CommunityBasedInstructionpedagogy.1 x

Running Head: COMMUNITY-BASED INSTRUCTION PEDAGOGY 6

Title: Community Based Instruction Pedagogy

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Community-based instruction pedagogy is a pedagogical strategy that is international and is involved in integrating learning in academic courses with community engagement. This strategy focuses on creating positive community and social change (Wunder, Esqueda & Hankes, 2019). The stakeholders involved mutually benefit from this approach and more especially, the students gain help in learning course content and a good understanding of the community. Children and the youth with moderate and severe disabilities should always be given a chance and equal opportunities in the education sector and the set curriculum. This pedagogical approach displays its appropriateness to the youth and children with moderate to severe disabilities by helping and guiding them through various learning activities which makes them self-reliant and ready to deal with various challenges that they might face in the community.

Characteristics of children/youth that might benefit from the model 

The youth and children who benefit from this model have various characteristics as discussed in the literature. The approach is aimed at assisting these young people in the learning activities to create a society of well reliable people. Its main aim is to reduce overdependence in the community. Those who might benefit from this model should have some characteristics which include; Have a problem in comprehending course material, re suffering from moderate to severe disabilities, learners with language barriers and a problem with learning the English language, are individuals from marginalized communities and youth or children who might either undergone some forms of discrimination.

Adaptation or modification to support English Learning students

In my community, there are different kinds of diverse students. These children have a right to receive a quality education. The community is determined to ensure that the leaners especially English learners have understood and captured the concept being taught. This approach could be modified a little bit to ensure that it supports the English learners in the community (Lantolf & Esteve, 2019). The first thing which can be done to modify the approach is to developed guidelines on how the instructors could handle the teaching of the English language to the learners. This can be through teaching the learners through practical teaching by either participating in debates and arguments by the use of the English language. This could be very supportive for the learners as they could capture the concept more easily. The learner is exposed to speaking and using the language practically which might help them comprehend the concepts being taught in the classroom. The second approach to support English learners would be modifying the model to include the use of various teaching materials to the different students. Some of the students have a quick ability to capture classroom concept but others have different abilities in learning through theory approach. These students could be supported if the model allowed the use of both video clips and other pictorial approaches that could draw the attention of the learners as they are leaning the English language. This would help very much in supporting the English language learners in the community in capturing and comprehending the materials and concepts being taught among the learners with various abilities.

The other approach would be through encouraging the learners to use the English language in and out of the learning centers to reduce the influence of the learner’s primary language which could undermine their level of understanding of the English language. A student’s primary language could have a lot of impact on the ability of the student to understand the English language. The model should ensure that English learners have a clear differentiation of their primary language and the English language. This is going to be of help as the students will be supported on learning and mastering the English language.

This model should also be modified in its approach to the community to accommodate the diverse students in the community. It should be able to accommodate the different cultures of the students in the community, look at the level of acculturation by looking at the different approaches of assimilating the English learners into the English culture, and look at some ways of preparing the students to start learning the language. The model should be able to address the cultural needs of the students in the community as this might encourage the students to learn the language as they feel appreciated and respected. The model should embrace the culture of each student and try to first assimilate the student into the dominant culture which will make it possible for the students to learn the English language more comfortably. This can be done by the model being modified to support prior preparation of the students to start learning the language. This could be by encouraging the use of English as a primary language in the community. Students with various abilities will find it easy to learn a language that they have engaged with before and this is a supportive factor for them to learn the language.

Model support

This model is very supportive of students with disabilities in an inclusive environment. this is by the way the model supports the training of all the students who are suffering from various disabilities through the use of practical learning and teaching materials that support the learning of these students (Hankes, 2019). The model also supports the constructions of structures that support the inclusiveness of students with disabilities and develop an inclusive environment for students with different abilities to learn together. The model also is supportive of instructional techniques that the instructors can use to guide their students through various levels of understanding and comprehending a concept. The model provides various scaffolding techniques in which the learners get to capture the various educational concepts they learn. Learners also tend to learn through observation new concepts by use of the modeling strategy provided by this model. This is a good gesture that this model is supportive of leaners to get to understand the concepts more practically rather than theoretically. The model also supports language development among the students learning the English language. This is through providing supportive guidelines to language development among the students in the diverse community. Students learning the language are guided per their different abilities. Those with low language ability are guided accordingly concerning their abilities.

Having a model that supports all types of the student is very important. This model supports students with moderate to severe disabilities to acquire the necessary skills just like the other students. This has helped in the reduction of over-dependency in the community with the students becoming more self-reliant as they receive skills that assist them in performing various tasks such as clothing themselves and also engaging in other activities with the students. Language development and content capture are also supported by the model and learners get to enjoy learning and comprehend the content much better.

References

Hankes, J. E. (2019). Native American Pedagogy and Cognitive-Based Mathematics Instruction. DOI:10.4324/9781315790527

Lantolf, J. P., & Esteve, O. (2019). Concept-Based Instruction for Concept-Based Instruction. Evidence-Based Second Language Pedagogy, 27-51. DOI:10.4324/9781351190558-2

Wunder, J. R., Esqueda, C. W., & Hankes, J. E. (2019). A Literature Review of Native American Pedagogy and Cognitively Guided Instruction. Native American Pedagogy and Cognitive-Based Mathematics Instruction, 9-26. DOI:10.4324/9781315790527-2