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