Approaches to Implementation: Effective Professional Development

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Approaches to Implementation: Effective Professional Development

The first objective is to consolidate in the minds of students the basic laws of lexical compatibility, as well as the use of grammatical rules in the practice of foreign language communication. In relation to the peculiarities of teaching a foreign language aimed at achieving this goal, there is a method of identifying a cognitive model of meaning, called a mental picture. The ability to recognize a semantic feature, that is, a cognitive model, forms the basis of the linguistic competence of students. Thus, this objective correlates with cognitive linguistic domain, on the basis of which an approach to the formation of foreign language skills and abilities will be built.

The second objective is the formation of cultural awareness skills among students. A foreign language is itself an element of culture, and therefore a simultaneous means of direct acquaintance with it. When performing this objective, the affective domain is involved, which is responsible for how the student reacts to various situations, their values, interests and inclinations (Gordon et al., 2019). Thus, the implementation of this objective is associated with the embodiment of the affective domain, since it involves the formation of an emotional attitude to various phenomena of the surrounding world. Among them are the history of the country, its literature, science, traditions and customs.

The third objective is to teach the skills of using various programs and sources that help in translating from a foreign language into a native language and vice versa, or interpreting specific cultural realities. At the same time, both physical (paper) sources and various programs on the Internet will be used. This objective corresponds to the psychomotor domain of learning: to search, students need the ability to rapidly find the necessary information on the Internet, therefore, they will be trained in quick typing. Psychomotor goals are associated with the development of practical skills and the ability to use various tools. This objective implies the development of psychomotor printing skills and the ability to use search tools.

Classification System

The chosen classification system is Blooms Taxonomy which is a system of educational goals developed by scientists at the University of Chicago, led by psychologist Benjamin Bloom. Blooms ideas were first published in 1956 in the book Taxonomy of Educational Goals (Jenkins, 2019). According to Blooms taxonomy, learning is not just memorizing any facts; it should include their analysis and evaluation. It can be said that Blooms taxonomy is a pedagogical technique for memorizing and assimilating knowledge. Each new level of the pyramid, according to Blooms taxonomy, is based on the previous one. The basis for this is the acquisition of knowledge and memorization, and the main goal is an independent assessment.

Blooms Taxonomy align to the objectives, as a theory that will help test the depth of students knowledge of educational materials from the program. It will help to identify how successfully the set objectives have been achieved, and will also contribute to their achievement. Blooms classification system shows which topics are given to the student with difficulty and whether they are ready to apply the acquired knowledge in practice (Gordon et al., 2019). Thus, it is convenient to monitor both the achievements of students in cultural awareness and practical skills memorization of grammatical and lexical constructions and the ability to type quickly.

Instructional Model

The instructional model that will be used for the curriculum change plan is mentoring. This is a learning style based on a long process of creating a trusting, personally interested relationship between a teacher and a student. It is aimed at achieving significant dynamics in improving students knowledge and thinking. The effectiveness of practical actions should be conditioned by professional development as an integral personality of the teacher. Such an instructional model contributes to achieving significant results when acquiring new knowledge and new experience. It is also beneficial for the teacher, as it contributes to the development of their professional growth, self-confidence and, finally, will allow them to achieve success in their work.

Using mentoring instructional model for the curriculum change plan is very effective, since the mentor selects the style of interaction individually for each mentor and the achievement of specific objectives. Classical monitoring is interpreted as setting SMART goals: specific, measurable, attainable, relevant, and time-bound (Lo, 2018). Objectives will be formulated clearly and clearly, demonstrating what needs to be achieved; also, students will always have a clear indication of what and how to do. Teachers-mentors will correlate the goals for mentee students with specific deadlines, for example. The motivational component will also be of particular importance when formulating a goal, since it is the strongest motivator.

The chosen educational model has a bias towards personality-oriented education, which will affect the plans for standards. The standards will have significant practical value for the real modernization of education. They will not distract the intellectual resources of the school from solving really necessary tasks. The standards will be determined by the competencies acquired by students, i.e., their ability to apply knowledge, skills, experience and personal qualities in accordance with academic objectives. Plans for standards will have three main properties: super disciplinarity, polyvalence and cumulativeness (Mallillin, 2020). Super disciplinarity implies that competence is formed on the subject material of various academic disciplines. Polyvalence involves the formation of various competencies within the same academic discipline. Cumulativeness assumes that competence is formed during a sufficiently long interval of study time.

All classroom practices used will be active and informative: they will enrich students understanding of the surrounding reality, form the need for education, and promote intellectual development. Activities in the classroom will take the form of a seminar, lecture, role-playing game, project defense, and creative report. Extracurricular activities will take the form of a conference, a round table, and an intellectual marathon. Classroom practices will also be value-oriented and aimed at the rational understanding of universal and social values and the formation of culture. Therefore, they will include debates on moral topics, testing and questionnaires.

The most important condition for the time usage for the selected instructional model is its rationality, which is achieved through prioritization, or global goals. Therefore, first, a plan of the most important educational tasks will be drawn up for various periods of time: for a year, a month, a week, and, finally, for a day. Rational use of lesson time is an important condition for obtaining high-quality knowledge on the subject, since at school a lesson is the main organizational form within which the creative work of teachers is built. The effective use of study time consists in the analysis and purposeful allocation of time for educational activities.

The organization of education with the selected instructional model requires an integrated approach to the use of technical, methodological and information support tools. The use of new technical devices, information and communication technologies leads to a new understanding of the educational process, the formulation of innovative tasks and ways to solve them (Nugteren et al., 2018). Therefore, electronic educational resources will prevail among the materials in the training sessions. Among them there will be video clips, slide shows, various types of animations and interactive drawings. To ensure maximum effectiveness of training, it will be applied to find the best combination of tools, teaching methods and materials.

Accounting for academic performance is an integral part of the school learning process. With the selected instructional model, the continuity of academic performance is especially important. The specifics of knowledge accounting in school will consist in the fact that it has a teaching and educational value. Accounting for academic performance will be of practical importance and determine what form and content the subsequent work should be, and what their main efforts should be directed to. Checking the assimilation of the material by schoolchildren, the teacher will first of all have to take care of the strength of their memorization, the development of memory, the upbringing of their work habits.

Mentoring instructional model applies to the curriculum change plan the most for several reasons. Mentoring creates motivation for learning by personal example, and reveals the potential of the student better than other models. The advantage of mentoring over other educational technologies is that it provides an opportunity to learn right at the workplace. At all stages of learning, teacher support and confidential communication are important, which creates the most comfortable environment for students. It is mentoring that allows to teach understanding and knowledge in a most efficient way, as prescribed by the Bible (KJV Holy Bible, 2022, Psalm 119:66). This happens through the use of three communication techniques: correction, support and removal of psychological barriers (Chaudhuri et al., 2019). The combination of these three models of communication between teacher and student allows to consider mentoring instructional model the best for personality-oriented learning.

References

Chaudhuri, A. R., McCormick, B. D., & Lewis, R. (2019). Standards-based science institutes: Effective professional development that meets teacher and district needs. Science Educator, 27(1), 15-23.

Gordon, W. R., Taylor, R. T., & Oliva, P. F. (2019). Developing the curriculum: Improved outcomes through systems approaches. Pearson.

Jenkins, G. (2019). Teacher agency: The effects of active and passive responses to curriculum change. The Australian Educational Researcher, 44(4), 328-343.

KJV Holy Bible (2022). New York, NY: Christian Art Publishers.

Lo, C. K. (2018). Grounding the flipped classroom approach in the foundations of educational technology. Educational Technology Research and Development, 66(25), 793-811.

Mallillin, L. L. (2020). Different domains in learning and the academic performance of the students. Journal of Educational System, 4(1), 1-11.

Nugteren, M. L., Jarodzka, H., Kester, L., & Merriënboer, J. J. (2018). Self-regulation of secondary school students: Self-assessments are inaccurate and insufficiently used for learning-task selection. Instructional Science, 46(15), 357-381.

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