Best Practices in Curriculum Design for Improving Culturally Diverse Student Performance

Lesson plans are important data sources for learning more about curricular and instructional decisions because they indicate the instructor's goals for the lesson. They guide, organize, and expose teacher perspectives and instructional priorities (Sias et al., 2017). Learning objectives, materials, instructional activities, and assessments make up a lesson plan, which serves as a road map for steering instruction toward the curriculum's goals (Kan & Soman, 2018, as cited in ACE, 2022). Content resources transfer across the curriculum; hence, planning to fulfill students' learning requirements occurs best in partnership. As a result, teachers working together throughout the curriculum show students how knowledge can be applied across core areas, allowing them to complete tasks using a variety of skill sets (Sias et al., 2017). Students have various learning styles, and educators who use different approaches to teaching and learning will benefit from improved student performance. The following are best practices in curriculum design for improving culturally diverse student performance, as measured by rigor and appropriateness.

Best-Practice Methods in the Design of a Rigorous and Appropriate Curriculum to Improve Culturally Diverse Student Performance

The twenty-first-century classroom consists of diverse learners who learn at various rates, have distinct learning styles, and have the same end goal: academic accomplishment. Hence, educators must emphasize creativity in their approach to teaching and learning inclusive of rigor while ensuring appropriateness to learner needs and curriculum. Some best practices employed are discussed below.

Computer-Based Scaffolding

Scaffolding concerns breaking down content material into manageable chunks for student learning; it is an approach used in most classrooms. Scaffolding occurs with or without technological input. However, computer-based scaffolding (CBS) aids students in developing solutions to complex issues, goals, or activities, allowing the development and integration of higher-order skills (Belland et al., 2017). As a result, the technique is a valuable tool for assisting individual pupils in completing and improving capabilities in complex activities that are above their existing skillset (Kim et al., 2020). CBS requires motivation, and the learner may sometimes feel distant from their teacher; however, Kim et al. (2020) postulate that computer-based scaffolding results in significant cognitive learning effects when done independently, in pairs, or small groups. CBD assists a wide range of learners, including audio, visual, kinesthetic, read-write, and multimodal scholars.

Self-Regulated Learning

Self-regulated learning (SRL) is a cognitive process based on metacognition and motivation (Mercadal, 2021). Students are motivated to prepare and study content before and after learning activities using SRL (Yaniawati et al., 2021). SRL teaches students to keep track of their emotions, which leads to improved time management and problem-solving abilities. Hence, teaching strategies focusing on self-regulated learning could positively affect academic performance (OZ, 2021). It also aids pupils in solidifying core materials and applies to all levels of learning.

Student-Centered Learning

The focus of any teaching approach should skew positively toward students. Therefore, teachers must practice student-centered techniques to facilitate teaching and learning, allowing students to succeed academically. A student-centered approach sees the teacher emphasizing classroom instruction that prioritizes students' needs (Gilstein, 2018). The strategy applies to all subject areas and helps students reflect on their learning. Mathematics is a subject that most student finds challenging, and it increases their anxiety level and diminishes their interest in the course regardless of their learning style. However, the student-centered approach proves more effective than standard methods on arithmetic achievement, attitude, and mathematics anxiety (Ay Emanet & Kezer, 2021). A student-centered classroom is sometimes busy and noisy, but students get the opportunity to work according to their abilities and to set learning goals.

Project-Based Learning

Diversity is essential within the classroom and in society. Students must learn to interact with individuals from different cultural backgrounds and develop an appreciation for the differences. Using project-based learning can help students develop the necessary social skills. Project-based learning (PBL) is a sort of inquiry-based learning where students solve real-world problems that concentrate on specific contexts during learning (Al-Balushi & Al-Aamri, 2014, as cited in Kurlanska, 2022). PBL focuses on students' cognitive and affective development, allowing instructors to make evidence-based decisions when planning lessons for various purposes (Wan et al., 2022). Although PBL takes time, it allows students to collaborate with their peers and develop group skills while also getting to know their classmates. Having a positive relationship among students within the classroom will create an environment conducive to learning and, by extension, improve student academic performance.

Differentiated Instructions

There is no single approach applicable to problem-solving; the same applies to student learning. Every student learns differently and at various paces. In the classroom, using a differentiated approach will assist instructors in meeting the academic needs of all students. Differentiating instructions refers to tailoring the material, procedure, and product of the curriculum to the unique features of each student, such as readiness, learning profile, and interest (Loeser, 2021). Dr. Carol Ann Tomlinson highlighted primary aspects of differentiated instructions as an engaging learning environment, a high-quality curriculum and clearly defined learning goals, ongoing assessments, response to students' instructional needs, and effective classroom management (suzzleQ, 2016). The approach is also student-centered and improves equity among students while meeting learners' needs and improving academic outcomes (Alsalhi et al., 2021).

References

Alsalhi, N. R., Abdelrahman, R., Abdelkader, A. F. I., Al-Yatim, S., Habboush, M., & Al Qawasmi, A. (2021). Impact of using the differentiated instruction (DI) strategy on student achievement in an intermediate stage science course. International

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American College of Education (ACE). (2019). Module 1: Curriculum and instruction best practices part 1 transcript: Rigorous and appropriate curriculum.

Ay Emanet, E., & Kezer, F. (2021). The effects of student-centered teaching methods used in mathematics courses on mathematics achievement, attitude, and anxiety: A meta-analysis study. Participatory Educational Research, 8(2), 240-259.

Gilstein, J. (2018). Student-centered learning. Salem Press.

Kim, N. J., Belland, B. R., Lefler, M., Andreasen, L., Walker, A., & Axelrod, D. (2020). Computer-based scaffolding targeting individual versus groups in problem-centered instruction for STEM education: Meta-analysis. Educational Psychology Review, 32(2), 415-461.

Kurlanska, C. (2022). Flipping the classroom in project and team-based learning: COVID made me do it! Currents in Teaching & Learning, 13(2), 38-48.

Loeser, J. W. (2021). Differentiated instruction. Great Neck Publishing.

Mercadal, T. P. (2021). Self-regulated learning (SRL). Salem PressOZ, E. (2021). The effect self-regulated learning on students' academic achievement: A meta-analysis. International Online Journal of Educational Sciences, 13(5), 1409-1429.

Sias, C. M., Nadelson, L. S., Juth, S. M., & Seifert, A. L. (2017). The best laid plans: Educational innovation in elementary teacher generated integrated STEM lesson plans. Journal of Educational Research, 110(3), 227-238.

suzzleQ. (2011, October 8). M.Ed. in differentiation - sample lesson [Video]. YouTube. https://www.youtube.com/watch?v=6xH0K3Z-dbo

Wan, Z. H., So, W. M. W., & Zhan, Y. (2022). Developing and validating a scale of STEM project-based learning experience. Research in Science Education, 52(2), 599-615.

Yaniawati, P., Al-Tammar, J., Osman, S. Z. M., Supianti, I. I., & Malik, A. S. (2021). Using of sigil software in math education: E-module development and effects on self-regulated learning skills. Journal for the Education of Gifted Young Scientists, 9(3), 251-268.