Responsiveteaching.edited x

Running head: RESPONSIVE TEACHING 1

RESPONSIVE TEACHING 4

Responsive teaching

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According to the article written by Kennette and Wilson in the year 2019 on the universal design of learning (UDL), the main aim is to ensure that content is accessible to a bigger number of audiences. The goal is achieved through the removal of learning impediments.

According to a peer-reviewed article by Stelmakh, Shah and Singh, 2019 on the issues related to biases in testing, they consider the issue based on the scholarly research. In this context, they argue whether exposing author identities to different reviewers does it induces biases to any or to a certain group.

According to the article written by Valiandes, Neophytou and Hajisoteriou in the year 2018 on differentiated instruction, instruction is based on the premises of inclusion, equality, and equity; most research and publications have focused on one in isolation of the other.

According to an article done by Vargas 2020 on non-dominant language learners in teaching and learning, he suggests that students should be able to shift from one language to another to ease the means of communication on different platforms. He goes ahead to add that the knowledge of the book should be transmitted to real life.

What relationships exist among biases in testing and non-dominant language learners upon diversity responsive teaching?

In line with the two, both are based on scholarly work where one has to think deep. When using diversity in responsive teaching, the leaders should not be exposed in both scenario but aid in coming up with content.

What are the relationships among differentiated instruction and non-dominant language learners upon diversity responsive teaching?

In both, people should be able to equality and embrace one another in different integration and learning processes. The two areas are dependent where coordination calls in all aspect of life.

Reference

Kennette, L. N., & Wilson, N. A. (2019). Universal design for learning (UDL): Student and faculty perceptions. Journal of Effective Teaching in Higher Education, 2(1), 1-26.

Stelmakh, I., Shah, N. B., & Singh, A. (2019). On testing for biases in peer review. arXiv preprint arXiv:1912.13188.

Valiandes, S., Neophytou, L., & Hajisoteriou, C. (2018). Establishing a framework for blending intercultural education with differentiated instruction. Intercultural Education, 29(3), 379-398.

Vargas, K. (2020). Language and cultural practices in communities and schools: Bridging learning for students from non-dominant groups, edited by Inmaculada M. García-Sánchez and Marjorie Faulstich Orellana: New York, Routledge, 2019, 266 pp., 38.86(paperback), 124.00 (hardcover), ISBN 9781138597884.