Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of the study you reviewed with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the peer review process of the study.

There are two parts to this discussion.

Part 1: Share the process and results of the action research study you peer reviewed in EDU 694 or ECE 660. At a minimum:

• Describe the purpose of the study by writing a statement that completes the following sentence, “The purpose of this study was to…” (two to three sentences).
• Post the research question(s) – Include definitions of key technical terms, if necessary (one to three sentences).
• Outcomes/Results or the “so what?” of the study – Answers to the research questions. (three to four sentences)
• Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
• Explain why this study is important for teachers and other educational practitioners to read about. (two to three sentences)

Part 2:

• Attach a link to your Folio.
• In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.

Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.

When it comes to upholding exacting quality and high hopes in the class for all culturally, ethnically, and linguistically diverse learners, we can do so by helping them feel welcome and comfortable, irrespective of where they originate from or how different they are (Mertler, 2017). Instructors can attain this by spending quality time researching their kids before every academic year. They can gather more about their pupils’ upbringing by conducting a school survey to students and families. These are some of the techniques in which instructors might improve the understanding of their kids. Another possibility is to engage individuals of the kid’s parents and family in the class to support students and instructors in understanding the culture. Teachers can teach youngsters about diverse cultures and events by reading books, focusing on different cultures, and exploring differences.

Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.

Culturally significant coursework and curriculum can be introduced into the class in several different ways. One option is to train themselves on the significance of developing a varied educational environment where each pupil can grow and flourish while still feeling included. Even though no two families are identical, learning environments must be diverse. Inviting parents, relatives, and members from the community to partake in the classes is another strategy to integrate diverse cultures into the course. It would permit a wide range of cultures to be featured in the curriculum without feeling pressured. The instructor can also address or recognize various cultural festivals and read many books that explore the variations in many cultures and how we as instructors can implement them into the curriculum (Ismajli et al.,2018).

Discuss how you would differentiate instruction for the inclusion of various learning styles.

Well, within a class, there are learning or cultural requirements. By using differentiated methods of instruction, one can understand the concerns of numerous children while also serving the rest of the kids in a way that supports everyone. I’d deliver using several ways that I anticipate will work with various individuals, then examine the class to verify if the youngsters understood the approaches. If not, I would dedicate time to working one-on-one with learners who may still require extra help to understand better. If the learner has a second language, I will do everything I can to comprehend their first language, whether with the support of an ELS instructor or other classmates.

References

Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). Sage Publications.

Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of All the Students. International Journal of Instruction, 11(3), 207-218