Learning Process and Outcomes
It is challenging to give a unified definition of learning as the process depends on both students and teachers. However, it can be described more technically as a process. The most widespread concept of learning is the information processing theory (Sucharitha et al., 2020). Learners receive information through their sensory centers, first storing it in sensory memory.
After processing, it relocates to the working or short-term memory. Later, it either moves to long-term memory as semantic, procedural, or imagery information or is forgotten (Sucharitha et al., 2020). Therefore, focusing on transferring working memory to long-term memory is critical, as it can get overloaded.
Students can then apply the information in different contexts, modifying it based on the situation (Munna & Kalam, 2021). They are able to demonstrate the concepts learned by choosing the best skills and knowledge they have to resolve specific problems (Munna & Kalam, 2021). The most important learning outcome is the students’ ability to independently use and combine various pieces of information to address particular issues.
Learning Styles and Individual Differences
Students can utilize different learning styles, which should be addressed as part of the learning process. Learning styles depend on how a particular student receives and processes information (Hu et al., 2021). Therefore, a teacher should include in the learning process various types of activities, such as visual, auditory information presentation, reading, writing, social learning, etc.
The progress evaluation system should account for learners’ individual characteristics, as some may process information more slowly or quickly (Hu et al., 2021). Teachers should focus on identifying various unique characteristics of students in relation to the learning process. Then, they should diversify activities based on those characteristics and balance them to serve the needs of all students in the class.
Multicultural Education and Inclusive Practices
Multicultural education provides students with better self-awareness and positive self-concept. Teachers should allow students to explore their culture and apply their skills in a culturally specific setting (Ordway, 2021). Students should be engaged in discussion to promote cultural exchange (How to provide a multicultural education, 2020). It will also foster inclusion and develop a sense of self-confidence in students.
Teachers should also encourage students to be curious about their culture and the identities of other students, inspiring them to explore multicultural aspects. Teachers should prioritize learning needs and ensure learner-centered teaching, which will help emphasize inclusion and diversity.
However, multicultural education faces a challenge of content diversification for various groups of students. Teachers should allow students to choose topics for their projects as part of knowledge demonstration. Learners can apply the skills learned to explore their culture and present their findings to other people in the class. This will help ensure cultural exchange and help students better understand various cultural backgrounds.
When giving instructions, teachers can divide students into groups to be given different tasks (Weselby, 2022). It includes working with the teacher directly, conducting independent research, or working collaboratively on the problem (Weselby, 2022). It will help differentiate instructions and activities focusing on the various needs of diverse learning groups.
Additionally, it is important to give students a choice on grouping options and the type of instructions they want to receive (Munna & Kalam, 2021). Learners must be actively involved in their learning and have decision-making power. It will support a student-centered approach and create additional value and meaning to the concept learned.
References
How to provide a multicultural education. (2020). Baylor University. Web.
Hu, J., Peng, Y., Chen, X., & Yu, H. (2021). Differentiating the learning styles of college students in different disciplines in a college English blended learning setting. PLoS ONE 16(5). Web.
Munna, A., & Kalam, M. (2021). Teaching and learning process to enhance teaching effectiveness: A literature review. International Journal of Humanities and Innovation, 4(1), 1-4.
Ordway, D. M. (2021). Multicultural education: How schools teach it and where educators say it falls short. The Journalist’s Resources. Web.
Sucharitha, G., Matta, A., Dwarakamai, K., & Tannmayee, B. (2020). Theory and implications of information processing. In S. Mohanty (ed.), Emotion and information processing: A practical approach (pp. 39-54). Springer.
Weselby, C. (2022). What is differentiated instruction? Examples of how to differentiate instruction in the classroom. Resilient Educator. Web.