Diversity in the Classroom
Multicultural diversity induces multiple challenges in the current education system. It indicates that more individualized approaches to instruction and learning are required and that curricula must be revised in a way that would allow meeting the interests of all students. It is possible to say that the consideration of students’ multicultural differences and unique experiences is key to greater engagement in the learning process. Moreover, the implementation of culturally sensitive instruction techniques and practices may largely facilitate the acquisition of nursing-related knowledge.
The research in the sphere of public education reveals that students of all ages are highly perceptive of social and cultural contexts of lessons they attend (Hanke, 2014). The differentiation of learning activities may thus have some favorable impacts on academic performance. According to the principles of differentiation, the curriculum should include respectful activities and be accessible to every student in the class. It means the best way to differentiate a lesson and create an inclusive educational environment is to respect learners’ multicultural backgrounds and encourage them to exchange their unique experiences through active discussions, apply their knowledge to solving problems in case studies, etc. Overall, by addressing topical social and cultural matters which one may face in the future professional practice of nursing daily, a teacher adds more value to the instructed theoretical knowledge.
The discussion of social-cultural subjects in the class and their integration in the regular content may be regarded as one of the major features of responsive pedagogy. It can help educators raise students’ awareness of existing negative social phenomena and, in this way, to some extent eliminate adverse stereotypes that may interfere with their professional practice. Overall, by making lessons more relevant to students’ interests, a teacher can effectively promote their interest in learning.
Learning Styles and Student Independence
In nursing colleges, most of the students are adults. It is important to understand that the learning process in adult students differs from those in younger students. Therefore, some traditional instruction and education methods may not be as beneficial for them. The educational framework of andragogy suggests that an adult individual is mature enough to take a leading position in his or her learning process (Chinnasamy, 2013). However, to achieve positive academic results, students must have well-defined learning goals, while educators should provide them with a sufficient level of independence for self-realization.
Learning is not intended for mere improvement in academic performance, but its primary purpose is the stimulation of personal development. For this reason, although it is almost impossible to avoid using formal instructional methodologies in the traditional education contexts, it may be recommended to mix them with some more creative approaches to instruction. For instance, one may use the flipped classroom model in which students explore the instructional components such as lectures outside of the classroom (e.g., online), and accomplish the learning practices, which are normally assigned to learners as homework, during the lesson (Enfield, 2016). This method gives students the freedom to choose their approach to learning new materials. Additionally, such an instructional model provides an opportunity to use class time more efficiently and creatively by fostering a supportive environment for the application and practice of new skills and competencies, as well as deeper discussion of lesson content which increases better comprehension of material by students (Enfield, 2016).
Overall, it is essential to allow learners to study according to their preferences and learning styles. Educators must not be fixed on strict adherence to the formal side of instruction. A more creative approach, such as flipped education model, can help teachers remain more flexible and responsive to student needs, and these features are essential to engaged learning and positive academic outcomes.
References
Chinnasamy, J. (2013). Mentoring and adult learning: Andragogy in action. International Journal of Management Research and Reviews, 3(5), 2835-2844.
Enfield, J. (2016). The value of using an E-text in a flipped course. TechTrends,60(5), 449-455.
Hanke, V. (2014). Guided reading: Young pupils’ perspectives on classroom practice. Literacy, 48(3), 136-143.