equality and ensuring that we teach to the individual’s needs.
PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 3
The government should equip all underserved schools in order to offer equality in
education just in a similar manner to the privileged students creating a society of inclusivity. The
teachers have the responsibility of interacting with the students and understanding their needs
and challenges. This creates a way to channel the requirements in terms of resources and support
from the government that would ensure that students get quality education (Tan, 2018).
Successful presentation of the requirements of the underserved students results in teachers using
the resources from the government to improve the quality of learning of the underserved
students.
Objectives
There are various objectives that are targeted to achieve in this project and are
categorized into three stages which are cognitive, behavioral and affective. According to the
cognitive objective, the classroom should be welcoming and engaging and everyone is given an
opportunity to share their views and suggestions about their learning challenges giving educators
the hint about resources needed. The behavioral objective should create a learning environment
for all with a combination of both the English speakers and learners in a single classroom to
learn, interact, and communicate effectively (Tan, 2018). The daily interactions in a diverse
classroom contribute to more engaged scholars. Affective objective focuses on educators needing
to have empathy and understand students. This gives a sense of safety, and empowerment to
students as well as an opportunity to trust the educators to be there to help and make them
successful.
Plan
PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 4
PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 5
References
Doucette, D. (2020). How to Increase College Success for Underserved Students. Technology
Solutions That Drive Education. Retrieved 29 April 2021, from
https://edtechmagazine.com/higher/article/2020/07/how-increase-college-success-underse
rved-students.
Tan, G. (2018). 5 Ways to Better Serve Traditionally Underserved Youth - American Youth Policy
Forum. American Youth Policy Forum. Retrieved 29 April 2021, from
https://www.aypf.org/blog/blog-5-ways-to-serve-underserved-youth/.
Thompson, G. (2017). Effective Ways to Engage Underserved Students - Illuminate Education.
Illuminate Education. Retrieved 29 April 2021, from
https://www.illuminateed.com/blog/2017/11/effective-ways-engage-underserved-students
/.
Running head: PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 1
Project Analysis and Instructional Objectives
May 3, 2021
PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 2
Project Analysis
The underserved students include those foreign students, students of color, those living
with disability and the poor in the society lack resources and other important requirements that
are essential for their academic success. There is the need for alternative educational settings that
should be adopted to bring equality of learning in the classroom. The need analysis for the
underserved students includes various aspects that include provision of enough resources that is
both human and physical resources (Doucette, 2020). The government needs to consider
equipping their schools with enough resources from infrastructure, learning resources and
enough teachers. One of the main needs is to ensure that the school is welcoming and a serene
environment where the students are able to learn.
There is much need to use a checklist to determine if the school welcomes all despite the
differences and this includes the students of different genders, race, color and socio-economic
background receiving equal education opportunities. The school climate should be welcoming to
make students feel safe and part of the system (Thompson, 2017). In this kind of environment,
teachers are expected to develop a learning pedagogy that promotes equity especially in a
learning environment where there are English learners and speakers and all their interests have to
be taken care of. Scholars who may have challenges with understanding concepts in the normal
lecture classroom should be offered alternative learning options, such as the use of the
visualization method (Doucette, 2020). There are the issues of stereotyping that students
encounter and act as barriers to their academic success and this should be handled by the teachers
through treating all students with equality and ensuring that we teach to the individual’s needs.
PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 3
The government should equip all underserved schools in order to offer equality in
education just in a similar manner to the privileged students creating a society of inclusivity. The
teachers have the responsibility of interacting with the students and understanding their needs
and challenges. This creates a way to channel the requirements in terms of resources and support
from the government that would ensure that students get quality education (Tan, 2018).
Successful presentation of the requirements of the underserved students results in teachers using
the resources from the government to improve the quality of learning of the underserved
students.
Objectives
There are various objectives that are targeted to achieve in this project and are
categorized into three stages which are cognitive, behavioral and affective. According to the
cognitive objective, the classroom should be welcoming and engaging and everyone is given an
opportunity to share their views and suggestions about their learning challenges giving educators
the hint about resources needed. The behavioral objective should create a learning environment
for all with a combination of both the English speakers and learners in a single classroom to
learn, interact, and communicate effectively (Tan, 2018). The daily interactions in a diverse
classroom contribute to more engaged scholars. Affective objective focuses on educators needing
to have empathy and understand students. This gives a sense of safety, and empowerment to
students as well as an opportunity to trust the educators to be there to help and make them
successful.
Plan
PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 4
PROJECT ANALYSIS AND INSTRUCTIONAL OBJECTIVES 5
References
Doucette, D. (2020). How to Increase College Success for Underserved Students. Technology
Solutions That Drive Education. Retrieved 29 April 2021, from
https://edtechmagazine.com/higher/article/2020/07/how-increase-college-success-underse
rved-students.
Tan, G. (2018). 5 Ways to Better Serve Traditionally Underserved Youth - American Youth Policy
Forum. American Youth Policy Forum. Retrieved 29 April 2021, from
https://www.aypf.org/blog/blog-5-ways-to-serve-underserved-youth/.
Thompson, G. (2017). Effective Ways to Engage Underserved Students - Illuminate Education.
Illuminate Education. Retrieved 29 April 2021, from
https://www.illuminateed.com/blog/2017/11/effective-ways-engage-underserved-students
/.
Running Head: DESIGN PROCESSES AND DELIVERY STRATEGIES
1
Design Processes and Delivery Strategies
Student Name
Professor Name
May 17, 2021
DESIGN PROCESSES AND DELIVERY STRATEGIES 2
Today's classrooms have diverse learners such as students of color, students with
disabilities, low and middle social classes, and require a lot of attention since they vary in
various ways. It is important to have an environment that encourages these types of learners to
achieve their educational goals (Wenzel, 2017). For instance, educators should use instructional
strategies that match the student’s learning styles. Lack of matching instructional strategies with
the learners' learning style, the learners will struggle to grasp what the teachers are teaching. The
learners should also be equipped with the necessary material to help bring these learners to the
same level as the other learners. Education equity has not yet been achieved, especially for the
poor ethno-racially minoritized students of color.
To achieve equity in education, it is important to ensure that every student acquires the
skills and knowledge they require to develop into productive members of society and translate
into better economic and social standards for the individuals, nation, and regions. Therefore,
learning-related sequencing is teaching skills that will increase knowledge and start with
information to help establish goals (Boelens, Voet, & De Wever, 2018). The goal of this project
is to improve the skills of underserved learners through the use of technology. This maximizes
the growth of individual learners through meeting the needs of every learner where they are. This
will be aimed at helping them to master their use of reading, writing, and mathematical skills.
Reading, wring, and mathematics requires the learners to use their knowledge and their skills that
they have been taught in class, thus helping them develop the cognitive skills that will help them
as they advance in their next grades and throughout their education career advancement in the
real world.
Three Instructional Learning Strategies
DESIGN PROCESSES AND DELIVERY STRATEGIES 3
Teachers have a very big responsibility to use various means when they provide instructions to
the learners. Teachers are not supposed to use one or two ways since different learners have
different capabilities. Teachers are required to use a variety of strategies in bridging the gap
between the multiple students. This helps the different students left behind to catch up with the
rest.
One of the most important strategies for these types of learners is experiential learning.
This normally focuses more on activities, and it requires that the learners apply their experience.
It is more of the learning process than the content. The learners, in this case, will participate in
various activities, and they will be required to reflect and share their experiences, analyze and
formulate plans of how they can apply this in their learning. This will therefore involve
experiments, role-playing modeling, among many others (Millset al.m 2014). The major
advantage of this is that it improves team-building skills, group interactions, and coordination
and provides a [platform for practicing skills. The other one is indirect instruction that is more
students oriented. It encourages the students to be involved by questioning, forming inferences,
and problem-solving. This helps in awakening the learner’s interests and curiosity and at the
same time encouraging them to solve problems by themselves. The learners are also allowed to
practice their knowledge and skills, which helps bridge the gap between various learners.
Lastly, for technological uses, the differentiated instructional strategies help the learners
use computers that most of the students are exposed to. By taking lessons and questions on their
computers, they can advance their learning both on paper and online. In making student-centered
lesson plans, it is important to understand how the students learn. This includes understanding
their learning styles and adjusting the style of teaching accordingly.
Three Examples of Instructional Strategies
DESIGN PROCESSES AND DELIVERY STRATEGIES 4
Purposeful planning of differentiated instructional strategies helps the students to understand
multifaceted lessons. For instance, the teachers can use the one-on-one method to tutor students
after lessons to help the learners who have not understood class lessons. The other one will be to
simplify lessons by breaking them down. This will help the educator know the place to put more
focus on and the level of understanding of the learners. Technological use is another very
significant instructional strategy where psychomotor skills can be used in modeling and
demonstrations. With this model, it is easier to track the skills created more easily today than
initially. Positive feedback is seen to be very important in improving intrinsic motivation relative
to no feedback.
The classrooms today have learners coming from various races and ethnic groups. These
learners must be recognized as sources of identity and experience. In this case, I will focus more
on the different learning styles of the learners. Learners will learn using different methods in the
classroom. It is therefore important to create an environment that encourages all these learning
methods. Some learners will absorb information through various means such as reading and
writing, visual, multimodal styles. Visual learners can, for instance, have organized thoughts of
remembering through the use of their mind and visualizing. They can easily see and understand
what they are being taught. They, therefore, prefer using symbolism, maps, images, and colors
over other forms of learning. This learning method caters to the perceptual abilities of these types
of learners since it gives them the ability to organize the information in an organized way that fits
them. This makes it easier to scan through the information in a quick ad more accurate way by
seeing and connecting the information to its representation.
Others prefer the multimodal style of learning. The majority of people prefer this method
of learning. This style gives one the choices of two or more modes used. These people are
DESIGN PROCESSES AND DELIVERY STRATEGIES 5
attracted to using visuals, aural, kinesthetic, and note-taking. The most crucial element here is to
be able to intake the information through reading and writing lists or books and then turning that
into a learning package to obtain a solid output. However, being weak in other learning strategies
is not so good and requires learning how to adapt to the other learning styles. This way, learners
can read, understand and retain whatever they have learned more efficiently, thus becoming
better learners.
Teachers must use differentiated learning approaches that suit the needs of the various
learners. These approaches should be ideal for giving different learners different learning
experiences in terms of their different needs. This can be done at the classroom level or
institutional level. The former sees the teachers adjust their teaching approaches to take in all the
needs of the individual learners in the classroom. The latter sees the students being divided into
groups based on some characteristics such as the learners’ educational experiences.
Open-ended questions will help in evaluating the learner's understanding. This is a
challenging, critical way to gauge what the learners have gotten at the end of a class. Asking the
students Open-ended questions helps the teacher with much information about what they have
learned. The creation of meaningful conversations with learners requires open-ended
questioning.
The students will be required to use this information that they have learned in answering
subordinate text questions. The students will also be required to connect with others in a group of
two during this particular exercise. There will be a developmental evaluation, where the learners
will be thoroughly taken through this topic to make sure that all the learners will understand the
unit.
DESIGN PROCESSES AND DELIVERY STRATEGIES 6
In this context, one of the best delivery strategies is a Classroom-based
computer-supported learning environment. The computers will be used in increasing the overall
learning experience of the learners (Haniya, & Roberts-Lieb, 2017). This environment will help
the learners to be able to interact with the computers easily and to gain the necessary education.
For instance, videos are some of the most critical resources that help assess learners'
understanding. The learners can use shadow puppets on their iPads to take pictures of specific
text features and record audios. This will then help the teacher to identify knowledge gaps and to
plan responsive instructions for future lessons.
Another strategy is through a virtual computer-supported learning environment. This
environment presents resources, activities, and interactions within a course structure, providing
different stages of assessment. It can therefore support multiple learning courses. This is very
significant because it is student-centered and works in a self-paced format; thus, student
interactions and discussion are made possible. A user-friendly system is very important in
helping students who have problems using some e-learning tools. Government agencies are
making a lot of effort in ensuring that they are heavily investing in ICT in the learning
institutions in recent times. Despite the increased technological advancement, it is heartbreaking
to learn that these technological innovations are yet to be integrated in the education system to
help the teachers too efficiently and to help the students learn with ease. The opportunity has not
well been used in the education system thus the education still remains low. Including
technology-based advances in the entire education system will be a big win as it will help in
opening both the physical and education environment. The education sector is very crucial and
should therefore be abreast when it comes to technological advancement which will ensure that
there is ease of both learning and teaching.
DESIGN PROCESSES AND DELIVERY STRATEGIES 7
For students to be able to understand abstract ideas, they can use role-play. This will help
the learners familiarize themselves with what they have learned, thus taking in the information
and retaining it better. This, therefore, helps the students to be able to prepare well for their
exams in the long run and in their future careers.
Phonics apps are also essential as they help in building literacy skills. The learners can
see and hear words and sounds as they learn through the multisensory experience of touching.
The educational sector has very big potential with the introduction of digital technologies
(Radich, 2013). Teaching technology, for instance, helps in easily transferring knowledge to the
learners, thus becoming an appealing trend.
DESIGN PROCESSES AND DELIVERY STRATEGIES 8
References
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in
response to student diversity in higher education: Instructors’ views and use of
differentiated instruction in blended learning. Computers & Education, 120, 197-212.
Retrieved from: 8550787 (ugent.be)
Haniya, S., & Roberts-Lieb, S. (2017). Differentiated learning. e-Learning Ecologies:
Principles for new learning and assessment, 9781315639215-8.
Differentiated-Learning-Diversity-Dimensions-of-e-Learning.pdf (researchgate.net)
Mills, M., Monk, S., Keddie, A., Renshaw, P., Christie, P., Geelan, D., & Gowlett, C.
(2014). Differentiated learning: From policy to classroom. Oxford Review of
Education, 40(3), 331-348. Retrieved from:
Differentiatedlearningfrompolicytoclassroom.pdf
Morgan, H. (2014). Maximizing student success with differentiated learning. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1),
34-38.Retrieved from; MaximizingStudentSuccesswithDifferentiatedLearning.pdf
Radich, J. (2013). Technology and interactive media as tools in early childhood programs
serving children from birth through age 8. Every Child, 19(4), 18. Retrieved from:
https://search.informit.com.au/documentSummary;dn=728719428486158;res=IELHSS
Wenzel, M. F. L. (2017). Middle school teacher beliefs about classroom diversity and
their Influence on differentiated instructional practices. Retrieved from:
https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=4629&context=open_acces
s_etds
DESIGN PROCESSES AND DELIVERY STRATEGIES 9

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